Document Author: Sara Goldrick-Rab

Following Their Every Move: An Investigation of Social-Class Differences in College Pathways (2006)

As more Americans enter college than ever before, their pathways through the broadly differentiated
higher education system are changing. Movement in, out, and among institutions now
characterizes students’ attendance patterns—half of all undergraduates who begin at a four-year
institution go on to attend at least one other college, and over one-third take some time off from
college after their initial enrollment. This study investigated whether there is social-class variation
in these patterns, with advantaged and disadvantaged students responding to new postsecondary
choices by engaging in different pathways. National longitudinal data from postsecondary
transcripts were used to follow students across schools and to examine the importance
of family background and high school preparation in predicting forms of college attendance. The
results demonstrate that students from lower socioeconomic backgrounds are more likely than
are economically advantaged students (net of prior academic preparation) to follow pathways
that are characterized by interrupted movement. Such pathways appear to be less effective
routes to the timely completion of degrees. Thus, differences in how students attend college represent
an additional layer of stratification in higher education.

Racial and Ethnic Differences in the Impact of Work-First Policies on College Access (2005)

The college participation rates of African Americans and Latinos continue to lag behind those of other
racial and ethnic groups in the United States, despite the efforts of financial aid and affirmative action
policies. Two recent federal policies that are “work-first” in nature threaten to further exacerbate
racial and ethnic disparities in college access. This article examines the complex ways in which
the 1996 welfare reform and the 1998 Workforce Investment Act differentially affect opportunitiesf or
college enrollment among disadvantaged adults. Utilizing national and state-level data, the authors
argue that both policies restrict access to postsecondary education through the implementation of
their guiding philosophy, “work-first,” which emphasizes rapid job placement as the strategy of
choice in achieving stable employment and moving out of poverty. These policies have reduced the
size of the clientele receiving welfare and restricted access to education and training for those who
remain on the rolls. Moreover, this reduction in access is particularly acute among African Americans
and Latinos. Thus, the findings indicate that these work-first federal policies serve to limit higher
education opportunities available to these already disadvantaged populations

What Higher Education Has to Say About the Transition to College (2007)

Background: Higher education researchers have much to say about the transition to college.
This field focuses primarily on inequities in college participation and completion, the relative
importance of high school preparation, and the utility of financial aid in promoting
enrollment. This literature’s strongest conceptual emphasis is on theoretical models of student
retention. Less is known about other facets of the transition to college, including different
postsecondary pathways and college outcomes.
Purpose: This paper describes the major findings of research on the transition to college contributed
by higher education, and how further research might be improved. The specific areas
covered are college preparation, college access, persistence, and college outcomes. The
reviewed literature covered extant research on the transition to college as conducted by higher
education researchers.
Research Design: This essay is an analysis of extant research on the college transition in the
field of higher education
Conclusions/Recommendations: This review highlights the field’s major shortcoming as
undertaking insufficiently rigorous, empirical testing of theories on the transition to college.
Existing research on postsecondary pathways is often compromised by data or methodological
limitations, failure to be critical in attributing causality, and not differentiating effects
occurring at different measurement levels (i.e., individual vs. institution).

Unmarried Parents in College (2010)

Noting that access to higher education has expanded dramatically in the past several decades, Sara Goldrick-Rab and Kia Sorensen focus on how unmarried parents fare once they enter college. Contrary to the expectation that access to college consistently promotes family stability and economic security, the authors argue that deficiencies in current policy lead college attendance to have adverse consequences for some families headed by unmarried parents.
Although rates of college attendance have increased substantially among unmarried parents, their college completion rates are low. One explanation is inadequate academic preparation. Another is financial constraints, which can force unmarried students to interrupt their studies or increase their work hours, both of which compromise the quality of their educational experiences and the outcomes for their children.
The authors point out that although many public programs offer support to unmarried parents attending college, the support is neither well coordinated nor easily accessed. Over the past three decades, loans have increasingly replaced grants as the most common form of federal and state financial aid. Confusion about what is available leads many low-income students to the two most “straightforward” sources of income—loans and work, both of which involve significant costs and can operate at cross-purposes with public forms of support. Too much work can lead to reductions in public benefits, and earnings do not always replace the lost income.
A growing body of experimental evidence shows that providing social, financial, and academic supports to vulnerable community college students can improve achievement and attainment. Contextualized learning programs, for example, have enabled participants not only to move on from basic skills to credit-bearing coursework, but also to complete credits, earn certificates, and make gains on basic skills tests. Another successful initiative provided low-performing students with special counseling services and a small stipend of $150 per semester when they used those services. And researchers are conducting experimental performance-based financial aid programs at community colleges to test their effectiveness. Goldrick-Rab and Sorensen conclude that more effective support could enable unmarried students to complete college degree and certificate programs.