Understanding college degree completion of students with low socioeconomic status: The Influence of the Institutional Financial Context

By Marvin A. Titus. 2006

228 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education

View Paper: https://www.semanticscholar.org/paper/6ec9da536871c211574c786849714fe08f944c93

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In Economics and Econometrics

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Citations in the corpus

Does Socioeconomic Diversity Make a Difference? Examining the Effects of Racial and Socioeconomic Diversity on the Campus Climate for Diversity (2013, background): “Independently, social class affects factors such as students’ self-concept and sense of identity (Aries, 2008), sense of belonging (Ostrove & Long, 2007), access to financial aid (Titus, 2006), and educational aspirations (Walpole, 2008).”
If Life Happened but a Degree Didn’t: Examining Factors That Impact Adult Student Persistence (2014, background): “A host of studies have found a strong positive relationship with income and retention (Cabrera, Stampen, & Hansen, 1990; Cofer & Somers, 2000; Lichtenstein, 2002; Perna, 1998; Spady, 1971; Stinebrickner & Stinebrickner, 2003; Titus, 2006).”
The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach (2009, background): “…analyses are limited by the fact that they mainly tend to evaluate the influence of structural aspects of an institution (Oseguera 2005–2006; Sjoberg 1999; Titus 2004, 2006a) and until recently, the organizational culture of an institution (Berger 2000, 2001–2002; Braxton 2000; Kuh 2001–2002).”
Efficiency in education: a review of literature and a way forward (2017, unknown): “Other studies have attempted to link institutional finances to organizational effectiveness, primarily using some measure of student retention and graduation rates (eg Titus, 2006).”
"Black Elephant in the Room": Black Students Contextualizing Campus Racial Climate Within US Racial Climate (2018, background): “For example, low-income students may feel an obligation to help their families while in college by working or helping out at home while other family members work (Titus, 2006).”
Evaluating the Impacts of “New” Performance Funding in Higher Education (2015, methodology): “…completion are conditioned by a college’s size, racial and socioeconomic profile, percent of students enrolled part-time, tuition level, and financial capacity, we control for these variables in our analysis (Bahr, 2013; Dowd, 2003; Mullin, 2012; Seidman, 2005; Tebbs & Turner, 2005; Titus, 2006).”