What Is Really Important?: Educational Aspirations and Attainment of Haitian Immigrants

2007 ◽  
Author(s):  
Kelly L. Subrebost ◽  
Angela M. Desilva
Keyword(s):  
Educational Aspirations ◽  
Haitian Immigrants

Contents, communicational needs and learner expectations: a study of SSL in Haitian immigrants

2019 ◽  
Vol 7 (3) ◽  
pp. 35-57
Author(s):  
Daniela Nova Manríquez
Keyword(s):  
Second Language ◽  
Haitian Immigrants ◽  
Santiago De Chile ◽  
Communicative Functions ◽  
The Common ◽  
Haitian Students

Abstract This research aims to prove the effectiveness of Spanish as a Second Language lessons for Haitians designed by volunteers in Santiago de Chile. The methodology used through the study was based on the application of two questionnaires to Haitian students in order to compare results, and finally obtain an average that reflects the achievement of the communicative functions expected. Results indicate that neither the lessons planned, material giver nor the Common European Framework of Reference for Languages fulfilled such expectations. Findings are discussed in relation to previous studies on methodologies for Spanish as a Second Language for Haitian immigrants in Chile (Toledo, 2016)

Educational Persistence in the Face of Violence

2018 ◽  
Vol 11 (2) ◽  
pp. 94-113 ◽  
Author(s):  
Adrian H. Huerta
Keyword(s):  
High School ◽  
High School Students ◽  
Urban Communities ◽  
Educational Aspirations ◽  
School Students ◽  
Male Youth ◽  
Educational Persistence ◽  
The Face ◽  
Latino Male ◽  
Forms Of Violence

Latino boys and young men often carry the debt of violence into different spaces. This invisible trauma manifests into disruptive behaviors in schools. It is well documented that violence in urban communities and schools has received significant attention from researchers, but little attention has been paid to Latino male youth as individuals and the various forms of violence they have experienced, and how that impacts educational persistence. This qualitative study focuses on 26 Latino male middle and high school students who are attending two continuation schools to understand the types of violence they have experienced and their educational aspirations after high school.

School Belonging, Educational Aspirations, and Academic Self-Efficacy among African American Male High School Students: Implications for School Counselors

2008 ◽  
Vol 11 (5) ◽  
pp. 2156759X0801100
Author(s):  
Chinwe J. Uwah ◽  
H. George McMahon ◽  
Carolyn F. Furlow
Keyword(s):  
High School Students ◽  
School Counselors ◽  
Self Efficacy ◽  
African American Male ◽  
Educational Aspirations ◽  
School Belonging ◽  
School Students ◽  
Male High School ◽  
Academic Self Efficacy ◽  
Perceptions Of School

While academic self-efficacy is widely considered an individual cognitive variable, it may be influenced by a sense of belonging and connection to others in the school community. Using a correlation and multiple regression design, the study in this article examined the relationship between perceptions of school belonging, educational aspirations, and academic self-efficacy among 40 African American male high school students. Results indicated that feeling encouraged to participate and educational aspirations were significant, positive predictors of academic self-efficacy. Other components of perceptions of school belonging were not significant in predicting academic self-efficacy. Recommendations for future research and practical suggestions for school counselors are discussed.

scholarly journals Rural Aboriginal high school students' views of their future tertiary education

2020 ◽  
pp. 1-11
Author(s):  
Jessica Howard ◽  
Jacob Jeffery ◽  
Lucie Walters ◽  
Elsa Barton
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Outcomes ◽  
Educational Aspirations ◽  
Tertiary Education ◽  
Structured Interviews ◽  
School Students ◽  
Aboriginal Australians ◽  
Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making Within Higher Education Programs

2021 ◽  
pp. 104515952098836
Author(s):  
Alexander C. Gardner ◽  
Heather N. Maietta ◽  
Philip D. Gardner ◽  
Niki Perkins
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Postsecondary Education ◽  
Work Experience ◽  
Adult Learner ◽  
Educational Aspirations ◽  
Academic Program ◽  
Extrinsic Factors ◽  
Learner Motivation ◽  
Post Secondary

This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.

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