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1.
Using arts-based inquiry and drawing on photovoice, photo-elicitation and visual narrative, in this study we explore how Native American college students experience space and place at the University of New Mexico, a large, research-extensive university in the Southwestern United States. The objective of this study is to more clearly understand how Native American students view their educational environment. Student perspectives will be framed through an artistic inquiry coming directly from the students and their interpretations of space, place, and community. This study is designed to ultimately inform the institution, local tribal communities, and the existing body of research on how participants viewed their college-going experience in relation to space and place, and how we might more adequately serve Native American college students. Initial findings indicate the critical importance of cultural centers, houses, and designated cultural spaces for Native American students, as indicated in the literature. Though Native students may experience struggles and successes similar to other student groups within the context of higher education, it is critical that student affairs professionals, administrators, faculty, and other educational leaders acknowledge how discourses of colonialism and genocide inform higher educational spaces, as well as the experience of Native American college students.  相似文献   

2.
ABSTRACT

Historically, higher education research has focused on traditional students (i.e., recent high school graduates at a residential, 4-year institutions), but community college students are quickly becoming the new traditional student (Jenkins, 2012). In the fall of 2011, more than one third (36%) of all students enrolled in postsecondary education and almost half (46.7%) of all students enrolled in a public postsecondary institution were enrolled at a community college (Knapp, Kelly-Reid, & Ginder, 2012). However, community colleges have struggled to match the persistence rates at other institutional types. The 2011 2-year public community college national 3-year persistence-to-degree rate was 26.9% (American College Testing [ACT], 2011). The purpose of this paper is to review the literature regarding the most prominent theoretical frameworks for community college student persistence and suggest a new theoretical construct. The resultant framework is termed the Collective Affiliation Model because it views the student’s sense of belonging with the college as only one of many senses of belonging in the student’s life (e.g., family, work). The Collective Affiliation Model does not view student dropout as the student’s inability to integrate into the life of the institution; rather, it views it as the institution’s inability to collectively affiliate with the student. This model’s strength is that it does not work from a student deficit model. Instead, it provides a new framework for researchers and practitioners to better understand and address student drop-out at community colleges.  相似文献   

3.
Post-secondary educational attainment is an increasingly important prerequisite to many valued outcomes. This paper examines the association of racially-specific high school course of study with student’s postsecondary educational attainment using ELS 2002–2012 and a comprehensive measure of course intensity derived from students’ patterns of course-taking. Results support a partial presence of racially-specific association of high school course of study. We also find that only Asian-American and American Indian/Alaskan Native students in the middle course intensity and Asian-American students in high course intensity ranges are more likely to obtain at least a 4-year college degree than same-race students in the low course intensity group. However, the same pattern is not evident for White, African-American, multi-racial, and Hispanic students, indicating that they do not experience the same benefit from academically rigorous courses of study. Also, educational expectations do not mediate the relationships among race, course of study, and postsecondary educational trajectory differently for students of different racial groups, i.e., they do not play a larger role in mediating the relationship between course of study and postsecondary educational trajectory for White students.  相似文献   

4.
Abstract

In this study, I used small stories narrative and Indigenous methodology to understand the everyday occurrences of Native American students and to highlight the complex relationship between their identity, their sense of belonging in graduate school, and their view of education. The experiences of the participants were marked by two things: the experience of ongoing colonization and the experience of defending Native identity. By focusing on the small narrative stories of their everyday experiences, my research illustrates how ongoing colonialization creates situations where students need to defend their identities. Not only is small stories research one way to avoid some of the more essentialist problems of grand narratives, it provides one possible way to move forward and to demonstrate and deconstruct the problematic power structures in higher education that prevent Native American students from accessing equity.  相似文献   

5.
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   

6.
Most students with hearing loss attend community college, yet very little research on this population of students exists in higher education. This research was conducted in order to gain a better understanding of how students who are d/Deaf navigate the mainstream postsecondary environment. Purposeful sampling was used to gather data from 19 individuals who attended postsecondary institutions not designed specifically for d/Deaf students. These participants were enrolled in an urban community college district in the southwestern United States and were receiving accommodations from their campus accessibility office.

Participants shared their perceptions of the campus accessibility office, the individuals within it, and campus administrative support. The results from this study help shed light on the experience of d/Deaf students in community college and provide insight on how to facilitate their success in postsecondary education. The author provides recommended practices for campus accessibility offices to adopt in order to effectively serve this student population, including specialized orientation for students and instructors, specialized advising, utilization of student feedback, and increasing campus and community awareness of services offered.  相似文献   


7.
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8.

The children's book, The Indian in the Cupboard, by British author Lynne Reid Banks, provides a case study which contrasts American Indian and non-Indian perspectives about stereotypes of Native Americans in children's literature, as reflected in the review literature. Exploration of the reasons why the book is becoming a classic in children's literature reinforce the need for teachers, librarians, and parents to find a role in: encouraging practitioners to understand what constitutes stereotypes of American Indians; educating potential teachers and librarians about cultural diversity; including works reflecting the voices of Native Americans in library collections for children; using caution when relying on book reviews; helping children learn critical thinking skills that enable them to recognize stereotyping; and providing and hearing the voices of Native Americans explaining why portrayals of Indian characters are often fantasized literary constructions.  相似文献   

9.
The goal of this study is to understand how students experiencing homelessness experience community college. In particular, the authors focus on the multifaceted traumas that negatively impact their educational engagement and persistence. The authors conducted a life history with one student experiencing homelessness on a community college campus. Based upon the emerging themes, interviews lasting approximately 60 minutes were conducted with an additional six students experiencing homelessness at the same college. Homelessness creates significant barriers for students. Residential insecurity often forces students to prioritize meeting basic needs over educational engagement. The participants consistently lived on the brink of residential crisis, which took an emotional toll. However, the stories emerging from this study demonstrate how important the participants felt postsecondary education was. They clearly connected their long-term stability to completing community college and transferring to a four-year institution. Unfortunately, their residential situations negatively impacted their ability to persist. Based upon the student experiences, the authors recommend more integrated services on community college campuses. The student narratives illustrate several important themes that have the potential to inform both research and practice. The participants viewed postsecondary education as a pathway to future stability. However, they experienced multifaceted and enduring trauma. The chaos of their residential insecurity resulted in constantly living at the brink of crisis. These students illustrate the need for integrated services at community colleges to support students experiencing homelessness and housing insecurity.  相似文献   

10.
Students with learning disabilities face several challenges in postsecondary education settings. The authors explore the issue and shed light on the importance of self‐advocacy for academic success. The stepped care model (SCM) is suggested as an approach to assist college students with learning disabilities in developing these skills and obtaining services. A brief case example from 1 of the authors' work is shared to illustrate the use of the SCM with a student with a learning disability.  相似文献   

11.

Teaching students with learning disabilities to be self-determining during postsecondary transition planning is considered beneficial for students. Few self-determination studies, however, have focused on the impact students' cultural identities may have on the practice of self-determination during transition planning. A review of self-determination literature is presented and includes concept definition, characteristics, and example components of model programs. Additionally, multicultural special education literature helps frame the need to consider the interplay between programs that promote self-determination and culturally and linguistically diverse learners. Qualitative research methods, used with student participants, have the potential to inform preferred practices as well as research gaps in special education by capturing how diverse students respond to self-determination during postsecondary transition planning.  相似文献   

12.
This article reviews the intended uses of these college‐ and career‐readiness assessments with the goal of articulating an appropriate validity argument to support such uses. These assessments differ fundamentally from today's state assessments employed for state accountability. Current assessments are used to determine if students have mastered the knowledge and skills articulated in state standards; content standards, performance levels, and student impact often differ across states. College‐ and career‐readiness assessments will be used to determine if students are prepared to succeed in postsecondary education. Do students have a high probability of academic success in college or career‐training programs? As with admissions, placement, and selection tests, the primary interpretations that will be made from test scores concern future performance. Statistical evidence between test scores and performance in postsecondary education will become an important form of evidence. A validation argument should first define the construct (college and career readiness) and then define appropriate criterion measures. This article reviews alternative definitions and measures of college and career readiness and contrasts traditional standard‐setting methods with empirically based approaches to support a validation argument.  相似文献   

13.
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14.
States are currently seeking ways to improve alignment between K–12 and postsecondary education and better prepare students for postsecondary schooling. Some states have begun implementing policies that inform high school students that they are not ready for college-level courses well before they graduate, in order to give both notice and time to prepare. However, if the early information from these tests suggests that a student may require remedial coursework upon entry to college, the student may be discouraged from attending college. This article focuses on one state's effort to increase students’ information about college readiness. Regression discontinuity design is used to determine whether a student receiving a signal that he/she needs remediation lowers the probability of that student applying to or enrolling in participating universities. Results indicate that the policy has had little to no impact on application and no impact on enrollment.  相似文献   

15.
“学生支持服务”项目是一项美国于20世纪60年代设立的联邦教育项目，旨在通过对第一代大学生等处境不利的学生提供支持服务，有效提高其高等教育成就。在设置理念与性质方面，该项目重视高等教育中的文化因素，采用非经济化的项目准入标准和服务内容，强调形成支持性的文化氛围，以促进处境不利学生的学业成就。在具体设置和运营方面，该项目在国家层面以法律保障项目的地位来运营，由教育部分配项目基金，而具体运作由高校开展，便于为学生提供有针对性的支持服务，三者结合构建了健全的支持体系。“学生支持服务”项目促进了美国高等教育的公平发展与质量提升，其实施经验对于完善我国普及化时代的高等教育学生支持体系有一定借鉴价值。  相似文献   

16.
Abstract

Trans* is becoming a buzzword and trans* celebrities have become increasingly visible. On college campuses, trans* students have also become more visible and advocacy for them continues to be extremely important. To support these claims, some literature has emerged regarding trans* college students’ identity development and experiences on campuses, including their perceptions of campus climate. However, higher education scholars and professionals know virtually nothing about the lived experiences of trans* educators working in colleges and universities. Extending on the importance of scholarship regarding trans* college students, trans* educators’ experiences are important because these educators are in positions of influence as mentors, advisors, and role-models to students and colleagues, and perhaps knowing their journey and how they can better be supported will allow their contributions on campuses to become more visible. Additionally, these educators are in positions of power in the university and encourage all people invested in higher education environments to advocate for increased notions of gender and inclusion in their offices, departments, units and the university as a whole. Through the use of portraiture methodology, with semi-structured interviews and a participant-observation as methods the purpose of this study was to help make more visible the lives and experiences of trans* postsecondary educators, while expanding notions of gender in higher education.  相似文献   

17.
College counselors can enhance the development of Native American Indian college students. College counselors need to be aware of traditional Native American Indian values, interpretation of mental health, content and process concerns in counseling, and indigenous healing practices. These areas are discussed, as well as implications for counseling practice.  相似文献   

18.
This article explores the key characteristics of postsecondary education programs that help youth and young adults with disabilities persist and remain in college. Student support factors include services that develop stronger self-determination skills, teach and support young adults' self-management skills, expose students to assistive technology, and promote career development by providing internships or other career-related experiences. In conjunction with student support services there are two professional development emphases for instructional faculty that contribute to the institutional support needed by college students with disabilities. Students benefit when faculty have an increased awareness and knowledge of the characteristics and needs of students with disabilities and when faculty incorporate concepts of universal design into their instruction and curriculum.  相似文献   

19.
More than 50% of all college students with a disability enroll in public 2-year institutions. Autism Spectrum Disorder (ASD) is a type of disability that affects a growing number of students in postsecondary education. Currently, over 70% of 2-year public institutions enroll students with ASD. In spite of increased awareness, the vast majority of existing ASD research focused on primary and secondary education. Research on practices that support students with disabilities in the community college environment is imperative for promoting student success. The purpose of this mixed-methods study was to explore current and best practices that support students with ASD at 2-year public, postsecondary institutions. A web-based tool was used to survey a nationally representative sample of disability service professionals from 367 2-year, public institutions (35.4% response rate). Our results show reasonable accommodations with an academic focus (e.g., extended exam time) were provided more frequently than sensory accommodations. General support services that focused on the transition to college were offered by 42% of the institutions surveyed, and 26% of institutions supplied ASD-specific services. These results indicated that many institutions provide students with a baseline level of academic accommodations; however, accommodations and support services that specifically target the functional limitations of ASD are offered less frequently. Best practices for supporting students with ASD were synthesized and implications for practice were discussed.  相似文献   

20.
Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support.  相似文献   

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