Abstract
Women have been enrolling in and graduating from postsecondary institutions at higher rates than men for decades. The current study advances previous work by taking an intersectional approach to researching the relationships between gender, family income, and prior family postsecondary experiences. We conducted an archival, longitudinal study using institutional data of four successive entering first year cohorts of about 5000–5300 students each between 2011 and 2014 at a large Midwestern Research 1 University, following each cohort over 4 to 6 years. Specifically, we found that, for men, Pell eligibility and first-generation status had less positive enrollment, dropout, and graduation outcomes. Men had a higher probability of dropping out across years, while women had a higher probability of graduating across years (especially in years 4 and 5). These findings suggest challenges in meeting the essential mission for postsecondary institutions of ensuring that all students, especially those from underrepresented backgrounds, have the opportunities and support necessary to be successful.
Public Significance Statement
It remains important to investigate postsecondary trends from an intersectional perspective. We found that Pell-eligible, first-generation men enrolled in postsecondary education less than comparable women. Additionally, men had a higher probability of dropping out and a lower probability of graduating across the years. Our findings suggest the need to continue taking a nuanced perspective when investigating gender differences to support research and practice toward more equitable postsecondary outcomes.
Positionality Statement
It has become more common for researchers, including those doing quantitative studies, to share about the ways that their identities and backgrounds have informed their work (Jamieson et al., 2023). The current team of researchers have various interests (e.g., postsecondary education, belonging), methodological tools (e.g., qualitative, quantitative), and personal identities and backgrounds. When learning about recent focus on gender differences in postsecondary education, we wanted to diversify this conversation, consider intersectional issues, and integrate our previous work with students from underrepresented groups, as supporting underrepresented students is a shared passion of ours. While we hold many different identities, we all are highly educated and highlight the positive outcomes of postsecondary education throughout the paper, while acknowledging the diverse pathways that young people pursue. We have been transparent about the various decisions we made (e.g., terminology, inclusion/exclusion criteria, analysis) and describe these throughout the paper, especially the Methods section.