Sociology
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Item A Sociological Analysis of the Impact of Online Education on Community College Completion: A Case Study of Montgomery College in Maryland(2021) Hernandez, Shinta Herwantoro; Lucas, Jeffrey; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Community college completion is a top priority throughout the U.S. and particularly in the State of Maryland where the College and Career Readiness and College Completion Act (CCRCCA) was passed in 2013. To increase college completion rates, many community colleges throughout the state have prioritized online education by incorporating it into their institutional strategic plans. In doing so, higher education institutions in the state strive to lower social problems associated with college dropout rates, such as limited job or career opportunities, lower earning potential, increased unemployment, greater food and housing insecurity, and decreased community bonds. With more students enrolled in online courses, especially in community colleges, it becomes urgent to understand who is benefitting from online learning and who continues to experience challenges. In an examination of online education at Montgomery College in Maryland, results from this dissertation show that the delivery of high quality online education can help increase college completion rates. While not statistically significant, the time to completion for online students is 1.154 years less than fully face-to-face (F2F) students. Yet, middle income students graduate faster than their high income counterparts, Computer Science and Technologies students graduate faster than General Studies students, and online Computer Science and Technologies students graduate faster than their fully F2F counterparts. On average, there was no significant difference in the average time to completion across five academic years for online and fully F2F students – 4.5 years. Also across this five academic year span, specific online groups – males, Blacks or African Americans, high income and low income students, and General Studies, Business, and Early Childhood Education Technology majors – experienced an average time to completion that was lower than that of their fully F2F counterparts. The average time to completion at Montgomery College for online students exceeds that of fully F2F students after six online courses. However, for some online student groups – males, Blacks or African Americans, low income students, and Business majors – their time to completion is negatively impacted after 13 and 14 online courses, respectively. The research also suggests that the global COVID-19 pandemic has already positively influenced the way online education is delivered, the way instructors are trained, and the way students are engaged and learning at Montgomery College.Item Inequality in the College-to-Career Transition: Self-Scarring and Underemployment(2020) Dernberger, Brittany Noel; Kleykamp, Meredith; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)A recent college graduate working as a coffee shop barista, earning minimum wage and carrying thousands of dollars in student loan debt, is a familiar trope in conversations about the value of a bachelor’s degree. In the college-for-all era, young people are encouraged to attain a bachelor’s degree to bolster their labor market opportunities (Rosenbaum 2001), yet 42 percent of recent college graduates, and 35 percent of all college graduates, are working in jobs that do not require a college degree (Federal Reserve Bank of New York 2020). The American Dream posits that individual perseverance will lead to increased economic security. Young people invest in college as a pathway to a good job. Why does a degree not equally benefit all graduates, and how do graduates respond when their college investment does not pay off? I employ restricted-access Monitoring the Future panel data (1976 – 2015) and interviews with 60 recent college graduates to examine how college graduates transition from school-to-work, and how they respond when it does not go as planned. I contribute to studies of underemployment scarring by extending the context from workplace consequences to individual decision-making, unpacking how and why young people make choices related to their post-graduation employment outcomes. By examining how graduates engage as students and connecting that to post-college employment outcomes, I illustrate how graduates self-scar by making choices that diminish their ability to quickly translate their degree into a good job along three dimensions: 1) not engaging in outside-the-classroom activities during college, which are critical for career exposure and career-relevant skill-building; 2) downshifting job expectations in response to underemployment; and 3) making labor market choices that elongate underemployment. However, graduates’ decisions are not made in a vacuum, and preexisting inequalities – in economic resources, first generation student status, and social and cultural capital – are often perpetuated in the wake of underemployment. Graduates often blame themselves for their lack of labor market success. This project illuminates how inequality is replicated during the college-to-career transition through graduates’ self-scarring decisions and contributes to our understanding of who can achieve economic mobility through returns on a college education.Item I Am But I Do Not See: Color-Blind Racial Ideology in College Millennials(2017) Cox, Jonathan; Ray, Rashawn; Marsh, Kris; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Research suggests that in the midst of pervasive claims of a post-racial society, it is mostly whites who ascribe to color-blind ideology, while people of color still point to the significance of race. However, we know relatively little about the views of young adults, who have largely come of age during the time of the U.S.’ first black-identifying president. Building upon research done by Bonilla-Silva (2003), and drawing upon from literature on racial ideology and racial identity, my research primarily addresses the following question: In what ways do the racial identities of Millennials impact their utilization or rejection of a color-blind racial ideology? To answer my research question, I conducted a study involving 70 racially diverse college students from four schools in the Washington, D.C. area. Students kept weekly journals about race in their lives for a period of time between 3-12 weeks (n = 65), and I interviewed about half individually following the journaling period (n = 35), with questions focusing on racial identity and racial attitudes. My findings suggest that white college Millennials still utilize the frames and styles of color-blind racism in largely the same ways as the individuals in Bonilla-Silva’s work. Millennials of color use color-blind racism, but typically in more nuanced and even contradictory ways. Millennials of color across all races use color-blindness at similar rates, although some differences emerged across ethnicity. Additional emergent themes include that whites often demonstrate a disconnect between their beliefs about living a diverse life and their actual lives, experience white guilt, and are impacted in complex ways by colorblindness. People of color live more diverse lives than their white peers, believe that race and discrimination are still significant factors in their lives, and may use colorblindness as a coping mechanism. My research brings people of color into conversations about colorblindness in ways that have not been done before. Further, it has implications for understanding racial ideology within the emerging tri-racial system in the U.S., suggesting that the intersection of racial identity and racial ideology within this emerging system may be just as complex as identification itself in the system.Item Who Cares? Student-Faculty Interaction at a Research University(2015) Smith, Margaret Austin; Collins, Patricia H; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)High quality interaction with faculty is central to undergraduate student success (Kuh et al. 2010). A wealth of existing research uses students' ratings of quality of interaction with faculty to analyze undergraduates' engagement in educationally purposive activities. But how do students actually make meaning of the interactions that inform their ratings? What do undergraduates at a public research institution in the early 21st century United States count as high quality interaction with faculty? For Becker and colleagues (1968), a "GPA perspective" provided the lens through which all undergraduates made meaning of interaction with faculty. But do such generalizations adequately explain how students make meaning of quality of interaction with faculty now? The answer is: it's complicated. Specifically, I find that from students' perspectives, high quality interaction happens when faculty care. Caring, in the view of undergraduates participating in this study, means supporting students in embodying or coming to embody perceived institutional ideals. But students' perceptions of institutional ideals are not uniform. In an ethnographic study involving 35 voluntary undergraduate participants for three years in in-depth interviews and participant observation, as well as a content analysis of an instructor-reviewing web site, I analyze students' perceptions of institutional ideals, how they see themselves in relation to those ideals, and these understandings shape their approaches to with faculty. Specifically, I find two evaluative stories for what counts as care in interaction with faculty, with social class strongly shaping - but not determining - meanings made and interactions elicited. In the first, care entails "remaking the grading." In the second, care both produces and is produced by educationally purposive practices. I find that the institution, in spite of its stated ideals and stated commitment to student engagement, tends to reward the former understanding of care much more directly than the latter.