Access to Higher Education and the Role of Academic Outreach Programs PDF Download

Author: Denise D. Quigley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 99

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Author: William G. Tierney
Publisher: State University of New York Press
ISBN: 0791488659
Category : Education
Languages : en
Pages : 257

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At a time when college enrollment rates for low income and under-represented students are far below those of non-minority students, policies and practices designed to increase access should be a priority for colleges, universities, high schools, and community agencies. Increasing Access to College examines pre-college enrichment programs that offer a specific and immediate remedy.

Author: Tyrone C. Howard
Publisher: Teachers College Press
ISBN: 0807774766
Category : Education
Languages : en
Pages : 182

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This timely book demonstrates why there needs to be a more thoughtful and collaborative effort on the part of K–12 schools, as well as institutions of higher education, to provide better college access to students from low-income communities. Building on a 10-year case study of a successful school-university partnership, the authors examine the supports, mentoring, and resources needed to transform the college opportunities and life chances for under-represented urban youth. Featuring first-hand accounts from student participants, the book documents how the model provided college access to some of the most selective and prestigious universities across the nation. Because this partnership situates college access within a social justice framework, it is one of the more unique programs in the country. “Few social problems are of more pressing importance than the challenge of increasing access to higher education. Howard, Tunstall, and Flennaugh carefully outline those problems and give us our marching orders. Historical. Empirical. Well-written. Thoughtful. Provocative. This book is useful for all of us concerned about access and equity in education.” —William G. Tierney, professor & co-director, Pullias Center for Higher Education, University of Southern California “This book represents a moral and ethical call to any of us who believe in an educational pipeline for liberty, humanity, possibility, and justice for all—everyday!” —H. Richard Milner IV, Helen Faison Professor of Urban Education, University of Pittsburgh Contributors: Irene Atkins, Bree Blades, Jon Carroll, Whitney Gouche, Tr’Vel Lyons, Justyn Patterson, Jerry Morrison, Michelle Smith, Ashley V. Williams

Author: Lesley Andres
Publisher: UBC Press
ISBN: 9780774811156
Category : Education
Languages : en
Pages : 290

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Who has access to higher education today? At what financial and personal cost? Based on what conditions and criteria? How do students describe and interpret their experiences? And how can institutions facilitate and constrain successful participation and completion? These research studies extend current understandings of what it is to be a student in higher education by embracing the dynamic relationship between students as agents and institutions as living structures which impact on their lives. Focusing on the diverse experiences of today's non-traditional and traditional students, researchers explore how and why institutional rhetoric of inclusion, engagement, gender, and access may or may not be reflected in the reality of students' experiences. Student Affairs moves from theory to application by suggesting realistic strategies for addressing the challenges surrounding the interrelation of students and institutions. Each essay analyzes issues of access and participation in programs ranging from community college development studies to graduate studies. As a whole, this collection is a testament to how much institutional change has occurred in the social organization of postsecondary education, and how much more change is required to meet the challenge of equitable access and inclusion.

Author: Georgianna Martin
Publisher: Taylor & Francis
ISBN: 1000979172
Category : Education
Languages : en
Pages : 368

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Historically, higher education was designed for a narrow pool of privileged students. Despite national, state and institutional policies developed over time to improve access, higher education has only lately begun to address how its unexamined assumptions, practices and climate create barriers for poor and working class populations and lead to significant disparities in degree completion across social classes.The data shows that higher education substantially fails to provide poor and working class students with the necessary support to achieve the social mobility and success comparable to the attainments of their middle and upper class peers. This book presents a comprehensive range of strategies that provide the fundamental supports that poor and working-class students need to succeed while at the same time dismantling the inequitable barriers that make college difficult to navigate.Drawing on the concept of the student-ready college, and on emerging research and practices that colleges and universities can use to explore campus-specific social class issues and identify barriers, this book provides examples of support programs and services across the field of higher education – at both two- and four-year, public and private institutions – that cover:·Access supports. Examples and recommendations for how institutions can assist students as they make decisions about applications and admission.·Basic needs supports. Covering housing and food security, necessary clothing, sense of belonging through co-curricular engagement, and mental health resources.·Academic and learning supports. Describes courses and academic programs to promote full engagement among poor and working class students.·Advising supports. Illustrates advising that acknowledges poor and working class students’ identities, and recommends continued training for both staff and faculty advisors.·Supports for specific populations at the intersection of social class with other identities, such as Students of Color, foster youth, LGBTQ, and doctoral students.·Gaining support through external partnerships with social services, business entities, and fundraising.This book is addressed to administrators, educators and student affairs personnel, urging them to make the institutional commitment to enhance the college experience for poor and working class students who not only represent a substantial proportion of college students today, but constitute a significant future demographic.

Author: Edward P. St. John
Publisher: Routledge
ISBN: 1136952381
Category : Education
Languages : en
Pages : 484

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Breaking Through the Access Barrier argues that the policies designed to address inequalities in college access are failing to address underlying issues of inequality. This book introduces academic capital formation (ACF), a groundbreaking new theory defined by family knowledge of educational options and the opportunities for pursuing them. The authors suggest focusing on intervention programs and public policy to promote improvement in academic preparation, college information, and student aid. This textbook offers: a new construct–academic capital–that integrates and draws upon existing literature on influencing access to college practical advice for better preparation and intervention real student outcomes, databases, and interviews taken from exemplary intervention programs empirical research illuminating the role of class reproduction in education and how interventions (financial, academic, and networking) can reduce student barriers quantitative and qualitative analysis of the importance and effectiveness of several major policy interventions. Written for courses on higher education policy and policy analysis, readers will find Breaking Through the Access Barrier offers valuable advice for working within new policy frameworks and reshaping the future of educational opportunities and access for under-represented students from disadvantaged backgrounds.

Author: William G. Tierney
Publisher: SUNY Press
ISBN: 9780791462751
Category : Education
Languages : en
Pages : 276

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Analyzes and defines the parameters of effective college outreach programs.

Author: Lisa S. Kelsay
Publisher: Taylor & Francis
ISBN: 100098107X
Category : Education
Languages : en
Pages : 194

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Co-published with This timely volume addresses the urgent need for new strategies and better ways to serve community colleges’ present and future students at a time of rapid diversification, not just racially and ethnically, but including such groups as the undocumented, international students, older adult learners and veterans, all of whom come with varied levels of academic and technical skillsThe contributing researchers, higher education faculty, college presidents, and community college administrators provide thorough understanding of student groups who have received scant attention in the higher education literature. They address the often unconscious barriers to access our institutions have erected and describe emerging strategies, frameworks, and pilot projects that can ease students’ transition into college and through the maze of the college experience to completion. They offer advice on organizational culture, on defining institutional outcomes, on aligning shifting demographics with the multiple missions of the community college, on strengthening the collaboration of student and academic affairs to leverage their respective roles and resources, and on engaging with the opportunities afforded by technology.Divided into three parts – understanding today’s community college campuses; supporting today’s community college learners; and specialized populations and communities – this book offers a vision and solutions that should inform the work of faculty, administrators, presidents, and board members.

Author: Policy Analysis for California Education (Organization)
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages : 192

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Author: Marshall Welch
Publisher: Taylor & Francis
ISBN: 1000980413
Category : Education
Languages : en
Pages : 313

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Co-published with For directors of campus centers that have received the Carnegie Classification for Community Engagement, this book offers research and models to further advance their work. For directors starting out, or preparing for application for the Carnegie Classification, it provides guidance on setting up and structuring centers as well as practical insights into the process of application and the criteria they will need to meet.Building on the findings of the research undertaken by the author and John Saltmarsh on the infrastructure of campus centers for engagement that have received the Carnegie Classification for Community, this book responds to the expressed needs of the participating center directors for models and practices they could share and use with faculty, and mid-level and upper-level administrators to more fully embed engagement into institutional culture and practice.This book is organized around the purpose (the “why”), platforms (the “how”), and programs (the “what”) that drive and frame community engagement in higher education, offering practitioners valuable information on trends of current practice based on Carnegie Classification criteria. It will also serve the needs of graduate students aspiring to become the future professoriate as engaged scholars, or considering preparation for new administrative positions being created at centers.