Topic
Bachelor
About: Bachelor is a research topic. Over the lifetime, 5153 publications have been published within this topic receiving 26865 citations.
Papers published on a yearly basis
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Papers
Journal Article•
TL;DR: For example, the authors examined the background characteristics of first-generation college students at a four-year university, their reasons for pursuing higher education, and their first-year experiences.
Abstract: This study examined the background characteristics of first-generation college students at a four-year university, their reasons for pursuing higher education, and their first-year experiences. In comparison to students whose parents had some college experience but no degrees (n = 75) and students whose parents had at least a bachelor's degree (n = 68), first-generation college students (n = 64) were more likely to come from a lower socioeconomic background, to report that they were pursuing higher education to help their family out financially after they complete college, and to worry about financial aid for college. It is recommended that campus support services for these students directly address their unique challenges and concerns. ********** First-generation college students are those whose parents have not attended college (Billson & Terry, 1982). Most of these students start college at a two-year institution rather than a four-year institution. For example, for the 1995-96 academic year, 50.2% of first-generation college students started higher education at a two-year college (National Center for Education Statistics, 1999). They tend to start at two-year institutions for various reasons, three of which are (a) their academic preparation is not competitive enough to gain admission to a four-year institution, (b) they cannot afford the tuition costs at a four-year institution, or (c) they need the flexibility of class schedules at a two-year institution to meet their other responsibilities as workers, spouses, or parents (see Zwerling & London, 1992). Research, however, has shown that first-generation students have a better chance of earning a bachelor's degree if they start postsecondary education at a four-year college rather than a two-year college. For example, statistics from the National Center for Education Statistics (2000) show that, among first-generation college students who started higher education during the 1989-90 academic year, less than 10% of those who started at a two-year institution had earned a bachelor's degree by 1994; in contrast, a little more than 40% of those who started at a four-year institution had earned their bachelor's degree by 1994. Surprisingly, little survey research has been done on the background characteristics of first-generation college students at four-year institutions. The few empirical studies that have been conducted on these students have mainly examined topics such as their risk of attrition (Billson & Terry, 1982; Pratt, & Skaggs, 1989), their personality characteristics (McGregor, Mayleben, Buzzanga, Davis, & Becker, 1991), their relationships with their families (London, 1989), their academic preparation and first-year performance (Riehl, 1994), and their cognitive development (Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996; these researchers also included community college students among their participants). The current study contributed to the literature on first-generation college students by focusing on those who start their higher education at a four-year university. More specifically, this study examined (a) the background characteristics of these students, (b) their reasons for pursuing higher education, and (c) their first-year experiences. Their responses were compared to those of students whose parents had at least a bachelor's degree and to those of students whose parents had some college experience but no degrees. Such analyses can identify challenges that are particular to first-generation college students and inform offices of student support services of the kinds of help that these students need to succeed at a four-year institution. Method Participants First-generation college students (n = 64) were recruited from the Program Leading to Undergraduate Success at the University of California, Los Angeles (UCLA). …
538 citations
TL;DR: Zhang et al. as mentioned in this paper proposed a wearable energy storage device based on aqueous batteries and polymer electrolytes, which mainly focuses on high-performance Zn-ion battery electrodes and polymeric electrolytes.
310 citations
TL;DR: This article found that students who begin post-secondary education at a community college are less likely to earn a bachelor's degree than otherwise similar undergraduates who begin at a 4-year school, but there is less consensus over the mechanisms generating this disparity.
Abstract: It is well established that students who begin post-secondary education at a community college are less likely to earn a bachelor’s degree than otherwise similar undergraduates who begin at a 4-year school, but there is less consensus over the mechanisms generating this disparity. We explore these using national longitudinal transcript data and propensity-score methods. Inferior academic preparation does not seem to be the main culprit: We find few differences between students’ academic progress at each type of institution during the first 2 years of college and (contrary to some earlier scholarship) students who do transfer have BA graduation rates equal to similar students who begin at 4-year colleges. However, after 2 years, credit accumulation diverges in the two kinds of institutions, due in part to community college students’ greater involvement in employment, and a higher likelihood of stopping out of college, after controlling for their academic performance. Contrary to some earlier claims, we fin...
303 citations
TL;DR: Wang et al. as discussed by the authors proposed an advanced flexible aqueous zinc-ion batteries and the design of advanced metallic anode under the supervision of Professor Chunyi Zhi.
264 citations
TL;DR: For example, Perna et al. as mentioned in this paper found that women receive fewer doctoral and first-professional degrees than men, even though women receive more bachelor's degrees, even after allowing for time to complete an advanced degree.
Abstract: Women continue to receive fewer doctoral and first-professional degrees than men, even though women receive more bachelor's degrees. The underrepresentation of women holds even after allowing for time to complete an advanced degree. For example, women received 55% of the bachelor's degrees that were awarded in 1994-95 but only 44% of the doctoral degrees and 45% of the first-professional degrees that were awarded five years later in 1999-00 (NCES, 2002). (1) African Americans also represented smaller shares of doctoral and first-professional degree recipients in 1999-00 than of bachelor's degree recipients in 1994-95 (5.0% and 6.9% versus 7.5%, NCES, 2002). Hispanics represented a smaller share of doctoral degree recipients (2.9%) but a comparable share of first-professional degrees (4.8%) in 1999-00 than of bachelor's degrees in 1994-95 (4.7%, NCES, 2002). Bowen and Rudenstine (1992) offer several possible explanations for the lower representation of women, African Americans, and Hispanics among doctoral degree recipients than bachelor's degree recipients. First, non-U.S. citizens, the majority of whom are men, account for a higher share of doctoral degree recipients than bachelor's degree recipients. Second, the distribution of bachelor's degree recipients by undergraduate major field varies by sex and race/ethnicity, with women, African Americans, and Hispanics tending to major in fields in which smaller shares of bachelor's degree recipients enroll in doctoral programs, such as communications. Even after taking into account these sources of the gap, however, Bowen and Rudenstine (1992) conclude that women, African Americans, and Hispanics are less likely to receive doctoral degrees. They speculate that both lower rates of doctoral program enrollment and lower rates of persisting to doctoral degree completion play a role. Although researchers have examined sex and racial/ethnic group differences in undergraduate enrollment (e.g., Hurtado, Inkelas, Briggs, & Rhee, 1997; Jackson, 1990; Perna, 2000; St. John & Noell, 1989), few theoretically based, methodologically rigorous studies have explored the sources of observed sex and racial/ethnic group differences in graduate school enrollment using a nationally representative sample of students. Ethington and Smart (1986) examined sex differences in graduate enrollment using a comprehensive causal model but did not include race/ethnicity in the analyses, likely due to a small number of non-White individuals in the sample. Other research has been limited to describing the correlates of graduate enrollment for a particular group, such as Mexican-American female graduate students (Lango, 1995), African-American doctoral recipients in sports and exercise science (King & Chepyator-Thomas, 1996), doctoral students in higher education administration (Poock & Love, 2001), and newly enrolled graduate students at one institution (Malaney, 1987; Stiber, 2000). A variety of conceptual approaches have been utilized to examine graduate school enrollment, including a marketing perspective (Malaney, 1987; Stiber, 2000), Hossler and Gallagher's three-stage college-choice model (Poock & Love, 2001), Astin's theory of involvement (Lango, 1995), and Tinto's model of persistence (Ethington & Smart, 1986). This research contributes to our understanding of the sources of the underrepresentation of women, African Americans, and Hispanics among doctoral and professional degree recipients by examining one phase of the educational pipeline: the enrollment of bachelor's degree recipients in different types of post-baccalaureate educational programs. This study develops and tests a conceptual model that is based on an expanded econometric theoretical framework using data from a nationally representative, longitudinal survey of bachelor's degree recipients. Theoretical Framework Building on research that has examined racial/ethnic group differences in undergraduate enrollment (Perna, 2000), this research develops and tests the appropriateness of an expanded econometric framework for understanding sex and racial/ethnic group differences in post-baccalaureate enrollment. …
240 citations
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Performance Metrics
| Year | Papers |
|---|---|
| 2026 | 4 |
| 2025 | 527 |
| 2024 | 824 |
| 2023 | 1,646 |
| 2022 | 2,526 |
| 2021 | 314 |