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Higher Education


Articles
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 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 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.

by Lorenzo Baber — 2015
Despite traditional notions of meritocracy, higher education has a long history of exclusionary practices. This chapter explores connections between such practices and racial ideology in the United States, including the recent concept of “post-racialism.”

by Lara Perez-Felkner — 2015
This study investigates how underrepresented students experience the social contexts of their schools in relation to their college ambitions, and the particular attributes of schools’ social contexts that might facilitate their transition to four-year colleges.

by Nicholas Hillman, Melanie Gast & Casey George-Jackson — 2015
This study updates and extends the literature on how families financially prepare for college and examines socioeconomic and racial/ethnic disparities in timing of college financial preparations.

by Guadalupe Martinez & Regina Deil-Amen — 2015
This qualitative study explores the relevance of high school messages and curricular placement on the transition of Latino students into a university, particularly as they consider the meaning of the challenges they face in their first year of college.

by Alison Cook-Sather — 2015
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.

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Book Reviews
by James E. Rosenbaum, Caitlin E. Ahearn, Janet E. Rosenbaum, Janet Rosenbaum, Adam Gamoran
reviwed by Sharon Aiken-Wisniewski — 2018

by Geoffrey Galt Harpham
reviwed by Mayme Huckaby, Cameron Potter & Stephanie Cole — 2018

by Victor C. X. Wang (Ed.)
reviwed by Michelle Young — 2018

by Nancy S. Niemi
reviwed by Janelle Pham — 2018

by Lee Benson, Ira Harkavy, John Puckett, Matthew Hartley, Rita A. Hodges, Francis E. Johnston, & Joann Weeks
reviwed by John Heffron — 2018

by Valerie A. Storey (Ed.)
reviwed by Karen Huchting — 2018

by Yung-Yi Diana Pan
reviwed by Anita Bright — 2018

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

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Resources
  • Virtual Teaching in Higher Education
    Contrary to the proposed hypotheses, quantitative results demonstrated the virtual class scored an average of 20% higher than the traditional class on both examinations.
  • Research in Post-Compulsory Education
    Throughout the world, there is a growing awareness of the significance of vocational and post-compulsory education and training systems. Research in Post-Compulsory Education , sponsored by the United Kingdom's Further Education Research Association (FERA), recognizes the need for more international research and analysis and the generation of relevant theory in order to identify policy needs and trends as well as priorities in this growing area.
  • Breaking the Social Contract: The Fiscal Crisis in Higher Education
  • Research in Higher Education
    RESEARCH IN HIGHER EDUCATION, Journal of the Association for Institutional Research, is an essential source of new information for all concerned with the functioning of postsecondary educational institutions.
  • Untangling the Web: Applications of the Internet and Other Information Technologies to Higher Learning
    A broad review of ongoing and planned applications of the Internet and Web in higher education, and an analysis of the technical, educational, and social issues that these applications highlight
  • Journal of Blacks in Higher Education
    The Journal of Blacks in Higher Education is an issue-oriented publication that examines the progress of African Americans in the nation's colleges and universities. Articles should be original works of thought and opinion and should not include extensive reviews of the work or published papers of others.
  • Combining Service and Learning in Higher Education
    An evaluation of the Learn and Serve America, Higher Education Program
  • Journal of College Student Development
    The Journal of College Student Development is interested in manuscripts concerning student development, professional development, professional issues, administrative concerns, and creative programs to improve student services.
  • Anthropology and International Education via the Internet: A Collaborative Learning Model
  • Journal of Computing in Higher Education
    JCHE was founded in 1989 by the New England Regional Computing Program, Inc., a consortium of 60 colleges and universities, as an important way of extending the influence of leaders around the world who are actively engaged in integrating computing into the curriculum. The Journal contains essays, book and product reviews, reports, and research articles that contribute to our understanding of the issues, problems, and research associated with instructional technologies and the integration of technology into the learning and teaching process.
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