In this Issue
The Review of Higher Education (RHE) will be operating under a Subscribe to Open (S2O) model 2025-2027, which is an exciting change. We met the subscription threshold this year, which means RHE content published in the 2025 calendar year will be open to the public. The 3-year S2O arrangement also includes articles published in RHE’s Ahead of Print section. Each year for 3-years, subscriptions have to hit a certain threshold in order for articles to be made open access.
published by
Johns Hopkins University Pressviewing issue
Ahead of PrintTable of Contents
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View Summary of Does Advanced High School Coursework Enhance Community College Women’s Pathways to Computing Degrees? Evidence from Florida
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Does Advanced High School Coursework Enhance Community College Women’s Pathways to Computing Degrees? Evidence from Florida
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View Summary of A Structural Approach to Doctoral Students’ Perceptions of Racial Climate on Program Satisfaction
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A Structural Approach to Doctoral Students’ Perceptions of Racial Climate on Program Satisfaction
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View Summary of We Sit Side by Side: How Course Peers Shape the Achievement and Success of At-Promise Students
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We Sit Side by Side: How Course Peers Shape the Achievement and Success of At-Promise Students
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The Paradox of Marketability: Degree Utilization and Labor Market Outcomes by College Field of Study
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View Summary of The Paradox of Marketability: Degree Utilization and Labor Market Outcomes by College Field of Study
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The Paradox of Marketability: Degree Utilization and Labor Market Outcomes by College Field of Study
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View Summary of Average and Differential Effects of Corequisite Math Reforms on Short-, Medium-, and Long-Term Outcomes
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Average and Differential Effects of Corequisite Math Reforms on Short-, Medium-, and Long-Term Outcomes
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View Summary of "Eyes Were Watching Me": Undergraduate Women's Experiences in Computing Internships Across Modalities
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View Summary of The Importance of Place: How State Policy Contexts Shape Student-Mothers’ Educational Experiences
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The Importance of Place: How State Policy Contexts Shape Student-Mothers’ Educational Experiences
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View Summary of Caught in a Double Bind: Toward an Understanding of Undergraduate Women Engineers Early Experiences
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Caught in a Double Bind: Toward an Understanding of Undergraduate Women Engineers Early Experiences
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View Summary of Proving Our Worth: HBCUs, STEM Partnerships and the Marginalization of Black Women in Industry Settings
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Proving Our Worth: HBCUs, STEM Partnerships and the Marginalization of Black Women in Industry Settings
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Previous Issue
| ISSN | 1090-7009 |
|---|---|
| Print ISSN | 0162-5748 |
| Launched on MUSE | 2021-06-30 |
| Open Access | No |
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