Citizens By Degree – Deondra Rose

Each of these datasets offers unique insights into federal financial aid utilization and its effects. The CIRP Freshman survey provides data on the usage of federal student aid programs by men and women in their first year of college, while the NPSAS offers data on student aid usage for all enrolled college students. These datasets are especially useful for understanding trends in students’ usage of federal financial aid over time.

While CIRP and NPSAS data are limited to undergraduate students, the SGIP dataset provides data for a representative sample of Americans between the ages of eighteen and ninety-two. These data are especially valuable to this chapter’s analysis because they not only permit us to consider higher education policy utilization for citizens born between the years of 1916 and 1990 but also enable us to use inferential statistical tools to empirically examine the relationship between financial aid policy usage and educational attainment.

The analysis that follows will proceed in two parts. The first stage explores descriptive statistics to understand general trends in the gender dynamics of federal student aid usage. I begin by using multivariate regression to investigate the determinants of financial aid usage. The dependent variable in these regression models—policy utilization—is measured using three dichotomous variables that correspond to whether or not (1 for an affirmative response, 0 for a negative response) respondents have used any federal student aid program, GI Bill benefits, federal student loans, or Pell Grants.14 These models control for age, race, childhood socioeconomic status, and mother’s educational attainment—independent variables that have been documented as strong predictors of social policy utilization.15 Of particular interest to this analysis is the effect that gender has on program usage.

To evaluate this effect, I include gender as the key independent variable in these models. After considering who uses higher education programs and the factors shaping whether a student will or will not use federal student aid, I use a difference-in-differences analysis to examine the effect that eligibility for aid provided by the National Defense Education Act and the Higher Education Act has had on men’s and women’s college degree completion.

I also consider the influence that the Title IX regulation has had on the gender dynamics of higher educational attainment.

Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America. © Oxford University Press 2018 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization.

Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Catalogue record is available from the Library of Congress. ISBN 978–0–19–065095–7 (pbk.) ISBN 978–0–19–065094–0 (hbk.) ISBN 978–0–19–065097–1 (epub.) 1kitap1.com/en For my mother, Donna Elaine Rose. 1kitap1.com/en “Remember the ladies.” —Abigail Adams, 1776 1kitap1.com/en CONTENTS Acknowledgments 1. Higher Education Policy and Women’s Citizenship 2.

The Gendered Roots of American Higher Education 3. Scaring Up Money for College: How the Politics of Crisis Set the Stage for Gender-Egalitarian Student Aid 4. Sustaining Gender Parity in College Aid: The Higher Education Act of 1965 5. Opening Doors for Women: Title IX and the Death of “Women Need Not Apply” 6. Fortunate Sons and Daughters: Financial Aid and the Gender Dynamics of Social Citizenship 7.

Federal Student Aid and the Gender Dynamics of Political Citizenship 8. Citizenship by Degree: Promoting Equal Opportunity Through Higher Education Appendix A: Variables Used in Empirical Analyses Appendix B: Supplementary Figures and Tables Appendix C: Additional Empirical Strategies for Policy Feedback Analysis Notes Bibliography Index 1kitap1.com/en ACKNOWLEDGMENTS Writing this book has been one of my life’s most thrilling endeavors, and I would like to express sincere thanks to the many people whose support helped me bring the project to completion.

I am most grateful to the policymakers, activists, former legislative staff members, and other experts who shared their knowledge about the National Defense Act, the Higher Education Act, and Title IX with me. My sincere thanks go to the Honorable Senator Birch Bayh, Dr. Bernice Sandler, Dr. Mary Allen Jolley, Ms. Margaret Dunkle, Mr. Richard Green, Dr. Donna Nelson, Ms. Marilyn Stapleton, Ms. Val Bonnette, and Dr. Wendy Mink.

I am especially grateful to Dr. Mary Allen Jolley for sharing Rep. Carl Elliott’s archived papers with me. Thanks also go to Mrs. Helen Nycz, Mr. David Drennen, Dr. Elizabeth Sanders, Mrs. Millie Rowe-Sanders, and Mrs. Shirley Williams Lynch for the inspiring biographical narratives that help to bring the history to life.

This is a short excerpt from the opening of “” by Unknown, quoted for review and introduction purposes. All rights belong to the copyright holders.

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