Under-Represented Students and the Transition to Post-Secondary Education: Comparing Two Toronto Cohorts

Autor/inn/en	Robson, Karen; Anisef, Paul; George, R. C.
Titel	Under-Represented Students and the Transition to Post-Secondary Education: Comparing Two Toronto Cohorts
Quelle	In: Canadian Journal of Higher Education, 48 (2018) 1, S.39-59 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Disproportionate Representation; Grade 12; High School Students; Regression (Statistics); Race; Gender Differences; Student Adjustment; College Preparation; Racial Differences; White Students; College Attendance; Minority Group Students; Grade Point Average; Educational Policy; Undergraduate Students; Identification; Special Education; Educational Needs; Census Figures; Statistical Analysis; Foreign Countries; Multivariate Analysis; Canada + Suchen Sie Ihr Suchwort? School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Regression; Regressionsanalyse; Rasse; Abstammung; Geschlechterkonflikt; Adjustment; Adaptation; Rassenunterschied; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Politics of education; Bildungspolitik; Identifikation; Identifizierung; Special needs education; Sonderpädagogik; Sonderschulwesen; Educational need; Bildungsbedarf; Volkszählung; Statistische Analyse; Ausland; Multivariate Analyse; Kanada
Abstract	Using data from two cohorts of Grade 12 students in Toronto, we examined whether the transition to post-secondary education changed between 2006 and 2011, particularly for under-represented groups. We used multilevel, multinomial logistic regressions to examine how the intersections of race and sex affect post-secondary transitions in the two cohorts. Our findings revealed that Black, Latino, and Southeast Asian students were less prepared for postsecondary education than White students. Students in these groups had lower than average GPAs, higher identification of special education needs, or lower likelihoods of taking academic-stream courses. These differences remained fairly stable between 2006 and 2011. We did, however, find that Black students were more likely than White students to confirm a place in university in 2011--a significant difference. In contrast, Southeast Asian students experienced a decline in university transition but an increase in college confirmation. We also found that race and sex were important intersections for university confirmations in the case of Blacks and for college confirmations in the case of Southeast Asians. We contextualize our findings within the policy climate of Ontario in the years spanning our two cohorts. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://csshe-scees.ca/publications/canadian-journal-of-high
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01