Understanding the graduate college experience: perceptual differences by degree type, point-in-program and disciplinary subgroups

2015 ◽  
Vol 18 (3) ◽  
pp. 453-468 ◽  
Author(s):  
Patricia L. Hardré ◽  
Shannon M. Hackett
1970 ◽  
Vol 2 (4) ◽  
pp. 234-242 ◽  
Author(s):  
Clifford E. Lunneborg ◽  
Patricia W. Lunneborg ◽  
Renny Greenmun

1989 ◽  
Vol 34 (3) ◽  
pp. 297-297
Author(s):  
No authorship indicated

Author(s):  
Jennifer Morton

Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds, this book looks at the ethical dilemmas of upward mobility—the broken ties with family and friends, the severed connections with former communities, and the loss of identity—faced by students as they strive to earn a successful place in society. The book reframes the college experience, factoring in not just educational and career opportunities but also essential relationships with family, friends, and community. Finding that student strivers tend to give up the latter for the former, negating their sense of self, the book seeks to reverse this course. It urges educators to empower students with a new narrative of upward mobility—one that honestly situates ethical costs in historical, social, and economic contexts and that allows students to make informed decisions for themselves. The book paves a hopeful road so that students might achieve social mobility while retaining their best selves.


2016 ◽  
Vol 48 (5) ◽  
pp. 457
Author(s):  
Fuxing WANG ◽  
Xiujuan HOU ◽  
Zhaohui DUAN ◽  
Huashan LIU ◽  
Hui LI

1983 ◽  
Vol 36 ◽  
pp. 1-6
Author(s):  
Douglas Amy

“Throughout most of the 19th century the most important course in the college curriculum was moral philosophy, taught usually by the college president and required of all senior students. The moral philosophy course was regarded as the capstone of the curriculum. It aimed to pull together, to integrate, and to give meaning and purpose to the student's entire college experience and course of study. In so doing it even more importantly sought to equip the graduating seniors with the ethical sensitivity and insight needed in order to put their newly acquired knowledge to use in ways that would benefit not only themselves and their own personal achievement, but the larger society as well.” Douglas Sloan


2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 413-414
Author(s):  
Carlyn Vogel ◽  
Debra Dobbs ◽  
Brent Small

Abstract Spirituality is difficult to define as researchers assign it different meanings and individuals’ perceptions can vary. For example, spirituality may connect to religiosity, while others consider religiosity a less significant part of spirituality. This study investigates factors outside of religiosity that are significantly associated with spirituality to inform the characteristics of the concept. Webster’s (2004) existential framework of spirituality was used to guide variable selection. The National Survey of Midlife in the United States wave three (MIDUS 3; 2013-2014; n = 2,594; Mage = 63.5, SD = 11, range = 39–92) was used to examine individuals’ reported levels of spirituality. Multinomial logistic regression was conducted to examine factors related to low and high levels of spirituality compared to a moderate level. Participants with low spirituality were more likely to be male, less likely to be mindful, mediate/chant, feel a strong connection to all life, to indicate that they cannot make sense of the world, and to be religious. Participants with high spirituality were more likely to be female, have at least some college experience, be mindful, meditate/chant, feel deep inner peace, have a sense of deep appreciation, think that a sense of purpose is important for a good life, and have a high level of religiosity. Framed by Webster’s conceptual model, the current study observed that religiosity is significantly associated with spirituality and that other mindfulness-based aspects are also present within this concept. Incorporating mindfulness with religious efforts will more accurately and holistically address spirituality.


2021 ◽  
Vol 1 (1) ◽  
pp. 100-115
Author(s):  
Kate Fischer ◽  
Malika Rakhmonova ◽  
Mike Tran

Abstract Since the spring of 2020 SARS-CoV-2, the novel coronavirus, has upended lives and caused a rethinking of nearly all social behaviors in the United States. This paper examines the ways in which the pandemic, shutdown, and gradual move towards “normal” have laid bare and obfuscated societal pressures regarding running out of time as it pertains to the residential university experience. Promised by movies, television, and older siblings and friends as a limited-time offer, the “typical” college experience is baked into the U.S. imaginary, reinforcing a host of notions of who “belongs” on campus along lines of race, class, and age. Fed a vision of what their whole lives “should be”, students who enter a residential four-year college are already imbued with a nostalgia for what is yet to come, hailed, in Althusser’s (2006[1977]) sense, as university subjects even before their first class. The upheaval of that subjecthood during the pandemic has raised important questions about the purpose of the college experience as well as how to belong to a place that is no longer there.


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