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1.
This article examines the legacy of segregation and desegregation in the town of Parsons, Kansas. We argue that school desegregation,
the goal of which was to increase access and equalize educational opportunities for African Americans, did not have that desired
affect. Fifty years after the closing of the all-Black Douglass School, Parsons’ citizens had not openly acknowledged the
effects this event had on the African American community. Three generations later, African American student achievement still
lags behind that of White students. These unresolved issues have contributed to a number of losses in the Black community,
including loss of Black teachers and loss of talented Black young people. We use theories of social capital and cultural capital
as a framework to illustrate how White, middle class students had greater access to school resources, and to identify the
social and cultural resources within the Black community that the school district could build upon, such as strong leadership
and a sense of resolve and resiliency.
相似文献
| Jean A. PattersonEmail: |
2.
Russell Nieli 《Academic Questions》2007,20(3):177-210
Small programs can make a big difference on college campuses. At Duke University, a few dedicated people, with the support
of college administrators, exploited the all-too-evident liabilities of curriculum fragmentation, political correctness, and
the lack of direction felt by undergraduate students to create intellectually valuable and stimulating new offerings. Russell
Nieli tells how the Gerst and Focus programs have influenced that university and others across America.
相似文献
| Russell NieliEmail: |
3.
Emerging from the Pipeline: African American Students,Socioeconomic Status,and College Experiences and Outcomes 总被引：1，自引：0，他引：1
MaryBeth Walpole 《Research in higher education》2008,49(3):237-255
This study focuses on how social class affects the college experiences and outcomes for African American students in 4-year
colleges and universities. Using a national, longitudinal data base, the findings indicate that low SES African American students
have less contact with faculty, study less, are less involved with student organizations, work more, and have lower grades
than do their high SES peers or all African American students. Furthermore, 9 years after entering college, low SES students
report lower incomes, lower rates of degree attainment and lower aspirations than their high SES peers, and were less likely
to have attended graduate school. Logistic regression results indicate that sex, college GPA, and plans following college
significantly affect the likelihood that a student will attend graduate school.
相似文献
| MaryBeth WalpoleEmail: |
4.
Quality Matters: Assessing the Impact of Attending More Selective Institutions on College Completion Rates of Minorities 总被引：1，自引：0，他引：1
Tatiana Melguizo 《Research in higher education》2008,49(3):214-236
This paper examines the impact of attending different categories of selective institutions on students’ college completion.
Specifically, it explores differences in the impact that selectivity of an institution has by race and ethnicity. The analysis
accounts for the impact of individual and institutional characteristics and corrects for omitted variables with proxies for
student motivation. The results suggest that students who attend the most selective institutions and highly selective institutions,
as opposed to non-selective ones, are more likely to complete a bachelor’s degree. This result holds for African American
and Hispanic students. After correcting for the problem of sorting of students into specific types of institutions, the results
of the models suggest that the coefficient of selective institutions might have a small upward bias. The positive effect of
selective institutions on attainment suggests that they have the potential to increase the graduation rates of minorities
while narrowing the persistent college completion gap.
相似文献
| Tatiana MelguizoEmail: |
5.
Twenty-two faculty and graduate students were interviewed in one college of education in order to understand what the college
and its constituents view as the skills, habits of mind, and dispositions needed to obtain a Ph.D. in Education. Analysis
of the data was conducted using professional socialization as a theoretical framework, allowing for an understanding of the
different perspectives of this topic as viewed through a developmental lens. Implications for theory and practice are included.
相似文献
| Xyanthe N. NeiderEmail: |
6.
As state-level merit-based financial aid programs proliferate, analysts both find that these programs have a disproportionate
effect on students traditionally under-represented in postsecondary education and question the use of limited public resources
in an inefficient and inequitable manner. This study, using survey data regarding the perceptions of all potentially eligible
scholarship recipients, explores the impact the Tennessee Education Lottery Scholarship on college access for minority and
low-income students. The empirical results indicate that African American and low-income students are more likely to perceive
their eligibility for merit-based scholarships as having an impact on their decision on whether or not to attend college.
A consequential policy implication is that a liberally awarded merit-based scholarship program, while inefficient, may provide
sustainable access for those students in greatest need of financial aid.
相似文献
| Erik C. NessEmail: |
7.
Eric Jamelske 《Higher Education》2009,57(3):373-391
In 1997 a medium-size Midwestern public university in the U.S. initiated a first year experience program. The program is designed
to infuse added curricular and extracurricular components into core courses in an effort to integrate students into the university
community. This article examined the FYE impact on grade point average (GPA) and retention after 1 year for the fall 2006
cohort of entering students. The findings suggest no positive FYE effect on retention, but on average FYE students earned
higher GPAs than non-FYE students. Reducing the sample to include only courses identified as goal compatible FYE courses yielded
a positive effect on retention and also accentuated the GPA differential. The estimated positive FYE impact on retention was
larger for below average students (especially females) and smaller for above average students.
相似文献
| Eric JamelskeEmail: |
8.
This study explored the responses of students in different academic majors to tuition increase, with a particular focus on
the relationship between tuition increase, and future earnings and college expenditures. We analyzed effects of tuition increase
on enrollment in six academic majors—Engineering, Physics, Biology, Mathematics, Business, and Education—where disciplinary
enrollment data were available. The main findings are that students are elastic to tuition level in Physics, Biology, and
Business, but not in Engineering, where the rate of return is the highest among the six majors and the college expenditure
are the highest. The findings suggest that student enrollment in various academic majors is affected differentially by tuition.
Further, the findings support a cost-related tuition policy, one designed to charge students higher tuition for higher-cost
majors and lower tuition for lower-cost majors.
相似文献
| Sande MiltonEmail: |
9.
10.
Brian L. Heuser 《Prospects》2007,37(3):293-303
This article explores the theoretical foundations of social cohesion as it relates to higher education institutions. In so doing it seeks (a) to understand the core elements of social cohesion—social
capital, human capital and ethical behavioural norms that serve a common good—and (b) to establish a flexible framework for
understanding the combined contributions of higher education to society. Tertiary institutional phenomena (those occurring
in higher education) that are involved in the creation of social cohesion are hereafter termed academic social cohesion. The particular emphasis is on higher education’s role in cultivating moral awareness as a vital product of institutions’
primary activities. These core functions of colleges and universities are discussed in relation to both academic social cohesion
and the degree to which they should involve the creation of specific ethical norms.
相似文献
| Brian L. HeuserEmail: |
11.
The influence of personal networks and social support on study attainment of students in university education 总被引：2，自引：0，他引：2
In this paper, the influence of personal networks and social support on study attainment of students in university education
is examined. Furthermore, the paper aimed at clarifying the possible mediating role of achievement motivation, time spent
on studying and working, procrastination and self-esteem. The study is a follow-up of the ’89 cohort study, but is restricted
to those students who have transferred to university education after finishing secondary education. The students have been
approached with a questionnaire in 2004. Multinomial logistic regression shows that social support has no effect on study
attainment, but that personal networks do have an effect on attainment. The relationship between social support and personal
networks on the one hand and study progress on the other hand is not mediated by the before mentioned variables.
相似文献
| Lilian EggensEmail: |
12.
13.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
14.
Tammy Stone 《Innovative Higher Education》2009,33(4):229-238
This article explores the concept of academic receivership in U.S. colleges and universities. Academic receivership occurs
when control of an academic department or program is removed from the faculty and an outside chair is put in place by the
college or university administration. A literature review is supplemented by a small survey to assess how common receivership
is and how it is administered. Combined, these elements allow for a discussion of the warning signs that a department is becoming
dysfunctional and a procedure to guide a department through the receivership process.
相似文献
| Tammy StoneEmail: |
15.
Craig Ross R. Robert Orr 《Educational technology research and development : ETR & D》2009,57(2):251-265
Troubleshooting skills are integral for the Information Technology professional. In order to address faculty concerns that
students were not effectively learning required troubleshooting skills, a standardized troubleshooting methodology (the DECSAR
Method) was created and integrated into the standard curriculum of a college information technology program. Components of
troubleshooting were measured using a pre-/post-testing approach with the Social Problem Solving Inventory—Revised. Testing
indicated improvement in several areas of troubleshooting reinforced by DECSAR. The context in which the troubleshooting methodology
was applied was associated with post-test change.
相似文献
| R. Robert OrrEmail: |
16.
Faculty have long incorporated students into interdisciplinary research projects to meet increasingly common demands for collaborative
research by federal funding agencies. Despite the critical role of experiential learning in building student research skills
and capacity, few have explored social interaction mechanisms used to facilitate student experiential learning in an interdisciplinary
research team. Drawing upon the New Rural Economy project as a case study, interviews with 13 students from eight Canadian
universities were conducted to explore these social interaction mechanisms. While findings revealed an array of social interaction
mechanisms used to develop student learning networks, the quality of these mechanisms were mixed; thereby influencing the
utilization of these networks for guidance and feedback. As faculty organize social interaction mechanisms, they should consider
factors such as previous experience, student and faculty relationships, finances, language, gender, ethnicity, and other issues,
that will have an impact on student engagement with experiential learning.
相似文献
| Deborah ThienEmail: |
17.
Faculty and student engagement in the Argentine grassroots rebellion: toward a democratic and emancipatory vision of the university 总被引：2，自引：0，他引：2
Following Argentina’s economic collapse of December 2001, the authors examine the engagement of university faculty and students
in various grassroots movements. Based on a qualitative study involving 24 formal structured interviews, 18 informal interviews,
observation-based field work, and document analysis, the authors identify key forms of faculty and student engagement as well
as the manner in which individuals discussed the relationship between universities and society. Findings are used to advance
the idea of a more democratic and emancipatory vision of the contemporary university and build on the work of Boaventura de
Sousa Santos. Throughout the article, the authors ground their discussion in international/comparative literature addressing
globalization, neoliberalism, university reform, and social movements.
相似文献
| Robert A. RhoadsEmail: |
18.
Diana Hicks 《Higher Education》2009,57(4):393-404
Since 1980, national university departmental ranking exercises have developed in several countries. This paper reviews exercises
in the U.S., U.K. and Australia to assess the state-of-the-art and to identify common themes and trends. The findings are
that the exercises are becoming more elaborate, even unwieldy, and that there is some retreat from complexity. There seems
to be a movement towards bibliometric measures. The exercises also seem to be effective in enhancing university focus on research
strategy.
相似文献
| Diana HicksEmail: |
19.
The doctoral advisor is said to be one of the most important persons—if not the single most critical person—with whom doctoral students will develop a relationship during their doctoral degree programs
(Baird 1995). However, we have limited knowledge regarding how doctoral advisors see their roles and responsibilities as advisors. Therefore,
through in-depth interviews, we explored the perceptions of 25 exemplary doctoral advisors, who have graduated a large number
of doctoral students, about their roles and responsibilities as advisors. We conclude this article with implications for doctoral
education.
相似文献
| Ann E. AustinEmail: |
20.
Nigel M. Healey 《Higher Education》2008,55(3):333-355
It is a widely accepted maxim that, like business generally, higher education is globalising. For many countries, higher education
is now an important export sector, with university campuses attracting international students from around the world. Licensing
production, in the form of franchising degree provision to international partners, is beginning to mutate into foreign direct
investment as many universities set up campuses in other countries. While there are clearly parallels between the globalisation
of business and higher education, this paper examines the supply- and demand-side drivers within the university sector. It
argues that an alignment of special factors, rather than an inexorable trend towards commercialisation, has caused the recent
internationalisation of higher education and concludes that current trends are unsustainable in the medium-term.
相似文献
| Nigel M. HealeyEmail: |