Review of Higher Education最新文献

Gang-involved children dream of becoming respected members of society through professional careers, educational degrees or credentials, and socioeconomic mobility. This qualitative study used hoped-for selves as the theoretical grounding for exploring the career and college-going aspirations of 28 middle- and high-school gang-involved Latino boys attending three urban alternative schools. Findings centered on the career and college-going aspirations of the two—and four-year institution educational credentials needed for social mobility. This article aims to help K-12 and higher education faculty, practitioners, researchers, and administrators considering working with ganginvolved youth to understand better how to support this marginalized group’s educational needs and improve pathways into careers and postsecondary education systems.

This article explores introduced tenure bans, meaning state-level legislation proposing eliminating tenure protections within all or part of a public higher education system. We describe such bills 2012-2022 and explore state-level political, economic, social, and higher education conditions associated with introducing a tenure ban. Tenure bans were linked to underlying political and social conditions, not to economic variation, suggesting that efforts to undermine faculty tenure reflected underlying mistrust in higher education rather than efforts to cope with financial uncertainty

This hermeneutic phenomenological study explores the experiences of African American doctoral students with tokenism at a Midwestern predominantly White institutions (PWI), revealing both advantages and disadvantages, including the toll of “Black taxes” in academia. Tokenism offers benefits like visibility and resources but brings increased racial stress, loneliness, and extra service demands. These “Black taxes” have physical and emotional effects, leading to racial battle fatigue. Tokenism influences students’ professional development and identity, perpetuating characteristics like hypervisibility and imposter syndrome. Transforming PWIs requires challenging white supremacist structures and prioritizing equity. By addressing tokenism, we may pave the way for a more inclusive and supportive higher education environment.

Scholars of color remain underrepresented in policymaking contexts, and the absence of their expertise in policy processes can have significant consequences for society. In this study, we examine motivations for and perceived barriers to engagement in public policymaking among faculty of color. Using an institutional logics framework and interviews with 20 tenure-stream faculty of color at 20 research universities, we identify three main themes that elucidate their perceptions of public policy engagement: (1) the network-driven, racialized nature of public policymaking spaces; (2) communal motivations and perceived benefits of public policy engagement; and (3) the double-edged sword of engaging with public policymaking.

Although students who have ever been identified as English learners (ever-ELs) during K-12 comprise a significant and growing share of the population, the transient nature of K-12 EL status and services makes it difficult for researchers to follow ever-ELs throughout their educational pipeline and into college. We use longitudinal state administrative data with repeated measures of EL status to examine the college entrance, college type, and early, intermediate, and long-term college outcomes of ever- and never-EL students who attended public colleges and universities in Texas. Our results offer new insights into the postsecondary trajectories of ever- and never-EL high-school seniors.

There are currently too few computer science faculty to meet student demand, and faculty from historically minoritized groups are severely underrepresented. Expanding pathways from community colleges to PhDs is one critical avenue to both grow and diversify the computer science professoriate that has been underexplored. To gain insight into these pathways, this phenomenological study utilizes interviews with community college transfer students in computer science to examine how they conceptualize PhD study as part of their academic trajectories. Findings highlight experiences (e.g., serving as a tutor) that promote early interest in PhDs among this diverse and talented group of students.

This study examines how Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) serve Asian American, Native Hawaiian, and Pacific Islander (AA&NHPI) students. Through a two-site case study of a community college on the west coast and a regional comprehensive university on the east coast, this study details the processes that are undertaken to serve and enhance the educational experiences of AA&NHPI students by building their capacities. Findings suggests that federally-funded AANAPISIs design and implement their programs in a manner that reflects the lived experiences and realities of AA&NHPI students through academic coursework, co-curricular programming, and research opportunities, in an intentional and strategic multilayered process, which resembles a developmental nested design focused on five thematic domains. Implications for policy, practice, and research are also offered to advance the work of AANAPISIs.

“Elite” and “flagship” are two influential groupings used to conceptualize differences among higher education institutions, but rarely defined. We derive common features attributed to these groupings from a content analysis of 40 years of higher education literature. Next, we explore the relationship of these features to other institutional characteristics with multiple regression analyses of organizational-level data. We uncover “organizational tautology,” a self-reinforcing manifestation of status beliefs and boundary work. Elite and flagship categories represent stylized facts used to legitimate groupings based on organizational status, reinforcing exclusionary beliefs by higher education insiders and their positions within an unequal higher education system.

Compared to previous generations, U.S. college students must increasingly rely on non-government sources of money to pay for college. Yet, paying for college looks markedly different for students from marginalized communities, given historical exclusion and inequitable access to financial capital. Using data from a longitudinal study of transgender men and nonbinary students, I argue that identity management is a key tactic these students use to pay for college and navigate competing financial priorities. Ultimately, this study can help researchers and policymakers better address issues of affordability, while more clearly understanding the unique nature of identity management for transgender students.

Research has frequently demonstrated negative effects of placing students into developmental education, but very little inquiry has considered the impact of placing students into different levels of non-developmental coursework. The present study explored this issue within sequenced pairs of STEM gateway courses using doubly-robust propensity score analyses and a total sample of 11,532 undergraduates. The results indicate that starting in a lower-level course frequently predicted favorable short-term academic outcomes, but course level was unrelated to retention, and starting in lower-level coursework was often inversely associated with the likelihood of graduating from the university or receiving a STEM bachelor’s degree.