scholarly journals Integrated and Comprehensive Student Support Programs Aimed at Historically Underserved Students: Creating a Unified Community of Support

2018 ◽  
Vol 7 (1) ◽  
pp. 65-84
Author(s):  
Adrianna Kezar ◽  
Elizabeth Holcombe
Keyword(s):  
Higher Education ◽  
Underrepresented Students ◽  
Student Support ◽  
The United States ◽  
Support Programs ◽  
Campus Community ◽  
Underserved Students ◽  
Integrated Programs ◽  
Community Of Support ◽  
Integrated Program

AbstractWhile numerous support programs have evolved to support underrepresented students in higher education, these programs are often disconnected from the curriculum and only target one area of student need. Emerging research indicates that integrated programs which combine multiple curricular and co-curricular supports may be a more effective way to support historically underserved students. In this article, we report on one such integrated program in the United States,CSU STEMCollaboratives. We describe how integrated programs benefit students as well as the broader campus community by creating a unified community of support that fosters collaboration and connection.

scholarly journals A Call to Action: Lessons Learned from a Book Club about Supporting and Mentoring Underrepresented STEM Students

2020 ◽  
Vol 4 (2) ◽  
pp. 271-286
Author(s):  
Natasha N. Ramsay-Jordan ◽  
Christopher C. Jett
Keyword(s):  
Book Club ◽  
Underrepresented Students ◽  
The United States ◽  
Lessons Learned ◽  
Southeastern Part ◽  
Call To Action ◽  
Underserved Students ◽  
Underrepresented Groups ◽  
Stem Students ◽  
And Mathematics

The participation rates of historically underserved students in Science, Technology, Engineering, and Mathematics (STEM) remains an important concern, as inequitable access in the form of treatment and opportunities within the education system is a constant struggle. To unpack this issue, a book club was organized as an intervention at a university in the southeastern part of the United States. Findings from the book club intervention suggest that university faculty should (a) understand the importance of continuous early exposure to STEM, (b) nurture underrepresented students’ STEM identities, (c) form collaborations and partnerships with STEM professionals from underrepresented groups, and (d) commit to mentoring STEM underrepresented students. In this article, we argue that these objectives can be accomplished through the exposure to STEM professionals from underrepresented groups and the integration of STEM research in undergraduate coursework. Finally, we share the lessons we learned with respect to how the book served as our call to action in our professorial duties.

scholarly journals Drawing on students’ funds of knowledge

2018 ◽  
Vol 12 (2) ◽  
pp. 44 ◽  
Author(s):  
Amanda L. Folk
Keyword(s):  
Higher Education ◽  
Achievement Gap ◽  
Social Class ◽  
Funds Of Knowledge ◽  
Underrepresented Students ◽  
The United States ◽  
First Generation College Students ◽  
Access To Higher Education ◽  
Conceptual Approach ◽  
The Social

Despite programmes and initiatives intended to enable access to higher education for underrepresented students, higher education in the United States suffers from a persistent social class achievement gap. Although research exists about the social and academic factors that contribute to the social class achievement gap, one ubiquitous practice in higher education has been neglected – the research assignment. In this article, I share a subset of findings from a qualitative study that explores first-generation college students’ experiences with research assignments in college. In particular, I present four case studies of participants who relied on their identities and prior knowledge to successfully a complete research assignment. Finally, I introduce the funds of knowledge concept, which honours students’ identities and lived experiences, to provide a conceptual approach for engaging underrepresented and minoritised students through research assignments.

scholarly journals Building an Inclusive Community for International Students

2015 ◽  
pp. 17-18 ◽  
Author(s):  
Rachawan Wongtrirat ◽  
Ravi Ammigan ◽  
Adriana Pérez-Encinas
Keyword(s):  
Higher Education ◽  
International Students ◽  
Support Services ◽  
International Student ◽  
Student Support Services ◽  
Student Support ◽  
Institutions Of Higher Education ◽  
Campus Community ◽  
Global Perspectives ◽  
Collegiate Environment

Many institutions of higher education have worked toward increasing international student enrollment with an ultimate goal of enhancing global perspectives and enriching the collegiate environment for the entire campus community. However, these increasing numbers often come without adequate consideration for how to serve and provide services that support an inclusive community for students. This article emphasizes the importance of international student support services and a positive international student co-curricular experience as essential for the successful creation of an inclusive institutional community.

scholarly journals A Collaborative Programming and Outreach Model for International Student Support Offices

2017 ◽  
Vol 7 (4) ◽  
pp. 1080-1095
Author(s):  
Peter Briggs ◽  
Ravichandran Ammigan
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Affairs ◽  
Support Services ◽  
International Student ◽  
Student Support ◽  
The United States ◽  
Support Service ◽  
Institutions Of Higher Education ◽  
Collaborative Programming

Increasing international student enrollment has been a key priority for many institutions of higher education in the United States. Such recruitment efforts, however, are often carried out without much consideration for providing sufficient support services to these students once they arrive to campus. This article proposes a model for structuring an international student support office to be successful at serving the academic, social and cultural needs of international students through a collaborative programming and outreach model with student affairs and other support service units on campus.

scholarly journals Tolerable Suboptimization: Racial Consequences of Defunding Public Universities

2020 ◽  
Author(s):  
Laura T. Hamilton ◽  
Kelly Nielsen ◽  
Veronica Lerma
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Public Universities ◽  
Resource Constraints ◽  
Underrepresented Students ◽  
The United States ◽  
Public Higher Education ◽  
Student Body ◽  
Student Activists ◽  
University Services

The defunding of public higher education has dramatically impacted public universities in the United States, and schools with racially marginalized student bodies are most likely to feel the crunch. Yet, scholars have directed little attention to the on-the-ground racial consequences of limited public postsecondary funding for students. In this article we ask: How is the defunding of public higher education reflected in the organizational practices of a university serving historically underrepresented students? And how do resource constraints affect racially (and often economically) marginalized students’ access to core university services? We draw on a year-long case study of a University of California campus serving a majority Latinx and low-income student body, including ethnographic observations and interviews with administrators, student-facing staff, student activists and organizers, and Black and Latinx students. Our findings identify defunding as a contemporary mechanism through which racial disparities in postsecondary educational experiences are maintained.

Challenges of Implementing Integrated Programs for Underrepresented Students in STEM: A Study of the CSU STEM Collaboratives

2018 ◽  
Vol 34 (6) ◽  
pp. 864-893 ◽  
Author(s):  
Adrianna J. Kezar ◽  
Elizabeth M. Holcombe
Keyword(s):  
College Students ◽  
Underrepresented Students ◽  
Transition To College ◽  
Support Programs ◽  
Implementation Barriers ◽  
Implementation Challenges ◽  
Program Success ◽  
Science Technology ◽  
Integrated Programs

With emerging evidence about the efficacy of integrated support programs for college students and increasing attention nationally to creating such programs, it is important to understand implementation barriers that might affect program success. This study is one of the first to examine implementation of integrated programs, with a particular focus on the challenges related to connecting or aligning programmatic elements across departmental and divisional boundaries. The authors conducted a case study of eight institutions that implemented integrated programs that supported the transition to college for underrepresented students in science, technology, engineering, or math (STEM) and identified several implementation challenges that are unique to integrated programs.

Doctoral student support programs in diverse national contexts

2017 ◽  
Vol 9 (4) ◽  
pp. 565-576
Author(s):  
Omer Caliskan ◽  
Karri Holley
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Student Support ◽  
Doctoral Degree ◽  
Support Programs ◽  
Research Activity ◽  
Content Type ◽  
The Usa

Purpose The growing demand for doctoral education and the role of the doctoral degree to advance nations socially, economically, and culturally forces countries and individual institutions to respond to concerns stemming from the doctoral process. Numerous initiatives to support doctoral students have been adopted with varying features across countries. The purpose of this paper is to examine doctoral student support programs in two countries: the USA and Turkey. These countries offer higher education systems at different stages of maturity and stability. Design/methodology/approach The data for this study came from a comparative case study analysis of doctoral student experiences in support programs at two research universities, one in the USA and one in Turkey. Ten American doctoral students and eight Turkish doctoral students were interviewed, for a total of 18 interviews. The study utilized the conceptual framework specified by the PhD Completion Project initiated by the US Council of Graduate Schools. Findings The two national systems featured in this study are at different points of their development. These developmental starting points influence the rationale and construction of a student support program, particularly one focused on advanced degrees, research activity, and knowledge production. The Turkish higher education system faces the challenge of building its infrastructure to be responsive to national needs in future decades, including producing qualified faculty as teachers and researchers. The American model of doctoral student support concentrates on increasing diversity within the academy. By focusing on first-generation students, students of color, and women in STEM disciplines, efforts are directed toward not just improving the quantity of graduates, but also the diversity of those graduates. Originality/value While doctoral student support programs are increasingly common in multiple national contexts, analyses of these programs are rare, and comparative analyses even more so. The emergence of new academic disciplines, the trend toward interdisciplinary research, and the prevalence of neo-liberal policies has made the doctoral experience increasingly complex. The data presented here reveal that while doctoral education is influenced by country-specific contexts, doctoral students from multiple countries share many of the same experiences.

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

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