This qualitative study follows 18 Chinese international undergraduates over a year to investigate strategies they used to cope with challenges in U.S. colleges. Findings reveal fluid responses to intersecting and changing sociocultural expectations, thus contesting stereotypes around Chinese students and illuminating implications for college policies.
This study examines the relationship among transfer to four-year institutions of varying selectivity and a rich set of institutional, academic, and individual factors for a national sample of beginning community college students. Conceptually and methodologically, this research extends existing scholarship on transfer by taking into account the heterogeneity of receiving four-year institutions.
This article is about Black undergraduate men’s academic adjustment experiences in the first college year. It is based on a study of 219 achievers at 42 colleges and universities across 20 states in the United States.
In the context of a program that pairs undergraduate students and college faculty members in semester-long partnerships to explore and revise pedagogical practices, this discussion offers an invitation to reframe both how we conceptualize differences of position, perspective, and identity, and how we think about our relationships with others in higher education.
This article draws interview data from three community colleges in Virginia to articulate the largely unspoken expectations, behaviors, and attitudes to which community college students must adhere if they are to be successful.
This study measures the impact of co-enrollment on community college success outcomes. Results demonstrate co-enrolling significantly increases students’ odds of success.
Class attendance and out-of-class study time are known to be strongly associated with student success. The paper examines two other uses of time as influences on academic outcomes in college: those devoted to active engagements with friends and community as opposed to passive entertainments, and those that connect students to campus life rather than separating them from campus life. Controlling for students’ socio-demographic backgrounds, previous academic achievements, and social psychological stressors, we find that “activating” uses of time are associated with higher levels of academic conscientiousness and, through academic conscientiousness, with higher GPAs. However, uses of time that connect students to campus life show inconsistent effects.
In this article, we use narrative inquiry to engage in a collaborative project between two White faculty members and three African American graduate students.
What happened to a professor who made voting a course requirement
This article attempts to clarify service-learning practice and theory by offering four distinct conceptualizations of service learning: technical, cultural, political, and poststructuralist.
Humorous account of teaching the new generation at the community college level.
The authors use their experience with a professional development project to propose a model of teacher community in the workplace.
This nonlinear, mixed-genre essay presents two interaction patterns found in seminar-style classes whose ritual aspects work to resolve a dilemma contained in the American commitment to individualism. It also addresses the lack of intellectual vitality claimed to exist on many American campuses.
This paper examines the contradictory relationship between higher education's ideal of community and multiculturalism.
In this article, we weave the analysis of community within political philosophy
with the stories of undergraduates who experience the daily struggles of
pluralistic community construction as they implement community-building
strategies in a residential college.
The paper examines the value of university-owned and operated public schools, explaining their effectiveness in addressing acute urban problems.
The recent selection of a new president of the University of Florida, which, because of Florida's Sunshine Laws, was the most public search process ever conducted by a major university is described. The negative effects of public openness on the selection process and the candidates are explored.
This paper argues that the alleged deterioration in U.S. high schools is largely a fabrication of the mass media.
The modern research university has wiped out general and liberal learning in American colleges and universities. The need to restore a sense of purpose to colleges which offer general education is discussed, along with the importance of placing a proper value on teaching.
Requirements for admission to dental schools are discussed, along with the characteristics of students who seek admission. Colleges should stop serving as prep schools for professional education and, instead, ensure that professional students have a well-rounded education.
The American college is viewed as a continuation of the self-education processes of the universe. A core curriculum is described which includes courses that would present the four evolutionary phases of the functional cosmology, the four phases of human cultural development, and classical cultures that have dominated human development.
The center-periphery concept, when applied to education, implies that the "central" institutions are research-oriented and part of an international knowledge system, while the "peripheral" institutions are not creative, but simply copy developments from abroad.
As fresh studies of familial education are undertaken in their own right—studies in which explicitly educational questions are addressed to appropriate primary sources—a criticized body of generalizations will begin to emerge, and we shall come to see the family anew as the crucially important educator it has always been.
Study compared subject requirements for college admission with those for ongoing study in the corresponding subjects reflected in the college liberal arts program''; author concludes that colleges have arbitrarily determined high school curriculum, and urges reform.
This article discusses the importance of the development and change in philosophy of teacher preparation programs.
The proper goal of a university education is the subject of serious discussion in many circles today.
The author's ambivalence toward the school and "the system" is not uncharacteristic of the conflict experienced by so many of today's students; and our purpose in presenting her piece here is to underscore the warnings that the teaching process must be changed.
The more we know about diverse children, the more complex becomes the problem of readiness. The author reviews relevant research and proposes a number of suggestive new guidelines.
More distressing than these discrepancies is the fact that all the
evidence indicates that the wealthy are becoming wealthier while
the poorer areas are becoming relatively poorer. In the richer countries
there has been an increasing trend toward equality of opportunity;
on the other hand, most of the poorer countries have preserved
as great internal inequalities among individuals, classes, and regions as there have ever been. In many, the inequalities are still