scholarly journals Empirical Analysis of a Model for Student Success using a Case Study Approach

2016 ◽  
Vol 4 (7) ◽  
pp. 100-112
Author(s):  
Zakiya S Wilson ◽  
Margaret I. Kanipes ◽  
Goldie S. Byrd
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Critical Role ◽  
The United States ◽  
Black Colleges ◽  
College Completion ◽  
Access To Higher Education ◽  
Study Approach ◽  
Completion Agenda ◽  
Diverse Backgrounds

Historically black colleges and universities (HBCUs) play a critical role in the national college completion agenda within the United States of America (U.S.). With high enrolments of minority, first-generation, and economically disadvantaged students, HBCUs serve as essential access points to higher education and the American dream. Given the high needs student population of HBCUs, these institutions can serve as national and international models for improving college completion and demonstrating efficacy in promoting access to higher education among students from diverse backgrounds.

Higher Education for Whom? Higher Education for What?

2017 ◽  
pp. 104-134
Author(s):  
Brooke Midkiff
Keyword(s):  
Higher Education ◽  
Educational Experiences ◽  
The United States ◽  
College Completion ◽  
Access To Higher Education ◽  
Completion Rates ◽  
Post Secondary ◽  
College Completion Rates ◽  
Quantitative Examination ◽  
First Offers

This chapter provides a critical quantitative examination of issues related to increasing access to higher education in the United States. The chapter first offers insights into the utility of using empirical evidence within a critical, theoretical framework to unpack underlying issues of expanding accessibility. Specifically, critical theory is used to excavate the limits of liberal approaches to expanding higher education through increasing access, coupled with empirical analysis of disparities in college completion rates. That is, while increasing access is important, access is hardly enough to decrease social and economic gaps. Issues of hegemony within higher education are examined through an examination of which students, despite increased access to higher education broadly, have access to specific types of post-secondary educational experiences.

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.

From Visibility to Autonomy: Latinos and Higher Education in the U.S., 1965–2005

2007 ◽  
Vol 77 (4) ◽  
pp. 474-504 ◽  
Author(s):  
VICTORIA-MARÍA MACDONALD ◽  
JOHN BOTTI ◽  
LISA HOFFMAN CLARK
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Black Colleges ◽  
Educational Opportunities ◽  
Higher Education Act ◽  
Higher Educational ◽  
Education Act ◽  
Political Differences ◽  
Hispanic Serving

In this article, Victoria-María MacDonald, John M. Botti, and Lisa Hoffman Clark trace the evolution of higher educational opportunities for Latinos in the United States from the Higher Education Act of 1965 to the designation of Title V in the Act's 1998 reauthorization. The authors argue that this evolution moved through stages, including establishing visibility and legitimacy, self-determination, self-scrutiny, emulation, and, finally, autonomy. The journey toward improving higher educational opportunities for Latinos is juxtaposed with the journey experienced by African Americans in the United States. Because of the enormous historical, social, and political differences between the two groups, the models utilized by and for Blacks were viewed as inadequate for serving Latino needs in higher education. However, the model established by Historically Black Colleges and Universities inspired Latino educators to found Hispanic-Serving Institutions (HSIs). The authors conclude their article by discussing contemporary issues surrounding HSIs and looking toward the future of Latino higher education.

scholarly journals Editorial

2021 ◽  
Vol 14 (3) ◽  
pp. v-vii
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
International Relations ◽  
Teaching And Learning ◽  
The United States ◽  
Access To Higher Education ◽  
National History ◽  
International Partnerships ◽  
Learning And Teaching ◽  
The Social

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes authors from China, Canada, France and the United States. The first two articles analyse processes of developing international partnerships and networks promoting refugee access to higher education. The other three papers concern aspects of teaching and learning: online learning in accountancy; a flipped pedagogy in sociology; and the inclusion of national history in introductory international relations courses.

The skill of discipline – measuring F.I.R.S.T discipline principles in higher education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hana Krskova ◽  
Chris Baumann ◽  
Yvonne Breyer ◽  
Leigh Norma Wood
Keyword(s):  
Higher Education ◽  
Cognitive Skills ◽  
Personal Development ◽  
Online Survey ◽  
Critical Role ◽  
Self Regulation ◽  
Principal Component ◽  
The United States ◽  
Student Discipline ◽  
Content Type

PurposeHuman capital theory suggests that any increase in skills translates into greater productivity of the workforce. Non-cognitive skills, in particular, play a critical role in many domains in life. The aim of this study is to gain a greater understanding of one such skill, discipline. Viewing discipline as a tool for enhancing learning, personal development and increasing overall achievement, this study offers an alternative way to measure discipline in higher education.Design/methodology/approachThis paper presents the results of an online survey of 537 current students and recent graduates from the United States, South Korea and China. Principal component analysis was used to test the overarching assumption that student discipline is composed of five dimensions. Multiple analysis of variance (ANOVA) with post hoc analyses and t-tests were applied to test for country and gender-related differences between the three country groups. Cluster analysis was used to profile the respondent groups based on similarities across the samples.FindingsThe results confirm that student discipline is a construct comprising five discipline dimensions – focus, intention, responsibility, structure and time (F.I.R.S.T). In addition, the identification of low, medium and high discipline levels among the respondents provides support for the recently introduced concept of a layered “threshold of Discipline”.Originality/valueA F.I.R.S.T. discipline measurement questionnaire for capturing student discipline – underpinned by a conceptual model encompassing self-determination, goal setting, self-efficacy, self-regulation and time management principles – was developed and tested. Suggestions for enhancing graduate work readiness through increasing levels of the skill of discipline are outlined.

Teaching College Students With Intellectual Disability: What Faculty Members Say About the Experience

Inclusion ◽  
2016 ◽  
Vol 4 (2) ◽  
pp. 89-108 ◽  
Author(s):  
Melissa M. Jones ◽  
Beth Harrison ◽  
Bev Harp ◽  
Kathy Sheppard-Jones
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Lived Experience ◽  
Online Survey ◽  
Faculty Perceptions ◽  
The United States ◽  
Faculty Members ◽  
Access To Higher Education ◽  
College Classrooms ◽  
Teaching College

Abstract The landscape of diversity on higher education campuses has expanded as students with intellectual disability (ID) gain access to higher education through a variety of programs throughout the United States. The benefits and drawbacks of including students with ID in the college classroom and culture are becoming apparent, but more remains to be discovered as we look deeply in to the lived experience of postsecondary inclusion. The aim of this study was to investigate university faculty member perceptions about and experiences with the inclusion of students with ID in college classrooms. To accomplish this, the investigators examined the perceptions of faculty members at a regional 4-year university who had experience in postsecondary inclusion. We used an online survey to mine the benefits and challenges to faculty members and students enrolled in their courses, both with and without ID. Faculty perceptions are shared as well as implications for societal change.

Latinos and Higher Education: A Literature Review

2017 ◽  
Vol 17 (4) ◽  
pp. 402-414 ◽  
Author(s):  
Patrick Jermain Flink
Keyword(s):  
Higher Education ◽  
United States ◽  
English Language Learners ◽  
Literature Review ◽  
Language Learners ◽  
English Language ◽  
First Generation ◽  
The United States ◽  
Latino Population ◽  
Hispanic Serving

This article is an overview of the Latino population within the United States, and within higher education. Changes in demography have led to an increase in Latinos in higher education. First-generation Latinos face unique cultural, linguistic, and socioeconomic challenges on campus. As a result, there has been an increase in English-language learners (ELLs), as well as an increase in the number of Hispanic-serving institutions (HSIs) across the country.

scholarly journals Can I Afford To Be On Campus?: Do College Students with Disabilities Understand COVID-19 Vaccination Costs?

2021 ◽  
Author(s):  
Zach W. Taylor ◽  
Chelseaia Charran
Keyword(s):  
Higher Education ◽  
College Students ◽  
Students With Disabilities ◽  
Higher Education Policy ◽  
First Generation ◽  
First Generation College Students ◽  
Full Time ◽  
Access To Higher Education ◽  
First Generation College ◽  
College Students With Disabilities

Institutions of higher education have mandated COVID-19 vaccinations for students wishing to return to an on-campus, in-person learning experience. However, college students with disabilities (SWDs) may be hesitant to take a COVID-19 vaccine for a variety of reasons, possibly delaying or denying students access to higher education. Yet, an under-researched aspect of COVID-19 vaccinations and related communication is whether college students with disabilities understand that the COVID-19 vaccine is free and whether that understanding varies by intersectional identities. As a result, the research team surveyed 245 college students with disabilities to explore student knowledge of vaccine costs and whether differences exist between groups. Data suggests many college students with disabilities do not know that COVID-19 vaccinations are free: White/Caucasian SWDs were most aware of COVID-19 vaccines being free (23.6%), while Latinx students were least aware (1.3%). Moreover, women were more aware of free COVID-19 vaccines (14.8%) than men (11.4%), first generation college students were more aware (15.6%) than non-first generation college students (12.2%), and full-time students (19%) were more aware than part-time students (8.9%). Overall, less than 25% of SWDs understood that COVID-19 vaccines are free. Implications for health communication, vaccine awareness, and higher education policy are addressed.

scholarly journals Gender and Access to Higher Education among Refugees in Dadaab and Kakuma Kenya: Challenges and Possible Interventions

2021 ◽  
Vol 4 (1) ◽  
pp. 18-28
Author(s):  
Teresa Mwoma ◽  
Fatuma Chege
Keyword(s):  
Higher Education ◽  
Gender Equity ◽  
Basic Education ◽  
Tertiary Education ◽  
Critical Role ◽  
Gender Disparity ◽  
Refugee Camps ◽  
Access To Higher Education ◽  
Male Youth ◽  
Political Differences

Education plays a critical role in rebuilding societies torn apart by conflicts and violence that are often driven by socio-economic injustices and political differences. This makes people both young and old flee their homes and countries to seek refuge in other places ending up in refugee camps. While children in refugee camps are able to access some form of education at lower levels of learning, more male youth than their female counterparts tend to seek post-basic education outside the confines of refugee camps. Statistics show an increase of youth attending secondary school from 4% in 2011 to 10% in 2017. However, there were fewer young women than men accessing higher education in 2016, thus creating a gender disparity in favour of men with thirteen out of 91 students enrolled in tertiary education being female while 78 were males. This article, therefore, explores the challenges experienced in accessing higher education by both female and male refugees, as well as provides suggestions on enhancing gender equity in participating in higher education. The article is informed by findings from a desk review on the implementation of the Borderless Higher Education for Refugees (BHER) in Dadaab and the Quality Secondary Education in Emergencies (QSEE) in Kakuma. The article further utilises findings from responses to an unstructured questionnaire that was administered to students undertaking the two programmes to explore their perceptions on challenges experienced in accessing higher education by refugees. Findings indicated that refugees face a myriad of challenges that compromise their ability to access higher education including, early marriages for girls, lack of scholarships to enable them to access education, limitation of movement which hinder them from joining other students in universities where they are enrolled for open learning.

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