An Analysis of Recent Enrollment, Discipline and Graduation Trends among Females and Underrepresented Minorities at SUS Institutions [electronic resource] / Theodore Micceri and Kathy Borman.
Increased numbers of minority students as well as increased numbers of Florida high school graduates entering higher education in Florida have influenced Florida SUS [State University System] enrollment and graduation characteristics. This study of 510,952 undergraduate students shows that between t...
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| Format: | Electronic eBook |
| Language: | English |
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| 100 | 1 | |a Micceri, Theodore. | |
| 245 | 1 | 3 | |a An Analysis of Recent Enrollment, Discipline and Graduation Trends among Females and Underrepresented Minorities at SUS Institutions |h [electronic resource] / |c Theodore Micceri and Kathy Borman. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2006. | ||
| 300 | |a 33 pages. | ||
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| 520 | |a Increased numbers of minority students as well as increased numbers of Florida high school graduates entering higher education in Florida have influenced Florida SUS [State University System] enrollment and graduation characteristics. This study of 510,952 undergraduate students shows that between the years 1996 and 2003, the number of entering undergraduate students increased from approximately 54,000 to more than 72,000 students during this period, while the percentage reporting themselves as white, non-Hispanic dropped from 64.4% to 59.8% (4.6% decrease). All non-white groups increased in representation at entry during this time, with increases ranging from a low of 0.3% for Asians (4.3% in 2003) to highs of 1.5% for Black (15% in 2003) and 1.9% for Hispanic students (16.3% in 2003). Analysis of First Time in College (FTIC) cohorts in SUS factbooks from 1983-84 through 2004-05 shows a steady decline in the proportion of white students among those earning bachelors degrees from circa 80% during 1983-1990 to 62.5% in the most recent cohort 2004-05. For the most part, minority increases during this time may be attributed to Black and Hispanic students, because Asian, Other and American Indian make up about 10% of the 2004-05 population. Recent large increases in entering FTIC students have strained the SUS's capacity to serve such large cohorts, and, as a result, entry requirements have become more stringent. Unfortunately, academically comparable Blacks, Hispanics and females tend to perform at lower levels on standardized tests than white and Asian males, thereby introducing an acceptance bias against these groups (Micceri, 2001). This dampening effect is likely a factor in the comparatively stable representation among Blacks, Hispanic and Other students in FTIC cohorts (36% in 1996, 38% in 2003), and their increasing representation among Community College Transfer (CCT) cohorts (28% in 1996, 37% in 2003, see Table 4 and Figure 5). Florida community colleges require only a high school diploma for entry. CCT students consistently graduate at higher rates than FTIC students, with the smallest advantages occurring for white (3-5%) and Asians (usually 2-3%), and the greatest advantages for respectively, Other (15%+), Blacks (10%) and Hispanics (5% to 10%). Overall, Blacks and Hispanics show the lowest graduation rates among both FTIC and CCT students, with smaller gaps occurring among CCT students. This is particularly true for Other students, who are quite comparable to females, whites and Asians among CCTs and more closely aligned with Blacks and Hispanics among FTIC students. More detailed analysis of recent graduating cohorts shows that female, Hispanic and Black students tend to be overrepresented in some broad disciplines (2-digit CIP) and underrepresented in others. Hispanics are distributed more evenly than is the case for those in other groups, showing over-representation in only two disciplines (Architecture and Foreign Languages), and under-representation in only Environmental and Forestry Sciences. Generally speaking, different groups tend to gravitate to specific disciplines, with the only two overlapping areas, History (Black and female) and Environmental and Forestry Sciences (Black and Hispanic). Among Blacks and females there is overlap in Engineering Technology; Philosophy, Religion and Theology; and History. Black students are overrepresented in Other Social Sciences, Protective Services, Public Administration and Health Professions and Related Sciences. When females are overrepresented, they tend to virtually dominate the disciplines, making up 80% or more of all graduates. This is the case in five disciplines: Education, Human Sciences, Psychology, Public Administration and Services, and Health Professions and Related Sciences. (Contains 11 tables, 5 figures, and 4 footnotes.) [This study was conducted under the auspices of NSF STEP grants at the University of South Florida's Department of Anthropology.] | ||
| 524 | |a Online Submission. |2 ericd. | ||
| 650 | 0 | 7 | |a Bachelors Degrees. |2 ericd. |
| 650 | 0 | 7 | |a High School Graduates. |2 ericd. |
| 650 | 0 | 7 | |a Undergraduate Students. |2 ericd. |
| 650 | 0 | 7 | |a Standardized Tests. |2 ericd. |
| 650 | 0 | 7 | |a Enrollment Trends. |2 ericd. |
| 650 | 0 | 7 | |a Graduation Rate. |2 ericd. |
| 650 | 0 | 7 | |a Minority Groups. |2 ericd. |
| 650 | 0 | 7 | |a Racial Differences. |2 ericd. |
| 650 | 0 | 7 | |a White Students. |2 ericd. |
| 650 | 0 | 7 | |a Asian American Students. |2 ericd. |
| 650 | 0 | 7 | |a African American Students. |2 ericd. |
| 650 | 0 | 7 | |a Hispanic American Students. |2 ericd. |
| 650 | 0 | 7 | |a Racial Composition. |2 ericd. |
| 650 | 0 | 7 | |a American Indians. |2 ericd. |
| 650 | 0 | 7 | |a Females. |2 ericd. |
| 650 | 0 | 7 | |a Low Achievement. |2 ericd. |
| 650 | 0 | 7 | |a College Admission. |2 ericd. |
| 650 | 0 | 7 | |a Community Colleges. |2 ericd. |
| 650 | 0 | 7 | |a Transfer Students. |2 ericd. |
| 650 | 0 | 7 | |a Disproportionate Representation. |2 ericd. |
| 650 | 0 | 7 | |a Majors (Students) |2 ericd. |
| 700 | 1 | |a Borman, Kathy. | |
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