Search Results

You are looking at 1 - 10 of 15,354 items :

Clear All
The Economics of Where to Go, When to Go, and How to Pay for It
A Guide for Parents
How Friendship Networks Matter for Academic and Social Success

S I X Friendships after College I feel like my friendships have matured into a new type of relationship [after col- lege]. Things for which I counted on my friends in college often seem trivial. . . . Now, however, my friends and I provide support for each other when making career decisions, counsel each other when marriages turn sour, and care for fami- lies and homes when loved ones are on their deathbeds. The bonds that have developed with many of my adult friends run much deeper than those with my college buddies. —Krystal What happens to students and

283 10 College Aid David Deming and Susan Dynarski 10.1 Introduction College- going has risen substantially over the past forty years. In 1968, 36 percent of twenty- three- year- olds had gone to college, while by 2005, that fi gure had grown to 58 percent.1 But these gains have been uneven. African Americans are about half as likely as non- Hispanic whites to earn a bachelor’s degree (19 percent versus 37 percent) and Hispanics less than one- third as likely (11 percent).2 Females are about 12 percentage points more likely than males to have attended

8 Trinity College trinity and classics The entrance scholarship for Trinity was called Sizarship, and I worked for my last two years in school for the Sizar- ship examination in classics. “Sizes” was the word used in seventeenth-century English for the food and general sub- sistence given to students too poor to enter college by any other means. They got this privilege by the intervention of a patron or by examination. They went ahead with their stud- ies like the other boys, but they had to do some of what were servants’ jobs. Oliver Goldsmith was a Sizar. The

T H R E E The Hutchins College * 1 * When Robert Maynard Hutchins assumed the presidency of the Univer- sity of Chicago in 1929, nearly two decades before Richard Rorty would commence his college education there, he inherited an institution that had become synonymous with the research focus of the modern Ameri- can university. Founded some thirty-seven years earlier with money from John D. Rockefeller, Chicago embraced both the research mission and the organizational template that Daniel Coit Gilman had copied from leading German universities such as those

chapter four Exploration Investigating College During the exploration phase of the college destination pro cess, stu-dents research three topics: the college admissions pro cess, the fi nancial aid pro cess, and potential colleges. Because these aspects of exploration are interrelated, patterns by social class will emerge across them. Yet despite their similarities, it is helpful to present each dimen- sion separately for several reasons: each requires a different type of inves- tigation, some students fail to explore one or more of these three facets, and