Relevant bibliographies by topics / Education, Sociology of|Education, Higher

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education, Sociology of|Education, Higher'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Education, Sociology of|Education, Higher"

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Armstrong, Elizabeth A., and Johanna C. Massé. "The Sociology of Higher Education." Contemporary Sociology: A Journal of Reviews 43, no. 6 (October 28, 2014): 801–11. http://dx.doi.org/10.1177/0094306114553215.

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HATA, Takashi. "The Institutionalization of Higher Education Research and the Sociology of Education:." Journal of Educational Sociology 104 (June 30, 2019): 7–28. http://dx.doi.org/10.11151/eds.104.7.

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Kharcheva, V. G., and F. E. Sheregi. "Higher Education in the Mirror of Sociology." Russian Education & Society 37, no. 7 (July 1995): 9–27. http://dx.doi.org/10.2753/res1060-939337079.

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Davydov, Iu S. "Higher Education." Russian Education & Society 39, no. 12 (December 1997): 5–19. http://dx.doi.org/10.2753/res1060-939339125.

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Pugacheva, E. G., and K. N. Solov'enko. "Higher Education." Russian Education & Society 42, no. 10 (October 2000): 5–9. http://dx.doi.org/10.2753/res1060-939342105.

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Pearson, Willie. "The crisis in sociology and higher education." Sociological Spectrum 8, no. 2 (January 1, 1988): 101–16. http://dx.doi.org/10.1080/02732173.1988.9981845.

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Baker, David P. "Sociology of Higher Education: Contributions and Their Contexts." Contemporary Sociology: A Journal of Reviews 37, no. 6 (November 2008): 613–14. http://dx.doi.org/10.1177/009430610803700661.

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Huber, Mary Taylor. "What Is the Sociology of Higher Education For?" Change: The Magazine of Higher Learning 52, no. 3 (May 3, 2020): 62–66. http://dx.doi.org/10.1080/00091383.2020.1745605.

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Shchudlo, Svitlana. "Institutional risks of higher pedagogical education." Ukrainian society 2012, no. 4 (2012): 185–96. http://dx.doi.org/10.15407/socium2012.04.185.

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In the article the problems of functioning of institute of higher pedagogical education in the system of education of Ukraine are examined. From the positions of neoinstitutional sociology the author makes the analysis of the system of preparation of teachers. On the basis of the results of empiric sociological researches the author analyses risks within the institute of higher pedagogical education and in its interaction with other social institutes, in particular, with a labour-market.
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Peil, Margaret. "Revitalizing higher education." International Journal of Educational Development 16, no. 1 (January 1996): 104–5. http://dx.doi.org/10.1016/s0738-0593(96)90009-7.

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Dissertations / Theses on the topic "Education, Sociology of|Education, Higher"

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Smithers, Laura. "A Molecular Sociology of Student Success in Undergraduate Education." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23782.

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This study explores the promise of student success in undergraduate education that exceeds its standard definition and measurement as retention and graduation rates. The research paradox framing this dissertation is: In what ways can universities support conceptions of undergraduate student success that escape measurement? This paradox is explored through two analytic questions: What do the orientations of student success in the American higher education literature produce? and What does the map of student success at Great State University produce? To explore these questions, this study utilizes assemblage theory, a theorization of the composition of the conditions that produce our social fields to develop a molecular sociology, the methodology by which this study opens up the determinate world to the map of the assemblage. A genealogy of the undergraduate education literature explores what the orientations of student success produce. This section first destabilizes the notion that student success is a collection of literature that moves forward linearly with the march of scientific measurement. Second, it provides the orientation of the current student success assemblage in American higher education, data-driven control. A cartography of student success at Great State University next maps the orientations and disorientations of the first year of GSU’s student success initiative to data-driven control. In this mapping, we explore the initiative’s continued production of the in/dividual student: the dividual, or data point subject produced by data-driven control through the justification of student-centered practices. We also explore the moments that escaped the capture of data-driven control, or liberal education. Through a compilation of cartographic locations, we come into relation with student success at GSU as an assemblage of indeterminate molecularities productive of determinate reality. This study concludes with a call for a fractal student success, a student success incommensurate with itself and its locations. This expansive success is fostered by critical methodologies and practices. Narrow policy changes suggested by many organizations active in student success serve to re/produce data-driven control. Change in our students’ lives and possibilities will come from unyielding experimentations in research, practice, and policy to warp and overthrow data-driven control, and all assemblages that follow.
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Srivastava, Angela. "Widening access : women in construction higher education." Thesis, Leeds Beckett University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306958.

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Reuss, Anne Marie. "Higher education & personal change in prisoners." Thesis, University of Leeds, 1997. http://etheses.whiterose.ac.uk/439/.

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This thesis concerns the paradox of Higher Education in prisons - paradox because the aims, practices, ideals and ideologies of the former are recognisably at odds with those of the latter, whose concern is essentially 'human containment'. Based on a three-year classroom ethnography of men undergoing the University of Leeds Diploma Course in Social Studies, whilst serving sentences in H.M.P. Full Sutton (a maximum security dispersal prison), the thesis contends that those inmates experience the course in a profound manner. The primary concern is that a course of Higher Education in prison can effect change or transformation in prisoner-students who assimilate the course material in a complex process of learning and social interaction which is 'woven', or synthesised into their life experience. The thesis argues that elements of this process are retained by prisoner-students, that they become embedded in their conscience, and interpreted as meaningful experience, having the potential to influence or direct post-release behaviour. The learning is therefore a process of empowerment. The research focuses on how the potential for change occurs, what the nature of the change is and how to articulate the process. It is widely believed that education programmes undertaken whilst in prison may be rehabilitative and so the research seeks clarification of: a) how the interactive and integrative learning processes in the prison classroom have the potential to re-invest prisoner-students with a positive sense of self, b) the opportunities with which prisoner-students are presented to develop those skills considered of value in a complex and profoundly regulated society. The study shows that acquiring new knowledge in prison is a social process embedded in the wider context of the individual prisoner's life experiences and personal identity formation. Through examination and evaluation of the learning processes the study reveals that the acquisition of that knowledge is uniquely shaped by the experience of long-term imprisonment for each prisoner and that this level of educational attainment negates the marginalisation and exclusion experienced by some prisoners on release. Data was gathered through field-work as a participant observer whilst teaching the prisoners. Classroom interactions and conversations were noted and subjected to qualitative analysis to develop and test the theory that there is a linkage between studying at degree level whilst imprisoned, and personal development or change. The findings take the form of classroom narratives, supported by questionnaires and interviews. Additionalmaterial was gathered from secondary sources on prison education, penal policy and adult learning.
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Moss, Ron W. "Twenty-five years of Scholarship: A Sociology of The Review of Higher Education Contributors, 1977-2002." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4806/.

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Given today's hurried pace of change in higher education and its institutions, it is imperative for the higher education research community to reflect on its current composition and resulting ability to understand and respond to the breadth and rapidity of that change. Accordingly, the purpose of this study was to identify selected social and academic characteristics of the primary contributors (authors, editorial board members, and editors) to The Review of Higher Education, to categorize institutional affiliations of contributors via the Carnegie Classification System and to synthesize the data in a historical and sociological perspective. The contributions to The Review's articles, editorial board positions, and editorships in its first 25 years have predominantly been from male members of the higher education professoriate affiliated with and receiving doctoral degrees from major research universities ranked highest in the Carnegie Classification System. Trends toward greater gender and disciplinary representation, especially among author contributors, began to appear by the mid-point (1990s) of the study period.
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Cevallos, Salgado Ricardo Xavier. "Rationalizing sociology as an educational strategy : Plurality of convictions and position-takings of sociology students in Swedish higher education." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446507.

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The present study examines the choice for sociology as a subfield in Swedish higher education. In the Bourdieusian tradition, the theory of social practices – with its relational concepts of field, habitus and capital – was the sociological lens for constructing the object and instruments for tackling it. The emphasis was given to the subjective dimension: how students rationalize and strategize the decision for studying sociology, as a course or a program, in an educational choice that entails a mobilization of resources acquired in the past for anticipating the future. For this, qualitative interviewing enabled the production of narratives of 21 students at different Swedish universities, exploring assumptions and presuppositions deployed in their choice. Results suggest a complex construction of the choice for sociology as a meaningful and suitable decision, producing varied degrees of conviction in the subfield and position-takings in relation to its practice and representations. Different positions can be outlined depending on how sociology is understood: as a capital for a subsequent entry to different fields, a distinction emerges in the mode of appropriation between ‘specialization’ of those investing in programs and ‘generalization’ of those taking freestanding courses combined with other investments; a difference indicating a different degree of belief in the discipline and its inculcation translated into the time devoted for it. When sociology becomes a field, a distinction refers to the practice of sociology between an ‘academically oriented sociology’ concerned with research and teaching, and a ‘socially oriented sociology’ concerned with an engagement and contribution to people outside the academic space. Since sociology is a scientific field with relatively weak autonomy to external forces, a plurality of hierarchies characterizes a stake for defining its ultimate and legitimate value, offering multiple satisfactions according to varied strategies and aspirations. However, this should not conceal the academic roots of a discipline precisely institutionalized at universities and that may influence a hierarchical relation between the social and the academic in the sociological field.
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Jaumont, Fabrice. "Strategic philanthropy, organizational legitimacy, and the development of higher education in Africa| The partnership for higher education in Africa (2000-2010)." Thesis, New York University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613476.

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This discussion encompasses the specifics of a partnership between leading U.S. foundations—the Carnegie Corporation of New York, the Ford Foundation, the John D. and Catherine T. MacArthur Foundation, the Rockefeller Foundation, the William and Flora Hewlett Foundation, the Andrew W. Mellon Foundation, and the Kresge Foundation. This analysis illustrates the dynamics of their collaboration—the Partnership for Higher Education in Africa—and offers an interpretation of how foundations leveraged legitimacy by both working collaboratively with peer grant-makers, and paying attention to their African beneficiaries' input. This inquiry illustrates how these foundations strategically monitored their accountability around various legitimation mechanisms to maximize the impact of their philanthropy on the field of higher education in Africa while supporting the field's institutionalization. They gained legitimacy by rationalizing a form of collective and participatory action, and promoting a discourse of capacity building that reinforced their role in higher education in Africa. The foundations also positioned themselves strategically in the ecology of international developers to advocate for the importance of higher education in the economic development of Africa while upholding their own conception of knowledge societies.

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Martinez, Jill A. "Chronic illness in higher education| An autoethnography." Thesis, Northern Arizona University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1595011.

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Higher education can present many challenges for students including managing and scheduling classes, assignments, projects, and professional and social obligations. This experience can be even more difficult for students living with chronic illness, many of whom face the additional challenges of debilitating pain, fatigue, social misconceptions, and frequent medical care. To succeed some students with chronic illnesses will need support and accommodation in order to achieve their goals and complete their degrees. In this thesis I explore the barriers I faced as a student with chronic illness in higher education and what accommodations may help remove those barriers for future students. With this thesis I hope to participate in social, political and academic conversations as a means to increase understanding among fellow students, faculty, staff, and administrators. It is my hope that these conversations will contribute to a movement that will help support and encourage students with chronic illnesses.

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Bobbitt-Zeher, Donna. "Gender, Higher Education, and Earnings Inequality." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217947446.

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Sun, Daiyue. "Is higher education the key to unlock the door of fortune? A study of students' occupational aspirations." Thesis, University of Northern Iowa, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523512.

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This study focuses on the relationship between students' social backgrounds and their occupational aspirations (in terms of becoming an authority, financial success and recognition in the workplace). By applying the status attainment theory and segmented assimilation theory, this study examines the significance of parental socioeconomic status, race/ethnicity, and social capital in predicting college freshmen's occupational aspirations using multivariate analysis. Interaction effects between the main predictors as well as control variables such as immigrant status, gender, school performance, motivations and skills are tested in the analysis. Results suggest that socioeconomic status is not statistical significance in predicting individuals' occupational aspirations in all models. African Americans and Asians have the highest level of occupational aspirations, while Native Americans have the lowest level of occupational aspirations without introducing interactions into the model. All three social capital variables are positively related to students' occupational aspirations, especially the effects for mentors/role models. Strong interaction effects between parental socioeconomic status and race/ethnicity variables have been found in the study as well. Results of interaction effects indicate that although Native Americans have the lowest levels of occupational aspirations at lower levels of parental SES, their levels of occupational aspiration increase radically with the increase of their parental SES levels. However, groups such as African Americans and Asians experience a decrease in their occupational aspirations with an increase of parental SES. The interactions between parental SES and social capital variables are weak. The interaction effects between race/ethnicity and social capital variables suggest that Asian students' occupational aspirations are benefited from their parents' expectations, while other races and other Latino students' occupational aspirations are promoted by studying with peers.

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Hancock, Tamara S. "Genealogies of Affect among a Young Veterinarian's Public Letter| An Exploratory Study of Hidden Curricula in a College of Veterinary Medicine." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877147.

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Contemporary research in veterinary medical education indicates alarming rates of depression and anxiety among veterinary students. Yet, the focus of this scholarship is primarily on mental illness as effects of a social and relational process, rather than interrogating the affectual nature of the process. Medical education has a long history of interrogating various facets of socialization as largely embedded in the hidden curricula—the tacit culture of a social entity, and repository for values and norms of conduct. Unfortunately, scant scholarship explores the hidden curricula of veterinary medicine. Recently, an anonymous letter signed Young Veterinarian was published on a public website, and opened an electronic dialogue regarding the nature of affects imbedded in professional socialization. Many themes of the letter referred to issues imbedded in the literature. This study followed this online dialogue, and initiated one in a College of Veterinary Medicine. Centering this letter, object-focused interviews were conducted to explore how members of this community are affected by the anonymous letter. Analytical insights suggest three broad areas of affects related to the hidden curricula: Onto-epistemic tensions; affective neutrality; and freedom, debt, and hopelessness. Implications for research and professional practice/curricula are discussed and deliberated.

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Books on the topic "Education, Sociology of|Education, Higher"

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Côté, James E., and Andy Furlong, eds. Routledge Handbook of the Sociology of Higher Education. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2016: Routledge, 2016. http://dx.doi.org/10.4324/9781315772233.

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Das, Purba. Higher education in India. New Delhi: Authors Press, 2009.

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Das, Purba. Higher education in India. New Delhi: Authors Press, 2009.

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The meanings of mass higher education. Buckingham [England]: Society for Research into Higher Education, 1995.

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D, Shipman M., ed. Knowledge monopolies: The academisation of society. Exeter, UK: Societas, 2006.

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Tanja, Lorković, ed. The university of the future: The Yugoslav experience. New York: Greenwood Press, 1987.

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Degrees of control: A sociology of educational expansion and occupational credentialism. New York: Teachers College Press, 1995.

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Jefferson's children: Education and the promise of American culture. New York: Doubleday, 1997.

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Castro, Santos Herrero. Pensamiento sociológico en torno a la universidad. Salamanca: Universidad de Salamanca, 1991.

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1946-, Reisser Linda, ed. Education and identity. 2nd ed. San Francisco: Jossey-Bass Publishers, 1993.

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Book chapters on the topic "Education, Sociology of|Education, Higher"

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Musselin, Christine. "Towards A Sociology Of Academic Work." In Higher Education Dynamics, 47–56. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8994-7_5.

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Smolentseva, Anna. "Russian higher education." In Routledge Handbook of the Sociology of Higher Education, 241–50. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2016: Routledge, 2016. http://dx.doi.org/10.4324/9781315772233-22.

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Ballantine, Jeanne H., Jenny Stuber, and Judson G. Everitt. "The System of Higher Education." In The Sociology of Education, 407–49. 9th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003023715-11.

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McIntyre, Phillip, Janet Fulton, Elizabeth Paton, Susan Kerrigan, and Michael Meany. "Towards a Sociology of Creativity." In Educating for Creativity within Higher Education, 67–78. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90674-4_4.

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Osborne, Michael. "Access to higher education." In Routledge Handbook of the Sociology of Higher Education, 119–30. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2016: Routledge, 2016. http://dx.doi.org/10.4324/9781315772233-11.

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Berggren, Caroline. "Differentiation in higher education." In Routledge Handbook of the Sociology of Higher Education, 187–96. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2016: Routledge, 2016. http://dx.doi.org/10.4324/9781315772233-17.

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Pickard, Sarah. "Higher education in France." In Routledge Handbook of the Sociology of Higher Education, 223–33. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2016: Routledge, 2016. http://dx.doi.org/10.4324/9781315772233-20.

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Maringe, Felix, and Hans de Wit. "Global higher education partnerships." In Routledge Handbook of the Sociology of Higher Education, 299–314. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2016: Routledge, 2016. http://dx.doi.org/10.4324/9781315772233-27.

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Barbosa, Maria Ligia, and Tom Dwyer. "Higher education in crisis." In Routledge Handbook of the Sociology of Higher Education, 315–27. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2016: Routledge, 2016. http://dx.doi.org/10.4324/9781315772233-28.

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Purcell, Kate, and Charikleia Tzanakou. "Life after higher education." In Routledge Handbook of the Sociology of Higher Education, 356–68. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2016: Routledge, 2016. http://dx.doi.org/10.4324/9781315772233-31.

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Conference papers on the topic "Education, Sociology of|Education, Higher"

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Serpa, Sandro. "TEACHING AND LEARNING SOCIOLOGY IN HIGHER EDUCATION." In SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.46529/socioint.202005.

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Aunurrahman. "Character Education in Higher Education (an Example of Genre-based Approach Practice)." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.56.

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Fakhruddin, Agus, Ace Suryadi, Kama Abdul Hakam, and Encep Syarief Nurdin. "Values Analysis of Islamic Religious Education (IRE) Policies at Higher Education in Indonesia." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007092400400043.

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Dirgantari, Puspo Dewi, Agus Rahayu, Disman, and Ratih Hurriyati. "The Influence of Brand Element and Education Service Marketing Mix on Brand Momentum of Higher Education Institution." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.34.

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Sugilar, Hamdan, Tedi Priatna, and Wahyudin Darmalaksana. "Higher Education Policy Strategy in Acceleration of Research Results Publication." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007097503210325.

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Anwar, Saepul, Sofyan Sauri, Kama Abdul Hakam, and Abbas Asyafah. "Forming Tolerant Students Through The Lecture of Islamic Religious Education at Higher Education: A Reseach Based Teaching and Learning Strategy." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007107708880895.

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Gunarto, Muji. "Analysis on the Positioning of Private Higher Education Institutions Based on Fields of Science." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.67.

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Dewi, Damajanti Kusuma. "Improving Critical Thinking in Academic Writing through Portfolio in Higher Education." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.89.

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Wang, Yan. "Analysis of the Reform of Rural Sociology in Agriculture Universities." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.140.

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Krajnakova, Emilia. "PRIORITIES IN THE METHODS AND FORMS OF HIGHER EDUCATION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.089.

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Reports on the topic "Education, Sociology of|Education, Higher"

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Loveless, Jerry. The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses: Faculty Member Perspectives and Potential Barriers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1100.

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Remler, Dahlia, and Elda Pema. Why do Institutions of Higher Education Reward Research While Selling Education? Cambridge, MA: National Bureau of Economic Research, May 2009. http://dx.doi.org/10.3386/w14974.

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Goodman, Alissa, Emla Fitzsimons, and Lorraine Dearden. An analysis of the higher education reforms. Institute for Fiscal Studies, January 2004. http://dx.doi.org/10.1920/bn.ifs.2004.0045.

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Schatz, Glenn. Overview of Commercial Building Partnerships in Higher Education. Office of Scientific and Technical Information (OSTI), March 2013. http://dx.doi.org/10.2172/1219947.

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Parrish, Kristen, Alastair Robinson, and Cindy Regnier. Commercial Buildings Partnerships - Overview of Higher education projects. Office of Scientific and Technical Information (OSTI), February 2013. http://dx.doi.org/10.2172/1167563.

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Erdoğmuş, Nihat. HIGHER EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt009.

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This report handles important issues ranging from how to strategically manage the continuously increasing change in higher education to the possibility of a higher education structured on the basis of meeting contemporary demands, from organizing consultancy services suitable to the new career understanding to searches for sustainable sources of finance. This report consists of two primary sections: the need for change in higher education and the vision plan for higher education. The first section addresses preparing for the future in higher education and the need for change, and the second section presents a vision for higher education. The second section contains 12 thematic points regarding the vision for higher education. This section primarily addresses the themes of change and reorganization in higher education while paying attention to its importance, priority, and chain reactions. Afterward, a vision including themes such as access, educational settings, career, and employment skills in a higher education system that centers itself on students is provided. Following these are themes devoted to academicians. The final sub-sections address the themes of social and economic contributions, internationalization, and finance.
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Borghans, Lex, and Frank Cörvers. The Americanization of European Higher Education and Research. Cambridge, MA: National Bureau of Economic Research, August 2009. http://dx.doi.org/10.3386/w15217.

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Cortinhas, Carlos. Detection and Prevention of Plagiarism in Higher Education. The Economics Network, December 2017. http://dx.doi.org/10.53593/n3045a.

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Bound, John, Breno Braga, Gaurav Khanna, and Sarah Turner. The Globalization of Postsecondary Education: The Role of International Students in the US Higher Education System. Cambridge, MA: National Bureau of Economic Research, January 2021. http://dx.doi.org/10.3386/w28342.

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10

Hinrichs, Peter. An Empirical Analysis of Racial Segregation in Higher Education. Cambridge, MA: National Bureau of Economic Research, December 2015. http://dx.doi.org/10.3386/w21831.

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