Race-Specific High School Course Intensity and Student’s Post-secondary Education Attainment

Nandan Kumar Jha () and Elizabeth M. Stearns
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Nandan Kumar Jha: Valdosta State University
Elizabeth M. Stearns: University of North Carolina at Charlotte

Research in Higher Education, 2018, vol. 59, issue 6, No 4, 765-791

Abstract: Abstract Post-secondary educational attainment is an increasingly important prerequisite to many valued outcomes. This paper examines the association of racially-specific high school course of study with student’s postsecondary educational attainment using ELS 2002–2012 and a comprehensive measure of course intensity derived from students’ patterns of course-taking. Results support a partial presence of racially-specific association of high school course of study. We also find that only Asian-American and American Indian/Alaskan Native students in the middle course intensity and Asian-American students in high course intensity ranges are more likely to obtain at least a 4-year college degree than same-race students in the low course intensity group. However, the same pattern is not evident for White, African-American, multi-racial, and Hispanic students, indicating that they do not experience the same benefit from academically rigorous courses of study. Also, educational expectations do not mediate the relationships among race, course of study, and postsecondary educational trajectory differently for students of different racial groups, i.e., they do not play a larger role in mediating the relationship between course of study and postsecondary educational trajectory for White students.

Keywords: Post-secondary educational attainment; Academically rigorous courses of study; Race; Racism; Meritocracy; ELS: 2002–2012; Heterogeneous choice model (search for similar items in EconPapers)
Date: 2018
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DOI: 10.1007/s11162-017-9484-9

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