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Here or There? An Examination of Community College CTE and Student Mobility Across Rural Locales 这里还是那里?对社区学院 CTE 和农村地区学生流动性的研究
IF 1.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-13 DOI: 10.1353/rhe.0.a922662
Cameron Sublett, Jay Plasman

Community college career and technical education (CTE) represents one potential way in which students can receive important postsecondary education and training. Yet, existing research suggests rural community college students experience stratified access to CTE. Using a joint human capital theory and geography of opportunity theoretical framework, the current study examined the degree to which students residing in rural locales pursued CTE areas of study that were different from students in non-rural locales and whether patterns in community college CTE participation were associated with student movement or “mobility” across and within rural locales.

社区学院职业技术教育(CTE)是学生接受重要的中学后教育和培训的潜在途径之一。然而,现有研究表明,农村社区大学学生接受职业技术教育的机会是分层的。本研究采用人力资本理论和机会地理学的联合理论框架,考察了居住在农村地区的学生在多大程度上追求与非农村地区学生不同的职业技术教育学习领域,以及社区学院职业技术教育的参与模式是否与学生在农村地区之间和内部的流动或 "流动性 "有关。
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引用次数: 0
Does Academic Freedom Protect Pedagogical Autonomy? 学术自由是否保护教学自主权?
IF 1.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-13 DOI: 10.1353/rhe.0.a922661
Scott Gelber

Scholars have analyzed debates about controversial faculty speech inside and outside of the classroom, but none have paid close attention to the facet of academic freedom related to professors’ decisions about daily teaching methods. This omission, along with obstacles to enacting pedagogical norms, has caused the scholarly community to overlook the manner in which academic freedom entails collective supervision of teaching. By viewing instructional choices through the prism of academic freedom, this essay encourages faculty members to engage with the scholarship of teaching in a manner that is similar to how we consult disciplinary literature when conducting research or determining course content.

学者们分析了课堂内外关于有争议的教师言论的争论,但没有人密切关注与教授决定日常教学方法有关的学术自由方面。这种疏忽,再加上制定教学规范的障碍,导致学术界忽视了学术自由需要对教学进行集体监督的方式。通过从学术自由的角度看待教学选择,本文鼓励教师以类似于我们在开展研究或确定课程内容时查阅学科文献的方式,参与到教学学术研究中来。
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引用次数: 0
Assessing Utilization and Accessibility of Public Cash Assistance Benefits among Postsecondary Students 评估大专学生对公共现金援助福利的利用和获取情况
IF 1.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-13 DOI: 10.1353/rhe.0.a922663
Stephanie Walsh, Andrea Hetling, Sabrina Riddick, Sabrina Rodriguez

Low-income students struggle with resources while trying to achieve future financial stability. As colleges explore ways to support students, one solution is integration with public benefits. This study focuses on Temporary Assistance for Needy Families (TANF), a program that offers cash assistance to low-income adults with children. Statistical analysis of New Jersey data on applications from students (N = 1,064) is complemented by interviews with higher education experts (N = 6). Findings indicate that knowledge about the program is lacking. Among students who do apply, many either withdraw their application or do not complete the requirements. Findings offer recommendations to improve access for students.

低收入学生在努力实现未来财务稳定的同时,也在与资源作斗争。在高校探索如何支持学生的过程中,一个解决方案就是与公共福利相结合。本研究的重点是贫困家庭临时援助计划(TANF),这是一项为有子女的低收入成年人提供现金援助的计划。在对新泽西州学生申请数据(1,064 人)进行统计分析的同时,还对高等教育专家(6 人)进行了访谈。调查结果表明,人们对该计划缺乏了解。在提出申请的学生中,许多人要么撤回了申请,要么没有完成要求。调查结果提出了一些建议,以提高学生的入学率。
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引用次数: 0
Embedded Classed and Raced Academic Capitalism in an Innovative "Solution" to College Costs: Income Share Agreements at two Public AAU Research Universities 大学成本的创新 "解决方案 "中嵌入的阶级和种族学术资本主义:两所公立 AAU 研究型大学的收入共享协议
IF 1.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-23 DOI: 10.1353/rhe.0.a920732
Alice E. Lee, Karina G. Salazar, Gary Rhoades

College affordability concerns have led to new “solutions’’ for financing college costs, such as income share agreements (ISAs). Drawing on a racialized understanding of academic capitalism, we explore the intersection of higher education, markets, and the state in how ISAs are marketed by two public universities. We find ISAs are advertised as market-based solutions, framing universities as altruistic problem-solvers and students as philanthropic investors. Yet, we also find that institutions’ website promotion of ISAs is raced and classed, targeting current “traditional,” White, upper-middle class students. Finally, we compare institutional narratives to federal guidance regarding ISAs, revealing further blurring between the public sector and private marketplace.

对大学负担能力的担忧导致了新的大学费用融资 "解决方案",如收入共享协议(ISA)。根据对学术资本主义的种族化理解,我们探讨了两所公立大学在推广 ISA 时高等教育、市场和国家之间的交集。我们发现,ISA 被宣传为基于市场的解决方案,将大学塑造成利他主义的问题解决者,将学生塑造成慈善投资者。然而,我们也发现,各院校在网站上对国际学生奖学金的宣传是种族和阶级性的,针对的是当前 "传统 "的中上层白人学生。最后,我们将院校的叙述与联邦关于国际学生资助计划的指导进行了比较,揭示了公共部门与私人市场之间的进一步模糊。
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引用次数: 0
The State of the Empirical Evidence for Interdisciplinary Learning Outcomes in Higher Education: A Systematic Review 高等教育跨学科学习成果的经验证据现状:系统回顾
IF 1.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-20 DOI: 10.1353/rhe.0.a920416
Jessica Oudenampsen, Enny Das, Nicole Blijlevens, Marjolein H.J. van de Pol
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span><p>Oudenampsen, et al. / The State of the Empirical Evidence 1 The Review of Higher Education Volume xx, No. x, pp. 1–XXX Copyright © 202X Association for the Study of Higher Education All Rights Reserved (ISSN 0162–5748) Jessica Oudenampsen is a PhD candidate at Radboudumc and Radboud University Nijmegen, the Netherlands. Her research addresses the development and learning outcomes of interdisciplinary education, with a special focus on interdisciplinary learning in healthcare communication . Please send responses to j.oudenampsen@uu.nl https://orcid.org/0000-0003-2722-324X Enny Das is Professor at the Department of Language and Communication at the Radboud University Nijmegen, the Netherlands. She has a chair in communication and persuasion. Her research addresses communication and its effect on behavior, with a special focus on healthcare communication. https://orcid.org/0000-0002-0367-6757 Nicole Blijlevens is a Professor at the Department of Hematology at Radboudumc Medical Center Nijmegen, the Netherlands. Her research addresses personalized supportive care to reduce side effects of cancer therapy. She is an MD and PhD in internal medicine and Head of the Department of Hematology (Radboudumc). https://orcid.org/0000-0002-1801-2072 Marjolein H.J. van de Pol is a Professor in well-being and vitality of students with emphasis on education. She is also Director of Medicine Studies (Radboudumc) and general practitioner. Her research addresses training programs aimed at increasing well-being and vitality. She is interested in educational involvement, including projects in interdisciplinary education. https://orcid.org/0000-0002-0977-7954 The State of the Empirical Evidence for Interdisciplinary Learning Outcomes in Higher Education: A Systematic Review Jessica Oudenampsen, Enny Das, Nicole Blijlevens & Marjolein H.J. van de Pol 2 The Review of Higher Education 202X Abstract: This review systematically synthesizes empirical evidence on learning outcomes of interdisciplinary learning. A meta-synthesis approach was used to synthesize data in two rounds, based on strict (n = 38) versus more lenient (n = 60) operationalizations of interdisciplinary learning. The results revealed a variety of interdisciplinary learning outcomes that were categorized into three overarching themes: 1) academic and disciplinary engagement, 2) metacognitive skills, and 3) perspective taking skills. Process results revealed that empirical evidence in the field is still in its infancy. The findings of this review can be considered as a starting point for the further operationalization of interdisciplinary learning outcomes, so that robust evidence for various aspects of interdisciplinary learning can be collected, and compared with other forms of learning such as cross or transdisciplinary learning. Keywords: Interdisciplinary education, interdisciplinary collaboration, student outc
为了代替摘要,以下是内容的简要摘录:Oudenampsen, et al. / The State of the Empirical Evidence 1 The Review of Higher Education Volume xx, No.她的研究涉及跨学科教育的发展和学习成果,特别关注医疗保健交流中的跨学科学习。请将回复发送至 j.oudenampsen@uu.nl https://orcid.org/0000-0003-2722-324X Enny Das 是荷兰奈梅亨拉德布德大学语言与交流系教授。她是传播与说服专业的教授。https://orcid.org/0000-0002-0367-6757 Nicole Blijlevens 是荷兰奈梅亨 Radboudumc 医学中心血液学系教授。她的研究涉及个性化支持护理,以减少癌症治疗的副作用。https://orcid.org/0000-0002-1801-2072 Marjolein H.J. van de Pol 是以教育为重点的学生福祉与活力教授。她还是医学研究主任(拉德布鲁德医学院)和全科医生。她的研究涉及旨在提高幸福感和活力的培训计划。她对教育参与很感兴趣,包括跨学科教育项目。https://orcid.org/0000-0002-0977-7954 高等教育中跨学科学习成果的经验证据现状:Jessica Oudenampsen, Enny Das, Nicole Blijlevens &amp; Marjolein H.J. van de Pol 2 The Review of Higher Education 202X 摘要:本综述系统地综合了有关跨学科学习成果的经验证据。采用元综合方法,根据跨学科学习的严格操作化(n = 38)和宽松操作化(n = 60),对数据进行了两轮综合。结果显示了各种跨学科学习成果,这些成果被归类为三大主题:1)学术和学科参与;2)元认知技能;3)透视技能。研究结果表明,该领域的实证研究仍处于起步阶段。本综述的结果可被视为进一步操作跨学科学习成果的起点,以便收集跨学科学习各方面的有力证据,并与跨学科或跨学科学习等其他学习形式进行比较。关键词跨学科教育、跨学科合作、学生成果、高等教育 21 世纪的复杂挑战超越了学科知识。为了培养学生在未来的职业生涯中应对相互关联的经济、社会、科学、政治和伦理等方面的社会问题,高等教育中的跨学科教育方法正变得越来越重要。例如,当前的环境问题需要社会政治、社会经济和生物方面的相互联系。同样,与医疗融资相关的问题也超出了医学领域,需要其他学科(如经济学、管理学、伦理学、心理学和法学)的视角。此外,为了实现更可持续的社会状态,需要改变文化世界观,而跨学科合作对于实现这一目标至关重要(Sterling,2010 年)。文献普遍认为,跨学科学习和教学可以支持学生通过开发创造性和创新性的问题解决方法,全面应对 21 世纪的复杂挑战(Howlett 等人,2016 年;Spelt 等人,2009 年;Warburton,2003 年)。跨学科学习具有改变学生视角的潜力(Howlett 等人,2016;Wals &amp; Jickling,2002)。尽管人们一致支持跨学科在高等教育中的重要性,但有关跨学科学习的具体成果和影响的实证证据却相对滞后(Falcus 等人,2019;Filipe 等人,2018;Jones,2010;Newell,1992;Noy 等人,2017)。正如文献(Newell,1992)中提到的,跨学科教育的主张很少能得到轶事、印象和先验推理的支持。在 21 世纪,人们越来越关注跨学科研究的定义和可操作性(Huutoniemi et al.
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引用次数: 0
"I Advise, You Decide": How Academic Advisors Shape Community College Students' Enrollment and Credit Load Decisions "我建议,你决定":学术顾问如何影响社区学院学生的入学和学分决定
IF 1.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-01 DOI: 10.1353/rhe.0.a919068
Lyle McKinney, Gerald V. Bourdeau, Andrea Backscheider Burridge, Mimi Lee, Melissa Miller-Waters, Yolanda M. Barnes

Academic advising has been described as the second-most important function in the community college (behind only instruction) toward helping students achieve their goals. Using interview data from 78 students and 33 advisors at one of the nation’s largest and most racially diverse community college systems, our qualitative case study examined how academic advisors inform, and directly influence, students’ enrollment decisions. Advisors emphasized their role as supporting and scaffolding student decision-making, but not making decisions for students. Most advisors endorsed a developmental approach focused on building students’ knowledge and capacity to make better decisions about their own academic trajectory. However, some students had conflicting expectations of the advising relationship (e.g., advisors should tell them exactly what to study, which courses and how many to take), which resulted in frustration and desires for highly prescriptive advising.

在社区学院中,学术指导被视为帮助学生实现其目标的第二重要职能(仅次于教学)。我们的定性案例研究通过对全美规模最大、种族最多元化的社区学院系统中的 78 名学生和 33 名顾问的访谈数据,考察了学术顾问如何告知并直接影响学生的入学决定。顾问们强调,他们的角色是为学生的决策提供支持和支架,而不是替学生做决定。大多数辅导员都赞同采用发展性方法,注重培养学生的知识和能力,使他们能够更好地决定自己的学业发展轨迹。然而,有些学生对升学指导关系的期望相互矛盾(例如,升学指导应该明确告诉他们应该学习什么、选修哪些课程以及选修多少课程),这导致了他们的挫败感和对高度规范性升学指导的渴望。
{"title":"\"I Advise, You Decide\": How Academic Advisors Shape Community College Students' Enrollment and Credit Load Decisions","authors":"Lyle McKinney, Gerald V. Bourdeau, Andrea Backscheider Burridge, Mimi Lee, Melissa Miller-Waters, Yolanda M. Barnes","doi":"10.1353/rhe.0.a919068","DOIUrl":"https://doi.org/10.1353/rhe.0.a919068","url":null,"abstract":"<p>Academic advising has been described as the second-most important function in the community college (behind only instruction) toward helping students achieve their goals. Using interview data from 78 students and 33 advisors at one of the nation’s largest and most racially diverse community college systems, our qualitative case study examined how academic advisors inform, and directly influence, students’ enrollment decisions. Advisors emphasized their role as supporting and scaffolding student decision-making, but not making decisions for students. Most advisors endorsed a developmental approach focused on building students’ knowledge and capacity to make better decisions about their own academic trajectory. However, some students had conflicting expectations of the advising relationship (e.g., advisors should tell them exactly what to study, which courses and how many to take), which resulted in frustration and desires for highly prescriptive advising.</p>","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"231 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139656396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Humanizing the Lived Experiences of Muslim, Immigrant-Origin, Women Doctoral Students, and Black Women Faculty: A Photovoice Study 使穆斯林、移民出身的女博士生和黑人女教师的生活经历人性化:摄影选择研究
IF 1.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-01 DOI: 10.1353/rhe.0.a919069
Saran Stewart, Yasmin Elgoharry, Ayaa Elgoharry

Using the frameworks of Critical Race Feminism (CRF) and Representational Intersectionality, we employ photovoice as a form of Participatory Action Research (PAR) method to illustrate the lived experiences and voices of Muslim, immigrant-origin, women doctoral students, and Black faculty in predominantly and historically white institutions (PHWIs) within the United States (U.S.). The findings illustrate how we make meaning of our academic experiences, and challenge grand narratives that are rooted in anti-Blackness, anti-Muslim, anti-immigration, sexism, classism, racism, and other forms of social oppressions in order to provide and develop humanizing approaches to be seen and valued within higher education. This study expands on strategies to support and empower graduate and faculty women of color in the Academy as they navigate and find humanizing approaches to succeed in PHWIs.

利用批判种族女权主义(CRF)和表征交叉性(Representational Intersectionality)的框架,我们采用摄影选言(photovoice)作为参与式行动研究(PAR)方法的一种形式,来说明穆斯林、移民出身的女博士生以及美国(U.S.)历史上以白人为主的院校(PHWIs)中的黑人教师的生活经历和心声。研究结果表明,我们是如何使自己的学术经历具有意义的,并挑战那些植根于反黑人、反穆斯林、反移民、性别歧视、阶级歧视、种族主义和其他形式的社会压迫的宏大叙事,以提供和发展人性化的方法,使自己在高等教育中被看到和重视。本研究阐述了在学院中支持有色人种女研究生和女教职员并赋予她们权力的策略,因为她们在 PHWIs 中摸索并找到了人性化的成功方法。
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引用次数: 0
The Academic Oratory Tax Paid by Undergraduates as Persons Who Stutter 大学生作为口吃者缴纳的学术演讲税
IF 1.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-23 DOI: 10.1353/rhe.0.a918347
Pietro A. Sasso, Amelia-Marie Altstadt, Kim E. Bullington

This study highlights the nuanced ways ten undergraduate students who stutter can experience ableism. A critical framework of stuttering ableism at the community and public policy levels are used to interrogate how ableism oppresses persons who stutter. Inclusive language humanizes the experiences of participants who experienced an academic oratory tax and invisibility. Participants paid an academic oratory tax through co-curricular participation and felt invisible, being cast into material participation and passive involvement. Implications for practice include new ways of thinking about belonging for persons who stutter in college.

本研究强调了十名口吃的本科生体验能动主义的细微方式。社区和公共政策层面上的口吃能动主义批判框架被用来审视能动主义是如何压迫口吃患者的。包容性语言使经历过学术演讲税和隐形的参与者的经历人性化。参与者通过参与共同课程缴纳了学术演讲税,并感到自己是隐形的,只能进行物质参与和被动参与。这对实践的启示包括以新的方式思考大学口吃者的归属问题。
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引用次数: 0
Doing Critical Race Theory in Perilous Times: Engaging Critical Race Legal Scholarship for Higher Education and Beyond 在危险时期进行批判性种族理论研究:参与高等教育及其他领域的批判性种族法律学术研究
IF 1.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-19 DOI: 10.1353/rhe.0.a918142
Antar A. Tichavakunda

Misinterpretations and caricatures of Critical Race Theory (CRT) abound in popular media and in higher education scholarship. Given the confusion surrounding what CRT is and is not, I write this conceptual essay as an invitation to engage seriously with CRT’s legal foundations. I offer four guideposts to aid scholars in engaging the legal roots of CRT on a deeper level: thinking with and beyond tenets, leveraging the scope of CRT work by legal scholars, understanding the CRT critique of Critical Legal Studies, and appreciating CRT’s theoretical depth and complexity. Further, I highlight characteristics of CRT legal scholarship that are not always explicit in higher education research. Specifically, I describe CRT as an anti-subordination project, a materialist project, a critical intellectual project, and an activist project. Through engaging with CRT’s legal scholarship, I demonstrate how higher education scholars’ understanding and employment of CRT will be enriched.

大众媒体和高等教育学术界对批判性种族理论(CRT)的误读和讽刺比比皆是。鉴于围绕 CRT 是什么和不是什么所产生的混淆,我撰写这篇概念性文章,邀请大家认真研究 CRT 的法律基础。我提出了四项指导原则,以帮助学者更深层次地了解 CRT 的法律根基:结合并超越信条进行思考、利用法律学者的 CRT 工作范围、理解 CRT 对批判性法律研究的批判,以及欣赏 CRT 的理论深度和复杂性。此外,我还强调了 CRT 法律学术的特点,这些特点在高等教育研究中并不总是很明确。具体而言,我将 CRT 描述为一个反从属项目、一个唯物主义项目、一个批判性知识项目和一个行动主义项目。通过参与 CRT 的法律学术研究,我展示了高等教育学者对 CRT 的理解和运用将如何得到丰富。
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引用次数: 0
A Typology and Landscape of State Funding Formulas for Public Colleges and Universities from 2004 to 2021 2004 至 2021 年各州公立高校拨款公式的类型与格局
IF 1.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-13 DOI: 10.1353/rhe.0.a915981
Robert Kelchen, Mitchell Lingo, Dominique J. Baker, Kelly Rosinger, Justin Ortagus, Jiayao Wu

State funding for public higher education institutions is crucial in supporting college access and completion, particularly among students from historically under-represented groups, yet little is known about the mechanisms that states use to allocate funds and how they are affected by financial challenges. This article provides the first detailed longitudinal typology of state funding strategies, focusing particularly on formula volatility and equity. We find a gradual shift toward funding models that include a combination of base-adjusted and enrollment and performance metrics, along with a growing focus on equity. During recessions, states frequently revert to across-the-board funding cuts, further disadvantaging under-resourced institutions.

国家对公立高等教育机构的资助对于支持大学入学和完成学业至关重要,特别是对于那些来自历史上代表性不足的群体的学生来说,然而,人们对各州用于分配资金的机制以及它们如何受到财政挑战的影响知之甚少。本文提供了国家资助策略的第一个详细的纵向类型学,特别关注公式波动性和公平性。我们发现,资助模式正在逐渐转向包括基数调整、入学和绩效指标的组合,同时越来越关注公平。在经济衰退期间,各州经常采取全面削减资金的做法,这进一步使资源不足的机构处于不利地位。
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引用次数: 0
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Review of Higher Education
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