Interpreting Rural Students’ Stories of Access to a Flagship University

Access has been an ongoing issue for rural students. In this study, I examined factors that have been proven barriers and supports for rural students. Rural college students who were part of the TRiO program at a flagship university shared barriers and supports to access higher education. Students talked about their college journeys by telling digital stories, using computer-based tools to create narratives. On-campus resources, family support, finding a place to belong in college, and self-efficacy proved to be important access and persistence factors for students.

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Examination of Test Anxiety in Samples of Australian and U.S. Higher Education Students

Higher Education Studies ◽

10.5539/hes.v9n4p33 ◽

2019 ◽

Vol 9 (4) ◽

pp. 33

Author(s):

Patricia A. Lowe

Keyword(s):

Higher Education ◽

College Students ◽

Test Anxiety ◽

Factor Structure ◽

Validity Evidence ◽

Factor Analyses ◽

Education Students ◽

Invariance Testing ◽

Males And Females ◽

Anxiety Questionnaire

Invariance testing and correlational analyses were conducted on a new test anxiety questionnaire, the Test Anxiety Measure for College Students (TAM-C), with 1.050 Australian and U.S. higher education students. The samples were administered the TAM-C along with other questionnaires. Results from the aforementioned analyses supported a modified six-factor structure for Australian students, U.S. students, males, and females and strong invariance across countries and across genders. Latent mean factor analyses found differences across countries and across genders on the questionnaire and validity evidence for the TAM-C scores in the Australian and U.S. student samples were found. Implications of the findings for counselors and researchers who work with Australian and U.S. undergraduates are discussed.

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Rural students’ transition in and through a semi-urban university: Experiences from the National University of Lesotho

Scholarship of Teaching and Learning in the South ◽

10.36615/sotls.v5i2.195 ◽

2021 ◽

Vol 5 (2) ◽

pp. 36-51

Author(s):

Pulane Lefoka ◽

Tebello Tlali

Keyword(s):

Higher Education ◽

Rural Areas ◽

Rural Students ◽

Growing Up ◽

Education Students ◽

Educational Trajectories ◽

Urban University ◽

National University ◽

Qualitative Focus Groups ◽

University Experiences

This paper reports on the findings of a study carried out at the National University of Lesotho (NUL). The paper explored the influence of ‘rurality’ on students who originate from the rural areas of Lesotho and analysed their transition at the NUL. The spatial geographic theory and narrative inquiry were adopted, and qualitative focus groups were utilised to collect data. The students were given an opportunity to conceptualise ‘rurality’ and narrate their stories about growing up and earlier schooling, as well as their learning experiences at the NUL. The findings revealed that rural students’ educational trajectories are indeed filled with numerous challenges, mainly due to deprivation and limited exposure to technology in their earlier lives. The main recommendation made by the paper is that the concerned stakeholders ought to be mindful of the needs of all prospective higher education students, including those from rural backgrounds, and intervene accordingly.

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Examining the Inclusivity of Parent and Family College Orientations

Journal of College Orientation, Transition, and Retention ◽

10.24926/jcotr.v25i1.2915 ◽

2019 ◽

Vol 25 (1) ◽

Author(s):

Casandra E. Harper ◽

Judy Marquez Kiyama ◽

Delma Ramos ◽

David Aguayo

Keyword(s):

Higher Education ◽

College Students ◽

College Transition ◽

Multiple Forms ◽

Education Students ◽

Familial Relationships

Within higher education, students’ parents and families are representative of more diverse family configurations (Redding, Murphy, & Sheley, 2011) with multiple forms of involvement and engagement. Inclusive programming for college students’ families creates an environment for a range of opportunities to further strengthen familial relationships that are known to contribute to enhanced college transition and success for students (Carney-Hall, 2008; Kiyama & Harper, 2015).

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Teach Me In The Way I Learn: Education And The Internet Generation

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v4i4.1613 ◽

2011 ◽

Vol 4 (4) ◽

Cited By ~ 1

Author(s):

Russell Baker ◽

Erika Matulich ◽

Raymond Papp

Keyword(s):

Higher Education ◽

College Students ◽

Learning Styles ◽

20Th Century ◽

The Internet ◽

Education Students ◽

Traditional Lectures ◽

Mp3 Players ◽

The Way

College students learn differently than their professors. This disconnect between learning styles is not a new problem, however the problem has been magnified by the technology driven environment which exists in contemporary higher education. Students who grew up using computers and Playstations while surfing MySpace blogs and listening to their MP3 players are frequently neither receptive to traditional lectures nor able to relate to examples based on 20th century technologies. Numerous tools and technologies, however, can be used effectively to teach college students. This paper discusses several methods of addressing this disconnect through both pedagogical technique and classroom technologies.

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