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Persistence to graduate education

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Abstract

This paper examines the process by which students arrive in graduate school by estimating a causal model incorporating measures of socioeconomic background and undergraduate institutional characteristics and experiences. The student's background was found to influence strongly the initial choice of undergraduate institution, but the direct impact of background became nonsignificant as the student progressed through the educational process. However, background variables do affect decisions to enroll in graduate school, although indirectly, through intervening variables. Primary direct influences on graduate school attendance were found from variables associated with the undergraduate experience. Although both academic and social integration are significant for men and women, academic integration has greater influence for men, whereas for women, social integration has a slightly larger effect.

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Authors and Affiliations

  1. College of Education, University of Illinois at Chicago, P.O. Box 4348, 60680, Chicago, IL

    Corinna A. Ethington

  2. Virginia Polytechnic Institute and State University, USA

    John C. Smart

Authors
  1. Corinna A. Ethington
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  2. John C. Smart
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Ethington, C.A., Smart, J.C. Persistence to graduate education. Res High Educ 24, 287–303 (1986). https://doi.org/10.1007/BF00992076

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