How Do Parents, Student College, Junior Senior High School Perception About “Cablaka Or Blakasuta” As A Universal Character Of The Banyumas Community?

Banyumas is one of the districts in the western part of Central Java. Banyumas has a variety of uniqueness in the culture and character of the indigenous people of Banyumas. Cablaka or Blakasutha is part of the universal character of the Banyumas people. However, along with technology and modernization, the original character may change or be eroded. We researched three characteristics of informants: parents, college students, and junior and senior high schools to fill in an open-ended questionnaire regarding their perceptions of Cablaka or Blakasutha. The results showed that Cablaka or Blakasutha to parents are still applied in everyday life. In contrast to informants from student colleges and junior and senior high schools who do not know the meaning of Cablaka or Blakasutha even the importance of the terms.

It Doesn't Have to Protest: A Review of Black or Right: Anti/Racist Campus Rhetorics

[To predominantly white institutions:] Whose responsibility is it to make our Black community feel like their lives matter here, and what are we purposefully and creatively doing about it [every day] to live up to it? Reflecting critically on my own intimate experiences as a Black doctoral student, college lecturer, and former student affairs professional in predominantly white spaces, I share an insightful review of Louis M. Maraj’s (2020) riveting new book, Black or Right: Anti/Racist Campus Rhetorics. Based on the title, I initially expected Black or Right to be some sort of a guidebook to help campuses learn how to refrain from using racist language in their marketing, programming, classrooms, and ways of interacting with campus constituents and community partners. I speculated that it would teach these same folx how to make Black faculty, staff, and students feel welcomed and equal instead of anxious and hyperaware. I thought about the white colleagues [and students] I could pass this text on to, with the accompanying note, “You might like this!,” which really means, “You need this.” Sigh. While Black or Right is not a guidebook on how to eliminate racist language on college campuses or an explicit outline for how to embrace the Black members on them, it is a beautiful piece of choreographed words that illustrates, examines, and disrupts how decolonized ways of writing, storytelling, and ways of being, teaching, and communicating on college campuses confronts, strategizes, calls out/in, and proclaims notions of Blackness in anti-Black spaces. I argue that this type of work is far more important than a Black person writing another book to teach white people how to talk to and treat us. Black or Right pays homage to and educates readers on the Black academy’s social justice pioneers, whose trailblazing paths and research encourage us to keep running in this race and reminds us we are dynamic. Courageously accepting the baton to complete the next leg, Maraj empowers and pushes us to run alongside him through his creative ability to discuss these topics through literary events, discussions, and assignments he has created in his own safe space, in his classroom. Brother Maraj, thank you for bringing your whole self, multiple identities, and diverse lived experiences to this text. In the spirit of your mother who allowed you to leave the islands to come to the US for greater opportunities - this book is a manifestation of her knowing your worth. Thank you for writing this fascinating piece that reminds us to never forget our worth, to demand our respect, and for educating and engaging all people in this necessary dialogue. Black is right. Black is right. Black is right. But Black folx are always protesting. Dear Brothers and Sisters, never forget: We always mattered.

What We Know and Where To Go: A Systematic Review of the Rural Student College and Career Readiness Literature and Future Directions for the Field

College and career readiness has become a national education policy priority. With more than 9.3 million rural students in the United States, the college and career readiness of rural students is a warranted priority for rural education researchers. Using a combination of Conley’s (2012) college and career readiness model, Perna’s (2006) nested model of college choice, and Social Cognitive Career Theory (Lent et al., 2014), we systematically reviewed and analyzed the extant literature on rural students’ college and career readiness. In addition to providing a comprehensive discussion of the prominent themes in the literature, we provide recommendations for future research on rural students’ college and career readiness as well as changes to college and career readiness standards and practices that would better align with the strengths and needs of rural students, schools, and communities.

Transition and Adjustment of First-Year Student College in Dormitory: A Literature Review

The importance of transition and adjustment of students in the first year is interesting to study, and this paper examines the role of campus dormitories in assisting first year students in their transition and adjustment. There are several articles on reviews of transitions and adjustment of first-year students to be found. The purpose of this review is to find out the role of dormitories in the transition and adjustment period of first year students. Based on the results of a literature review, we found that campus dormitories can help students in transitioning and adjusting to their first year.

VALIDATING Pathways to Student Success and Retention

Retention interventions focus on support programs, measures of success, and demographics. This study offers an alternate student-based narrative relative to student college preparation and self-diagnosed functionalities and compatibilities. We examine metrics that portray economic and environmental settings and social frameworks – as well as interactions, behaviors, and responses – that comprise first-year students’ experiences for the spectrum of engagement behaviors. We analyze the return on investment for student retention efforts at a four-year public university by applying a predictive and proactive retention model. We also discuss ensuring accessibility to services, diagnosing student intervention, and considering subsequent engagement behaviors.

“I Want to Advocate for Our Kids”: How Community-Based Organizations Broker College Enrollment for Underrepresented Students

This exploratory study examines the role community-based organizations have in bridging low-income students of color to postsecondary institutions. Data came from interviews with organization staff, high school students, and college students associated with three distinct community-based organizations located in a mid-size city. The findings suggest that organization staff are well-positioned in youth, academic, and community social networks. Staff become social brokers across these networks through three steps: cultivating authentic and safe relationships, lessons from students, and becoming advocates. Community-based organization staff strategically advocate for underrepresented student college enrollment and admissions by serving as social brokers between students, schools, and their communities.

Students’ Views of the Promoters and Barriers to First Year College Persistence in Ireland: A Partnership Study

Navigating the transition to college and persisting is crucial to student college success. This research aims to explore the promoters and barriers to first year persistence, the student support needs in relation to these promoters and barriers, who students need the support from and when support is particularly needed. A participatory methodological approach was central to the study, carried out through a partnership with a cohort of 28 second year students to retrospectively explore the first-year college experience in Ireland. Participatory workshops conducted with the students identified persistence promoters, including being on the right course, gaining independence, academic supports, and connection to home. Barriers included being on the wrong course, anxiety, and lack of motivation to first year student persistence. These factors were further developed by the students to identify support solutions, personnel they need support from, and a three-pronged delivery solution, beginning in post-primary school through preparation for the transition to college. While confirming previous international studies, the research adds a novel understanding of the first-year student experience towards persistence and highlights the value and importance of giving students the space to share their original and detailed perspective of first year, as a student perspective supporting solutions for better higher educational outcomes.

The Effect of Lecturer Competence in Online Learning Methods on Student College Satisfaction During the Pandemic

The first quarter of 2020 has been a difficult time for the global community. The Coronavirus (COVID-19) pandemic is affecting various sectors, one of which is education. Physical distancing policies allow learning to be done remotely. Based on the conditions of distance learning, this study wanted to determine the effect of lecturer co mpetence on student satisfaction during a pandemic. The data was collected by distributing questionnaires to college students using purpose sampling. Data analysis using SEM-PLS method. The results showed that social and personality competence had an effect on student satisfaction, but lecturers' pedagogical and professional competence had no effect on student satisfaction during the pandemic. This can be shown from the inadequate infrastructure of distance learning. Lecturers who are needed now are lecturers who have the power of creativity in delivering material so that the delivery of material to students is more interesting and varied in online learning.

IS ACADEMIC DISHONESTY RELATED TO ACADEMIC PROCRASTINATION IN STUDENT COLLEGE?

This study aims to determine the effect of academic procrastination on academic dishonesty in teaching and education faculties students in Indonesia. Respondents in this study were 260 students (N=260). The data collection method used the procrastination assessment scales-student (α = 0.88) and dishonesty academic scale (α = 0.93). Data analysis in this quantitative study uses Simple Linear Regression. The results of the analysis show that academic dishonesty affects student procrastination. F value = 53.078 with a significant level of 0.000 <0.05, it can be said that H0 is rejected and Ha is accepted, so that it can be said that H0 is rejected and Ha is accepted. From the output of Rsquare = 0.175, this value means that the effect of academic procrastination (x) on academic dishonesty (y) is 17.5%. In comparison, 82.5% of academic dishonesty is influenced by other variables that do not positively impact increasing academic procrastination carried out by a student. It will affect the increase in academic dishonesty in the student. So it can be said that there is a positive and significant influence between academic procrastination and academic dishonesty on students of the faculty of teaching and educational sciences at University X Purwokerto.