Access And Equity In Postsecondary Education
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| Author | : Chance W. Lewis |
| Publisher | : IAP |
| Total Pages | : 208 |
| Release | : 2013-04-01 |
| Genre | : Education |
| ISBN | : 1623962323 |
Although STEM (Science, Technology, Engineering, and Mathematics) has been diversely defined by various researchers (e.g. Buck Institute, 2003; Capraro & Slough, 2009; Scott, 2009; Wolf, 2008), during the last decade, STEM education has gained an increasing presence on the national agenda through initiatives from the National Science Foundation (NSF) and the Institute for Educational Sciences (IES). The rate of technological innovation and change has been tremendous over the past ten years, and this rapid increase will only continue. STEM literacy is the power to “identify, apply, and integrate concepts from science, technology, engineering, and mathematics to understand complex problems and to innovate to solve them” (Washington State STEM, 2011, Internet). In order for U.S. students to be on the forefront of this revolution, ALL of our schools need to be part of the STEM vision and guide students in acquiring STEM literacy. Understanding and addressing the challenge of achieving STEM literacy for ALL students begins with an understanding of its element and the connections between them. In order to remain competitive, the Committee on Prospering in the Global Economy has recommended that the US optimize “its knowledge-based resources, particularly in science and technology” (National Academies, 2007, p. 4). Optimizing knowledge-based resources needs to be the goal but is also a challenge for ALL educators (Scheurich & Huggins, 2009). Regardless, there is little disagreement that contemporary society is increasingly dependent on science, technology, engineering, and mathematics and thus comprehensive understandings are essential for those pursuing STEM careers. It is also generally agreed that PK-12 students do not do well in STEM areas, both in terms of national standards and in terms of international comparisons (Kuenzi, Matthews, & Mangan, 2006; Capraro, Capraro, Yetkiner, Corlu, Ozel, Ye, & Kim, 2011). The question then becomes what might PK-12 schools do to improve teachers’ and students’ STEM knowledge and skills? This book will look at equity and access issues in STEM education from PK-12, university, and administrative and policy lenses.
| Author | : Erik M. Hines |
| Publisher | : IAP |
| Total Pages | : 549 |
| Release | : 2022-03-01 |
| Genre | : Education |
| ISBN | : 1648028675 |
Former First Lady, Michelle Obama believes that every individual should have some type of postsecondary education or training beyond high school to achieve economic and personal success (Reach Higher Initiative, Better Make Room, 2019). Educational attainment (e.g., a high school diploma, college degree, or postsecondary training) provides career opportunities for advancement into leadership positions and benefits such as health insurance and retirement (Heckman, 2000). Additionally, an individual with a college degree can make over one million dollars more over a lifetime in salary than someone with a high school diploma (Carnevale, Cheah, & Hanson, 2015). Acquiring a college degree can lead to employment opportunities and is considered an asset in the U.S. economy (Washington, 2010). However, certain populations encounter barriers to attaining an education, particularly a postsecondary education, leading to a disparity in receiving the aforementioned benefits. Some of these populations include African American students, LGBTQ students, and students with disabilities. There is a dearth of information and research on providing guidance on implementation, research, and best practices in equity-based career development, college readiness, and successful postsecondary transitions for minoritized, at risk, or vulnerable populations. The editors of this volume invited authors with research and practice expertise around various student populations in preparing them for college and career readiness as well as postsecondary transitions. This book is the first of its kind to discuss career development and postsecondary transitions from an access and equity perspective. Further, this text serves as a call to action to ensure the United States’ most vulnerable populations has an opportunity to successfully transition into multiple postsecondary options after high school.
| Author | : M. Christopher Brown |
| Publisher | : Taylor & Francis US |
| Total Pages | : 166 |
| Release | : 2002 |
| Genre | : Education |
| ISBN | : |
This volume is a comprehensive collection of critical essays on The Taming of the Shrew, and includes extensive discussions of the play's various printed versions and its theatrical productions. Aspinall has included only those essays that offer the most influential and controversial arguments surrounding the play. The issues discussed include gender, authority, female autonomy and unruliness, courtship and marriage, language and speech, and performance and theatricality.
| Author | : M. Christopher Brown |
| Publisher | : |
| Total Pages | : 236 |
| Release | : 2002 |
| Genre | : Education |
| ISBN | : |
Educators from universities in the heartland of the US offer ten empirical, contextual, and practical studies on the current situation and efforts to expand equity and access to post- secondary education. Among their topics are misconceptions of access and equity in online distance education, mentoring and retention as educational strategies, the n
| Author | : |
| Publisher | : BRILL |
| Total Pages | : 249 |
| Release | : 2019-02-11 |
| Genre | : Education |
| ISBN | : 9087907680 |
The demand for higher education worldwide is booming. Governments want well-educated citizens and knowledge workers but are scrambling for funds. The capacity of the public sector to provide increased and equitable access to higher education is seriously challenged. What are the on-the-ground realities of developing financial resources and policies to meet the twin goals of equity and access without jeopardizing quality? This volume provides in-depth reports from selected countries and sub-regions: Morocco, Korea, England, Uganda, Poland, Oman, East and southern Africa, Southeast Asia, Brazil, and Egypt. Each chapter is written by a seasoned educator participating in the Fulbright New Century Scholar program for 2007-2008. Given the near-universal constraints of declining resources but increasing enrollments, the authors identify common trends such as the public/private divide, the privatization of the public sector, and diversification of funding. To address these issues, the chapters examine a surprising variety of policy instruments such as means testing, targeted subsidies, cost sharing, institutional aid, student bursaries, and tax exemptions.
| Author | : Anna Mountford-Zimdars |
| Publisher | : Taylor & Francis |
| Total Pages | : 269 |
| Release | : 2016-11-18 |
| Genre | : Education |
| ISBN | : 1317409574 |
How do we understand and explain who has access to higher education? How do we make sense of persisting and new forms of inequality? How can global, national and institutional policymakers and practitioners make higher education more inclusive? Access to Higher Education: Theoretical perspectives and contemporary challenges seeks to update thinking on these questions, combining new voices and emerging perspectives with established writers in the field. This pioneering text highlights the contribution of social theory to issues of access to education, with chapters introducing and drawing on the works of key interdisciplinary thinkers including Pierre Bourdieu, Margaret Archer, Amartya Sen and Herbert Simon. It then moves to examines how theoretical perspectives can be applied to the contemporary challenges of forging more equal access, with examples drawn from a wide range of contexts, including the UK, the US, Australia, South Africa and Japan. Global in scope, this book documents the shared nature of the access challenge in a period when higher education is growing rapidly, but inequalities continue to be stark. It concludes by proposing a new direction for research and a reassertion of the role of the researcher as a social activist for disconnected and disadvantaged groups, equipped with the thinking tools needed to move the agenda forward. Access to Higher Education is a rigorous text for the global research community, with relevance to policymakers, practitioners and postgraduate students interested in social justice and social policy. It provides those with an academic interest in access and a commitment to enhancing policy with theoretical and practical ideas for moving the access agenda forward in their institutional, regional or national contexts.
| Author | : Karen Humphrey |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2009 |
| Genre | : College students with disabilities |
| ISBN | : |
| Author | : Alphin, Jr., Henry C. |
| Publisher | : IGI Global |
| Total Pages | : 372 |
| Release | : 2017-03-24 |
| Genre | : Education |
| ISBN | : 1522526668 |
Education is the foundation to almost all successful lives. It is vital that learning opportunities are available on a global scale, regardless of individual disabilities or differences, and to create more inclusive educational practices. Disability and Equity in Higher Education Accessibility is a comprehensive reference source for the latest scholarly material on emerging methods and trends in disseminating knowledge in higher education, despite traditional hindrances. Featuring extensive coverage on relevant topics such as higher education policies, electronic resources, and inclusion barriers, this publication is ideally designed for educators, academics, students, and researchers interested in expanding their knowledge of disability-inclusive global education.
| Author | : Mallory Newell |
| Publisher | : |
| Total Pages | : 4 |
| Release | : 2009 |
| Genre | : College students with disabilities |
| ISBN | : |
| Author | : R. Jason Lynch |
| Publisher | : IAP |
| Total Pages | : 438 |
| Release | : 2024-01-01 |
| Genre | : Education |
| ISBN | : |
U.S. colleges and universities are rapidly diversifying. In 2018, the U.S. Census Bureau estimated that nearly half of undergraduate students were of non-white racial identities, with that number only increasing for future generations. This increase in diversity holds true for many other identity groups. Yet, faculty demographics remain disproportionately white and male. For years, students have called for institutions of postsecondary education to support their success through adopting more culturally relevant practices for teaching and learning. Scholarship on student success in college has also echoed this call. Developing Culturally Responsive Learning Environments in Postsecondary Education was developed to help postsecondary educators answer this call through a multilayered view of student support within the college classroom and beyond. Specifically, this book features twenty-three chapters divided into four parts. Each part corresponds with four thematic areas identified as an important component in developing culturally responsive learning environments: unpacking educator cultural competence; learning experiences of the 21st century college student; culturally responsive teaching and instruction; and transforming curriculum, content, and environments. Authors representing diverse backgrounds and institutional contexts come together to offer their own scholarly and practical expertise to tackle issues ranging from combating implicit bias and building cultural competence to exploring specific student experiences and practical ways to implement culturally responsive pedagogies. In addition to each chapter, this volume provides a companion case scenario exercise for you to directly apply the content from the book. Ultimately, we hope this book provides you with a meaningful starting place to help you honor the diversity of your students and support their success within your learning context.
