Mismatched Students, Missed Opportunities

Theoretical Frameworks ◽

Missed Opportunities ◽

Selective Colleges ◽

Academic Match ◽

Academic Record ◽

First Time ◽

Theoretical frameworks on mismatch, rooted in affirmative action literature, provide divergent conclusions on how overmatch, a synonym for affirmative action, and undermatch shape degree completion outcomes for Black undergraduates at selective postsecondary institutions. Through examining data from the 2003–2009 Beginning Postsecondary Students Longitudinal Survey, this study creates an academic index that estimates the precollege academic credentials of approximately 650 Black, first-time undergraduates enrolled at the top three tiers of selective colleges during the 2003–04 academic year to examine the effects of undermatching or attending a college that is less rigorous than a college that matches their precollege academic record. The findings suggest that overmatched Black students who enrolled at the most selective institutions were far more likely to graduate than students with similar precollege academic credentials who enrolled at their best academic match. The results also indicate that undermatching had an adverse effect on degree completion rates.

State Bans on Affirmative Action and Talent Loss Among Blacks and Latinos in the United States

Explorations in Ethnic Studies ◽

10.1525/esr.2020.43.2.58 ◽

2020 ◽

Vol 43 (2) ◽

pp. 58-76

Author(s):

Amy Lutz ◽

Pamela R. Bennett ◽

Rebecca Wang

Keyword(s):

United States ◽

Longitudinal Study ◽

Affirmative Action ◽

Latino Students ◽

The United States ◽

National Data ◽

Selective College ◽

Selective Colleges ◽

Black And Latino

Although affirmative action in college admissions is constitutionally permissible, several states prohibit it. We investigate whether bans push black and Latino students from in-state public selective colleges to other types of postsecondary institutions, thus contributing to talent loss among these groups. Unlike most other studies, we analyze national data (the High School Longitudinal Study of 2009) so that we can follow students across state lines. We find no evidence that students from ban states shift from one type of selective college to another; that is, from in-state public flagships to in-state private ones or selective colleges in other states. However, the odds of attending a nonselective college, instead of an in-state public selective college, are almost three times higher among blacks and Latinos in ban states compared with their counterparts in states without bans. We argue that bans on affirmative action may contribute to talent loss among black and Latino students.

Affirmative Action and Leadership Attitudes in Brazilian Women Managers

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000039 ◽

2011 ◽

Vol 10 (3) ◽

pp. 139-143 ◽

Cited By ~ 3

Author(s):

Gazi Islam ◽

Sarah E. S. Zilenovsky

Keyword(s):

Affirmative Action ◽

Latin American ◽

Women Managers ◽

Psychological Effects ◽

Preferential Selection ◽

Justice Perceptions ◽

First Time ◽

The Relationship

This note examines the relationship between affirmative action (AA) program perceptions and women’s self-ascribed capacity and desire to become leaders. We propose that women who believe that their organization implements a program of preferential selection toward women will experience negative psychological effects leading to lowered self-expectations for leadership, but that this effect will be moderated by their justice perceptions of AA programs. We test this proposition empirically for the first time with a Latin American female sample. Among Brazilian women managers, desire but not self-ascribed capacity to lead was reduced when they believed an AA policy was in place. Both desire’s and capacity’s relationships with belief in an AA policy were moderated by justice perceptions.

Implementation of the Second-year course in an Engineering Professional Spine

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.13070 ◽

2018 ◽

Author(s):

Umar Iqbal ◽

Deena Salem ◽

David Strong

Keyword(s):

Learning Outcomes ◽

Research University ◽

Engineering Students ◽

Employability Skills ◽

First Year ◽

Computer Engineering ◽

Core Courses ◽

Second Year ◽

First Time ◽

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

Resuming In-Person Classes under COVID-19: Evaluating Assigned Seating Protocols in Limiting Contacts at Postsecondary Institutions

10.1101/2021.05.07.21256844 ◽

2021 ◽

Author(s):

Daniel Daly-Grafstein ◽

Patricia Daly ◽

Reka Gustafson

Keyword(s):

Returning Students ◽

Contact Tracing ◽

Severe Illness ◽

Post Secondary ◽

Pandemic Response ◽

Enrollment Data ◽

The Impact ◽

Academic Year ◽

Reducing Potential

In order to limit the spread of COVID-19, Canadian postsecondary institutions are offering the majority of classes online for the 2020-21 academic year. The goal of Canada's public health pandemic response is to reduce severe illness and mortality from COVID-19 while minimizing social disruption. To achieve this goal, post secondary institutions need practical tools to limit COVID-19 spread and facilitate contact tracing while returning students to in-person instruction. In this paper, we explore the impact of assigned seating for students attending in-person classes in reducing potential contacts. We conduct a variety of seating simulations using student enrollment data and measure the number of potential contacts under each scenario. We find that assigning seats to students significantly reduces the expected number of contacts relative to random seating, making the return to in-person classes more feasible under these scenarios.

Transforming the Learning Environment of Undergraduate Physics Laboratories to Enhance Physics Inquiry Processes

Scientia in educatione ◽

10.14712/18047106.754 ◽

2017 ◽

Vol 8 ◽

Author(s):

Gregory P. Thomas ◽

Al Meldrum ◽

John Beamish

Keyword(s):

Learning Environment ◽

Early Years ◽

First Year ◽

First Semester ◽

Physics Laboratory ◽

Physics Classes ◽

Mixed Method Design ◽

Physics Laboratories ◽

First Time ◽

Concerns persist regarding the lack of promotion of students’ scientific inquiry processes in undergraduate physics laboratories. The consensus in the literature is that, especially in the early years of undergraduate physics programs, students’ laboratory work is characterized by recipe type, step-by-step instructions for activities where the aim is often confirmation of an already well-established physics principle or concept. In response to evidence reflecting these concerns at their university, the authors successfully secured funding for this study. A mixed-method design was employed. In the 2011/2012 academic year baseline data were collected. A quantitative survey, the Undergraduate Physics Laboratory Learning Environment Scale (UPLLES) was developed, validated, and used to explore students’ perceptions of their physics laboratory environments. Analysis of data from the UPLLES and from interviews confirmed the concerns evident in the literature and in a previous evaluation of laboratories undertaken in 2002. To address these concerns the activities that students were to perform in the laboratory section of the course/s were re/designed to engage students in more inquiry oriented thinking and activity. In Fall 2012, the newly developed laboratory activities and tutorials, were implemented for the first time in PHYS124; a first year course. These changes were accompanied by structured training of teaching assistants and changes to the structure of the evaluation of students’ laboratory performance. At the end of that term the UPLLES was administered (n = 266) and interviews with students conducted (n = 16) to explore their perceptions of their laboratory environments. Statistically significant differences (p<.001) between the students in the PHYS 124 classes of 2011/2012 and 2012/2013 across all dimensions were found. Effect sizes of 0.82 to 1.3, between the views of students in the first semester physics classes of 2011/2012 and 2012/2013, were also calculated suggesting positive changes in the laboratory inquiry orientation. In their interviews, students confirmed and detailed these positive changes while still noting areas for future improvement.

CAN'T BUY ME WHITENESS

Du Bois Review Social Science Research on Race ◽

10.1017/s1742058x0808003x ◽

2008 ◽

Vol 5 (1) ◽

pp. 27-47 ◽

Cited By ~ 55

Author(s):

Jay A. Pearson

Keyword(s):

Socioeconomic Status ◽

Health Disparities ◽

Race And Ethnicity ◽

Full Range ◽

Three Dimensions ◽

Theoretical Frameworks ◽

Missed Opportunities ◽

Demographic Groups ◽

Racial Ethnic ◽

Socioeconomic Status And Health

AbstractA basic tenet of public health is that there is a robust relationship between socioeconomic status and health. Researchers widely accept that persons at average or median levels of socioeconomic status have better health compared to those at lower levels—with a detectable, if diminishing, gradient at even higher levels of socioeconomic status. The research on which this tenet is based, however, focuses largely on Whites, especially on White men. Yet according to the full range of extant findings, the magnitude and in some cases the direction of this relationship vary considerably for other demographic groups.I argue that the failure to clearly qualify study conclusions when they are restricted to the study of Whites impedes our understanding of the varying relationship between socioeconomic status and health for different demographic groups. Such an impediment is particularly harmful when considering health inequalities among populations defined by race and ethnicity. Frameworks and models based on traditional socioeconomic measures may mask heterogeneity, overestimate the benefits of material resources, underestimate psychosocial and physical health costs of resource acquisition for some groups, and overlook the value of alternative sociocultural orientations. These missed opportunities have grave consequences: large racial/ethnic health disparities persist while the health disadvantages of Black Americans continue to grow in key aspects. A new knowledge base is needed if racial/ethnic health disparities are to be eliminated, including new guiding theoretical frameworks, reinterpretations of existing research, and new empirical research. This article aims to initiate discussion on all three dimensions.

The Politcal Economy of Knowledge Management in Higher Education

Knowledge Management ◽

10.4018/978-1-59904-933-5.ch190 ◽

2011 ◽

pp. 2301-2313

Author(s):

Amy Scott Metcalfe

Keyword(s):

Higher Education ◽

Knowledge Management ◽

Social Dynamics ◽

Information And Communications Technologies ◽

Theoretical Frameworks ◽

Political Implications ◽

The Social ◽

Communications Technologies

In this chapter, I discuss the economic and political implications of knowledge management in higher education. First, I examine the linkages between KM and capitalism, with the help of theoretical frameworks that connect increasing managerialism in higher education with the promises of profit-making in the New (Knowledge) Economy. Next, I discuss the politics of information and the ways in which knowledge is stratified in postsecondary institutions. Third, the social dynamics of information and communications technologies (ICT) are explored in the context of higher education institutions. These perspectives provide a counter-balance to the decidedly functionalist views of much of the knowledge managementliterature. The intent of the chapter is to provide a foundation for the rest of the volume and the more specific studies of KM in higher education to follow.

Economic Development as an Administrative Prerogative: An Event History Analysis of APLU Institutions

Economic Development Quarterly ◽

10.1177/0891242420924458 ◽

2020 ◽

Vol 34 (3) ◽

pp. 242-268

Author(s):

Nathan A. Moore ◽

Rachel A. Burns

Keyword(s):

Economic Development ◽

Postsecondary Education ◽

Event History Analysis ◽

Public Institutions ◽

Event History ◽

Public Higher Education ◽

Theoretical Frameworks ◽

Strategic Action ◽

History Analysis

Economic development has assumed enlarged importance in public postsecondary education in recent decades. In fact, efforts to harness academic functions for statewide economic growth have been accentuated to such a degree that some consider the mission to be the fourth pillar of public higher education. Yet the extent to which economic development has been adopted as a central administrative feature of public institutions and how this has changed over time are unexamined in the current literature. Moreover, what drives the prioritization of economic development as an administrative focus in public postsecondary institutions is also unexplored. The authors explore these questions by deploying an event history analysis in concert with the neo-institutional and strategic action fields theoretical frameworks. The authors’ findings reveal that economic development has been progressively emphasized by public universities and that a variety of institutional and environmental factors appear to influence the mission’s accentuation.

Serving the Country or Serving Thyself: The Quest for Prosocial Motives of Russian MPA Students

Review of Public Personnel Administration ◽

10.1177/0734371x16685601 ◽

2017 ◽

Vol 39 (1) ◽

pp. 106-134 ◽

Cited By ~ 4

Author(s):

Tamara G. Nezhina ◽

Alexey G. Barabashev

Keyword(s):

Public Administration ◽

Public Service ◽

Theoretical Perspective ◽

Political Trust ◽

Public Service Motivation ◽

Theoretical Frameworks ◽

Prosocial Motives ◽

Informal Volunteering ◽

Prosocial Motive ◽

First Time

U.S. and European scholars have established the association between work in government and public service motivation (PSM). Yet, few studies measure PSM among master of public administration (MPA) students and link it to their intention to work in government. For the first time in Russia, the study tests the association between culturally determined measures of prosocial motives of Russian MPA students and their intention to work for government upon graduation. Three theoretical frameworks help structuring this research: public administration, political trust, and volunteering. The data in this study confirm that Russian MPA students with prosocial motives tend to choose work in government. We explain this phenomenon by deriving the prosocial motive theoretical perspective from the larger concept of PSM and from the theory of political trust. In addition, the study finds that formal and informal volunteering is not related to choosing work in government. The implications of these findings are discussed.

Melchioris Cani Relectio de sacramentis in genere

10.5771/9783828875180 ◽

2020 ◽

Author(s):

Boris Hogenmüller

Keyword(s):

Early Summer ◽

Sacramental Theology ◽

Council Of Trent ◽

General Introduction ◽

German Translation ◽

The Subject ◽

The University ◽

The 19Th Century ◽

First Time ◽

The third volume of the "Opera omnia Melchioris Cani" covers Cano's first "Relectio de sacramentis in genere". Melchor Cano held this important lecture in the early summer of 1547 as a professor at the University of Salamanca, as a ceremonial lecture at the end of the academic year. The subject itself offers a highly interesting example of sacramental theology, which was widely discussed in the 16th century, in particular at the Council of Trent. First printed in 1550, the lecture was intensively studied until the 19th century. In addition to a general introduction to the author and the topic, a text-critical Latin edition including a German translation is offered here for the first time.