C Kang
Dados Biográficos
| ID | 6115 |
|---|---|
| NOME | C Kang |
| PRENOMES | C |
| SOBRENOME | Kang |
| ASSINATURA | KANG C |
| AFILIAÇÕES | Jeonbuk National University |
| ORCID | 0000-0001-5258-1060 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 8 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
How Does the Scale and Structure of Funding Affect the Academic Output of Elite Universities? Evidence from Russell Group Universities in the United Kingdom (2013–2022)
This study was based on the data of the funding scale, income and expenditure structure and academic output level of the Russell Group universities from 2013 to 2022. By using methods such as the Granger causality test and the two‐way fixed effects model, it analyses the relationship between the funding scale, structure and the academic output. The research findings are as follows: The overall funding scale of the Russell Group universities shows…
Educational Mismatch, Skills, and Wage Penalty
This study investigates the relationship between educational mismatch and wage penalties, with a specific focus on the moderating influence of skill proficiency across various occupational contexts in the United States. Utilizing data from the OECD’s Program for the International Assessment of Adult Competencies (PIAAC), the analysis examines how literacy and numeracy skills shape the economic outcomes of workers whose educational qualifications …
Exploring the bidirectional relationship between depressive disorder and dyslipidemia
https://www.crd.york.ac.uk/prospero/, identifier CRD42024542833
Who benefits from high school exit exams? Examining variations in math course-taking by abilities and socioeconomic status
Using the High School Longitudinal Study of 2009, the association between high school exit exams and mathematics course-taking patterns is explored. Exit exams are linked to a decreased likelihood of students taking upward-bound mathematics during their four years of high school. Exit exams are also associated with fewer mathematics credits earned. However, exit exams are linked to increased likelihood of students completing Precalculus or higher…
Bridging the Gender Gap in Neet Risk
Utilizing the Survey of Adult Skills from the Program for the International Assessment of Adult Competencies (PIAAC) and the OECD database, this study investigates the role of gender inequality and public social spending in the gender gap in Not in Employment, Education, or Training (NEET) risk across various age cohorts. The research identifies a concentration of female NEETs aged 25 to 34 in nations with more pronounced gender employment gaps, …
Shattering monolithic myths
The Role of the Welfare State for Neets
This study explores the role of the welfare state in reducing young people not being in education, employment, or training (NEET)s across 15 European countries. Using data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) in combination with the Social Expenditure Database, we conducted cross-national analysis to reveal whether the increase in public social spending moderates the risk of…
On Track or Off Track? Identifying a Typology of Math Course-Taking Sequences in U.S. High Schools
The authors examine students’ linear progression histories in mathematics throughout high school years, using the High School Longitudinal Study of 2009. Although scholars have attended to this before, the authors provide a new organizing framework for thousands of heterogenous mathematics course-taking sequences. Using cluster analysis, the authors identify eight distinctive course-taking sequence typologies. Approximately 45 percent of students…
Complexifying Asian American student pathways to STEM majors
Despite growing diversity among Asian Americans, little attention has been given to the diverse experiences and outcomes of Asian American subgroups in science, technology, engineering, and mathematics (STEM) fields. Using a nationally representative data set, High School Longitudinal Study of 2009 (HSLS:09), this study examines Asian American students’ various pathways of entrance into STEM majors by college selectivity. Results show different p…
College undermatching, bachelor’s degree attainment, and minority students
Using the National Center for Education Statistics 2002–2012 Educational Longitudinal Study (ELS) data set, this study examines the relation between college undermatching and bachelor’s degree attainment, and whether the influences of undermatching on bachelor’s degree attainment vary by race/ethnicity. Results revealed students who undermatched were less likely to graduate college within 4 years, as well as 6 years, than students who matched to …
Which Type of High School Maximizes Students’ College Match? Unequal Pathways to Postsecondary Destinations for Students From Varying High School Settings
Through multilevel analyses of Educational Longitudinal Study and National Center for Education Statistics (NCES)-Barron’s data sets, this study examined unequal chances for college enrollment for students from different high school types and locations. The study shows that students from more privileged high school sectors are able to maximize attendance at better academically matched colleges and that the structural type and location of high sch…
College undermatching, bachelor’s degree attainment, and minority students
Using the National Center for Education Statistics 2002–2012 Educational Longitudinal Study (ELS) data set, this study examines the relation between college undermatching and bachelor’s degree attainment, and whether the influences of undermatching on bachelor’s degree attainment vary by race/ethnicity. Results revealed students who undermatched were less likely to graduate college within 4 years, as well as 6 years, than students who matched to …
Complexifying Asian American student pathways to STEM majors
Despite growing diversity among Asian Americans, little attention has been given to the diverse experiences and outcomes of Asian American subgroups in science, technology, engineering, and mathematics (STEM) fields. Using a nationally representative data set, High School Longitudinal Study of 2009 (HSLS:09), this study examines Asian American students’ various pathways of entrance into STEM majors by college selectivity. Results show different p…
On Track or Off Track? Identifying a Typology of Math Course-Taking Sequences in U.S. High Schools
The authors examine students’ linear progression histories in mathematics throughout high school years, using the High School Longitudinal Study of 2009. Although scholars have attended to this before, the authors provide a new organizing framework for thousands of heterogenous mathematics course-taking sequences. Using cluster analysis, the authors identify eight distinctive course-taking sequence typologies. Approximately 45 percent of students…
Which Type of High School Maximizes Students’ College Match? Unequal Pathways to Postsecondary Destinations for Students From Varying High School Settings
Through multilevel analyses of Educational Longitudinal Study and National Center for Education Statistics (NCES)-Barron’s data sets, this study examined unequal chances for college enrollment for students from different high school types and locations. The study shows that students from more privileged high school sectors are able to maximize attendance at better academically matched colleges and that the structural type and location of high sch…
Which Type of High School Maximizes Students’ College Match? Unequal Pathways to Postsecondary Destinations for Students From Varying High School Settings
Through multilevel analyses of Educational Longitudinal Study and National Center for Education Statistics (NCES)-Barron’s data sets, this study examined unequal chances for college enrollment for students from different high school types and locations. The study shows that students from more privileged high school sectors are able to maximize attendance at better academically matched colleges and that the structural type and location of high sch…
College undermatching, bachelor’s degree attainment, and minority students
Using the National Center for Education Statistics 2002–2012 Educational Longitudinal Study (ELS) data set, this study examines the relation between college undermatching and bachelor’s degree attainment, and whether the influences of undermatching on bachelor’s degree attainment vary by race/ethnicity. Results revealed students who undermatched were less likely to graduate college within 4 years, as well as 6 years, than students who matched to …
Complexifying Asian American student pathways to STEM majors
Despite growing diversity among Asian Americans, little attention has been given to the diverse experiences and outcomes of Asian American subgroups in science, technology, engineering, and mathematics (STEM) fields. Using a nationally representative data set, High School Longitudinal Study of 2009 (HSLS:09), this study examines Asian American students’ various pathways of entrance into STEM majors by college selectivity. Results show different p…
The Role of the Welfare State for Neets
This study explores the role of the welfare state in reducing young people not being in education, employment, or training (NEET)s across 15 European countries. Using data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) in combination with the Social Expenditure Database, we conducted cross-national analysis to reveal whether the increase in public social spending moderates the risk of…
On Track or Off Track? Identifying a Typology of Math Course-Taking Sequences in U.S. High Schools
The authors examine students’ linear progression histories in mathematics throughout high school years, using the High School Longitudinal Study of 2009. Although scholars have attended to this before, the authors provide a new organizing framework for thousands of heterogenous mathematics course-taking sequences. Using cluster analysis, the authors identify eight distinctive course-taking sequence typologies. Approximately 45 percent of students…
Who benefits from high school exit exams? Examining variations in math course-taking by abilities and socioeconomic status
Using the High School Longitudinal Study of 2009, the association between high school exit exams and mathematics course-taking patterns is explored. Exit exams are linked to a decreased likelihood of students taking upward-bound mathematics during their four years of high school. Exit exams are also associated with fewer mathematics credits earned. However, exit exams are linked to increased likelihood of students completing Precalculus or higher…
Bridging the Gender Gap in Neet Risk
Utilizing the Survey of Adult Skills from the Program for the International Assessment of Adult Competencies (PIAAC) and the OECD database, this study investigates the role of gender inequality and public social spending in the gender gap in Not in Employment, Education, or Training (NEET) risk across various age cohorts. The research identifies a concentration of female NEETs aged 25 to 34 in nations with more pronounced gender employment gaps, …
Shattering monolithic myths
How Does the Scale and Structure of Funding Affect the Academic Output of Elite Universities? Evidence from Russell Group Universities in the United Kingdom (2013–2022)
This study was based on the data of the funding scale, income and expenditure structure and academic output level of the Russell Group universities from 2013 to 2022. By using methods such as the Granger causality test and the two‐way fixed effects model, it analyses the relationship between the funding scale, structure and the academic output. The research findings are as follows: The overall funding scale of the Russell Group universities shows…
Educational Mismatch, Skills, and Wage Penalty
This study investigates the relationship between educational mismatch and wage penalties, with a specific focus on the moderating influence of skill proficiency across various occupational contexts in the United States. Utilizing data from the OECD’s Program for the International Assessment of Adult Competencies (PIAAC), the analysis examines how literacy and numeracy skills shape the economic outcomes of workers whose educational qualifications …
Exploring the bidirectional relationship between depressive disorder and dyslipidemia
https://www.crd.york.ac.uk/prospero/, identifier CRD42024542833
Sociology (6 obras) · Political science (5 obras) · Psychology (5 obras) · Mathematics education (4 obras) · Demography (3 obras) · Economics (3 obras) · Educational attainment (3 obras) · Employment and Welfare Studies (3 obras) · Higher education (3 obras) · Higher Education Research Studies (3 obras)