Post-graduation outcomes for college students, more than numbers: a mixed methods study
Creators: name: Forsythe, Ashley A.
Publisher: name: No Publisher Supplied
Year: 2021

description: Students are attending college increasingly with a focus on future job placement and salary expectations. Since higher education stakeholders look to colleges and universities for successful employment and career outcomes after graduation, it is imperative that these institutions collect and analyze post-graduation outcome data consistently. Post-graduation outcomes of recent college alumni have been evaluated in many ways, but this data is often missing key demographic information that can help institutions to better understand the recent alumni experience in successful post-graduation outcomes including employment, graduate school enrollment, military service and volunteer experience. This dissertation explores the literature on post-graduation outcomes while applying social capital theory, career development theory and critical whiteness analysis to analyze the post-graduation outcomes of a graduating class broadly and including ethnicity (race and ethnicity) and gender. A pragmatic, mixed methods approach was implemented to explore the post-graduation outcomes of the Class of 2018 for a small, Research 1 university near Philadelphia, Pennsylvania. The overall outcomes for these graduates (N=1,375) and their outcomes in terms of ethnicity/race, gender, birth date (age), veteran status and GPA were explored using t-tests, ANOVAs and linear regression analysis. The quantitative analysis was enhanced with semi-structured qualitative interviews (N=26) to highlight the lived experience of graduates from all majors, including their cultural/ethnicity and gender identity(ies). Barriers to the job search and ways to overcome these barriers were also explored in these interviews. Critical whiteness analysis is used to explore systematic oppression of students of color through colorblindness in post-graduation outcome measures and rankings. Over 90% of the Class of 2018 at Institution X secured full-time employment or enrolled in continuing education (positive outcomes) within a year after graduation, as shared by both the quantitative (N=632) and qualitative (N=26) data. Age, GPA, ethnicity and major were found to be significant in terms of survey completion. Major, gender, graduation date and age were significant in relation to positive outcomes. Once major was considered, gender no longer showed significance due to the multicollinearity between gender and major. Women were less likely to have a full-time job and were more likely to enroll in graduate school or have part-time employment. Men were more likely to have a full-time job and to be seeking employment. Ninety-six percent of interview participants shared at least one barrier to the searching process. Career Centers were mentioned as a key resource to assist students in overcoming barriers to the search. Asian and White graduates were more likely to respond to the survey. Business majors were most likely to complete the survey. Participants were also more likely to respond if they were younger (age) and had a higher GPA. Higher GPAs were also found when looking at graduates that responded to interview requests. STEM majors were less likely to respond to interview requests.