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Author: Bartle-Haring, Suzanne
Resulting in 2 citations.
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Bartle-Haring, Suzanne Bryant, Alessandra Gavazzi, Stephen M. |
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College Student Persistence: A Focus on Relationships With Parents Journal of Family Issues published online (27 March 2022): DOI: 10.1177/0192513X211068920. Also: https://journals.sagepub.com/doi/full/10.1177/0192513X211068920 Cohort(s): NLSY97 Publisher: Sage Publications Keyword(s): College Degree; Parent-Child Relationship/Closeness Permission to reprint the abstract has not been received from the publisher. The purpose of this study was to investigate persistence to degree in a nationally representative sample of college students. The sample included first-generation and/or underrepresented minority students who had ever been enrolled in a 4-year degree program, and specifically focused on relationships with parents to examine if relationship quality had any impact on persistence to degree using the National Longitudinal Survey of Youth (NLSY) 1997 dataset. We conducted logistic regression analyses to predict persistence. Predictors included first-generation status, ethnic minority status, sex, family income, family structure, geographic location of home, and relationship with parents. Our most significant finding was that the relationship students had with their parents was more predictive of non-persistence than first-generation status. These results are discussed in terms of their implications for family-based programming for students struggling to persist in college, and the necessity to involve the family in an intentional way throughout the college experience. |
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Bibliography Citation
Bartle-Haring, Suzanne, Alessandra Bryant and Stephen M. Gavazzi. "College Student Persistence: A Focus on Relationships With Parents." Journal of Family Issues published online (27 March 2022): DOI: 10.1177/0192513X211068920.
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Whiting, Riley Bartle-Haring, Suzanne |
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Variations in the Association between Education and Self-reported Health by Race/Ethnicity and Structural Racism SSM - Population Health 19 (September 2022): 101136. Also: https://www.sciencedirect.com/science/article/pii/S235282732200115X Cohort(s): NLSY97 Publisher: Elsevier Keyword(s): Discrimination, Racial/Ethnic; Educational Attainment; Geocoded Data; Health Factors; Health/Health Status/SF-12 Scale; State-Level Data/Policy Research has documented a longstanding association between education achievement and physical health outcomes. However, research has suggested that the health benefits gained from education differ by race, with minoritized racial groups generally experiencing poorer health and fewer health benefits from education. One potential explanation for this phenomena of "diminished returns" is the influence of structural racism. The purpose of this paper is to assess how structural factors at the state level are associated with self-reported health and the association between education and health. Utilizing a sample (N = 6819) from the NLSY dataset, measures of structural racism (political participation, employment and job status, education attainment and judicial treatment) were used to assess the hypotheses. Results indicated significant differences in key areas, with some nuanced findings -- indicating that structural racism is an important health factor. These indicators of structural racism are discussed in the context of complexity of linked lives. Further research regarding structural racism, education, health and developmental stages is warranted. |
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Bibliography Citation
Whiting, Riley and Suzanne Bartle-Haring. "Variations in the Association between Education and Self-reported Health by Race/Ethnicity and Structural Racism." SSM - Population Health 19 (September 2022): 101136.
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