Journal of Higher Education最新文献

{"title":"Stated Value, Renewed Commitment? Community and Technical Colleges’ Response to Racial (In)equities During COVID-19","authors":"Xueli Wang, Ayse Okur, Xiwei Zhu, Yen Lee","doi":"10.1080/00221546.2023.2251865","DOIUrl":"https://doi.org/10.1080/00221546.2023.2251865","url":null,"abstract":"ABSTRACTIn this study, we interrogated the efforts adopted by community and technical colleges in a Midwestern state to address racial inequities since the onset of COVID-19. We analyzed such efforts reported in institutional newsletters and associated media through critical content analysis supported by text mining techniques. Our findings demonstrate a notable reckoning with racial inequities on the part of institutional leaders and stakeholders. However, many initiatives remain short-term solutions and are detached from a holistic equity focus. This study challenges community and technical college leadership to reimagine their policies, structures, and practices toward advancing racial equity.KEYWORDS: COVID-19 crisiscommunity collegetechnical collegeracial equitycritical content analysis AcknowledgmentsThe authors are grateful for valuable input and feedback by Turina Bakken, Mary Ellen Kraus, Kelly Wickersham, Ben Konruff, as well as editors and anonymous reviewers of the Journal of Higher Education.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. While in the scholarly literature the term “community college” is often used to broadly include most public “2-year” institutions, in practice, this term does not resonate with some of the institutions with workforce development as a primary mission, often with the word “technical” in their institutions’ names. To be more precise and to honor practitioner colleagues’ positionality and varying mission priorities, we use the term “community and technical college” in our study to mirror the differences in the missions and functions of public “2-year” colleges.2. Our choice of critical content analysis, as opposed to critical discourse analysis — an equally valuable approach that often represents a “competing” choice — is grounded within our research questions that center communicated content and its embedded values and ideologies, as opposed to discursive practices by different groups. While both types of analysis focus on communication and both offer insights into power dynamics and ideology, critical content analysis deals with the content of communication to uncover hidden power relations and ideologies (Jackson & Mazzei, Citation2012), while critical discourse analysis examines the social context in which communication occurs and the discursive practices used by different groups (Blommaert & Bulcaen, Citation2000).3. Among the 76 entries, five of them were from the institutions’ websites, four from national media sources, and 67 from local media websites.4. We also examined pre-pandemic newsletters (2018–2020) using R programming and generated the frequency of the key terms that appeared in the newsletters. The results showed that the term “race” or related terms only appeared 10 times in 82 newsletters during that two-year period. Additionally, the term “equity” or related terms appeared only twice, and “scholarship” in support of Students of Color only ","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Value of an Incomplete Degree: Heterogeneity in the Labor Market Benefits of College Non-Completion.","authors":"Matt S Giani,&nbsp;Paul Attewell,&nbsp;David Walling","doi":"10.1080/00221546.2019.1653122","DOIUrl":"https://doi.org/10.1080/00221546.2019.1653122","url":null,"abstract":"<p><p>Many undergraduates leave college without completing a degree or credential. Some researchers characterize this as a waste of the student's time because (they assert) college short of a degree does not yield any advantage in the labor market. Using data for an entire cohort of students graduating high school in Texas in one year, we compare the employment and earnings years later of those who do not go beyond high school with those who enter college but do not complete a credential. Using techniques that address selection bias, we find that students with \"some college\" are considerably more likely to be employed fifteen years after high school graduation and tend to earn significantly more than their counterparts who do not go to college. These benefits are found across student subgroups, with low-income students, women, and students of color generally experiencing the greatest improvements in labor outcomes from college attendance. While college dropouts do not fare as well as college graduates, incomplete college nevertheless functions for many as a stepping-stone into a better labor market position.</p>","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"91 4","pages":"514-539"},"PeriodicalIF":3.1,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00221546.2019.1653122","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38387136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate Algebra in the First Semester.","authors":"Toby Park,&nbsp;Chenoa S Woods,&nbsp;Shouping Hu,&nbsp;Tamara Bertrand Jones,&nbsp;David Tandberg","doi":"10.1080/00221546.2017.1390970","DOIUrl":"https://doi.org/10.1080/00221546.2017.1390970","url":null,"abstract":"<p><p>In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental math and the passing rates for the students electing to take Intermediate Algebra (the most common gateway math course in Florida). We found that roughly a 3rd of underprepared students enrolled in developmental math, a 3rd enrolled in Intermediate Algebra, and roughly a 3rd enrolled in no math course whatsoever, with preparation level being related to enrollment pathways. Among those who enrolled in Intermediate Algebra, a small percentage also enrolled in developmental math in the same semester, either through a compressed or corequisite course, and FTIC students who received same-semester developmental support were more likely to pass Intermediate Algebra compared with similar underprepared students who took Intermediate Algebra without developmental support.</p>","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"89 3","pages":"318-340"},"PeriodicalIF":3.1,"publicationDate":"2017-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00221546.2017.1390970","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36647954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Institutional and ethnic variations in postgraduate enrollment and completion.","authors":"Marta Tienda,&nbsp;Linda Zhao","doi":"10.1080/00221546.2016.1272332","DOIUrl":"https://doi.org/10.1080/00221546.2016.1272332","url":null,"abstract":"<p><p>Using the B&B:93/03 longitudinal cohort survey, we investigate (1) whether and how much variations in the timing of enrollment, the type of undergraduate institution attended, and type of graduate program pursued contribute to observed racial and ethnic differentials in post-baccalaureate enrollment, and (2) whether the observed enrollment differentials carry over to degree attainment. Dynamic event history methods that account both for the timing of matriculation and the hazard of enrolling reveal that compared to whites underrepresented minorities enroll earlier and also are more likely to enroll in doctoral and advanced professional degree programs relative to nonenrollment. Our results reveal sizable differences in the cumulative probability of advanced degree attainment according to undergraduate institutional mission, with graduates from research institutions enjoying a decided advantage over liberal arts college graduates. The conclusion discusses limitations of the analysis, directions for further research, and implications for strengthening the minority pipeline to graduate school.</p>","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"88 4","pages":"561-592"},"PeriodicalIF":3.1,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00221546.2016.1272332","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35339742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Racial Diversity in the Medical Profession: The Impact of Affirmative Action Bans on Underrepresented Student of Color Matriculation in Medical Schools.","authors":"Liliana M Garces,&nbsp;David Mickey-Pabello","doi":"10.1353/jhe.2015.0009","DOIUrl":"https://doi.org/10.1353/jhe.2015.0009","url":null,"abstract":"<p><p>This study examines the impact of affirmative action bans in six states (California, Washington, Florida, Texas, Michigan, and Nebraska) on the matriculation rates of historically underrepresented students of color in public medical schools in these states. Findings show that affirmative action bans have led to about a 17% decline (from 18.5% to 15.3%) in the first-time matriculation of medical school students who are underrepresented students of color. This decline is similar to drops in the enrollment of students of color that have taken place across other educational sectors, including the nation's most selective public undergraduate institutions, law schools, and various graduate fields of study, after bans on affirmative action were enacted in some of these states. The findings suggest that statewide laws banning the consideration of race in postsecondary admissions pose serious obstacles for the medical profession to address the health-care crisis facing the nation.</p>","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"86 2","pages":"264-294"},"PeriodicalIF":3.1,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/jhe.2015.0009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33248884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Delayed enrollment and College Plans: is There a Postponement Penalty?","authors":"Sunny Niu,&nbsp;Marta Tienda","doi":"10.1353/jhe.2013.0007","DOIUrl":"https://doi.org/10.1353/jhe.2013.0007","url":null,"abstract":"<p><p>Using a representative longitudinal survey of Texas high school seniors who graduated in 2002, we investigate how college postponement is associated with four-year college expectations and attendance-focusing both on the length of delay and the pathway to the postsecondary system. Like prior studies, we show that family background and student academic achievement explains the negative association between delay and college expectations and that these factors, along with two-year college entry pathway, largely accounted for the negative association between postponement and enrollment at a four-year institution in 2006. Although delays of one year or longer are associated with significantly lower odds of attending a baccalaureate-granting institution four years after high school, the longest delays do not incur the most severe enrollment penalties.</p>","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"84 1","pages":"1-26"},"PeriodicalIF":3.1,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/jhe.2013.0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31375154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Considering the Impact of Racial Stigmas and Science Identity: Persistence Among Biomedical and Behavioral Science Aspirants.","authors":"Mitchell J Chang,&nbsp;M Kevin Eagan,&nbsp;Monica H Lin,&nbsp;Sylvia Hurtado","doi":"10.1353/jhe.2011.0030","DOIUrl":"https://doi.org/10.1353/jhe.2011.0030","url":null,"abstract":"","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"82 5","pages":"564-596"},"PeriodicalIF":3.1,"publicationDate":"2011-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/jhe.2011.0030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31111351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Extending the Mertonian Norms: Scientists' Subscription to Norms of Research.","authors":"Melissa S Anderson, Emily A Ronning, Raymond Devries, Brian C Martinson","doi":"10.1353/jhe.0.0095","DOIUrl":"10.1353/jhe.0.0095","url":null,"abstract":"<p><p>This analysis, based on focus groups and a national survey, assesses scientists' subscription to the Mertonian norms of science and associated counternorms. It also supports extension of these norms to governance (as opposed to administration), as a norm of decision-making, and quality (as opposed to quantity), as a evaluative norm.</p>","PeriodicalId":54209,"journal":{"name":"Journal of Higher Education","volume":"81 3","pages":"366-393"},"PeriodicalIF":2.6,"publicationDate":"2010-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2995462/pdf/nihms250315.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"29513998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}