It takes the average reader 4 hours and 22 minutes to read Judging College by Emma Dolores Cohen
Assuming a reading speed of 250 words per minute. Learn more
This dissertation reports on three empirical studies relating to public attitudes and beliefs about higher education. Despite much research documenting the material returns to college, we know less about what people think about college, and whether public beliefs line up with scholarly understandings of college and empirical patterns. Further, sociological research on education considers the role of attitudes and beliefs in elementary and secondary educational outcomes, but we know less about attitudes and beliefs related to postsecondary education. This dissertation address questions related to these gaps in scholarly knowledge. The first study draws on two national survey datasets to investigate public beliefs about the necessity of college for success and whether college is worth the cost. Analyzing both quantitative and qualitative survey data, I find that a plurality believe that college is not necessary but still worth it, while a substantial minority believe that college is neither necessary nor worth it. The second study investigates how public beliefs about students' worthiness of belonging and esteem vary according to their college majors. I use an original experimental survey to demonstrate that students who major in computer science and business are more likely to be offered social inclusion and esteem than students in the arts, humanities, and social sciences. In the third study, I consider how public beliefs about the importance of hard work and grit for educational success match observed patterns. I examine whether grit, a noncognitive trait associated with perseverance and maintenance of interest in a topic, is related to persistence in STEM fields. Using longitudinal survey data from three institutions, I demonstrate that the relationship between grit and STEM persistence varies across educational contexts. In the concluding chapter, I develop three key lessons from these studies and discuss their implications for scholarship and policy: 1) there is a gap between public and expert understandings of the returns to a college education; 2) college majors contribute to social stratification in ways that go beyond traditionally-studied differences in income; and 3) the predictive power of grit for educational success is weaker than prior research and public discourse suggests.
Judging College by Emma Dolores Cohen is 261 pages long, and a total of 65,511 words.
This makes it 88% the length of the average book. It also has 80% more words than the average book.
The average oral reading speed is 183 words per minute. This means it takes 5 hours and 57 minutes to read Judging College aloud.
Judging College is suitable for students ages 12 and up.
Note that there may be other factors that effect this rating besides length that are not factored in on this page. This may include things like complex language or sensitive topics not suitable for students of certain ages.
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