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Author: Domina, Thurston
Resulting in 4 citations.
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Attewell, Paul Lavin, David E. Domina, Thurston Levey, Tania Gabrielle |
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Passing the Torch: Does Higher Education for the Disadvantaged Pay Off Across the Generations? New York, NY: Russell Sage Foundation, 2007 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Russell Sage Foundation Keyword(s): Armed Forces Qualifications Test (AFQT); Behavior Problems Index (BPI); Children, Academic Development; Children, Poverty; City University of New York (CUNY) Longitudinal Survey 1970-1972; Family Structure; Grandparents; Home Observation for Measurement of Environment (HOME); Intergenerational Patterns/Transmission; Mobility, Social; Mothers, Education; Parental Influences; Parental Investments; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Pearlin Mastery Scale; Propensity Scores; Racial Differences; School Progress; Schooling, Post-secondary See in particular: Chapter 4: Breaking the Cycle of Disadvantage: Maternal Education and Children's Success and Chapter 5. How College Changes a Mother’s Parenting and Affects Her Children’s Educational Outcomes |
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Bibliography Citation
Attewell, Paul, David E. Lavin, Thurston Domina and Tania Gabrielle Levey. Passing the Torch: Does Higher Education for the Disadvantaged Pay Off Across the Generations? New York, NY: Russell Sage Foundation, 2007. |
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Domina, Thurston |
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Leveling the Home Advantage: Assessing the Effectiveness of Parental Involvement in Elementary School Sociology of Education 78,3 (July 2005): 233-249. Also: http://www.jstor.org/stable/4148916 Cohort(s): Children of the NLSY79 Publisher: American Sociological Association Keyword(s): Behavior Problems Index (BPI); Children, Academic Development; Elementary School Students; Parent-Child Relationship/Closeness; Parent-School involvement; Parental Influences; Parental Investments; School Characteristics/Rating/Safety; Socioeconomic Status (SES) Permission to reprint the abstract has not been received from the publisher. In the past two decades, a great deal of energy has been dedicated to improving children's education by increasing parents' involvement in school. However, the evidence on the effectiveness of parental involvement is uneven. Whereas policy makers and theorists have assumed that parental involvement has wide-ranging positive consequences, many studies have shown that it is negatively associated with some children's outcomes. This article uses data from the children of the National Longitudinal Survey of Youth 1979 to estimate time-lagged growth models of the effect of several types of parental involvement on scores on elementary school achievement tests and the Behavioral Problems Index. The findings suggest that parental involvement does not independently improve children's learning, but some involvement activities do prevent behavioral problems. Interaction analyses suggest that the involvement of parents with low socioeconomic status may be more effective than that of parents with high socioeconomic status. [ABSTRACT FROM AUTHOR] |
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Bibliography Citation
Domina, Thurston. "Leveling the Home Advantage: Assessing the Effectiveness of Parental Involvement in Elementary School." Sociology of Education 78,3 (July 2005): 233-249.
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Sanabria, Tanya Penner, Andrew M. Domina, Thurston |
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Failing at Remediation? College Remedial Course-taking, Failure and Long-term Student Outcomes Presented: Seattle WA, American Sociological Association Annual Meeting, August 2016 Cohort(s): NLSY97 Publisher: American Sociological Association Keyword(s): College Degree; College Major/Field of Study/Courses; Earnings; Educational Outcomes; Grade Point Average (GPA)/Grades; Schooling, Post-secondary Permission to reprint the abstract has not been received from the publisher. Many students who enroll in post-secondary education are not adequately prepared to succeed in college-level courses. Colleges offer remedial coursework to help underprepared students. Despite the prevalence of remediation, previous research presents contradictory findings regarding the short and long-term effects of remediation. This paper contributes to this literature by examining whether the degree completion and wage outcomes associated with remedial education vary by whether students pass or fail remedial courses. Using the NLSY Postsecondary Transcript-1997 data we find that 40 percent of students who take remedial coursework fail one or more of their remedial courses, and that underrepresented minority students and students working more than 20 hours per week had higher odds of failing remedial coursework. Students who took and passed their remedial coursework had higher odds of graduating from college and had higher earnings than students who did not take remedial coursework, but students who failed at least one remedial course had lower odds of degree completion and earned 5 percent lower wages over a five-year average. Our findings suggest that while many students may benefit from remedial education, a substantial number of students struggle with remedial coursework. |
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Bibliography Citation
Sanabria, Tanya, Andrew M. Penner and Thurston Domina. "Failing at Remediation? College Remedial Course-taking, Failure and Long-term Student Outcomes." Presented: Seattle WA, American Sociological Association Annual Meeting, August 2016. |
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Sanabria, Tanya Penner, Andrew M. Domina, Thurston |
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Failing at Remediation? College Remedial Coursetaking, Failure and Long-Term Student Outcomes Research in Higher Education published online (24 March 2020): DOI: 10.1007/s11162-020-09590-z. Also: https://link.springer.com/article/10.1007/s11162-020-09590-z Cohort(s): NLSY97 Publisher: Springer Keyword(s): College Degree; College Major/Field of Study/Courses; Grade Point Average (GPA)/Grades; Wage Determination Permission to reprint the abstract has not been received from the publisher. Colleges offer remedial coursework to help students enrolling in post-secondary education who are not adequately prepared to succeed in college-level courses. Despite the prevalence of remediation, previous research presents contradictory findings regarding its short- and long-term effects. This paper uses a doubly robust inverse probability weighting strategy to examine whether the degree completion and wage outcomes associated with remedial education vary by passing or failing remedial coursework. Using the NLSY Postsecondary Transcript-1997 data, we find that almost 30% of remedial course takers fail a remedial course. Students who took and passed their remedial coursework at both 2-year and 4-year colleges were more likely to graduate from college than similar students who did not take remediation. For both 2-year and 4-year college entrants, students who failed remedial coursework were less likely to obtain a bachelor's degree and, among degree receivers, took longer to graduate. Students who entered 2-year or 4-year colleges and who failed remedial coursework earned lower wages over time compared to similar students who never took remediation. Among 4-year college entrants, these wage differences seem to be explained completely by degree completion. However, wage differences for 2-year college entrants still remain after accounting for degree receipt. Our findings thus suggest that while many students may benefit from remedial education, a substantial number of students struggle with remedial coursework and fail to realize the intended benefits. |
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Bibliography Citation
Sanabria, Tanya, Andrew M. Penner and Thurston Domina. "Failing at Remediation? College Remedial Coursetaking, Failure and Long-Term Student Outcomes." Research in Higher Education published online (24 March 2020): DOI: 10.1007/s11162-020-09590-z.
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