Gender and Affect: Linguistic Predictors of Successful Academic Performance Among Economically Disadvantaged First-Year College Students
Individuals entering college from disadvantaged economic backgrounds often face multiple obstacles to successful academic performance. In this analysis, we focus on the predictive utility of students’
linguistic characteristics reflected in college application essays using the Linguistic Inquiry and Word Count (LIWC). LIWC analysis has been used with college writing samples to predict academic per-
formance (grade point average, GPA) with some success.
Lewine, R., Warnecke, A., Davis, D., Sommers, A., Manley, K., & Calebs, B. (2019). Gender and affect: linguistic predictors of successful academic performance among economically disadvantaged first year college students. International Journal for the Scholarship of Teaching & Learning, 13(1), 1–6. https://doi.org/10.20429/ijsotl.2019.130102
