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Full-Text Articles in Education
How Tinto's Theory Differs For Asian And Non-Asian International Students: A Quantitative Study, Suzan Kommers, Duy Pham
How Tinto's Theory Differs For Asian And Non-Asian International Students: A Quantitative Study, Suzan Kommers, Duy Pham
Published Work
Literature suggests that international students from Asian countries might differ in the way they can be supported in their efforts towards completing their degree. Using the 2004/09 Beginning Postsecondary Students Longitudinal Study, the authors investigate how social and academic integration relate to the college persistence of Asian and non-Asian international undergraduate students at U.S. postsecondary institutions. Four logistic regression models revealed that Asian and non-Asian students differed in the way academic and social integration were related to persistence, depending on their year of undergraduate study. These findings signal the importance of year of study and cultural background in thinking about …
Student Affairs Professionals Supporting Students With Disabilities: A Grounded Theory Model, Ezekiel Kimball, Annemarie Vaccaro, Nadia Vargas
Student Affairs Professionals Supporting Students With Disabilities: A Grounded Theory Model, Ezekiel Kimball, Annemarie Vaccaro, Nadia Vargas
Published Work
In an action-based grounded theory project, the authors collected data from 31 student affairs professionals. During seven focus groups, practitioners described feeling unknowledgeable about disability law, accommodations, and diagnoses. However, they drew upon their core values and transferrable skills to support individual students. Participants wanted to move beyond "small wins" with individual students to campus-wide inclusion. To achieve this goal, they engaged in self-directed learning, collaboration, and proactive strategies. An emergent model is presented.
Reconciling The Knowledge Of Scholars & Practitioners: An Extended Case Analysis Of The Role Of Theory In Student Affairs, Ezekiel Kimball
Reconciling The Knowledge Of Scholars & Practitioners: An Extended Case Analysis Of The Role Of Theory In Student Affairs, Ezekiel Kimball
Published Work
This paper utilizes a critical post-pragmatist epistemological lens in tandem with an extended case analysis to explore how student affairs professionals process truth claims related to student experience. Findings from the study, which include the limited usage of formal theory and the iterative reconstruction of informal theory, are used to demonstrate the utility of critical, theory-engaged methodology in educational research. Implications for future research and methodological decision-making are offered.
College Enhancement Strategies And Socioeconomic Inequality, Gregory C. Wolniak, Ryan S. Wells, Mark E. Engberg, Catherine A. Manly
College Enhancement Strategies And Socioeconomic Inequality, Gregory C. Wolniak, Ryan S. Wells, Mark E. Engberg, Catherine A. Manly
Published Work
The study provides new information on the relationships between students’ socioeconomic backgrounds, utilization of college enhancement strategies, and subsequent 4-year college enrollment. Enhancement strategies represent student behaviors used to bolster the competitiveness of a college application, such as Advanced Placement exams and a variety of extracurricular activities. By drawing on two national datasets that span the 1990s (NELS) and the 2000s (ELS), the study uncovers how these relationships have changed during a period marked by escalating demand for college and growing class inequality. The findings provide partial evidence of class adaptation (Alon in Am Soc Rev 74:731–755, 2009) based on …
Socioeconomic Disparities In The Use Of College Admission-Enhancing Strategies Among High School Seniors From The 1990s To 2000s, Ryan Wells, Gregory Wolniak, Marc Engberg, Catherine A. Manly
Socioeconomic Disparities In The Use Of College Admission-Enhancing Strategies Among High School Seniors From The 1990s To 2000s, Ryan Wells, Gregory Wolniak, Marc Engberg, Catherine A. Manly
Published Work
This study examines whether strategies commonly used by high school students for enhancing their chances of gaining college admission may contribute to social inequality in postsecondary education. Comparisons are made between nationally representative samples of high school seniors across two decades, from the early 1990s to the early 2000s. The analyses identify the extent to which students’ SES was associated with the use of admission-enhancing strategies, determine the extent to which the relationships changed across a two-decade period, and examine the role of academic achievement in this process. Results confirm that higher SES students are more likely to employ admission-enhancing …