Devin Reilly, Shaefali Shandilya, Blair Streater, Bettina Aprile, Justen M Aprile
Improving and Sustaining Resident Physician Handover
Cureus
benefits associated college degree multiple societal standpoint college graduate far less likely commit crime approximately 30 less likely unemployed compared student simply earned highschool diploma hossler braxton coopersmith 1989 pascarella terenzini 1991 individual perspective additional year schooling past high school seems prolong life 04 nearly 2 percentage points upon graduation college hossler braxton coopersmith 1989 moreover earning college degree known produce greater gains occupational prestige eg lin vogt 1996 economic returns eg leslie brinkman 1986 compared simply attaining highschool diploma precondition attainment benefits persistence graduation although persistence rates remained remarkably stable roughly 45 far back 1885 tinto 1982 porter 1990 notable variations ethnicity student introduced compared white students african americans 20 less likely complete college within sixyear period porter 1990 every two white students drop time frame three african americans departed postsecondary institution porter 1990 several hypotheses advanced may account enrollment persistence trends minority students hauser anderson 1991 explored extent declines college participation rates could attributed changes college aspirations changes highschool completion rates among african americans tinto 1987 argued overall differences persistence rates african americans nonminorities primarily due differences academic preparedness rather differences socioeconomic backgrounds tinto contended differences ability arise prior educational experiences elementary secondary school levels tend favor educational achievement persistence nonminorities relative minorities researchers speculate trends could attributed changes composition federal financial aid packets patterns financing higher education exhibited minority students mortenson wu 1990 olivas 1985 porter 1990 st john 1994 exposure climate prejudice discrimination classroom campus gained attention main factor accounting differences withdrawal behavior minorities nonminorities eg fleming 1984 hurtado 1992 1994 hurtado carter spuler 1996 smedley myers harrel 1993 role perceived discriminatory behavior maladaptive behavior minority students college scrutinized two conceptualizations first approach relies studentinstitution fit models bean 1990 spady 1970 tinto 1993 views prejudice discrimination factor interfering students integration social academic environments second recent approach uses transactional models stress coping behaviors theoretical premises munoz 1987 smedley myers harrell 1993 transactional model munoz 1987 smedley myers harrell 1993 regards experiences racism discrimination campus psychological sociocultural stressors like stressors experiences prejudice discrimination associated psychological distress lead maladjustment students respective institutions unlike stressors however experiences discrimination considered unique present among minority students b heighten feeling belonging institution spillover effect students academic performance proponents studentinstitution fit perspective argue intolerance toward minority student plays key role explaining maladjustment institution