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College Rankings: What Type of Students Use Them and Who Benefits
College Rankings: What Type of Students Use Them and Who Benefits
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153020
- ISBN
- 9798384481980
- DDC
- 378
- 서명/저자
- College Rankings: What Type of Students Use Them and Who Benefits
- 발행사항
- [Sl] : University of California, Los Angeles, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 218 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
- 주기사항
- Advisor: Eagan, Mark Kevin, Jr.
- 학위논문주기
- Thesis (Ph.D.)--University of California, Los Angeles, 2024.
- 초록/해제
- 요약Despite college rankings' popular yet controversial nature, there is little known about the relationship between college rankings and students. Prior literature suggests that students who make use of rankings are more privileged, yet there lacks a comprehensive analysis surrounding the types of students who place importance on rankings in more modern times. Additionally, there is a lack of information regarding how students' use of rankings impacts their college experiences and outcomes.Using data from UCLA's Higher Education Research Institute, this study employs logistic regression to determine the demographic characteristics and pre-college experiences of students who place importance on rankings, and this study draws on Bourdieu's theory of social reproduction to hypothesize that valuing rankings in deciding where to attend college correlates with different types of privilege. Next, this study makes use of inverse probability of treatment weighting, t-tests, and linear regression models to determine the extent to which having valued rankings affects outcomes like sense of belonging and academic adjustment in students' first year of college as well as overall satisfaction in both the first and senior year. This study utilizes the theory of anticipatory socialization to posit that students' use of rankings leads to more informed college decisions, which in turn leads to stronger outcomes.Findings indicate that students with higher levels of privilege are more likely to use rankings during their college search process. Additionally, students who valued rankings in the selection of their college report slightly better outcomes in terms of sense of belonging and overall satisfaction (both first-year and upon graduation) but not academic adjustment. These findings held even after accounting for student privilege. However, students' experiences while in college, such as interacting with faculty, play a larger role in determining their outcomes than whether the student placed importance on rankings.This study elaborates on how the findings are relevant for audiences like college counselors, higher education institutions, and researchers. All in all, this study not only provides a current look into the types of students who place importance on rankings but it also examines how importance placed on rankings influences pivotal outcomes like overall satisfaction.
- 일반주제명
- Higher education
- 일반주제명
- Education policy
- 일반주제명
- Educational evaluation
- 키워드
- College rankings
- 키워드
- Student outcomes
- 기타저자
- University of California, Los Angeles Education 0249
- 기본자료저록
- Dissertations Abstracts International. 86-04A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aMartin, Elizabeth Anne.
■24510▼aCollege Rankings: What Type of Students Use Them and Who Benefits
■260 ▼a[Sl]▼bUniversity of California, Los Angeles▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a218 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-04, Section: A.
■500 ▼aAdvisor: Eagan, Mark Kevin, Jr.
■5021 ▼aThesis (Ph.D.)--University of California, Los Angeles, 2024.
■520 ▼aDespite college rankings' popular yet controversial nature, there is little known about the relationship between college rankings and students. Prior literature suggests that students who make use of rankings are more privileged, yet there lacks a comprehensive analysis surrounding the types of students who place importance on rankings in more modern times. Additionally, there is a lack of information regarding how students' use of rankings impacts their college experiences and outcomes.Using data from UCLA's Higher Education Research Institute, this study employs logistic regression to determine the demographic characteristics and pre-college experiences of students who place importance on rankings, and this study draws on Bourdieu's theory of social reproduction to hypothesize that valuing rankings in deciding where to attend college correlates with different types of privilege. Next, this study makes use of inverse probability of treatment weighting, t-tests, and linear regression models to determine the extent to which having valued rankings affects outcomes like sense of belonging and academic adjustment in students' first year of college as well as overall satisfaction in both the first and senior year. This study utilizes the theory of anticipatory socialization to posit that students' use of rankings leads to more informed college decisions, which in turn leads to stronger outcomes.Findings indicate that students with higher levels of privilege are more likely to use rankings during their college search process. Additionally, students who valued rankings in the selection of their college report slightly better outcomes in terms of sense of belonging and overall satisfaction (both first-year and upon graduation) but not academic adjustment. These findings held even after accounting for student privilege. However, students' experiences while in college, such as interacting with faculty, play a larger role in determining their outcomes than whether the student placed importance on rankings.This study elaborates on how the findings are relevant for audiences like college counselors, higher education institutions, and researchers. All in all, this study not only provides a current look into the types of students who place importance on rankings but it also examines how importance placed on rankings influences pivotal outcomes like overall satisfaction.
■590 ▼aSchool code: 0031.
■650 4▼aHigher education
■650 4▼aEducational administration
■650 4▼aEducation policy
■650 4▼aEducational evaluation
■653 ▼aAcademic adjustment
■653 ▼aAnticipatory socialization
■653 ▼aCollege admissions
■653 ▼aCollege rankings
■653 ▼aSocial reproduction
■653 ▼aStudent outcomes
■690 ▼a0745
■690 ▼a0443
■690 ▼a0514
■690 ▼a0458
■71020▼aUniversity of California, Los Angeles▼bEducation 0249.
■7730 ▼tDissertations Abstracts International▼g86-04A.
■790 ▼a0031
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164590▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
