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Selected Works

Linda Serra Hagedorn

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Articles 31 - 38 of 38

Full-Text Articles in Education

Additional Evidence On The Cognitive Effects Of College Racial Composition: A Research Note., Ernest T. Pascarella, Marcia Edison, Amaury Nora, Linda Serra Hagedorn, Patrick Terenzini Aug 1996

Additional Evidence On The Cognitive Effects Of College Racial Composition: A Research Note., Ernest T. Pascarella, Marcia Edison, Amaury Nora, Linda Serra Hagedorn, Patrick Terenzini

Linda Serra Hagedorn

The relative cognitive impacts on Black students' attendance at historically Black versus predominantly White colleges were investigated. Controlling for individual precollege ability, average precollege ability of the students attending each institution, gender, socio-economic origins, academic motivation, age, credit hours taken, work responsibilities, place of residence, and types of coursework taken, Black students attending the 2 Black colleges did as well or better than their counterparts at the 16 predominantly White institutions on standardized measures of writing skills and science reasoning administered at the end of the second year of college.


Preoccupational Segregation Among First-Year College Students: An Application Of The Duncan Dissimilarity Index., Linda Serra Hagedorn, Amaury Nora, Ernest T. Pascarella Jun 1996

Preoccupational Segregation Among First-Year College Students: An Application Of The Duncan Dissimilarity Index., Linda Serra Hagedorn, Amaury Nora, Ernest T. Pascarella

Linda Serra Hagedorn

Annual earnings continue to be unequal across gender and racial lines. One reason for this disparity is occupational segregation, the overrepresentation of women and minorities in lower-paying jobs and occupations. This study involved an investigation of what could be considered the roots of subsequent occupational segregation among male and female minority and male and female non-minority first-year college students in relation to college major. A measure of preoccupational segregation was quantified through the use of the Duncan Dissimilarity Index. Findings indicated that preoccupational levels of segregation in the form of selection of college majors are not as prevalent as those …


What Have We Learned From The First Year Of The National Study Of Student Learning?, Ernest T. Pascarella, Elizabeth J. Whitt, Amaury Nora, Marcia Edison, Linda Serra Hagedorn, Patrick T. Terenzini Mar 1996

What Have We Learned From The First Year Of The National Study Of Student Learning?, Ernest T. Pascarella, Elizabeth J. Whitt, Amaury Nora, Marcia Edison, Linda Serra Hagedorn, Patrick T. Terenzini

Linda Serra Hagedorn

Student affairs professionals take seriously their responsibilities for fostering learning and personal development....If learning is the primary measure of institutional productivity by which the quality of undergraduate education is determined, what and how much students learn also must be criteria by which the value of student affairs is judged. (ACPA, p.2. 1994)


Effects Of Teacher Organization/Preparation And Teacher Skill/Clarity On General Cognitive Skills In College., Ernest Pascarella, Marcia Edison, Amaury Nora, Linda S. Hagedorn, John Braxton Dec 1995

Effects Of Teacher Organization/Preparation And Teacher Skill/Clarity On General Cognitive Skills In College., Ernest Pascarella, Marcia Edison, Amaury Nora, Linda S. Hagedorn, John Braxton

Linda Serra Hagedorn

Controlling for such factors as precollege cognitive ability and academic motivation, ethnicity, gender, exposure to college, work responsibilities, and the pattern of courses taken, students reporting that the first-year instruction they received was well organized and prepared tended to demonstrate greater general cognitive development than their peers who reported receiving less organized and prepared instruction. Implications for student affairs are discussed.


Cognitive Effects Of Community Colleges And Four-Year Colleges: Further Evidence From The National Study Of Student Learning., Ernest Pascarella, Marcia Edison, Amaury Nora, Linda S. Hagedorn, Patrick Terenzini Nov 1995

Cognitive Effects Of Community Colleges And Four-Year Colleges: Further Evidence From The National Study Of Student Learning., Ernest Pascarella, Marcia Edison, Amaury Nora, Linda S. Hagedorn, Patrick Terenzini

Linda Serra Hagedorn

The two-year community college has become one of the major institutional configurations in the American postsecondary system. It has undoubtedly increased both the access to higher education and the social mobility of numerous individuals whose education world otherwise have ended with high school (Cohen & Brawer, 1989; Nunley & Breneman, 1988). However, critiques of the community college posit that, although it may largely guarantee equality of opportunity for access to higher education, it has not, in relationship to four-year colleges and universities, provided equal opportunity in terms of the outcomes or benefits of higher education (Brint & Karabel, 1989; Grubb, …


Enhancing Professional Competencies In Graduate Education, John C. Smart, Linda Serra Hagedorn Dec 1993

Enhancing Professional Competencies In Graduate Education, John C. Smart, Linda Serra Hagedorn

Linda Serra Hagedorn

The recent spate of national reports criticizing both undergraduate and graduate education (National Endowment 1984; National Institute 1984; Association of American College 1985) has focused on a number of specific educational deficiencies, including an excessive narrowing a the discipline level, insufficient emphasis on academic research and scholarship, and an overemphasis on encyclopedic knowledge. Such criticisms have generated numerous efforts at program improvements by campus officials (Hawley 1989; Klemm 1988). Unfortunately, a dearth of knowledge about the fundamental educational processes of graduate programs has been a serious constraint on efforts to decide which of the numerous improvements will actually enhance student …


Graduate Retention: An Investigation Of Factors Relating To Older Female Graduate Students, Linda Serra Hagedorn Oct 1993

Graduate Retention: An Investigation Of Factors Relating To Older Female Graduate Students, Linda Serra Hagedorn

Linda Serra Hagedorn

While admissions at the undergraduate level are experiencing a surge of students over 30 years of age, the pool of traditionally aged students is declining. These phenomena indicate that older (over age 30) students will also be enrolling in graduate programs in increasing numbers. This paper addresses the issue of retention as it pertains to older female graduate students. Data are examined from a fall 1991 survey and its 1992 followup at a large Midwestern research university. The study evaluated such potential obstacles to female graduation as concern family issues, relationships with faculty and fellow students, difficulty of the coursework, …


Female Doctoral Students: How Age Differentiates Institutional Choice, Retention Enhancement, And Scholarly Accomplishments, Linda Serra Hagedorn, Susan K. Doyle Dec 1992

Female Doctoral Students: How Age Differentiates Institutional Choice, Retention Enhancement, And Scholarly Accomplishments, Linda Serra Hagedorn, Susan K. Doyle

Linda Serra Hagedorn

This study, conducted at an urban research university, attempted to identify those conditions valuable in recruiting and subsequently retaining older (over 35 years of age) female doctoral students. The study used data from a Spring 1991 survey of all graduate students which solicited information about experiences, accomplishments, and growth attributable to the graduate experience. Seventy-nine percent of female doctoral students participated in the survey. Sample size for statistical tests varied from 257 to 309. The analysis compared the responses of women under 35 to those of women 35 and over in institutional choice, retention enhancement, and professional accomplishments. Findings indicated …