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1.
Abstract

Rural college students are an important, integral part of the current urban labor force. This article uses a group comparison perspective to study the professional career opportunities and their impacting factors of rural college students and other related groups. Analysis of 2010 Chinese General Social Survey data shows the following: (1) college students who transfer from agricultural to nonagricultural status and urban college students have the same opportunities to enter party and government organs and state-owned enterprises, have the same opportunities to obtain elite professional status, and have about the same economic incomes; (2) even if they have received college degrees, if they have not achieved the transition from agricultural to nonagricultural status, rural household registration status will decrease the professional career opportunities of rural college students, and their work unit status, professional status, and income levels will be lower than those of urban college students; (3) in non–college student groups, transitioning from agricultural to nonagricultural status will also increase the aforementioned professional career opportunities for the urban labor force with rural backgrounds. The article presents views on six social groups in the current urban labor force, and through empirical analysis lays out the nature and extent of the impact of household registration status and higher education on professional career opportunities.  相似文献   

2.

This study is an investigation of the college and career counseling needs of economically disadvantaged, academically gifted minority students. Two groups of students were studied and compared ‐ one group of 50 low‐income students, predominantly minority, who were chosen for a special college counseling program, and a second group of 42 middle to high income students, predominantly Asian and Caucasian, who were participating in a summer academic program. Students were compared on college plans and preparations, aspirations and expectations about higher education, support from others, motivation, values, and career interests and maturity. Results showed that the gifted disadvantaged students had lower educational aspirations, felt somewhat less prepared for college and less confident about being admitted, had unrealistic ideas about how to finance college, and perceived that college life would be more frightening and lonely compared to nondisadvantaged students. Student groups were similar in motivation to attend college, support from significant others and values. Disadvantaged students had better skills related to selecting a career but expressed less confidence in making a career decision. The results suggest a need for differentiated college counseling programs for disadvantaged minority students.  相似文献   

3.
ABSTRACT

Sexually active college students in the United States have alarming rates of unplanned pregnancy and sexually transmitted infections. Varying degrees of sexual health knowledge and attitudes among college students are an outcome of sexuality education in the K-12 school systems with abstinence-only or comprehensive focus. Community college students (n = 737) aged 18–24 years, 57% from a college in an abstinence-only sex education state and 43% from a college in a comprehensive sex education state, both in the Mid-Atlantic region, took the Sexual Health Survey in October 2016, which measures sexual health knowledge and attitudes. Gender and ethnicity differences, as well as other sources of sexuality information were evaluated. Students from the comprehensive sex education state, New Jersey had higher sexual health knowledge and attitude scores than the students from the abstinence-only sex education state, Pennsylvania. Male students in New Jersey scored significantly higher in sexual health knowledge compared to male students in Pennsylvania, while female students in New Jersey had higher sexual health knowledge scores compared to the male students. Analysis of ethnicity revealed the New Jersey college sample had healthier sexual attitudes as compared to the Pennsylvania college sample, with notable distinction among Black students. The Internet, friends, and personal experiences were chosen by 75% of all students across both colleges as the top reported sources of sexuality information. In addition to advocating for comprehensive sex education, recommendations are made for sexual health initiatives in community colleges to provide sexual health instruction and support.  相似文献   

4.
Editorial     
Abstract

Based on a recently completed alumni study of 522 graduates at a private college in the northeastern Unites States, this paper presents a model for designing alumni research to assess higher education's effectiveness in preparing graduates for work and life. Results revealed substantial variation in alumni evaluation of their education. While alumni reported a high level of satisfaction with the academic programme and career preparation, their feedback suggests they seek more from their college experience. Results reveal that students who feel a sense of community are more satisfied with their overall college experience and those who are satisfied with their social life are more likely to recommend the college to prospective students.  相似文献   

5.
This article examines college-going identity construction for Black, Latino, and Asian American and Pacific Islander high school students. The authors use Marcia’s (J Personal Soc Psychol 3(5):551–558, 1966; in: Delson (ed) Handbook of adolescent research, Wiley, New York, 1980) ego identity statuses perspective to examine how students develop their college-going identities to consider their post-high school pathways. We draw on focus groups interviews with 153 Black, Latino, and Asian American Pacific Islanders students enrolled in 10 urban and suburban high schools in California. The findings show the importance of being somebody, not quitting before establishing a career or graduating from college, joining the military as a pathway to finance postsecondary education, and the internal pressure to pay for higher education. The significance of this paper challenges the dominant narrative of young men of color not invested or interested in higher education, but highlight how the young men of color negotiate their agency in constructing their ideas and making decisions based on how various tensions and aspirations shape their goals after high school.  相似文献   

6.
Abstract

Early college high schools are a new and rapidly spreading model that merges the high school and college experiences and that is designed to increase the number of students who graduate from high school and enroll and succeed in postsecondary education. This article presents results from a federally funded experimental study of the impact of the early college model on Grade 9 outcomes. Results show that, as compared to control group students, a statistically significant and substantively higher proportion of treatment group students are taking core college preparatory courses and succeeding in them. Students in the treatment group also have statistically significantly higher attendance and lower suspension rates than students in the control group.  相似文献   

7.
Discussions of workforce development emphasize stackable training, and assume linear advancement and alignment, through college and career paths. Stackable credentials have become a best practice for community colleges across the United States as they struggle to advance the college completion agenda and ensure that students graduate with the skills needed to find gainful employment. This study examined the concept of stackability in culinary arts at Kingsborough Community College in Brooklyn, New York. It compared employment and education opportunities for students enrolled in short-term training to those of students enrolled in an associate degree program. Its goal was to explore gaps between employer demand for trained workers and long-term investments in education. The study also aimed to suggest ways in which we can meaningfully support students in their pursuit of degrees, even as they seek employment in a high-growth sector for which education, experience, and job titles are often an imprecise match.  相似文献   

8.

New conditions in higher education mean that the traditional advice on study skills now has to be extended. In addition to teaching traditional study skills, students need guidance on how to work together and learn from each other, and on using new technology. In this paper this analysis is applied to four topics central to the study skills literature: reading, note-taking, academic writing, and revising for examinations.  相似文献   

9.
This study assesses the relationship between the freshman-year experience and the importance students attach to the educational goals of gaining a liberal education, developing career knowledge and skills, enhancing personal knowledge, and improving interpersonal skills. After controlling for students' precollege traits and the importance attached to the above goals prior to entering college, reliable relationships were identified between (1) gaining a liberal education and student-faculty contacts to discuss intellectual and course-related matters and to socialize informally, and students' perceived progress in academic and intellectual development; (2) developing career knowledge and skills and student-faculty contacts to get advice for potential careers; and (3) improving interpersonal skills and peer interactions.An earlier version of this paper was presented at the annual conference of the American Education Research Association, New York, March 1982.  相似文献   

10.
ABSTRACT

The loss of significant faculty members comes at a time when public and community expectations for institutions of higher learning have expanded. Public skepticism and the demands for accountability have resulted in greater attention being given to learning outcomes, subject matter, knowledge, proficiency, and capability. This article adds to our understanding of how graduate school operates as a socialization process for individuals who seek an academic career in higher education. Moreover, this article will focus specifically on the challenge of preparing and socializing doctoral students of color to the academy. New expectations require that substantive changes take place in the socialization process of graduate doctoral students in kinesiology if new faculty are to experience an academic environment that is rewarding.  相似文献   

11.
Given the increasing demand for a well-educated American workforce, college and career readiness has become a significant educational priority. New educational initiatives, including the Common Core State Standards for English Language Arts, are being developed and implemented to prepare students for success in postsecondary education and the workplace. In this article, we discuss how college and career readiness standards have transformed expectations for literacy instruction in K–5 classrooms, especially for students from diverse cultural and linguistic backgrounds. Given that students of color have been historically underserved in schools, we contend that these children need more equitable and enriched opportunities to learn academic literacies, content knowledge, and communication skills to achieve their future college aspirations and career goals. To that end, we offer key principles (i.e., community-oriented classrooms, close reading of complex texts, content-rich inquiry, and cultural connectedness) that elementary educators can use to design engaging learning environments and robust literacy lessons that advance the college and career readiness of all students.  相似文献   

12.
ABSTRACT

As a group, Latina/o students are more likely to experience a substandard K–12 education complete with underresourced schools, high teacher turnover, and fewer college-preparatory courses. It is this same inferior education that denies many Latina/o high school students the opportunity to engage in college-choice—leading to their disproportionate enrollment in community colleges over 4-year colleges or universities. In California alone, approximately 75% of Latina/o students in higher education can be found in the community college sector—making this an important pathway for many Latina/o students. This qualitative study incorporated a Critical Race Theory (CRT) in Education framework to focus on the racialized K–12 experiences of four Latina/o graduate students who started their postsecondary career at a community college. This study was undertaken to better understand what led Latina/o students to enroll in community colleges after high school. Exploring the pathways of Latina/o students from high school to community college is imperative to community college practitioners (i.e., faculty, staff, and administrators) when considering best practices for their large Latina/o student body, as is found in California. The initial findings suggest that racism in K–12 in the forms of tracking, limited college information, and low expectations from academic personnel had a direct impact on the postsecondary experiences and opportunities available to Latina/o students. Lastly, the findings challenge prevailing portrayals where Latina/o students passively accept their marginalized position in education by highlighting their voice, resiliency, and agency in the face of systematic racism, as evidenced by their successes in academia.  相似文献   

13.
By promoting articulation agreements between high schools and community colleges, Tech-Prep programs aim to smooth the transition to college for the middle majority of US high school students. This paper employs a family fixed effects approach to assess the effectiveness of Tech-Prep programs in increasing educational attainment. Using data from six rounds of the 1997 NLSY and controlling for both selection and within-family spillovers, I find that Tech-Prep programs help participants complete high school and encourage enrollment in two-year colleges. On the other hand, these gains come at the expense of four-year college enrollment, suggesting that Tech-Prep programs may divert students from four-year to two-year colleges in the years immediately following high school. While Tech-Prep programs appear to increase overall educational attainment, they may be falling short of their goal of promoting college enrollment among the middle majority.  相似文献   

14.

This study examines the effects of education on the career paths of Texas law enforcement officers holding advanced or specialized positions. It addresses the distribution of officers by rank and by assignment pattern, and the variance in career paths explained by respondents' education. Findings show that higher education reduces time required for movement in rank and assignment to specialized positions and was positively correlated to promotion into supervisory and administrative posts. Implications are that higher education will enhance an officer's probability of rising to the top regardless of whether the agency requires a college degree as a precondition of employment.  相似文献   

15.
ABSTRACT

This qualitative study explored the factors influencing community college career and technical degree program enrollment. Participants for this multi-site study included currently enrolled community college career and technical students with at least 30 credit hours completed and alumni. The researcher coded the participant’s phenomenological data, which revealed four themes. Principal themes included employability, family educational background, denied enrollment to a four-year college or university, and socioeconomics. The findings of this study could be used by governing bodies to develop a better understanding of the importance of the community college system. Community colleges could use the findings of this study to ensure that their organization offers students a conscious teaching and learning environment.  相似文献   

16.
ABSTRACT

A survey was conducted of three groups: prospective students, current students, and alumni. Prospective students were asked what benefits (career, on-the-job performance, and personal benefits) they expected to derive from their MBA education. Current students and alumni were asked what benefits they have derived from their education. The expectations of the prospective students were quite consistent with the experiences of the current students and alumni with respect to on-the-job performance and personal benefits, but the career benefits that prospective students anticipated far exceeded actual experiences. This study should help prospective students to have more realistic expectations and should help MBA-granting institutions to understand an important source of dissatisfaction.  相似文献   

17.

This article describes the ways in which critical events in the lives of college students may contribute to their career development and personal well being. These critical events are referred to as 'butterflies', adopting as a metaphor that concept from chaos theory which states that relatively small events can have large effects. The study analyzes these events and their effects from the perspective of the students' mentors. Results of the study are related to other concepts from chaos theory including bifurcation points, autopoiesis and emergence. The study explores both the different kinds of critical events students experience as well as how mentoring may help students to deal with them. The role of the mentor as interpreter of events, as change agent and as intervener are identified. The article argues that mentors need to be aware of the potential power of critical events in the career development of college students.  相似文献   

18.
Federal legislation requires that students with disabilities receive services to assist them in the transition from high school to post-secondary life. Transition services must address students' understanding of their disability, learning strengths and weaknesses, career decision-making skills, and preparation for the increased demands of postsecondary education. This study surveyed coordinators of special services for students with disabilities at 74 colleges and universities in New York state. Respondents provided their perceptions of how well the students they served had been prepared by the transition services they had received in high school. Overall, little satisfaction with transition services was expressed. Respondents were most satisfied with high schools' provision of updated evaluations for students prior to enrollment in college, and they rated students' preparation for self-advocacy as the greatest weakness of current transition services.  相似文献   

19.
BackgroundTeaching 21st-century skills is widely recognized as an important task of higher education. However, an overview of which skills students need to obtain a sustainable career is missing. Using the Framework for 21st Century Learning (P21, 2019a) and the model of sustainable careers (de Vos et al., 2020), we aimed to take stock of current knowledge on which 21st-century skills are considered important for social sciences students’ sustainable career development and how these skills contribute to their career sustainability.MethodsFor this systematic review, we searched EconLit, ERIC, International Bibliography of the Social Sciences (IBSS), PsycINFO, Scopus, Sociological Abstracts, and Web of Science on May 28, 2021. We selected peer-reviewed empirical articles that were published between 2003 and 2019 and addressed graduates' and employers' perspectives on the skills needed for social sciences graduates’ career sustainability. Twelve articles met all our selection criteria and were included for a thematic analysis after quality appraisal.ResultsThe included articles operationalized the career sustainability of social sciences graduates mostly in terms of finding a job and maintaining employment, to a lesser extent as high job performance, job satisfaction, and work engagement. Communication and problem solving skills were most frequently reported by both social sciences graduates and employers as crucial for a sustainable career. In addition, critical thinking, initiative and self-direction, and social and cross-cultural skills were also reported as important skills. None of the studies investigated mechanisms that would explain how these skills would exactly contribute to social science graduates’ career sustainability.DiscussionThe results of this review showed that studies to date have addressed only a limited number of career sustainability indicators. Moreover, explanatory mechanisms have largely been ignored. This is an important gap in the literature that future studies would need to address by building on the existing sustainable career development models.  相似文献   

20.

The preliminary results are reported in a national study of police education. All state police agencies, all municipal agencies serving populations greater than 50,000, and all sheriff's departments with more than 100 sworn officers were surveyed to obtain data on the level of higher education in the departments, policies in support of college education, and the effect of higher education on policing. The survey was followed by indepth site visits to San Diego, San Jose, and Sacramento, California; Kansas City, Missouri; New York City; Tulsa, Oklahoma; and Largo, Florida. Significant findings showed that the average educational level of police officers has risen steadily over the past two decades; that only a small proportion of police departments formally require college for employment of promotion; that the great majority, however, have educational support policies and an “informal” criterion of college for selection and promotion or officers. The data also show that minorities are being recruited effectively and hired with educational levels competitive with those of whites; that women are being recruited effectively with mean educational levels nearly a year higher than those of males; and that employment of minorities in law enforcement in the study population is proportionately comparable to the proportions of minorities in the general population.  相似文献   

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