Class and the classroom: The role of individual- and school-level socioeconomic factors in predicting college students’ academic behaviors
This study examines how, for emerging adults attending residential colleges, family incomes and the SES composition of high schools are jointly associated with academic behaviors in college. Using a one-time survey, daily surveys, and additional data collection on high school SES composition, this study measured 221 college students’ (17-25 years old) SES backgrounds and academic behaviors. Findings indicated that three academic behaviors (study time, in-class engagement, and help-seeking) were predicted by an interaction between family income and high school context. Among students who attended high schools that serve many low-income students, higher family income was significantly associated with more beneficial academic behaviors in college; among students who attended high schools that serve few low-income students, there was no association between family income and academic behaviors. Results indicate that colleges may need to be especially prepared to support students from lower-income families who matriculated from lower-SES high schools.
Gillen-O'Neel, Cari; Roebuck, Emily; and Ostrove, Joan, "Class and the classroom: The role of individual- and school-level socioeconomic factors in predicting college students’ academic behaviors" (2019). Faculty Publications. 2.
Class and the Classroom - Gillen-O'Neel - SPSS data file
Gillen-O'Neel_etal_Open_Data_2018_11_29.dat (107 kB)
Class and the Classroom - Gillen-O'Neel - DAT file
Gillen-O'Neel_etal_Open_Data_2018_11_29_Variable_Names_and_Descriptions.txt (11 kB)
Class and the Classroom - Gillen-O'Neel - Variable Names text file
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Paper forthcoming in the journal: Emerging Adulthood.
Supplemental data files require SPSS software.
Data files DOI: 10.17605/OSF.IO/CDJ4Q