Findings highlight both capital and challenge models for science, policy, and programs involving diversity and equity. Springboarding from a seminar series organized by the Advisory Committee on Student Financial Assistance, chapter authors explore what is known and not known from existing research about how to improve student success. It considers research, practice, and policies relating to opening both pathways and pipeli. The result is a must-have volume for researchers, educators, policymakers, and students, brimming with fresh and creative syntheses of theory, research, and policy. Although progress through the academic pipeline to college and work is sometimes portrayed as a ball coursing directly through a sturdy pipe, results differ from this image in three ways, Unlike the ball, which remains unchanged as it moves through the pipe, students change as they progress from junior high through college. Rosenbaum, Deil-Amen, and Person find that community colleges are suffering from a kind of identity crisis as they face the inherent complexities of guiding their students towards four-year colleges or to providing them with vocational skills to support a move directly into the labor market. Study 1 examined European American and Latino students' perceptions of peers' emotional support, academic guidance, and companionship from elementary to junior high school.
What Matters for Pathways to College with Robert G. The Academic Pipeline Problem: A Local, National, and Global Dilemma ; Chapter 2. After Admission shows that when colleges present students with clear pathways, students can effectively navigate the system in a way that fits their needs. Taken together, the studies illustrate the significance of peers as both resources and challenges to adolescents as they navigate the crucial years that will determine their college eligibility and career options. At the heart of this book is the Millennial study, an empirical investigation of diverse families in one Midwestern town.
Three-year-olds developed a precocious ability to praise themselves and solicit praise from others. It discusses the political context when these discussions happen in states and the education implications when institutions take on this additional mission. We examined students' family backgrounds; challenges and resources across family, school, peer, and community worlds; and high school math pathways as predictors of college eligibility and enrollment. It found that in this age group, female students do not lag behind male students in test scores and grades and that White female students are exposed to more learning opportunities in mathematics than are male students. It considers research, practice, and policies relating to opening both pathways and pipelines and bridges across the social sciences-developmental and social psychology, sociology, anthropology, and education-by integrating findings on five issues core to this problem.
The project was a collaboration among scholars and directors of these programs. The authors of the seven chapters address the volume's three goals: Illustrating how theory and research in identity development are enriched by an interdisciplinary approach Providing a rich developmental picture of personal and social identity development Examining the connections among multiple identities Several chapters provide practical suggestions for individual, agencies, and schools and universities that work with children, adolescent, and emerging adult in diverse communities across the United States. The volume emphasizes that the child's environment is complex, multi-dimensional, and structurally organized into interlinked contexts; children actively contribute to their development; the child and the environment are inextricably linked, and contributions of both child and environment are essential to explain or understand development. All students, and particularly those from disadvantaged backgrounds, also need better and varied pathways both to college and directly to the job market, beginning in high school. This national higher-education mandate is vital todemocracy itself, especially given the multiracial nature of metropolitan areas, where challenges and opportunities havealways been most pronounced.
Second, students saw parents as greater resources than teachers, siblings, and themselves; peers and teachers were their greatest challenges. The book also discusses the challenges that credit-based transition programs face when trying to include such students. Finally, unlike a sturdy pipe, the academic outreach and support programs offering bridges across gaps or barriers in students' pathways are themselves changeable or even fragile, shifting in response to funding opportunities and pressures. The secondary goal of the article is to use the qualitativefindings to inform youth-serving programs. Chapter 6 describes the science education system standards. She demonstrates that approaching the work with an expectation for success is both highly engaging for all involved, and increases the likelihood that solutions will be found for inevitable challenges - through effective design and implementation.
Bridging Multiple Worlds Cultures Identities And Pathways To College Child Development In Cultural Context can be very useful guide, and bridging multiple worlds cultures identities and pathways to college child development in cultural context play an important role in your products. Many societies embrace the ideals that their children will have equal access to education, and can advance through their merit. The many adultlike experiences of children who broker on a regular basis suggest that their cognitive and socioemotional development may be accelerated relative to children of immigrant families who broker infrequently or not at all. Instructors, contact your Pearson representative for more information. Department of Psychology San José State University San José, California Soledad Rosas, B.
As predicted, students' perceptions of peers' overall encouragement or discouragement of school were linked to English and math grades. In every cultural group and in regions worldwide, education is strongly linked to children and adolescents' life opportunities and choices. African American students more typically had U. Math proficiency is a strong predictor of postsecondary attainment, yet cross-national comparative assessments show that U. These approaches and concepts are relevant to other social groups and other 'pipeline' progressions, making the book a richly rewarding source for several audiences. Northern Thailand is home to a variety of diverse ethnic groups and their unique cultures. From Fragile Bridges to Alliances: Opening Institutional Opportunities ; Chapter 7.
The editors and contributing authors summarize theories and conceptual models that can further our understanding of the development and adaptation of U. Identities as Intergenerational Projects with Harold D. Drawing on theories and research from across the social sciences, Bridging Multiple Worlds invites readers to compare core viewpoints and ask their own questions about the roots of and remedies for this academic pipeline problem. She is Director of the Bridging Multiple Worlds Alliance, a growing network of researchers, educators, and policymakers focused on understanding how culturally diverse youth build pathways through school and on finding approaches to foster their success. The present study examines the relationship of language brokering to academic performance, biculturalism, academic self-efficacy, and social self-efficacy. Children who interpret for their immigrant parents are referred to as language brokers.
New evidence, both quantitative and qualitative, about how youth navigate across the cultural worlds of their families, schools, peers, and community programs, is advancing research, practice, and policies to open academic pipelines. Engagement in post-compulsory education is a means by which resettled refugees can gain social and economic mobility. These responsibilities not only include providing fundamental information and skills related to teaching, but also mentoring teachers to reflect their understanding. As active participants and inventive agents, children and parents alike engaged in a process of personalization, nuancing their views in light of their social positioning and infusing normative ideas and practices with personal significance. Youth distinguished resources and challenges more by their source than form. Youth reported that parents and siblings provided the most support and guidance across these years, followed by friends, and to a lesser extent, teachers, who primarily helped with homework.
Its most important contribution is its theory-based overview of concrete collaborative programs and strategies attuned to the unique cultural, linguistic, and social values of participants from diverse backgrounds and life circumstances. This book integrates studies conducted over nearly a decade and offers guidance on how best to understand and promote retention and success once students have gained access. More specifically, he discusses the way that college and university reformers employed those methods to introduce higher education into a broader cross-section of America, by extending access to an increased number of students from nontraditional backgrounds. The primary goal of this article is to discuss the family experiences of socially mobile adolescents in poor African American neighborhoods. Part three: Focuses on the future of policy and organizational initiatives to improve opportunity. Catherine Cooper and her colleagues developed a dialogue across theory, research, and community action and constructed tools for helping minority adolescents take their place on the academic pathway.