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Articles 1 - 23 of 23
Full-Text Articles in Education
The Dropout Effects Of Career Pathways: Evidence From California, Sade Bonilla
The Dropout Effects Of Career Pathways: Evidence From California, Sade Bonilla
Published Work
Contemporary Career and Technical Education (CTE) models have shifted from isolated courses to sequences of study that integrate academics and skills in high-demand sectors. Providing career pathways to high school students may reduce asymmetries about the available careers and strategies for attaining them but they may also catalyze students’ intrinsic motivation by shifting their understanding of their social role and capacity for success. In this study, I estimate the effects of an ambitious $500 million effort to encourage the formation of career pathways in California. Funding supported the formation of tripartite partnerships between K-12 school districts, employers and community colleges …
Stem Degree Completion And First-Generation College Students. A Cumulative Disadvantage Approach To The Outcomes Gap, Genia Bettencourt, Catherine A. Manly, Ezekiel Kimball, Ryan Wells
Stem Degree Completion And First-Generation College Students. A Cumulative Disadvantage Approach To The Outcomes Gap, Genia Bettencourt, Catherine A. Manly, Ezekiel Kimball, Ryan Wells
Published Work
No abstract provided.
Is First-Gen An Identity? How First-Generation College Students Make Meaning Of Institutional And Familial Constructs Of Self, Genia Bettencourt, Koboul E. Mansour, Mujtaba Hedayet, Patricia Tita Feraud-King, Kat J. Stephens, Miguel M. Tejada, Ezekiel Kimball
Is First-Gen An Identity? How First-Generation College Students Make Meaning Of Institutional And Familial Constructs Of Self, Genia Bettencourt, Koboul E. Mansour, Mujtaba Hedayet, Patricia Tita Feraud-King, Kat J. Stephens, Miguel M. Tejada, Ezekiel Kimball
Published Work
Institutions increasingly use first-generation categorizations to provide support to students. In this study, we sought to understand how students make meaning of their first-generation status by conducting a series of focus groups with 54 participants. Our findings reveal that students saw first-generation status as an organizational and familial identity rather than a social identities. This status was connected to alterity and social distance that was most salient in comparison to continuing-generation peers. Our recommendations include re-examining the role of first- generation specific programming on campus, creating opportunities for meaning-making, supporting students within changing family dynamics, and exploring the interaction between …
High School–University Collaborations For Latinx Student Success: Navigating The Political Reality, Genia Bettencourt, Chrystal A. George Mwangi, Keisha Green, Daniel Morales Morales
High School–University Collaborations For Latinx Student Success: Navigating The Political Reality, Genia Bettencourt, Chrystal A. George Mwangi, Keisha Green, Daniel Morales Morales
Published Work
Latinx students are a growing population in postsecondary education but attain degrees at a pace behind their non-Latinx peers. This research examines a partnership between a research university (RU) and career and technical education (CTE) high school, Hillside Technical High School (HTHS). Through a 2-year ethnographic case study, we found that different logistics and cultural values were primary contributors to the bifurcated pathway between high school and college. These pathways were most successfully connected through strategies such as flexibility, personal relationships, and incorporation of community resources as well as viewing the students as resources. Our study suggests a need to …
#Activism: Understanding How Student Leaders Utilize Social Media For Social Or Political Change, Genia Bettencourt
#Activism: Understanding How Student Leaders Utilize Social Media For Social Or Political Change, Genia Bettencourt
Published Work
No abstract provided.
(Social) Class Is In Session: Becoming Student-Ready For The Working-Class, Genia Bettencourt
(Social) Class Is In Session: Becoming Student-Ready For The Working-Class, Genia Bettencourt
Published Work
No abstract provided.
Narrowed Gaps And Persistent Challenges: Examining Rural-Nonrural Disparities In Postsecondary Outcomes Over Time, Ryan Wells, Catherine A. Manly, Suzan Kommers, Ezekiel Kimball
Narrowed Gaps And Persistent Challenges: Examining Rural-Nonrural Disparities In Postsecondary Outcomes Over Time, Ryan Wells, Catherine A. Manly, Suzan Kommers, Ezekiel Kimball
Published Work
Empirical studies have concluded that rural students experience lower rates of college enrollment and degree completion compared to their nonrural peers, but this literature needs to be expanded and updated for a continually changing context. This article examines the rural-nonrural disparities in students’ postsecondary trajectories, influences, and outcomes. By comparing results to past research using similar national data and an identical design, we are able to examine change over time. Results show narrowed gaps from the 1990s into the 2000s, but with rural students still facing persistent challenges and experiencing lower average rates of college enrollment and degree completion.
Who Are Rural Students? How Definitions Of Rurality Affect Research On College Completion, Catherine A. Manly, Ryan S. Wells, Suzan Kommers
Who Are Rural Students? How Definitions Of Rurality Affect Research On College Completion, Catherine A. Manly, Ryan S. Wells, Suzan Kommers
Published Work
Given a revived national discourse about rural populations, more educational research on rural students is necessary, including ways that rural students transition to college and the success (or lack thereof) that they experience once there. However, the National Center for Education Statistics (NCES) has changed the definition of rurality used in each iterative dataset over the last few decades, casting doubt on the consistency of what is meant by the term rural. The purpose of this study is to: (a) communicate to the educational research audience various ways of defining rural students, and specifically how NCES has changed their definition …
Disability In Postsecondary Stem Learning Environments: What Faculty Focus Groups Reveal About Definitions And Obstacles To Effective Support, Genia Bettencourt, Ezekiel Kimball, Ryan S. Wells
Disability In Postsecondary Stem Learning Environments: What Faculty Focus Groups Reveal About Definitions And Obstacles To Effective Support, Genia Bettencourt, Ezekiel Kimball, Ryan S. Wells
Published Work
Students with disabilities lag behind their peers without disabilities in success outcomes related to access to, persistence within, and completion of postsecondary degree programs (National Center for Education Statistics [NCES], 2017). Faculty play a key role in shaping student success. To date, however, most of the work exploring faculty attitudes and behaviors has drawn from a broad sample (e.g., Buchanan, Charles, Rigler, & Hart, 2010; Kraska, 2003; Jensen, McCray, Krampe, & Cooper, 2004; Rao & Gartin, 2003), with only limited exploration of the attitudes and behaviors of science, technology, engineering, and mathematics [STEM] faculty (e.g., Milligan, 2010; Moon, Utschig, Todd, …
Role Of Student Affairs In International Student Transition And Success, Christina W. Yao, Chrystal A. George Mwangi
Role Of Student Affairs In International Student Transition And Success, Christina W. Yao, Chrystal A. George Mwangi
Published Work
International student mobility has grown significantly in recent years, with over 4.1 million students in 2013 who studied abroad around the world (Institute of International Education [IIE], 2016). With the changes in student demographics and increased mobility, student affairs professionals are in a unique role to support international student transition and success. Unfortunately, current research and practice in higher education tends to place a high level of responsibility on the international student to successfully transition to a new campus environment or places the responsibility on the international student affairs/student services office to solely work with these students. Given the multi-faceted …
Engaging Disability: Trajectories Of Involvement For College Students With Disabilities, Ezekiel Kimball, Rachel Friedensen, Elton Silva
Engaging Disability: Trajectories Of Involvement For College Students With Disabilities, Ezekiel Kimball, Rachel Friedensen, Elton Silva
Published Work
This study draws on the narrative accounts of eight students with disabilities at a small liberal arts college in order to understand the connections between disability and student engagement. We found that disability plays a mediating role in the classroom; there are variations in access to institutional support; supportive peer networks are important’ and disability identity has a variable salience for these students. We also found that engagement for students with disabilities is multi-dimensional and multi-faceted. We include recommendations for supporting engagement for students with disabilities as well as suggestions for future research.
A Qualitative Toolkit For Institutional Research, Chrystal A. George Mwangi, Genia Bettencourt
A Qualitative Toolkit For Institutional Research, Chrystal A. George Mwangi, Genia Bettencourt
Published Work
This chapter provides tools, resources, and examples for engaging qualitative inquiry as a part of institutional research and assessment. It supports the development of individual ability and organizational intelligence in qualitative inquiry.
Geographic Mobility And Social Inequality Among Peruvian University Students, Ryan S. Wells, Ricardo Cuenca, Gerardo Blanco Ramírez, Jorge Aragón
Geographic Mobility And Social Inequality Among Peruvian University Students, Ryan S. Wells, Ricardo Cuenca, Gerardo Blanco Ramírez, Jorge Aragón
Published Work
The purpose of this study was to explore geographic mobility among university students in Peru and to understand how mobility patterns differ by region and by demographic indicators of inequality. The ways that students may be able to move geographically in order to access quality higher education within the educational system can be a driver of equality or inequality, depending on who is able to take advantage. Using data from a university census, we examine how demographic indicators of inequality are related to geographic mobility for university attendance, how prior geographic mobility predicts later mobility for university attendance, and how …
Being Black (And) Immigrant Students: When Race, Ethnicity, And Nativity Collide, Chrystal A. George Mwangi, Shelvia English
Being Black (And) Immigrant Students: When Race, Ethnicity, And Nativity Collide, Chrystal A. George Mwangi, Shelvia English
Published Work
While Black immigrants share some of the racialized experiences of native-Black Americans, they also have distinctive experiences. U.S. education presents an important environment to investigate these experiences as immigrants have the fastest growing child population and these children are increasingly entering the education system. This paper engages a systematic review of the growing body of literature centering on Black immigrants across the U.S. P-20 pipeline (preschool through graduate school). Findings reveal that the presentation of Black immigrants is incomplete in terms of the frameworks and research designs used to examine their educational experiences, pointing to a larger issue of a …
Mirror On The Field: Gender, Authorship, And Research Methods In Higher Education’S Leading Journals, Elizabeth A. Williams, Ethan A. Kolek, Daniel B. Saunders, Alicia Remaly, Ryan S. Wells
Mirror On The Field: Gender, Authorship, And Research Methods In Higher Education’S Leading Journals, Elizabeth A. Williams, Ethan A. Kolek, Daniel B. Saunders, Alicia Remaly, Ryan S. Wells
Published Work
Framed conceptually by gender equity, gender homophily, the contest regime of blind peer-review publishing, and the gendered nature of the quantitative–qualitative debate, this study investigated the intersection of authorship, gender, and methodological characteristics of 408 articles published from 2006 to 2010 in 3 major higher education journals. Nonbinary coding of author gender based on pronouns identified via Web searches virtually eliminated missing data and likely reduced error. Results suggest movement toward gender parity over time; however, women’s representation among authors does not appear commensurate with representation in the field. Findings revealed gendered use of research methods, with qualitative articles more …
Examining Scholar-Practitioner Identity In Peer-Led Research Communities In Higher Education Programs, Genia Bettencourt, Victoria K. Malaney, Caitlin J. Kidder, Chrystal A. George Mwangi
Examining Scholar-Practitioner Identity In Peer-Led Research Communities In Higher Education Programs, Genia Bettencourt, Victoria K. Malaney, Caitlin J. Kidder, Chrystal A. George Mwangi
Published Work
Aim/Purpose: The purpose of this study is to explore how research skills and communities can be promoted in student affairs and/or higher education graduate preparation programs through a peer-led, team-based model.
Background: Numerous scholars emphasized a lack of empirical research being conducted by student affairs professionals, even though integration of scholarship with practice remains of critical importance to field of higher education.
Methodology: Though a descriptive case study of a graduate research course, we engage both quantitative and qualitative data points in a convergent parallel mixed methods design.
Contribution: This study provides an important contribution in understanding how graduate programs …
Financial Planning For College: Parental Preparation And Capital Conversion, Catherine A. Manly, Ryan S. Wells, Genia Bettencourt
Financial Planning For College: Parental Preparation And Capital Conversion, Catherine A. Manly, Ryan S. Wells, Genia Bettencourt
Published Work
This study explores the conversion of cultural capital into economic capital, and specifically financial capital in the form of parental financial planning for children’s college education, including reported financial preparations and savings. Using data from the Education Longitudinal Study (ELS:2002), logistic regression-based analyses of aspects of cultural capital indicated that parental involvement exhibited the most prevalent relationship with financial planning and the amount saved, and that parents’ expectations, but not their aspirations, corresponded to engagement in financial planning. Findings support the conclusion that some parents convert part of their cultural capital to financial capital in preparation for paying for their …
“I Want To Know About Everything That’S Happening In The World:” Enhancing Critical Awareness Through Youth Participatory Action Research With Latinx Youth, Daniel Morales Morales, Genia Bettencourt, Keisha Green, Chrystal A. George Mwangi
“I Want To Know About Everything That’S Happening In The World:” Enhancing Critical Awareness Through Youth Participatory Action Research With Latinx Youth, Daniel Morales Morales, Genia Bettencourt, Keisha Green, Chrystal A. George Mwangi
Published Work
Through a yearlong, qualitative ethnographic study that incorporated a youth participatory action research project, this research identifies and documents the learning outcomes achieved when core principles of critical pedagogy are brought into practice with urban Latinx youths to develop critical awareness. Analysis reveals three themes around how critical awareness was raised: attention to current events, an ethic of care, and challenging traditional curricula.
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 …
Researching Students With Disabilities: The Importance Of Critical Perspectives, Annemarie Vaccaro, Ezekiel Kimball, Ryan S. Wells, Benjamin J. Ostiguy-Finneran
Researching Students With Disabilities: The Importance Of Critical Perspectives, Annemarie Vaccaro, Ezekiel Kimball, Ryan S. Wells, Benjamin J. Ostiguy-Finneran
Published Work
In this chapter, the authors critically review the current state of quantitative research on college students with disabilities and examine the exclusion of this marginalized population from much of our research. They propose ways to conduct research that more fully accounts for this diverse and important college population. The authors argue that critical quantitative research will produce more thorough knowledge and, in turn, policies and practices that will lead to more equitable college outcomes for students with disabilities.