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The Matthew Effect in American Education
Abstract
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... In this regard, Schoon and Cook (2021) suggest that engagement interacts with students' social backgrounds-that is, the size and sign of the effect of social background on pathways might actually depend on the engage ment of students (Schoon & Cook, 2021). On the one hand, we know that privileged stu dents also yield larger benefits over time, whereas those in disadvantaged positions fail in reaping these benefits-more commonly known as the 'Matthew effect' (Kerckhoff & Glennie, 1999). Following this logic, we might expect that socioeconomically advantaged students-who more often occupy advantaged positions in the educational system-are expected to profit most from their engagement (Schoon & Cook, 2021). ...
Understanding social disparities in educational attainment requires understanding of students' decision‐making throughout their educational career. We focused on students' pathways throughout upper secondary and higher education (HE), identified common types of pathways and studied the role of SES as a determinant of students' pathways. Additionally, we researched the role of engagement for overcoming socioeconomic disadvantages in students' educational decision‐making. Using data from 965 Flemish students, optimal matching analyses identified seven distinct pathways throughout upper secondary and HE. While pathways largely mirrored the tracked structure of the Flemish educational system, there was considerable within‐track heterogeneity. Multinomial regression analyses demonstrated that even among the academic track students, socioeconomic background affected programme choice and long‐term academic success. Less engaged students were less likely to follow university pathways. Moreover, higher cognitive engagement decreased disadvantaged students' chances of ending up in typical vocational pathways.
... Wang's conceptualization helps reveal that momentum in fact is an example of the Matthew Effect in education (e.g., Bahr, 2007;Kerckhoff & Glennie, 1999). Momentum can be a virtuous circle whereby momentum-building experiences position students to add to their momentum more easily, while momentum-reducing experiences, which Wang (2017, p. 282) refers to as "counter momentum friction," can be a vicious cycle of slowing students' progress and undercutting their capacity to build momentum. ...
Do older community college students build momentum toward graduation differently than their younger peers? One-third of students in community colleges are 25 years of age or older, and these students tend to have lower rates of graduation than their younger peers. Yet, we know little about how the factors that influence college graduation differ across the wide range of ages found among community college students. Using multilevel statistical models to analyze data for Ohio’s community colleges, we investigate how the relationships between early academic momentum and the likelihood of completing a postsecondary credential vary by age. We disaggregate results by gender in light of prior evidence of differences in the educational experiences and outcomes of adult men and women. The measures of momentum, all observed in the first year in community college, include credits earned, credit success rate, enrollment continuity, passing college-level math, and passing college-level English. The college graduation outcomes, observed over six years, include earning a postsecondary certificate, earning an associate degree from a community college, and earning a baccalaureate degree from a four-year institution. We find some differences and some similarities in how older and younger students build momentum toward a postsecondary credential, and how these patterns differ for men and women, revealing fruitful opportunities to strengthen the outcomes of older students.
... The overall aim of our replication study is to improve our understanding of inequality in educational decision making. This is of utmost importance because such decisions early in life have long-lasting consequences for educational careers (e.g., Kerckhoff & Glennie 1999) and the life course development of educational inequality in several life domains (e.g., Kratz & Patzina 2020;Leopold & Leopold 2018;Tamborini et al. 2015). Labor market research indicates that segregation in the choice of major largely contributes to gender wage gaps (e.g., Brown & Corcoran 1997;Machin & Puhani 2003;Paglin & Rufolo 1990) and constitutes a driving force of gender segregation in modern labor markets (e.g., Cech 2013;Reskin 1993), which has hardly changed in recent decades (e.g., Martin-Caughey 2021). ...
Ochsenfeld (2016) has found that a substantial part of sex segregation in higher education results from differences in vocational interests (i.e., preferences), while constraints (e.g., relative math grades) play only a minor role. We challenge the validity of these findings because earlier work employed a cross-sectional student sample and might therefore suffer from endogenous selection (i.e., post hoc rationalizations due to simultaneous reporting of majors and preferences) and postoutcome collider bias (i.e., conditioning on the outcome). Our replication study uses panel data (National Educational Panel Study, NEPS-SC4) that allow adjustment for the two sources of bias through the application of a pretransition preference measure and inverse probability weighting. Our analyses demonstrate the validity of prior research. Furthermore, our analysis indicates that the explanatory power of the overall model and the role of constraints for sex segregation in majors vary across the propensity of sample inclusion, thereby demonstrating the importance of sample composition for testing sociological theories.
Introduction
Lifelong learning is the foundation for professionals to maintain competence and proficiency in several aspects of economy and medicine. Until now, there is no evidence of overconfidence (the belief to be better than others or tested) and clinical tribalism (the belief that one’s own group outperforms others) in the specialty of health economics. We investigated the hypothesis of overconfidence effects and their relation to learning motivation and motivational patterns in healthcare providers regarding healthcare economics.
Methods
We conducted a national convenience online survey of 116 healthcare workers recruited from social and personal networks to detect overconfidence effects and clinical tribalism and to assess learning motivation. Instruments included self-assessments for five learning dimensions (factual knowledge, skills, attitude, problem-solving and behaviour) and a four-item situational motivation scale. The analysis comprised paired t-tests, correlation analyses and two-step cluster analyses.
Results
We detected overplacement, overestimation and signs of clinical tribalism. Responders in the physician subgroup rated themselves superior to colleagues and that their professional group was superior to other professions. Participants being educators in other competencies showed high overconfidence in health economics. We detected two groups of learners: overconfident but motivated persons and overconfident and unmotivated learners. Learning motivation did not correlate with overconfidence effects.
Discussion
We could show the presence of overconfidence in health economics, which is consistent with studies in healthcare and the economy. The subjective perception of some medical educators, being role models to students and having a superior ‘attitude’ (eg, morality) concerning the economy may foster prejudice against economists as students might believe them. It also may aggravate moral distress and disrupts interactions between healthcare providers managers and leaders. Considering the study’s limitations, lifelong interprofessional and reflective training and train-the-trainer programmes may be mandatory to address the effects.
This article investigates whether attending a sequence of racially diverse schools predicts science, technology, engineering, and mathematics (STEM) college outcomes. Such a relationship is important because of the increasingly diverse population of school‐aged children who are likely to attend racially segregated K‐12 schools and colleges, the benefits for individuals and society of STEM college graduates, and the projected shortage of people trained for future STEM workforce demands. We use a unique panel data set ( N = 14,980) of the University of North Carolina graduates. Our main analytical approach is multilevel modeling to examine the relationship between attending a sequence of racially diverse educational institutions and the odds of declaring and/or graduating with a STEM major. We find that students who attended a diverse sequence of schools are more likely to declare and graduate with STEM majors than those who did not. Framing our results with theories of cumulative advantage and intergroup contact theories, we offer science education policy reform recommendations.
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