Academic culture beyond the individual: Group-level norms and college enrollment

Although many scholars have written about culture in schools and discuss culture as a group-level phenomenon, quantitative studies tend to empirically examine culture at the individual-level. This study presents a group-level conceptualization of academic culture known as cultural heterogeneity-the presence of a diverse array of competing and conflicting cultural models-to examine whether variation in school-level academic orientation predicts college enrollment. We use the Educational Longitudinal Study of 2002 (ELS) to show that whereas academic press (or average school academic culture) is positively related to enrollment, variation in school academic culture is associated with declines in enrollment. These findings hold net of students' own academic behaviors and beliefs, background factors, and school characteristics. Thus, exposure to conflicting models of culture can lead youth to make decisions that do not reflect broader societal goals. This study addresses the misalignment between the conceptual and empirical definitions of culture in education by examining the link between school academic culture measured as a group-level process, which is consistent with how scholars discuss culture, and college enrollment.

Reconsidering Rural-Nonrural College Enrollment Gaps: The Role of Socioeconomic Status in Geographies of Opportunity

Rural students enroll in college at lower rates than nonrural students. This has been partially attributed to lower average socioeconomic status (SES) in rural areas. However, this assertion tends to ignore heterogeneity that may mask how SES shapes rural students' college-going experiences. Utilizing a geography of opportunity framework, this study investigated how rural-nonrural differences in college-going vary based on SES. Analyses reveal that (a) rural and nonrural students in the High School Longitudinal Study (HSLS) had very similar mean SES; (b) rural status still predicted lower college enrollment rates overall, as well as four-year enrollment specifically; (c) the overall rural-nonrural enrollment gap was primarily a gap for low- and middle-SES students; and (d) there was greater socioeconomic inequality in college access in rural geographies than in nonrural geographies. These findings reinforce the fact rural students are not a monolithic group and emphasize the continued importance of SES between and within geographies. Given these findings, recommendations are provided with the intent of making college enrollment more equitable by the joint consideration of rurality and SES.

Supplementary Information

The online version contains supplementary material available at 10.1007/s11162-023-09737-8 .

Young Adult Human Papillomavirus and Influenza Vaccine Coverage: A Comparison Across College Enrollment Status

To determine human papillomavirus and influenza vaccine coverage among young adults in the US and assess differences in vaccine uptake by college enrollment status, we conducted an online survey of young adults aged 18-26 (n = 417) using Survey Monkey, with recruitment occurring through Amazon's Mechanical Turk (MTurk) platform. We collected data on self-reported preventive health behaviors, including vaccine receipt, current college enrollment status, and other demographics. Overall, 49% of participants reported receiving at least one dose of human papillomavirus vaccine and 57% reported receiving at least one influenza vaccine over the past three years. Vaccine coverage estimates did not differ between college-enrolled and non-enrolled respondents. Low vaccine coverage rates demonstrate the need to improve vaccine strategies for young adults. The strongest predictor of vaccine receipt was having received a provider recommendation. There does not appear to be healthcare utilization differences related to ability to access care through student health or community-based settings. Additional research is needed to develop interventions to improve vaccination coverage among young adults, both currently enrolled and not enrolled in college.

[Job] Locked and [Un]loaded: The effect of the Affordable Care Act dependency mandate on reenlistment in the U.S. Army

One concern with employer-based health insurance is job lock or the inability for employees to leave their current employment for better opportunities for fear of losing benefits. We use the implementation of the Affordable Care Act's dependency mandate as a natural experiment. Data from the United States Army overcome some limitations in previous studies including the ability to examine workers with fixed contract expiration dates, uniform pay, and health coverage. We find that the ACA decreased reenlistment rates by 3.13 percent for enlisted soldiers aged 23-25. We also find that younger veterans who leave the Army are more likely to attend college. These findings show that the ACA reduced job lock and increased college-going.

The Influences of Family and Place on Rural Adolescents' Educational Aspirations and Post-secondary Enrollment

Despite the large contingent of students living in rural areas, existing research on the processes that precede the college enrollment of rural adolescents is limited. With a particular focus on gender, this study investigated rural adolescents' perceptions of family and place and how these perceptions related to their educational aspirations and subsequent college enrollment using a nationwide sample of rural adolescents (N = 3456; 52.5% female). Female adolescents reported higher academic achievement, educational aspirations, parental expectations, and family responsibility and enrolled in two-year and four-year institutions at greater rates compared to male adolescents, who reported significantly higher rural identity and perceptions of job opportunities in the rural community. Utilizing a multiple group moderated mediation approach, the results provided evidence that adolescents' increased perceptions of their parents' educational expectations were associated with increased educational aspirations and college enrollment and that adolescents' increased perceptions of job opportunities in their rural community were associated with decreased educational aspirations. In addition, the results showed that gender moderated the relation between perceptions of job opportunities in the rural community and postsecondary enrollment. These findings highlight how the developmental resources of family and place relate to adolescents' educational aspirations and subsequent postsecondary enrollment.

Social interactions and college enrollment: A combined school fixed effects/instrumental variables approach

This paper provides some of the first evidence of peer effects in college enrollment decisions. There are several empirical challenges in assessing the influences of peers in this context, including the endogeneity of high school, shared group-level unobservables, and identifying policy-relevant parameters of social interactions models. This paper addresses these issues by using an instrumental variables/fixed effects approach that compares students in the same school but different grade-levels who are thus exposed to different sets of classmates. In particular, plausibly exogenous variation in peers' parents' college expectations are used as an instrument for peers' college choices. Preferred specifications indicate that increasing a student's exposure to college-going peers by ten percentage points is predicted to raise the student's probability of enrolling in college by 4 percentage points. This effect is roughly half the magnitude of growing up in a household with married parents (vs. an unmarried household).