Evaluating Barriers to and Opportunities for Higher Education in the Hispanic Community

2020 ◽  
pp. 107-115
Author(s):  
Lisa Perelli
Keyword(s):  
United States ◽  
The United States ◽  
College Graduation ◽  
College Recruitment ◽  
College Graduation Rates ◽  
Hispanic Community ◽  
To Come ◽  
Four Year Institutions ◽  
Associates Degree ◽  
K 12

Although the Hispanic population in the United States is growing faster than any other ethnic group, college graduation rates, especially above the associates degree level, remain low, too low for the United States to remain academically and economically competitive in the years to come. Hispanics, on the whole, remain poorer and less educated than other ethnic groups, which could have significant economic impact on the United States, if left un-remediated, as their numbers continue to rise. Some of the questions and issues to be addressed in considering this gap in educating this population include cultural or financial barriers to attending college, bias in K-12 education and college recruitment strategies, retention and graduation issues specific to Hispanics, and high school and community college preparation of immigrant and other Hispanic students for transferring to four-year institutions.

scholarly journals Education and the Age Profile of Literacy into Adulthood

2008 ◽  
Vol 22 (3) ◽  
pp. 47-70 ◽  
Author(s):  
Elizabeth Cascio ◽  
Damon Clark ◽  
Nora Gordon
Keyword(s):  
United States ◽  
Adult Literacy ◽  
The United States ◽  
High Income ◽  
University Education ◽  
Educational Systems ◽  
College Graduation ◽  
To Come ◽  
The 1960S ◽  
Rich Countries

American teenagers perform considerably worse on international assessments of achievement than do teenagers in other high-income countries. This observation has been a source of great concern since the first international tests were administered in the 1960s. But does this skill gap persist into adulthood? We examine this question using the first international assessment of adult literacy, conducted in the 1990s. We find that, consistent with other assessments of the school-age population, U.S. teenagers perform relatively poorly, ranking behind teenagers in the twelve other rich countries surveyed. However, by their late twenties, Americans compare much more favorably to their counterparts abroad: U.S. adults aged 26–30 assessed at the same time using the same test ranked seventh in the same group of countries, and the gap with countries still ahead was much diminished. The historical advantage that the United States has enjoyed in college graduation appears to be an important reason why, between the teen years and the late twenties, American literacy rates appear to catch up with those in other high-income countries. The educational systems of countries with high university graduation rates appear to share two features: comprehensive secondary schools—in which all students have the option of taking courses to prepare for university—and a highly accessible university sector. For most of the twentieth century, the United States led the developed world in participation and completion of higher education. In recent years, however, other high-income countries—many of which established comprehensive secondary schooling in decades prior—have substantially expanded access to university education. These changes should have striking consequences for the distribution of skill across countries in the years to come

Complexity and Transformative Learning: A Review of the Principal and Teacher Preparation Literature on Race

2021 ◽  
Vol 123 (8) ◽  
pp. 202-247
Author(s):  
Rachel Roegman ◽  
Joni Kolman ◽  
A. Lin Goodwin ◽  
Brooke Soles
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Transformative Learning ◽  
Principal Preparation ◽  
White Supremacy ◽  
The United States ◽  
Clinical Experiences ◽  
Preparation Programs ◽  
To Come ◽  
K 12

Background: Racial inequities are a persistent reality in K–12 schools in the United States. There is a need for consensus and coordination between principals and teachers if they are to address the harm of racial inequities in education. Yet, despite this need and the interdependence of teachers and principals in schools, their preparation is profoundly distinct. Purpose: Although teacher and principal preparation practice and research are distinct, addressing racial inequities in K–12 students’ schooling experiences is central to the work within both professional arenas. In this literature review, we bring together these bodies of literature as we think about ways that preparation supports principals and teachers in developing skills, knowledge, and dispositions to counter racial inequities in their schools. We focus our review around one central question: In what ways does the teacher and principal preparation literature address candidates’ transformative learning around race? Research Design: This review focuses on peer-reviewed literature on race within teacher and principal preparation published between 2001 and 2018. We reviewed studies here that are: (1) empirical, (2) focused on principal or teacher preparation, (3) focused on preparing candidates around issues related to race or racial inequity, (4) published between 2001 and 2018, and (5) based in the United States. We ultimately identified 79 articles, 24 related to principal preparation and 55 related to teacher preparation. We drew on critical transformative learning theory to guide our analyses. Findings: Overall, we identified more commonalities between the two literatures than differences. Our review suggests that race is understood in three main ways: in terms of “difference,” “power,” and “racism.” Race-as-difference focuses on differences between individuals related to race or culture. Race-as-power emphasizes that these differences result from systemic oppressions. Race-as-racism centers racism and/or white supremacy. This review reveals complexities of transformative learning across three areas: how candidates’ backgrounds inform their learning; how clinical experiences present opportunities and constraints for learning; and how emotions influence learning. Recommendations: Preparation programs must educate teachers and principals about race-as-racism. Candidates need to come to understand the role of systemic racism in society and in schooling, beyond understanding individual differences. Critically, teacher and principal preparation faculties must work together across courses and experiences. Finally, there is a need for those who educate educators to receive preparation for this role.

Looking Out for Something Better to Come: Interview with Director Hanna Polak

2016 ◽  
Vol 69 (4) ◽  
pp. 65-71
Author(s):  
Masha Shpolberg
Keyword(s):  
United States ◽  
The United States ◽  
Hair Color ◽  
Yale University ◽  
Garbage Dump ◽  
To Come

Hanna Polak was in the United States in December 2015 for a screening of Something Better to Come (2014) and The Children of Leningradsky (2004) at Yale University, where the interview was conducted. Polak's devastating documentary Something Better to Come swept through the festival circuit with force, winning a Special Jury Award at IDFA along with awards at over twenty other festivals. Shot illegally on a garbage dump just outside Moscow over the course of fourteen years, the film follows a girl named Yula from age 10 to 24, as she grows up doing the things that teenagers everywhere do—experimenting with her hair color and makeup, with cigarettes and alcohol—all while living in the most difficult of conditions.

Migration for Mission

2019 ◽  
Author(s):  
Mary Johnson ◽  
Patricia Wittberg ◽  
Mary Gautier ◽  
Thu Do
Keyword(s):  
United States ◽  
Qualitative Data ◽  
The United States ◽  
National Study ◽  
Catholic Sisters ◽  
Long Line ◽  
Catholic Organizations ◽  
To Come ◽  
Washington University ◽  
The Trinity

This book presents quantitative and qualitative data from the first-ever national study of international Catholic sisters in the United States, the Trinity Washington University/CARA Study. International sisters are defined as those born outside the United States and currently ministering, studying, or in residence in this country. The book begins with a chapter that locates current international sisters in the long line of sisters who have come to this country since the eighteenth century. The book identifies the sisters of today, describes the pathways they used to come here, their levels of satisfaction, their concerns and contributions, the issue of immigration status, the challenges of sister students, and the role and mission of Catholic organizations assisting immigrants in general, and international sisters in particular. The book ends with implications of the research and recommendations regarding resources, ministries, and structures of support for international sisters.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

SUDDEN AND UNEXPECTED DEATH IN INFANCY: A REVIEW OF THE WORLD LITERATURE 1954-1966

PEDIATRICS ◽  
1967 ◽  
Vol 39 (1) ◽  
pp. 123-138
Author(s):  
Marie A. Valdes-Dapena
Keyword(s):  
United States ◽  
World Literature ◽  
The United States ◽  
Large Series ◽  
Human Race ◽  
Unexpected Death ◽  
The World ◽  
The Subject ◽  
To Come

It is apparent that we are still woefully ignorant with respect to the subject of sudden and unexpected deaths in infants. Only by continual investigation of large series of cases, employing uniform criteria to define such deaths and using the investigative procedures outlined above as well as others which will undoubtedly suggest themselves, can we hope to understand and possibly prevent the deaths of some 15,000 to 25,000 infants in the United States each year. These lives, to say nothing of those in other countries throughout the world might provide some of the leadership which is necessary to maintain and advance the human race in the years to come.

scholarly journals A Raw Deal: Conflicts Over Tribal Sovereignty and Casino Proliferation

Elements ◽  
2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Tim Mooney
Keyword(s):  
United States ◽  
American Indian ◽  
The United States ◽  
Tribal Sovereignty ◽  
Indian Gaming ◽  
The Federalist ◽  
Bargaining Position ◽  
Indian Tribes ◽  
To Come ◽  
National Governments

Federalism has played an important role in the explosion of legalized gambling in the United States in the last two decades. Indian gaming, in particular, has challenged state and national governments to come to terms with the place of American Indian tribes within the federalist system and organize a meaningful framework for the expansion of gaming on tribal lands. Now largely controlled by a federal statutory framework, Indian gaming has left states in a subordinate position in negotiating the establisment of major casino enterprises within their own borders. Confusion in states' rights during negotiations has further weakened their bargaining position, leading to extensive tribal casino development. The cooperation between states and tribes and states and casino corporations have facilitated casino proliferation throughout the United States, a trend that appears destined to contiue until the market is fully saturated.

scholarly journals POSSIBLE FUTURES: COVID-19 AS HISTORICAL TURNING POINT

2021 ◽  
Vol 34 (73) ◽  
pp. 405-416
Author(s):  
ANDRE PAGLIARINI
Keyword(s):  
Higher Education ◽  
United States ◽  
Alternative Model ◽  
Turning Point ◽  
The United States ◽  
Status Quo ◽  
Historical Episode ◽  
To Come ◽  
Fundamental Tension

ABSTRACT This article surveys the ways that the global COVID-19 pandemic has effected higher education in the United States. After reviewing the effects of this critically important historical episode on colleges, particularly as it pertains to the humanities, I outline potential paths forward in the years to come. The fundamental tension I highlight is that between returning to a pre-COVID status quo or imagining an alternative model that is ultimately more sustainable for students and academics alike.

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