<p>This thesis consists of three papers that examine college choice and earnings among university graduates in Sweden.</p><p>Paper [I] analyzes how geographical accessibility to higher education affects university enrollment decisions in Sweden. The empirical findings show that the probability of enrollment in university education increases with accessibility to university education. The results also indicate that accessibility adds to the likelihood of attending a university within the region of residence. Both these findings are robust with regard to different specifications of accessibility. The empirical results furthermore indicate that the enrollment decisions of individuals with a less privileged background are more sensitive to accessibility to university education than are the decisions of individuals from a more favorable background.</p><p>Paper [II] examines the effect on earnings of graduating from five different college groups. The paper relies on selection on observables and linear regression to identify the earnings effect of college choice. Contrary to the majority of previous Swedish studies, we do not find any systematic differences in estimated earnings between college graduates from the different college groups. This finding does not only hold when considering all college graduates, but also when focusing on men and women separately as well as when considering college graduates in two specific fields of education. The results suggest that an estimator of the earnings effects of college choice that does not properly adjust for ability is likely to be substantially biased.</p><p>Paper [III] estimates the causal effect on earnings of graduating from old universities rather than new universities/university colleges. The study compares estimates from several different matching methods and linear regression. We cannot find any significant differences in earnings between graduates from the two groups of colleges. This holds for male and female sub-samples covering all majors, as well as male and female sub-samples covering two broad fields of education. The results are robust with regard to different methods of propensity score matching and regression adjustment. Furthermore, the results indicate little sensitivity with regard to the empirical support in the data and alternative specifications of the propensity scores.</p>

Little is known about the college adjustment of first-generation students, particularly those from various racial/ethnic groups. This study sought to describe the college adjustment of first-generation students from three different racial/ethnic backgrounds (White/non-Hispanic, Black and Hispanic) and to determine whether generational status and race/ethnicity jointly or separately affect college adjustment as measured by responses to the Student Adaptation to College Questionnaire (SACQ). A sample of 418 students (208 first-generation, 210 non-first-generation; 140 White, 138 Black, and 140 Hispanic) was drawn from a population of 4,718 degree-seeking, self-identified undergraduates at a research university in the Southeast. A 2 X 3 factorial ANOVA was used to assess the effects of generational status and race/ethnicity on college adjustment. There was no significant interaction between the independent variables on adjustment to college, nor were there significant main effects. Despite follow-up data collection efforts, a low response rate (34%) to the online administration of the instrument and consequent low number of respondents in each cell may have obscured existing differences. Other implications are discussed, including the question of SACQ sensitivity to racial/ethnic differences and difficulties of web-based survey administration in an institutional setting.

This thesis consists of three papers that examine college choice and earnings among university graduates in Sweden. Paper [I] analyzes how geographical accessibility to higher education affects university enrollment decisions in Sweden. The empirical findings show that the probability of enrollment in university education increases with accessibility to university education. The results also indicate that accessibility adds to the likelihood of attending a university within the region of residence. Both these findings are robust with regard to different specifications of accessibility. The empirical results furthermore indicate that the enrollment decisions of individuals with a less privileged background are more sensitive to accessibility to university education than are the decisions of individuals from a more favorable background. Paper [II] examines the effect on earnings of graduating from five different college groups. The paper relies on selection on observables and linear regression to identify the earnings effect of college choice. Contrary to the majority of previous Swedish studies, we do not find any systematic differences in estimated earnings between college graduates from the different college groups. This finding does not only hold when considering all college graduates, but also when focusing on men and women separately as well as when considering college graduates in two specific fields of education. The results suggest that an estimator of the earnings effects of college choice that does not properly adjust for ability is likely to be substantially biased. Paper [III] estimates the causal effect on earnings of graduating from old universities rather than new universities/university colleges. The study compares estimates from several different matching methods and linear regression. We cannot find any significant differences in earnings between graduates from the two groups of colleges. This holds for male and female sub-samples covering all majors, as well as male and female sub-samples covering two broad fields of education. The results are robust with regard to different methods of propensity score matching and regression adjustment. Furthermore, the results indicate little sensitivity with regard to the empirical support in the data and alternative specifications of the propensity scores.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 86-91).

Diss. (sammenfatning) Umeå : Umeå universitet, 2006. / Hertil 3 artikler.

This study sought to research and documents the experiences of a group of Mexican undocumented college graduates in the state of Texas. Mexican students were chosen for this study because they are the largest undocumented group residing not only in the United States, but also in the state of Texas. Furthermore, this study revealed perceived and real opportunities Mexican undocumented students have after college graduation. The study focused on college choice as aspirational capital, Latina/o critical race theory (LatCrit) through testimonios as counternarratives, social capital, and cultural wealth to frame a discussion on the post-college experiences of Mexican undocumented college graduates. Furthermore, the study provided a review of legislation and policies addressing the broader immigration context. Overall, this study concluded that for the participants in this study, social capital as well as cultural wealth played important roles in how critical connections and networks operated. After exposure to social capital, participants were able to build their own networks and by tailoring it to their unique needs, were able to help their community by providing access and information about the college admissions process and available options after college graduation. In doing so, they were able to adapt, thrive, and survive within racist and discriminatory societal structures. College choice played a pivotal part in this study, but given the participants’ immigration status, they were left to attend institutions in their home state of Texas. However, given the participants academic acumen, they were able to attend and graduate from the state’s premier public flagship institution. Through their testimonios, activism, and civic engagement the participants shared their experiences as undocumented college students as well as college graduates. In the process, participants dispelled myths about their intellectual abilities and their potential to succeed. Still, their options were limited given their lack of a social security number. This study contributed to the limited literature about opportunities and challenges Mexican undocumented college students face upon degree completion. / text

This study's purpose was to explore the college choice process for foster care youth who are aging out of Florida's protective services system. The research methodology included three components. First, a survey of the Independent Living Coordinators throughout the state of Florida solicited data regarding participation rates and enrollment patterns among foster care youth. Next, in a meeting setting, a survey was administered to foster care youth, probing the extent to which they considered certain college choice decision factors. Finally, upon completion of the survey, participants remained for a guided focus group discussion to further explore their decision criteria.The results of the Independent Living Coordinator survey indicated that foster care youth enrolled in higher education programs far less frequently than non-foster care youth. The survey also demonstrated that of those foster care youth who participated in postsecondary programs, more than half chose c ommunity colleges.The survey administered to young persons transitioning out of the child welfare system indicates that, in general, these youth agreed that the four decision factors they considered most strongly when investigating higher education options were increased income potential, independence, a career goal, and the desire for respect or status. The subsequent focus group discussion confirmed that the complexity of the admissions process, one's academic preparedness, and financial considerations were important when deciding whether to attend postsecondary education. The discussion also revealed nine choice factors that were not specifically addressed either on the survey or in the focus group discussion guide, seven of which could be considered prominent. Those factors were: the desire to be the first in the family to obtain a degree, time management challenges, the presence or absence of a partner during the academic pursuit, family members detracting from the goal, whethe r or not there was a break between secondary and postsecondary education, hardships as motivators, and one's age at the beginning of a postsecondary pursuit. Analysis of the data further revealed that of all the decision factors mentioned either on the survey or in the subsequent discussions, financial concerns top the list.

Not available / text

Thesis (MTech. degree: Organisational Leadership) / Determines the relative importance of various factors that influence students in their choice of a private higher institution. In addition to an extensive literature study of the higher education landscape and its peculiarities, as well as student choice behaviour, a quantitative survey was conducted on 600 full-time students at three different private higher institutions.

Powerful norms tend to define the purpose and function of higher education as a means for individual students to improve individual social mobility and to attain occupational status, and oftentimes, we assume this to be the primary intent of any college student (Baum, Ma, & Payea, 2013; Day & Newberger, 2002). For the purpose of this study, the normative framing of college as primarily an individual benefit is scrutinized to understand how this norm engages American Indian students in the college-going process. Indigenous scholars argue that infusing the concept of Native Nation Building into our understandings of higher education challenges such mainstream cultural norms and fills a space between the individual and mainstream society (Brayboy, Fann, Castagno, and Solyom, 2012). This qualitative study proposes the Individual-Independent/Political-Collective Paradox Model to understand how American Indian students navigate and make-meaning of collective values and the role of student tribal status on the college-going process. Through the voices of thirty-seven American Indian college students, the findings demonstrate the critical thinking and navigation of varying realities that American Indian students face when entering higher education institution. I present the three main findings of this study. The first finding presents how the participant's college-going process is not linear in both pathways and meaning making. Through a college-going typology, students reveal how the college-going phases have cyclical aspects, where each phase is built upon each other and influence subsequent meaning- and decision-making. The second finding demonstrates how the college-choice process is instrumental in understanding how students frame the purpose of higher education through collective values that are intricately related to students' reference of tribal enrollment. The third finding shows how collective values and tribal enrollment help inform the meaning of financial aid for students. These meanings reveal that tribal aid is not only relevant to providing access during the college exploration and choice phases, but the aid reinforces students' purpose of higher education and future goals, which both are primarily collective in nature.