Browsing by Subject "Postsecondary education"

Now showing 1 - 3 of 3
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    A continuum of persistence: low-income and first-generation college students' Perceptions of critical factors for postsecondary success
    (2014-03) Ganuza Hoaglund, Zoila M.
    The purpose of this study was to explore similarities and differences among low-income and first-generation (LIFG) students' perceptions of influential academic, psychosocial, and contextual factors that shaped their persistence at different stages at the postsecondary level. This study consisted of 29 LIFG students from a large, urban research university in the Midwest who had not declared a major, had declared a major, and had graduated. Student academic data were analyzed quantitatively to supplement information regarding the postsecondary experience and indicated significant group differences in high school performance, high school ability, and college performance. A qualitative interview approach explored influential psychosocial and contextual factors through data gathered from semi-structured interviews. Several themes emerged: high academic expectations held by students, commitment to college to attain career/degree goals, belief that ability could change with effort, problem-solving skills, and high postsecondary expectations held by both their high school staff and parents. Common factors between groups and factors that were unique to each group also emerged and are discussed. In addition, the importance of understanding students' background, perceptions of low academic self-efficacy and lack of college knowledge permeated throughout the student responses. Nevertheless, LIFG students expressed a willingness to work hard, and often, a need to invest more time and effort than their higher socioeconomic status peers. Merits and limitations, implications for research, practice, and policy and directions for future research are discussed.
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    High School and Beyond: Continuing Education for Students with Disabilities
    (2011) Keating, Linda JK; Damme, Susan
    Transition means to pass from one stage to another. Until recent history, students with disabilities have not had many opportunities to continue education. Designing a transition plan from high school to postsecondary education is key to understanding self and opportunities outside of high school. Research and teaching models have created a new positive attitude to work toward success and quality of life. Clearly following the laws created for people with disabilities along with coordinating services, supports, and self-determination has begun to create self-advocacy as the norm. This literature review will provide an overview of transition plans’ points of interest. The key words throughout this review include transition, plan, postsecondary education, laws, self-determination, self-advocacy, advocacy, responsibility, dual enrollment, accommodations, services, students, disabilities, new paradigm, and quality of life.
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    Minnesota Career and Technical Education: MnSCU Applicants and the Influence of Homophily
    (2017-05) Baker, LTC Patricia
    This study explored the relationship between community college applicant educational aspirations, proximity of college to home, and the influence of homophilic factors on applicant choices. This quantitative study was conducted with archived applicant data from the 2013 academic year of Minnesota State Colleges and Universities (MnSCU) applicants. The 2013 applicants intent to attending a MnSCU community college or technical college were included in the study; applicants intent on attending any of the seven state universities were excluded from the study. The dataset was assembled from the answers given by 28,520 applicants on the MnSCU Universal Application. The study results indicate a direct relationship between the applicants’ distance from home to MnSCU college of choice for both rural and metropolitan applicants. The study found a slight relationship between racial diversity with proximity of college of choice to home of record. The results showed no relationship to gender and proximity of college to home. This study also explored overall dispersion of educational levels that community and technical college applicants aspire for and their parents obtained in the population of 2013 MnSCU Universal Applications. The applicant educational aspiration trends were studied comprehensively among the 31 distinct MnSCU colleges across the state of Minnesota. The study conclusions were threefold: applicants overwhelmingly chose colleges within 5 miles of home; demographic factors had little influence on applicant decisions regarding educational degrees they intended to pursue; and demographic factors were highly prevalent in applicant choices of fields of study, especially in the rural community and technical college applicant cohorts. Keywords: Homophily, career and technical college, postsecondary education, CTE