Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nicholas Petty ◽  
Dakota King-White ◽  
Tachelle Banks
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Baccalaureate Degree ◽  
The United States ◽  
Retention Rates ◽  
Completion Rates ◽  
Marginalized Groups ◽  
Support Students

Abstract Throughout the United States there are millions of Black and Brown students starting the process of attending college. However, research indicates that students from traditionally marginalized groups are less likely than their counterparts to complete the process and graduate college (Shapiro et al., 2017). While retention rates for students from traditionally marginalized backgrounds continue to decline, universities are beginning to pay attention to the needs of this population in search of ways of better supporting them. The examination of these factors may also inform programmatic adjustments, leadership philosophies, and future practices to help retain students and lead to eventual completion of a baccalaureate degree. In this article, the authors review the literature to explore factors that can affect Black and Brown students’ completion rates in higher education. By reviewing the literature and the factors impacting Black and Brown students, the authors share with readers initiatives at one university that are being used to support students from a strengths-based approach.

Performance Funding of United States' Public Higher Education

2017 ◽  
pp. 496-517
Author(s):  
Mark M. Polatajko ◽  
Catherine H. Monaghan
Keyword(s):  
Higher Education ◽  
United States ◽  
Retention Rate ◽  
The United States ◽  
Performance Funding ◽  
State Funding ◽  
Rate Of Change ◽  
Retention Rates ◽  
Policy Makers ◽  
Economic Progress

Policy makers around the globe are responsible for decision regarding the funding of higher education and the benchmarks of success. This chapter is geared toward higher education administration and leadership, especially those who shape policy in this arena. This quantitative study examined the effectiveness in the United States of allocating state resources to state public institutions of higher education by investigating the rate of change in the current benchmarks of success, which are graduation and retention rates. The findings revealed that the method of funding was not a statistically significant predictor of either the initial status or the rate of change of graduation rate or retention rate over the eight-year period, although institution type and enrollment were. The study recommends further research of performance funding outcomes, state funding levels, and other environmental factors as a means of helping administrators and policy makers in their quest to facilitate economic progress through an educated citizenry.

scholarly journals Packaged Deal: Effective Support Systems for International Student Spouses

2020 ◽  
Vol 12 (Fall) ◽  
pp. 152-168
Author(s):  
Kirsten A. Bilas
Keyword(s):  
Higher Education ◽  
United States ◽  
Support Services ◽  
International Student ◽  
Support Systems ◽  
Student Mobility ◽  
Research Question ◽  
The United States ◽  
Retention Rates ◽  
Perception Of Support

Global student mobility is growing in importance as students increasingly turn their interest worldwide. International student spouses and their personal experiences is an emerging problem of practice in higher education due to their connection to international student retention rates. In particular, what support systems are provided to this demographic is especially important. Interpretive Phenomenological Analysis (IPA) was used to examine international student spouses’ perception of support services at an urban private institution of higher education in the United States. A qualitative approach addressed the following research question: What role do international student spouses perceive institutions of higher education have in terms of offering support services? This study focused on five international student spouses who came to the United States on F2 dependent visa status.

scholarly journals The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United States

2018 ◽  
Vol 26 ◽  
pp. 60 ◽  
Author(s):  
Paul G. Rubin ◽  
James C. Hearn
Keyword(s):  
Higher Education ◽  
United States ◽  
South Carolina ◽  
Postsecondary Education ◽  
State Level ◽  
The United States ◽  
College Completion ◽  
Completion Rates ◽  
Completion Agenda ◽  
State Responses

The United States has faced stagnant postsecondary education degree completion rates for over a decade. When coupled with improved educational outcomes in other nations, the one-time world leader in higher education attainment has precipitously declined in standing internationally. Coupling this reality with the need for a more educated workforce domestically led President Barack Obama to proclaim improving higher education completion rates a national imperative in 2009. Despite input from the federal government, due to the decentralized nature of American postsecondary education, individual states maintain primary responsibility for governance and policy decisions. Consequently, there has been a range of state responses to improving college completion. Through a comparative case analysis, this study considers a putatively homogenous region to investigate state-level factors that “filtered” the national college completion agenda to distinct responses in Georgia, South Carolina, and Texas.

Brief Report: Characteristics of Precalculus Through Calculus 2 Programs: Insights From a National Census Survey

2019 ◽  
Vol 50 (1) ◽  
pp. 98-111 ◽  
Author(s):  
Chris Rasmussen ◽  
Naneh Apkarian ◽  
Jessica Ellis Hagman ◽  
Estrella Johnson ◽  
Sean Larsen ◽  
...  
Keyword(s):  
United States ◽  
Student Success ◽  
The United States ◽  
Graduate Degree ◽  
Mathematics Courses ◽  
Stem Majors ◽  
Mathematics Departments ◽  
Introductory Mathematics ◽  
Support Students ◽  
Students Success

We present findings from a recently completed census survey of all mathematics departments in the United States that offer a graduate degree in mathematics. The census survey is part of a larger project investigating institutional features that influence student success in the introductory mathematics courses that are required of most STEM majors in the United States. We report the viewpoints of departments about characteristics shown to support students' success as well as the extent to which these characteristics are being implemented in programs across the country. We conclude with a discussion of areas where we see the potential for growth and further improvement.

scholarly journals Pedagogical Reflection

2021 ◽  
Vol 4 (1) ◽  
pp. 128-142
Author(s):  
Emily E. Virtue
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Student Performance ◽  
Personal Narrative ◽  
The United States ◽  
Student Interaction ◽  
Faculty Evaluations ◽  
Scholarly Personal Narrative ◽  
Pedagogical Choices

Instructors in higher education are often asked to reflect on their pedagogical choices in formulaic, detached, rote ways such as end of the year faculty evaluations or in response to peer review of teaching. Yet, because of the parameters for these reflections, they often lack depth or much consideration. Particularly because higher education institutions, especially in the United States, are focused on assessment, outcomes, student performance, and retention, little time is focused on particular pedagogical choices or interaction with students. Numerous studies demonstrate that faculty-student interaction has a remarkable impact on student success. This paper, a Scholarly Personal Narrative (SPN), explores the value of sustained pedagogical reflection and how such reflection can benefit instructors and their students.

Measuring Student Success in an Era of Heightened Accountability and Big Data

2020 ◽  
pp. 118-139
Author(s):  
Jennifer L. Ivie
Keyword(s):  
Higher Education ◽  
United States ◽  
Big Data ◽  
Student Success ◽  
The United States ◽  
New Era ◽  
Higher Education System ◽  
Funding Sources ◽  
Current Trends ◽  
The U.S

Higher education in the United States has been called to the mat to prove the return on investment by students, taxpayers, governments, and other funding sources. This call for accountability requires the use of “big” data to demonstrate student success, continuous improvement, and stewardship. However, using big data in the U.S. higher education system is still a newer concept. The available research and tools for this work is growing as institutions embrace this new era. This chapter explores the use of big data in higher education in the United States through the framework of the historical perspective, current trends, and changing needs and demographics of the nation.

scholarly journals Students are Humans First

2021 ◽  
Vol 1 (1) ◽  
pp. 3-17
Author(s):  
Sara Goldrick-Rab
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Basic Needs ◽  
The United States ◽  
Colleges And Universities ◽  
Present Evidence ◽  
Equity Issues ◽  
Aid Programs ◽  
Challenging Situation

The COVID-19 pandemic has undoubtedly exacerbated the challenging situation facing many students in colleges and universities in the United States. To promote student success and address equity issues in higher education, there is an urgent need to treat students as humans first and attend to their basic needs. In this essay, I present evidence pointing to the fact that the pandemic has made student basic needs insecurity even worse. However, well designed and successfully implemented emergency aid programs and other innovative interventions with equity at the center can help address problems in student basic needs insecurity. I present successful examples in addressing student basic needs insecurity and call for sustained and bold actions.

scholarly journals COMPARATIVE ANALYSIS OF SUCCESS IN HIGHER EDUCATION IN UKRAINE AND THE USA

10.23856/4211 ◽  
2021 ◽  
Vol 42 (5) ◽  
pp. 78-87
Author(s):  
Olena Kozmenko ◽  
Andrzej Kryński
Keyword(s):  
Higher Education ◽  
United States ◽  
Academic Success ◽  
Student Success ◽  
Experimental Studies ◽  
The United States ◽  
Educational Process ◽  
Gradual Change ◽  
The Usa ◽  
Definition Of

The article is devoted to the study of the success in the system of higher education in the USA and Ukraine. This concept in higher education has interested scholars in recent decades and has caused many debates about determining student progress. At the end of the twentieth century in the United States, student achievement was measured by quantitative indicators that demonstrated the effectiveness of higher education. But the gradual change in the higher education priorities, the characteristics of the students, the need to improve the educational process has led to a revision of the definition of this phenomenon and provoked a number of studies to expand this concept, creating models of success. The modern definition of student success in US higher education establishments involves academic success and the development of the necessary personality traits, skills and abilities for further self-realization. Ukrainian researchers consider success as a category of pedagogical psychology, as this concept concerns, first of all, the personal development of the student, the skills and abilities of useful interaction. At the same time, a number of studies made by Ukrainian educators are devoted to the issue of academic success, which is also considered as a qualitative development of the student`s personality. Unfortunately, compared to the United States, Ukraine does not have sufficient data on the quality of higher education, there are no experimental studies of success models for students. There is a lack of information on further self-realization of students, their employment. Thus comparing student success in the two countries, it can be concluded that there is a difference in understanding of this concept by American and Ukrainian scholars, the issue of retention, persistence and graduation is not sufficiently developed by Ukrainian educators. The problem to find the ways to improve higher education is common, but its development, as well as the creation of models for achieving success is not sufficiently represented in Ukrainian scientific discourses.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

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