Black Students in U.S. Graduate and Professional Schools in the 1980s: A National and Institutional Assessment

1987 ◽  
Vol 57 (3) ◽  
pp. 261-283 ◽  
Author(s):  
Gail Thomas
Keyword(s):  
Higher Education ◽  
Black Students ◽  
Degree Attainment ◽  
Occupational Attainment ◽  
Professional Schools ◽  
Institutional Assessment ◽  
Education Enrollment ◽  
Professional Degree ◽  
Small Pool ◽  
Degree Recipients

While educational attainment is not upheld as a single sufficient condition for Black occupational attainment and upward mobility, the perspective of this paper is that educational investment is mandatory for Blacks, given the historical and persistent disadvantage of race in this society. With this perspective as its premise, the article documents the recent higher-education enrollment and degree-attainment status of Black Americans. What is concluded from the presentation of the available data is that: (1) Black students are not advancing and, in some cases, are losing ground relative to the momentum in higher education they achieved in the 1970s; (2) Black students remain underrepresented in graduate and professional degree attainment, particularly in the natural and technical sciences; (3) only a limited proportion of U.S. colleges and universities have contributed to the small pool of Black degree recipients in the natural and technical sciences. Further, the author suggests that a combination of individual and institutional-level efforts is needed in order to advance the higher educational participation and success of Black students.

scholarly journals What Happened to Your College Town: The Changing Relationship of Higher Education and College Towns, 1940–2000

2021 ◽  
Vol 61 (3) ◽  
pp. 320-340
Author(s):  
Kate Rousmaniere
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
History Of Higher Education ◽  
Campus Housing ◽  
College Towns ◽  
Education Enrollment ◽  
History Of ◽  
To Come ◽  
And Function ◽  
Relationship Of

AbstractThis essay examines the history of what is commonly called the town-gown relationship in American college towns in the six decades after the Second World War. A time of considerable expansion of higher education enrollment and function, the period also marks an increasing detachment of higher education institutions from their local communities. Once closely tied by university offices that advised the bulk of their students in off-campus housing, those bonds between town and gown began to come apart in the 1970s, due primarily to legal and economic factors that restricted higher education institutions’ outreach. Given the importance of off-campus life to college students, over half of whom have historically lived off campus, the essay argues for increased research on college towns in the history of higher education.

scholarly journals Navigating an Uncertain Labor Market in the UK: The Role of Structure and Agency in the Transition from School to Work

2020 ◽  
Vol 688 (1) ◽  
pp. 77-92
Author(s):  
Ingrid Schoon
Keyword(s):  
Higher Education ◽  
Young People ◽  
School To Work ◽  
Occupational Attainment ◽  
Employment Opportunities ◽  
Age Cohorts ◽  
Structure And Agency ◽  
The Uk ◽  
Career Options

This article reviews the evidence on young people in the UK making the transition from school to work in a changing socioeconomic climate. The review draws largely on evidence from national representative panels and follows the lives of different age cohorts. I show that there has been a trend toward increasingly uncertain and precarious employment opportunities for young people since the 1970s, as well as persisting inequalities in educational and occupational attainment. The joint role of social structure and human agency in shaping youth transitions is discussed. I argue that current UK policies have forgotten about half of the population of young people who do not go to university, by not providing viable pathways and leaving more and more young people excluded from good jobs and employment prospects. Recommendations are made for policies aimed at supporting the vulnerable and at provision of career options for those not engaged in higher education.

scholarly journals Demographics of Sudanese University Students in Relation to Regional Conflict and Underdevelopment

2021 ◽  
Vol 10 (3) ◽  
pp. 89
Author(s):  
Monira Hamid ◽  
Christopher Thron ◽  
Sallam Fageeri
Keyword(s):  
Higher Education ◽  
Primary Education ◽  
Household Survey ◽  
Ministry Of Education ◽  
Academic Level ◽  
Enrollment Rates ◽  
Regional Universities ◽  
Education Enrollment ◽  
Education Participation ◽  
Entering Students

This research examines regional differences in higher education participation rates in Sudan, and their relations with socioeconomic factors related to development, such as human development index (HDI), women’s status, urban/rural, and source of income. We pay special attention to areas of Sudan where long-running conflicts exist. Two datasets are used: the 2009 National Baseline Household Survey, conducted by Sudan’s Central Bureau of Statistics; and 2016–2017 matriculating students’ data, obtained from Sudan’s Ministry of Education. Regression analysis of the household survey data shows that the most significant factors associated with university attendance are having electricity at home, having a mother who has completed primary education, and being from a non-conflict region. University entrance data shows that young adults from conflict regions lag markedly behind the rest of Sudan in entering students’ academic level. Educational resources in Sudan are densely concentrated in the capital Khartoum, and higher-performing students (especially males) from all regions tend to enroll in universities in Khartoum. Regional universities’ student bodies consist largely of lower-performing students from the same region, especially in conflict regions. Women’s participation in higher education is robust, and women bachelor’s students outnumber men. Our analysis suggests that the following policies could be most effective in improving regional higher education enrollment rates and outcomes: (1) improve infrastructure (electric power in particular) in underserved regions; (2) provide widespread primary education for women; (3) put additional resources into regional universities, to encourage geographical diversity and to better serve women in underdeveloped regions.

Access and Mobilization: How Social Capital Relates to Low-Income Youth’s Postsecondary Educational (PSE) Attainment

2015 ◽  
Vol 50 (4) ◽  
pp. 439-461 ◽  
Author(s):  
Mariam Ashtiani ◽  
Cynthia Feliciano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Low Income ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
Mentoring Relationships ◽  
College Entry ◽  
Nationally Representative ◽  
Low Income Families ◽  
Bachelor's Degree Attainment

Youth from advantaged backgrounds have more social relationships that provide access to resources facilitating their educational success than those from low-income families. Does access to and mobilization of social capital also relate to success among the few low-income youth who “overcome the odds” and persist in higher education? Using nationally representative longitudinal data over a 14-year period, this study shows that although access to social capital in families, schools, and communities is positively related to entry into higher education, most forms of adolescent social capital are not independently associated with degree attainment. However, the mobilization of social capital through certain types of mentorship benefits both the college entry and bachelor’s degree attainment of low-income youth, more so than for their more economically advantaged peers. Findings suggest that developing enduring mentoring relationships and new social resources rooted in the higher education context may be especially important in facilitating degree attainment for young adults from low-income backgrounds.

scholarly journals Internal Tensions of Building a Dissertation through the Lens of Black Finesse: Toward Decolonizing Higher Education

2021 ◽  
Vol 11 (12) ◽  
pp. 780
Author(s):  
Janiece Zalina Mackey
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Black Students ◽  
Narrative Inquiry ◽  
Knowledge Generation ◽  
Racial Equity ◽  
Dissertation Process

In this paper, I focus on the process of building a dissertation that honored the Black souls of my undergraduate participants along with my own Black soul as a form of resistance to advance racial equity in higher education. Through endarkened narrative inquiry, this paper will address the internal tensions I navigated in building a dissertation that centered Blackness through the prism of what I have conceptualized as Black Finesse. I unveil components from my dissertation that manifested a shift in how knowledge generation can be developed and written. I conceptualized a methodology entitled race-grounded phenomenology (RGP) and call for a re-imagining of qualitative research around the ways Black students navigate higher education. I reflected upon the internal tensions and mental leaps of my dissertation process through theoretical decolonial inquiry. As decolonial praxis to unmake the canon of research and dissertation creation, I lean upon four elements of decolonizing higher education as a way to reimagine decolonial futures that were actualized via my dissertation process.

scholarly journals Women's Rising Share of Tertiary Enrollment: A Cross-National Analysis

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Anne McDaniel
Keyword(s):  
Higher Education ◽  
Gender Gap ◽  
Tertiary Education ◽  
Fertility Rates ◽  
Cross Sectional ◽  
The World ◽  
Education Enrollment ◽  
Cross Sectional Design ◽  
Dramatic Shift ◽  
National Analysis

In recent decades, a dramatic shift occurred in higher education throughout the world. Women now enroll in and complete more education than men in the majority of countries. Using a lagged cross-sectional design on a dataset of 75 countries from 1990 to 2008, this study examines the predictors of the current gender gap in tertiary enrollment. I find that prior arguments developed by neo-institutionalist theorists do predict the gender gap in tertiary enrollment to some degree. Countries that have historically supported women's rights and experienced more rapid educational expansion are linked to a larger share of women enrolled in tertiary education than men. However, countries with greater memberships in IGOs and INGOs do not influence women's share of higher education enrollment. Additionally, fertility rates are important predictors of women's share of tertiary enrollment. Countries with lower fertility rates are associated with a larger female share of higher education. The results support the hypotheses that both neo-institutionalists arguments and fertility norms shape the female-favorable gender gap in tertiary enrollment throughout the world. ??? ?????????? , ?? ?????? ????? ?????? ?? ??????? ?????? ?????? . ????????? ?? ??? ?????? ???? ?? ????? ?? ????? ??? ??????? ?? ????? ??? ???? ?????? ???? . 1990-2008 ??? 75 ????? ?? ?? ??????? ?? ?? lagged ??? ?? ???????? ?????? ?? ????? ????, ?? ?????? ?????? ??????? ??? ??????? ?????? ???? ?? ????????????? ?? ??? ???? ?? . ??? ?? ?????????? ????????????? ?????? ?????? ????? ???? ??? ?? ?? ?????? ??????? ??? ?????? ???? ?? ?????????? ???? ???. ???????? ?????? ?? ??????? ?? ???????? ?? ?????? ???? ?? ???? ???? ?? ?????? ?? ??????? ????? ???? ?? ?? ??? ?? ??????? ?? ????? ??? ?????? ?????? ??? ?????? ??????? ?? ?? ???? ?????? ?? ????? ???. ???????, IGOs ?? INGOs ??? ???? ?? ???? ??????? ?? ??? ????? ?? ???? ?????? ??? ??????? ?? ??????? ?? ?????????? ?? ???????? ???? ???? . ???? ???????? , ?????? ?? ?????? ??????? ?? ??????? ?? ?????????? ?? ?????????? predictors ??? . ?? ?????? ?? ?? ??? ??? ??? ???? ?????? ?? ?? ???? ????? ?? ??? ????? ??? ??? . ?????? ?? institutionalists ???? ?? ?????? ?????? ???????? ????? ?????? ?? ??? ?????? ??????? ??? ????? ?????? ?????? ???? ?? ???? ?? ????????? ?? ?????? ??. ????????????????????????????????????????????????1990??2008??75???????????????????????????????????????????????????????????????????????????????????????????????????????????????IGOs??????????INGOs???????????????????????????????????????????????????????????????????????????????????????????????????????? In den letzten Jahrzehnten ist eine dramatische Verschiebung in der Hochschulbildung weltweit eingetreten. In den meisten L

scholarly journals Evaluating Access, Quality, and Equity in Online Learning: A Case Study of a MOOC-Based Blended Professional Degree Program

2020 ◽  
Author(s):  
Joshua Littenberg-Tobias ◽  
Justin Reich
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Formal Education ◽  
Graduate Program ◽  
Online Courses ◽  
Developed Countries ◽  
Degree Program ◽  
Highly Educated ◽  
Professional Degree ◽  
Technological Affordances

Many higher education institutions have begun offering opportunities to earn credit for in-person courses through massive open online courses (MOOCs). This mixed-methods study examines the experiences of students participating in one of the first iterations of this trend: a blended professional master's degree program that admitted students based on performance in MOOC-based online courses. We found that the blended master's program attracted a cohort of highly educated mid-career professionals from developed countries who were looking for more flexible alternatives to traditional graduate programs. Success in the online courses was correlated with higher levels of prior formal education and effective use of learning strategies. Students who enrolled in the blended graduate program reported being academically prepared for their coursework and had higher GPAs (3.86, p<0.01) than students in the residential program (3.75). The findings of this study suggest that the technological affordances of MOOC-based online and blended degrees will neither transform higher education nor solve its most stubborn equity challenges, but there may be particular niches where they provide a valuable service to learners in particular programs and contexts.

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