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.
{"title":"Here or There? An Examination of Community College CTE and Student Mobility Across Rural Locales","authors":"Cameron Sublett, Jay Plasman","doi":"10.1353/rhe.0.a922662","DOIUrl":"https://doi.org/10.1353/rhe.0.a922662","url":null,"abstract":"<p>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.</p>","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"10 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151837","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}
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.
{"title":"Does Academic Freedom Protect Pedagogical Autonomy?","authors":"Scott Gelber","doi":"10.1353/rhe.0.a922661","DOIUrl":"https://doi.org/10.1353/rhe.0.a922661","url":null,"abstract":"<p>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.</p>","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"20 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151669","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}
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.
{"title":"Assessing Utilization and Accessibility of Public Cash Assistance Benefits among Postsecondary Students","authors":"Stephanie Walsh, Andrea Hetling, Sabrina Riddick, Sabrina Rodriguez","doi":"10.1353/rhe.0.a922663","DOIUrl":"https://doi.org/10.1353/rhe.0.a922663","url":null,"abstract":"<p>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.</p>","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"60 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151713","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}
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。
{"title":"Embedded Classed and Raced Academic Capitalism in an Innovative \"Solution\" to College Costs: Income Share Agreements at two Public AAU Research Universities","authors":"Alice E. Lee, Karina G. Salazar, Gary Rhoades","doi":"10.1353/rhe.0.a920732","DOIUrl":"https://doi.org/10.1353/rhe.0.a920732","url":null,"abstract":"<p>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.</p>","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"54 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139946160","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}