Delayed Enrollment Among Minority and Male Students: Factors and Effects on College Outcomes

Background: Each year, approximately one million high school completers in the United States delay college enrollment. Minority and male students with limited cultural capital represent a substantial group among them. However, little is known about what predicts delayed enrollment and how delayed enrollment affects college outcomes among minority and male students. Purpose: This three-paper study aimed to understand the demographics and cultural capital factors that predict minority students’ delayed enrollment, the effect of delayed enrollment on African American students’ college grade point average (GPA), and the effect of delayed enrollment on male student persistence at four-year higher education institutions (HEIs). Research questions: The study answered six questions: 1) What demographic and cultural capital factors predict the delayed enrollment of minority students who attend four-year higher education institutions? 2) How do the relationships between the predictors and delayed enrollment vary for delayers who belong to a specific minority group? 3) What are the characteristics of African American four-year college students who delay enrollment? 4) To what extent does delayed enrollment affect the first-year GPA of African American four-year college students? 5) What are the characteristics of male four-year college students who delay enrollment? 6) In what way does delayed enrollment affect the persistence of male four-year college students? Methods: The study employed descriptive analysis, propensity score analysis, and regression analysis on a national restricted-use dataset. Results: The results showed that 24%, 29%, and 21% of minority students, African American students, and male students at HEIs, respectively, delayed enrollment. Students with a General Education Development (GED) credential or equivalent had the highest probability of delaying enrollment (OR = 5.561, p < .001). African American delayers saw their first-year GPA increase by .218 units (p < .001), ceteris paribus. Meanwhile, male delayers saw their probability of dropping out increased by 98% (p < .001), ceteris paribus. Conclusion: Attention should be given to high school completers with a GED or an equivalent if they intend to immediately enter college. Delayed enrollment had a positive effect on African American students’ first-year GPA but a negative effect on male student persistence. These findings have important implications for future research and offer recommendations for (higher) education practice and policy.