“这次我不会让任何事情阻止我”:使用田纳西州重新连接补助金的成人学习者的过渡

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
Gresham D. Collom, J. P. Biddix, Britta L. Svoboda
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引用次数: 10

摘要

目标:各州越来越多地制定承诺计划,以增加大学入学人数和学位获得率。本研究的目的是了解成年学习者在转变为大学生时使用田纳西州重新连接补助金(TN Reconnect)的经历。方法:本研究采用Schlossberg过渡理论对23名成年学习者的大学过渡经历进行了纵向定性研究。结果:研究结果显示,使用TN Reconnect的学生,其中许多是第一代和低收入学生,面临着难以逾越的障碍,这些障碍导致他们最初决定不上大学或辍学。访问TN Reconnect为他们重返大学提供了一个意想不到的机会。然而,参与者仍然面临着通常与成年、第一代和低收入学生有关的障碍。贡献:研究结果表明,国家和机构的政策和实践必须适应成年学习者的独特需求,以最大限度地提高学位完成率。按照目前的结构,承诺计划可能不会为面临重大成功障碍的学生群体(如成人学习者)提供实质性好处。国家政策制定者必须探索采用更公平的政策结构和/或为成年学习者提供额外服务和资源的好处。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“I’m Not Letting Nothing Stop Me This Time”: Transitions Among Adult Learners Using the Tennessee Reconnect Grant
Objective: States increasingly create promise programs to increase college enrollment and degree attainment. The objective of this study was to understand the experiences of adult learners using the Tennessee Reconnect Grant (TN Reconnect) as they transitioned to becoming college students. Methods: Drawing upon interviews with 23 adult learners, this longitudinal qualitative study applied Schlossberg’s Transition Theory to explore the experience of transitioning to college. Results: Findings revealed students who used the TN Reconnect, many of whom were first-generation and low-income students, faced insurmountable barriers that contributed to their decision to initially not enroll in college or drop out of college. Access to TN Reconnect provided an unexpected opportunity for them to return to college. However, participants still faced barriers often associated with adult, first-generation, and low-income students. Contributions: Findings suggest state and institutional policy, and practice must adapt to fit the unique needs of adult learners to maximize degree completion outcomes. As currently structured, promise programs may not provide substantial benefits to student groups who face significant barriers to success, such as adult learners. State policymakers must explore the benefits of adopting a more equitable policy structure and/or implement additional services and resources for adult learners.
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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