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Higher Education


Articles
by Amelia Topper — 2019
This article offers an alternative framework for understanding and evaluating community college student success based on the normative and interdisciplinary capabilities approach. The author uses a top-down/bottom-up process to analyze data from a large-scale student e-survey, student interviews, and reviews of the community college and capabilities approach literatures to generate an empirical list of community college capabilities that speak to the many ways in which community colleges contribute to an individual’s ability to achieve what they value in life.

by Denisa Gándara & James Hearn — 2019
This article describes how policy actors used different types of evidence in college completion policymaking in Texas. The article also reports on the role intermediary organizations played in this policy process and reveals a new tactic these groups use to supply information to higher education stakeholders and policymakers: shaming institutions and states into improving college completion rates.

by Beth Ann Hart — 2019
Using in-depth interviews with 45 students, this article investigates the factors that keep students from completing community college credentials. It demonstrates that students’ success is hindered by two interrelated forms of insecurity—institutional precarity at community colleges and precarity in students’ lives—that cause students to deviate from their paths to completion.

by Yoon Pak, Christopher Span, James Anderson & William Trent — 2018
This article chronicles the ways in which a graduate department in educational policy studies at a predominantly white, highly selective university scaffolded foundations for institutional diversity for over three decades.

by Linda Tillman — 2018
The article focuses on the imperative to implement mentoring as a strategy to achieve racial equity in higher education, and especially faculty of color. A framework for a campus-wide formal mentoring initiative is presented that addresses three critical issues: increasing campus-wide racial diversity, increasing the pipeline of tenured faculty of color, and increasing the retention rates for faculty of color.

by Dafina-Lazarus Stewart — 2018
Compositional diversity and inclusion statements have been the main focus of institutional efforts to remedy the effects of systemic racism on college campuses. However, diversity and inclusion goals fall short of enacting racial equity and justice. This chapter proposes eight institutional structures, processes, and/or practices to enact racial equity and justice in U.S. colleges and universities.

by Dian Squire, Bianca Williams & Frank Tuitt — 2018
Plantation politics provides the opportunity to reveal parallel organizational and cultural norms between contemporary higher education institutions and slave plantations. The authors argue that the institutional logics of colonialism and imperialism—which were essential to the establishment of this country and led to the creation of plantations and the enslavement of Black bodies—exists within higher education institutions today.

by Lori Patton & Chayla Haynes — 2018
In this scholarly essay, the authors challenge institutional leaders to take up intersectionality as a method of engaging in lasting transformational change that promises to advance racial equity in higher education. The authors also expose the limitations of existing institutional change models by highlighting their intersectional failures and prompt readers to imagine Black women as possibility models for institutional change that transforms higher education and advances racial equity.

by Michelle Espino — 2018
This chapter will introduce the concept of positionality as a strategy that higher education leaders, educators, and practitioners can employ to engage in critical reflection and action that dismantles systemic racial inequities in higher education. Moving toward equity and justice in higher education involves an interrogation of one’s position within racist organizational contexts; attention to power dynamics as educational leaders, narrators, and subjects of inquiry; and a commitment to transformational practice that can address educational inequities.

by Chrystal George Mwangi — 2018
Using qualitative methods, this study explores how African immigrant multigenerational families engage in college preparation. Families’ lack of familiarity with the U.S. college preparation process leads to a call for complicating concepts of “college knowledge” and “first generation” to college in a globalized society.

by Xueli Wang, Kelly Wickersham, Yen Lee & Hsun-Yu Chan — 2018
This study examines community college student success through the lens of social capital, including the role of age in shaping the sources and influences of social capital.

by Cassie L. Barnhardt, Amanda Mollet, Carson Phillips, Ryan Young & Jessica Sheets — 2018
This study explores the ways in which senior campus leaders’ public advocacy shapes the extent to which campus community members perceive the climate as diverse and inclusive. Data are drawn from the Personal and Social Responsibility Inventory, a national campus climate survey.

by Jennifer Delaney & William Doyle — 2018
This study documents changes in the amount of volatility in state funding for higher education. It also identifies patterns in the volatility, and does so over a longer time period than has been investigated in past research, using data that spans over a half century (1951–2006).

by Robert Toutkoushian, Robert Stollberg & Kelly Slaton — 2018
In this study, authors used data from the Education Longitudinal Study of 2002 to determine if the way in which researchers define first-generation college students matters with regard to its connections to the postsecondary aspirations and actions of students.

by Yasuko Kanno — 2018
This longitudinal ethnographic study follows the college choice experiences of two-high performing English learners (ELs) from junior year to high school graduation. It investigates why even high-achieving ELs have limited access to four-year college.

by Federick Ngo, W. Edward Chi & Elizabeth Park — 2018
This study investigates possibilities for placing community college students in mathematics courses using a holistic set of measures beyond placement tests. These include academic background measures such as high school grades and math courses taken and noncognitive indicators of motivation, time use, and social support.

by Tang Heng — 2018
This qualitative study follows 18 Chinese international undergraduates over a year to investigate strategies they used to cope with challenges in U.S. colleges.

by Julia Duncheon & Stefani Relles — 2018
This article uses figured world theory to explore how college-bound youth construct college-going identities in an urban magnet high school. The study describes how the magnet program socialized students to choose between the identity archetypes of “a ditcher and a scholar” and, in so doing, inadvertently inflated students’ sense of their college readiness.

by Sarah Ryan — 2017
This study examines whether group-level variability in the utility of parent social capital can help explain the recent finding that parent income and education confer greater benefits among White youth, relative to similar Hispanic youth, when it comes to 4-year college enrollment.

by Bridget Kelly & Rachelle Winkle-Wagner — 2017
This article takes a unique approach methodologically and conceptually to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities.

by Melissa Radey — 2017
In light of increasingly common, non-traditional pathways to college enrollment and the potential importance of post-secondary education for family well-being, this article examines mothers’ college enrollment in their child’s first 9 years among a cohort who gave birth in 1998.

by Jeffrey Harding, Maggie Parker & Robert Toutkoushian — 2017
This article provides secondary statistical analysis of data from New Hampshire regarding the timing of information and decision-making in the college choice process.

by Ahlam Lee — 2017
This article explores the effects of computer-based learning activities in math classrooms on STEM major selection in 4-year postsecondary institutions. The author uses a nationally representative sample of U.S. young adults who enrolled in 4-year postsecondary institutions by 2006.

by Xueli Wang, Yating Chuang & Bo McCready — 2017
Drawing upon national data and two quasi-experimental methods, this study investigates the effect of earning an associate degree prior to transfer on community college transfer students’ success at 4-year institutions.

by Xueli Wang — 2016
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.

by Shaun Harper & Christopher Newman — 2016
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.

by Xueli Wang — 2016
Guided by Weidman’s Undergraduate Socialization Theory, this study explores factors influencing the educational expectations and progress of students at a public 2-year college in a Midwestern state.

by Josipa Roksa — 2016
When inequality of opportunity is discussed in higher education, it typically pertains to access to college. This article shifts attention to instructional quality and examines whether students from all sociodemographic groups report similar levels of instructional quality and whether that changes as they progress through college.

by Gregory Wolniak & Panagiotis (Panos) Rekoutis — 2016
This study examines dimensions of positive strategies for coping with the college environment among students from adverse backgrounds in relation to the different services and support systems students may access.

by Toby Park — 2015
In this study, the author seeks to test whether enrolling full time at a community college has a discernible effect on transferring to a four-year university by following four cohorts of first-time traditionally aged college students who graduated from a public high school in Texas in the years 2000–2003.

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Book Reviews
by Roy Fuller, Marie Kendall Brown, & Kimberly Smith (Eds.)
reviwed by Janet Lawrence & Molly Ott — 2018

by Natasha A. Jankowski & David W. Marshall
reviwed by Virginia Montero Hernandez — 2018

by Stefan Collini
reviwed by Daniel Davis — 2018

by Rebecca Pope-Ruark
reviwed by Richard Sawyer — 2018

by Charles T. Clotfelter
reviwed by Dena Kniess — 2018

by Marla Brettschneider, Susan Burgess, & Christine Keating (Eds.)
reviwed by Matt Brim & Melissa Maldonado-Salcedo — 2018

by Don Haviland, Anna M. Ortiz, & Laura Henriques
reviwed by Lindsey Dippold — 2018

by Gavin W. Henning & Darby Roberts
reviwed by Laura Dean & Jackie Clark — 2018

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Resources
  • The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions - Chapter 1
  • Education-line
    Education-line [UK] is an indexed, full text, electronic archive of conference and working papers, reports, policy and discussion documents and early research results in the field of education and training. Education-line is an Anonymous FTP site for education—the only one of its kind in the field!
  • The Dynamics Of Race in Higher Education: An Examination of the Evidence
    The purpose of this online full-text book is to examine the research base that can contribute to the current debates about the value, means of achieving, and consequences of racial diversity in colleges and universities.
  • The College Quarterly
    The College Quarterly is an academic journal devoted to the improvement of college education and the professional development of college educators.
  • The Kept University
    Commercially sponsored research is putting at risk the paramount value of higher education—disinterested inquiry. Even more alarming, the authors argue, universities themselves are behaving more and more like for-profit companies. By Eyal Press and Jennifer Washburn
  • Community Colleges
    The Teaching in the Community Colleges (Electronic) Journal is a refereed, cross-disciplinary journal, which is published three times a year: fall (September), winter (January), and spring (May). Its purpose is to stimulate discussions on topics that are pertinent to community college instructors.
  • University, Inc.
    "A revolution is afoot in higher education.... Those who pay the piper (corporations and governments) will surely call the tune. The relevance of universities is on the line." A review of Bill Reading's book, The University in Ruins.
  • Educational Researcher
    Published by the American Educational Research Association, the Educational Researcher features section publishes manuscripts that report, synthesize, review, or analyze scholarly inquiry, especially manuscripts that focus on the interpretation, implication, or significance of R&D work in education, and manuscripts that examine developments important to the R&D field.
  • Academic Freedom, Tenure, and Student Evaluation of Faculty: Galloping Polls In The 21st Century
    Despite a history of conflicting research on the reliability and validity of student evaluation of faculty (SEF) it has typically not been viewed as an infringement on academic freedom.
  • Educational Research and Evaluation
    Educational Research And Evaluation is an international forum on theory and practice. Using a strong pan-European base, it successfully links the major geographic educational research centers with each other.
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