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Breaking Through the Access Barrier: How Academic Capital Formation Can Improve Policy in Higher Education


reviewed by Pamela Petrease Felder & Timothy Shanahan — November 16, 2012

coverTitle: Breaking Through the Access Barrier: How Academic Capital Formation Can Improve Policy in Higher Education
Author(s): Edward P. St. John, Shouping Hu, and Amy S. Fisher
Publisher: Routledge, New York
ISBN: 0415800331, Pages: 296, Year: 2010
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Cite This Article as: Teachers College Record, Date Published: November 16, 2012
http://www.tcrecord.org ID Number: 16935, Date Accessed: 10/19/2017 7:41:20 PM

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About the Author
  • Pamela Felder
    University of Pennsylvania
    E-mail Author
    In August 2010 Dr. PAMELA FELDER joined the faculty of the Higher Education Program in the Graduate School of Education at the University of Pennsylvania. Her professional background includes a three-year teaching appointment in the Higher and Postsecondary Education Program at Teachers College, Columbia University in New York. Additionally, she served as Lecturer in the Community College Leadership Doctoral Program at Morgan State University in Maryland. She has developed and taught courses in mixed methods research, diversity in higher education, college student retention, professional development in higher education and college student development. Dr. Felder’s primary research interests are graduate student development and doctoral degree completion with an emphasis on the impact racial/cultural experiences on persistence. This work includes a focus on academic socialization and the process of disciplinary identity development. Research Interests and Current Projects Dr. Felder’s research explores the relationship between the belief systems and behaviors of doctoral students and their impact on academic socialization, success, and degree completion. Her work is comprised of an examination of the historical societal factors that have shaped barriers to degree completion and students’ approach to negotiating these barriers. Prior socialization experiences serve to shed light on the socialization aspects of students who enter doctoral study and the disciplinary identities of doctoral degree holders as they begin to engage in their professions.
  • Timothy Shanahan
    University of Pennsylvania
    E-mail Author
    TIMOTHY SHANAHAN is a Teaching and Research Fellow and a student in the Master's of Science in Education Program in the Higher Education Division in the Graduate School of Education at the University of Pennsylvania.
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