Diverse pathways to graduate education attainment.

The study contributes new evidence on the factors associated with graduate education outcomes within the first few years of completing college, with particular attention on the moderating influence of racial/ethnic identity. Drawing on Education Longitudinal Study, 2002–2012 data, analyses examined how students’ ascribed, entering college characteristics, and undergraduate educational experiences are associated with subsequent progression into and through graduate education across racial/ethnic groups. The results uncovered important evidence that graduate attainment is highly conditional on, or moderated by, racial/ethnic identity. The study’s findings improve our understanding of the factors most critical for increasing the likelihood of graduate education attainment among diverse student populations. (PsycInfo Database Record (c) 2020 APA, all rights reserved)