Race and Gender Differences in the Transfer Student Experience
Race and Gender Differences in the Transfer Student Experience
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转学生经历中的种族和性别差异
DOI：
10.1353/csd.2003.0045
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发表时间：
2003
影响因子：
2.1
通讯作者：
W. Sedlacek
中科院分区：
文献类型：
--
作者：
Matthew R. Wawrzynski;W. Sedlacek
本研究考察了转校生的期望、自我认知、过去的学业行为和态度。参与者是2,492名来自中大西洋博士生广泛的公立大学的即将到来的转学学生(53%是女性，14%是非裔美国人，14%是亚裔或太平洋岛民，6%是西班牙裔/拉丁裔/a，65%是白人，平均年龄为21.8岁)。在大学入学期间，学生完成了转学学生调查(Wawrzynski，Kish，Balón，&Sedlacek，1999)。多元统计分析表明，种族和性别对期望、学习行为和学习结果的影响存在差异。非认知变量的使用在不同的发现和含义的背景下进行了讨论。
The expectations, self-perceptions, past academic behaviors, and attitudes of transfer students were examined in this study. Participants were 2,492 incoming transfer students (53% female, 14% African American, 14% Asian American or Pacific Islander, 6% Hispanic/Latino/a, and 65% White, and had a mean age of 21.8) at a mid-Atlantic doctoral extensive public university. During their university orientation, students completed the Transfer Student Survey (Wawrzynski, Kish, Balón, & Sedlacek, 1999). Multivariate statistical analysis revealed differences by race and gender for expectations, academic behaviors, and learning outcomes. The use of noncognitive variables was discussed in the context of the various findings and implications.