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Minority Student Access in the Online Environment
Open accessAbstract
Using registration and transcript data, the authors explored differences in online course enrollment across different student groups. This study revealed that minority students do not enroll in online courses to the same extent as their White student peers, but the effect size for the difference in participation rates was small. However, the actual difference between minority students online vs. face-to-face enrollment was five percentage points, a difference equivalent to about 150 minority students per year, given the College’s current enrollment rates, so the impact of this small difference is not insignificant. An even greater issue is that Black and Hispanic students, regardless of the course delivery medium, continue to have lower G.P.A. s than their White and Asian/Pacific Islander (PI) student peers. This finding reinforces prior research that suggests Black and Hispanic student groups need additional support in order to be successful in college, and that greater recruitment efforts for online courses are needed for all minority groups.
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Online learners are less likely than face-to-face learners to be Latinx or Black.
“Online learners are less likely than face-to-face learners to be Latinx or Black (Ashby et al., 2011; Cavanaugh & Jacquemin, 2015; Conway et al., 2011; Kaupp, 2012; Ortagus, 2017; Xu & Xu, 2019*).”
From Post-secondary online learning in the U.S.: an integrative review of the literature on undergraduate student characteristics (2022) · cites this paper as Conway et al., 2011
In “Analyzing Enrollment Patterns” (Table 3; page not provided), Black and Hispanic students make up smaller shares of online than face-to-face enrollment at the college studied. The paper says neither group’s individual difference was statistically significant, so it does not establish the claim as a general pattern among online learners. (LLM, conf=0.84)
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Research works printed but not linked: 19
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Hachey, A. C., Conway, K. M., Wladis, C., & Karim, S. (2022) · Journal of Computing in Higher Education · doi:10.1007/s12528-022-09319-0 · Cited by 32
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Metadata
- Authors
- Conway, K., Wladis, C., & Hachey, A.
- Affiliations
- Borough of Manhattan Community College (US)
- Venue
- HETS Online Journal
- Published
- 2011-10-15
- Volume
- 2
- Issue
- 1
- Pages
- 59-87
- ISSN
- 2693-9193 (ISSN-L)
- OpenAlex
- W4312829635
- Cited by
- 4
- References
- 0
- Citations by year
- 2024: 1 · 2022: 1 · 2017: 1 · 2014: 1
- FWCI
- 1.54
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- HETS Online Journal (publishedVersion, cc-by-nc-sa)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Education during COVID-19 pandemic
- Keywords
- minority students, online courses, online course registration, Black students, Hispanic students, academic performance, grade point average, student recruitment, higher education equity
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