"是什么让我留在学校?俄勒冈州男女同性恋、双性恋和变性者学习者的心声:支持让高等教育成为可能

Genealogy Pub Date : 2024-07-01 DOI:10.3390/genealogy8030084
R. S. Hunte, Miranda Mosier-Puentes, Gita Mehrotra, Eva Skuratowicz
{"title":"\"是什么让我留在学校?俄勒冈州男女同性恋、双性恋和变性者学习者的心声:支持让高等教育成为可能","authors":"R. S. Hunte, Miranda Mosier-Puentes, Gita Mehrotra, Eva Skuratowicz","doi":"10.3390/genealogy8030084","DOIUrl":null,"url":null,"abstract":"A growing number of college students are nontraditional learners (age 21–65) who are people of color. These students face unique challenges in a higher education system increasingly shaped by neoliberalism and the ongoing context of institutionalized racism. In Oregon, policymakers have established ambitious goals to address racial disparities in educational attainment. In this study, focus groups and interviews were conducted with 111 Black, Indigenous, and People of Color (BIPOC) adult learners in Oregon to better understand their perspectives and experiences in regard to educational and career pathways. Participants included currently enrolled students, adults who had enrolled and left, and adults who had never enrolled in post-secondary education. Thematic analysis focused on support that facilitates educational access and persistence for these learners. Consistent with the existing literature, our findings revealed that support fell into three broad categories: economic, social/cultural, and institutional support. Recommendations focus on utilizing targeted universalism as a strategy for supporting non-traditional students of color to access and complete college through the expansion of economic support for students, shoring up relevant academic and career resources, and building more meaningful partnerships between higher education and communities of color. Limitations and directions for future research are also discussed.","PeriodicalId":504890,"journal":{"name":"Genealogy","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“What Keeps Me in School”: Oregon BIPOC Learners Voice Support That Makes Higher Education Possible\",\"authors\":\"R. S. Hunte, Miranda Mosier-Puentes, Gita Mehrotra, Eva Skuratowicz\",\"doi\":\"10.3390/genealogy8030084\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"A growing number of college students are nontraditional learners (age 21–65) who are people of color. These students face unique challenges in a higher education system increasingly shaped by neoliberalism and the ongoing context of institutionalized racism. In Oregon, policymakers have established ambitious goals to address racial disparities in educational attainment. In this study, focus groups and interviews were conducted with 111 Black, Indigenous, and People of Color (BIPOC) adult learners in Oregon to better understand their perspectives and experiences in regard to educational and career pathways. Participants included currently enrolled students, adults who had enrolled and left, and adults who had never enrolled in post-secondary education. Thematic analysis focused on support that facilitates educational access and persistence for these learners. Consistent with the existing literature, our findings revealed that support fell into three broad categories: economic, social/cultural, and institutional support. Recommendations focus on utilizing targeted universalism as a strategy for supporting non-traditional students of color to access and complete college through the expansion of economic support for students, shoring up relevant academic and career resources, and building more meaningful partnerships between higher education and communities of color. Limitations and directions for future research are also discussed.\",\"PeriodicalId\":504890,\"journal\":{\"name\":\"Genealogy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Genealogy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3390/genealogy8030084\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Genealogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3390/genealogy8030084","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

越来越多的大学生是有色人种的非传统学习者(21-65 岁)。在新自由主义和制度化种族主义日益影响的高等教育体系中,这些学生面临着独特的挑战。在俄勒冈州,政策制定者已经制定了雄心勃勃的目标,以解决教育程度方面的种族差异。在本研究中,我们对俄勒冈州的 111 名黑人、土著和有色人种(BIPOC)成人学习者进行了焦点小组讨论和访谈,以更好地了解他们在教育和职业发展途径方面的观点和经验。参与者包括目前在校的学生、已经入学但又离开学校的成人以及从未接受过高等教育的成人。专题分析的重点是为这些学习者提供有助于获得教育机会和坚持学习的支持。与现有文献一致,我们的研究结果显示,支持分为三大类:经济支持、社会/文化支持和机构支持。建议的重点是利用有针对性的普遍性作为支持非传统有色人种学生进入并完成大学学业的策略,方法是扩大对学生的经济支持,加强相关的学术和职业资源,并在高等教育和有色人种社区之间建立更有意义的合作关系。此外,还讨论了未来研究的局限性和方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“What Keeps Me in School”: Oregon BIPOC Learners Voice Support That Makes Higher Education Possible
A growing number of college students are nontraditional learners (age 21–65) who are people of color. These students face unique challenges in a higher education system increasingly shaped by neoliberalism and the ongoing context of institutionalized racism. In Oregon, policymakers have established ambitious goals to address racial disparities in educational attainment. In this study, focus groups and interviews were conducted with 111 Black, Indigenous, and People of Color (BIPOC) adult learners in Oregon to better understand their perspectives and experiences in regard to educational and career pathways. Participants included currently enrolled students, adults who had enrolled and left, and adults who had never enrolled in post-secondary education. Thematic analysis focused on support that facilitates educational access and persistence for these learners. Consistent with the existing literature, our findings revealed that support fell into three broad categories: economic, social/cultural, and institutional support. Recommendations focus on utilizing targeted universalism as a strategy for supporting non-traditional students of color to access and complete college through the expansion of economic support for students, shoring up relevant academic and career resources, and building more meaningful partnerships between higher education and communities of color. Limitations and directions for future research are also discussed.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信