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Descriptors:
Academic Aspiration; Outcomes of Education; Intervention; Children; Preadolescents; Parent Child Relationship; Child Rearing; Divorce; Longitudinal Studies; Goal Orientation; Occupational Aspiration; Program Effectiveness; Family Programs; Mothers; Self Esteem; Academic Ability; Expectation; Behavior Problems; Behavior Change; At Risk Persons; Comparative Analysis; Discipline; Pretests Posttests; Grade Point Average; Academic Achievement; Parents; Educational Attainment

Abstract:
This study examined whether the New Beginnings Program for divorced families led to improvements in youth's educational goals and job aspirations 6 years following participation and tested whether several parenting and youth variables mediated the program effects. Participants were 240 youth aged 9 to 12 years at the initial assessment, and data were part of a randomized, experimental trial of a parenting skills preventive intervention targeting children's postdivorce adjustment. The results revealed positive effects of the program on youth's educational goals and job aspirations 6 years after participation for those who were at high risk for developing later problems at program entry. Further, intervention-induced changes in mother-child relationship quality and youth externalizing problems, internalizing problems, self-esteem, and academic competence at the 6-year follow-up mediated the effects of the program on the educational expectations of high-risk youth. Intervention-induced changes in youth externalizing problems and academic competence at the 6-year follow-up mediated the effects of the program on the job aspirations of high-risk youth. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Academic Aspiration; Immigrants; Literacy; Kindergarten; Depression (Psychology); Child Rearing; Regression (Statistics); Hispanic Americans; Comparative Analysis; Mothers; Blacks; Tests; School Readiness; Poverty; Child Neglect; Pregnancy; Crime; Stress Variables; Mother Attitudes; Child Behavior; Educational Attainment; Parent Background; Socioeconomic Status; Intervention; English (Second Language); Second Language Learning; Parenting Styles; Child Care Centers; Educational Quality; Scores

Abstract:
This report compares the circumstances and characteristics of Black immigrant mothers in Palm Beach County, Florida, to those of Latina immigrant and Black native-born mothers, focusing on those living in distressed areas. The study also compares the early developmental outcomes of their children. When controlling for parental and child characteristics, the authors find that children of Black immigrants in kindergarten have significantly higher odds of being ready for school, as measured by behavior observations and literacy tests, than children of Latina immigrants or Black natives living in the focal areas. In addition, the authors find that Black children of immigrants who resided in distressed areas of Palm Beach County had kindergarten readiness assessment scores comparable to those of the average child living in the county as a whole. This finding suggests that many Black immigrant families with young children are able to overcome some of the negative environmental factors associated with living in distressed areas, such as higher rates of poverty, teen pregnancy, crime, and child abuse and neglect. Despite high levels of parenting stress and depression, Black immigrant mothers also report high levels of good behavior among their children. Their analyses indicate that some of the advantages experienced by the children of Black immigrants are due to their parents' relatively better educational and socioeconomic status. These advantages are bolstered by enrollment in center-based care and by parental support of childhood literacy (as measured by educational expectations and the number of books in the home). With respect to policy implications, this research supports the well-documented association between the use of center-based care and child outcomes, and suggests the need to explore ways to enroll greater numbers of both Black and Latina immigrants' children in high-quality center-based care and preschool. The finding that parents' encouragement of children's literacy influences differential outcomes between Latina and Black immigrants' children also suggests a need to better understand early parenting practices with respect to preparing children for school, as well as a need to increase the availability and quality of interventions designed to bolster such practices, particularly among mothers with lower educational backgrounds or literacy skills, and for whom English is a second language. Greater attention to these and related issues would not only help build on the positive development of the children of Black immigrants, but might also help to better support the development of children of other low-income and immigrant groups. Appended are: (1) Linear Regression Analysis of Maternal Report of Behavior; (2) Linear Regression Analysis of Maternal Report of Pre-Academic Skills; (3) Logistic Regression Analysis of ECHOS Test Scores (Consistently Demonstrating); and (4) Logistic Regression Analysis of FAIR Test Scores. (Contains 11 tables and 25 footnotes.) [This paper was written with assistance from Carolyn Winje.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Foreign Countries; Lifelong Learning; Religion; Ceremonies; Confucianism; Scholarship; Graduate Students; Professional Identity; Professional Development; Performance Contracts; Universities; Masters Degrees; Courses; Measures (Individuals); Readiness; Undergraduate Students; College Faculty; Administrators; Test Validity; Test Reliability; Study Abroad; Foreign Workers; Andragogy; Educational History; Educational Philosophy; Cognitive Style; Cultural Differences; Cross Cultural Studies; Adult Students; Older Adults; Coping; Theories; Aging (Individuals); Adult Programs; Program Effectiveness; Job Skills; Personnel Selection; Surveys; Research; English Only Movement; Bilingual Education; Labor Force; Productivity; Academic Libraries; Special Libraries; Adult Educators; College Programs; Nonformal Education; Womens Education; Rural Education; Geographic Regions; Differences; Regional Characteristics; Attitudes; Competence; Comparative Analysis; Focus Groups; Interpersonal Competence; Cultural Pluralism; Armed Forces; Measurement

Abstract:
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Pregnancy; Academic Aspiration; Immigrants; School Readiness; Reading Readiness; Predictor Variables; Blacks; Outcomes of Education; Mothers; Health Behavior; Nutrition; Marriage; Parent Background; Educational Attainment; Employment; English (Second Language); Language Proficiency; Parent Aspiration; Child Care Centers; Latin Americans

Abstract:
Policy and academic interest in young children has grown substantially in recent years, prompted in part by advancements in the scientific understanding of early childhood and mounting evidence of the importance of early experiences for later development. Of particular concern is the finding that achievement disparities among different racial, ethnic, and socioeconomic groups emerge before children begin school and often persist long term. Over the past decade, there has been a marked increase in the number of studies focused on the antecedents of early school success that aim to inform policy and practice, and ultimately improve outcomes for children. There has also been an increased focus on children in immigrant families--a sizable and growing share of the US child population--within this body of literature. However, most studies of school readiness among children of immigrants have focused on Hispanic (and, to a lesser extent, Asian) families, leaving a significant gap in knowledge about the early childhood experiences of children in other immigrant groups. Despite the fact that 12 percent of all Black children living in the United States are first- or second-generation immigrants (from Africa, the Caribbean, Latin America, and other regions), there has been comparatively little research on their health and development, particularly in early childhood. The goal of this report is to help address this gap by providing information about the patterns and predictors of school readiness skills among US-born children in Black immigrant families. Drawing on a unique data set that follows a nationally representative cohort of children from birth to school entry, the authors describe the early childhood experiences and outcomes of children in Black immigrant families relative to their peers in other immigrant and native groups (defined by race/ethnicity and parents' region of origin). The data presented here indicate several areas of strength for Black immigrant families that are likely to support positive outcomes for their children, including high rates of marriage, parental education and employment and English proficiency. Good health practices on the part of Black immigrant mothers--such as very low rates of alcohol, tobacco, and drug use during pregnancy and very high rates of breastfeeding--may explain the generally positive health outcomes the authors observe among their children. The children of Black immigrant parents face less risk of low birth weight than children of Black US-born parents and fewer birth complications than children of Hispanic immigrants. During early childhood, Black immigrant parents also consistently report their children as being in good health, and are more likely to do so than Hispanic immigrant parents. In addition to investing in health, Black immigrant parents also report strong support of education for young children. They express higher educational expectations for their children than most groups of US-born parents and Hispanic immigrant parents, and are very likely to enroll them in center-based care during their preschool years. Center care use is particularly high among Caribbean immigrant families, who identify preparation for kindergarten as a key reason for selecting this type of child care. Methodological Details are appended. (Contains 11 tables and 50 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Institutes; Educational Objectives; Outcomes of Education; Labor Market; College Credits; Associate Degrees; Program Effectiveness; Inferences; Basic Skills; Community Colleges; College Programs; Multivariate Analysis; Adult Basic Education; College Faculty; Integrated Curriculum; Adult Learning; Adult Students; Student Characteristics; Background; Certification; Two Year College Students; Vocational Education; Team Teaching; Models; Academic Persistence; School Holding Power; Comparative Analysis; Economic Climate; Wages

Abstract:
To increase the rate at which adult basic skills students advance to and succeed in college-level occupational programs, the Washington State Board for Community and Technical Colleges (SBCTC) developed the Integrated Basic Education and Skills Training, or I-BEST. In the I-BEST model, a basic skills instructor and an occupational instructor team teach occupational courses with integrated basic skills content, and students receive college-level credit for the occupational coursework. The goal of this instructional model is to increase the rate at which basic skills students are able to succeed in college-level coursework leading to certificates and associate degrees in high-demand fields. The authors examined students who enrolled in I-BEST in 2006-07 and 2007-08. They examined the effect of the program on seven educational outcome variables: (1) whether a student earned any college credit (of any kind), (2) whether a student earned any occupational college credit, (3) the number of college credits a student earned, (4) the number of occupational college credits a student earned, (5) whether or not a student persisted to the following year after initial enrollment, (6) whether a student earned a certificate or degree, and (7) whether a student achieved point gains on basic skills tests. They also examined the following two labor market outcomes: the change in wages for those who were employed both before and after program enrollment, and the change in the number of hours worked after leaving the program. They found that enrollment in I-BEST had positive impacts on all but one of the educational outcomes (persistence was not affected), but no impact on the two labor market outcomes. However, it is likely that I-BEST students did not fare better than the comparison group in the labor market because they were entering the market just as the economy was entering the recent major recession. Perhaps a future evaluation will reveal better labor market outcomes. The difference-in-differences (DID) analysis found that students who attended colleges with I-BEST after the program was implemented were 7.5 percentage points more likely to earn a certificate within three years and almost 10 percentage points more likely to earn some college credits, relative to students who were not exposed to I-BEST. Unlike the regression and PSM analyses, the DID approach allows them to make causal inferences about the effectiveness of I-BEST. The DID findings are especially impressive given that they are based on the effects of I-BEST during their first year of implementation at the subset of colleges offering the "treatment" examined. They assume that the effectiveness of the I-BEST model will improve as colleges have more experience with it. Appendices include: (1) Tables; and (2) A Brief Description of Propensity Score Matching. (Contains 13 tables, 4 figures and 17 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Divorce; Family Violence; Mothers; Foreign Countries; Conflict; Marriage; Females; Children; Poverty; Correlation; Indians; Help Seeking; Race; Gender Differences; Immigration; Minority Groups; Ethnic Groups; Parent Child Relationship; Childhood Attitudes; Social Support Groups; Victims; Spouses

Abstract:
Divorce or separation is one route towards addressing high conflict in marriages and may be a key route out of situations of significant domestic violence for women and children. However, divorce has been associated with feminisation of poverty and other negative outcomes which can be further exacerbated for victimised women. While there has been research as to what prevents women from leaving violent marriages, there is little research on what prompts women to leave and separate or divorce. This literature is particularly limited for minority ethnic women, for whom both the contexts of domestic violence and divorce may be additionally complex due to the superimposition of several oppressive structures such as race, patriarchy, gender and immigration that render them particularly vulnerable and limit their help-seeking approaches. However, victimised minority ethnic women do make strategic choices to seek help in domestic violence situations and even to divorce. This paper address this gap in literature by presenting a study that explores the narratives of British-Indian adult children who experienced and witnessed parental domestic violence and parental divorce. The paper presents the perspectives of these children to highlight the context, barriers and supports that participants believed their mothers had to address domestic violence and to divorce, the decisions their mothers made and the consequences of these decisions. The analysis suggests that barriers and supports towards help-seeking for domestic violence and to divorce and the consequences of divorce are embedded in the community contexts for British-Indian women. The implications towards informing appropriate support to victimised and divorced women within their communities are discussed. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Therapy; Institutionalized Persons; Correctional Education; Metacognition; Risk; Cognitive Restructuring; Behavior Modification; Recidivism; Correctional Rehabilitation; Correctional Institutions; Self Control; Outcomes of Treatment

Abstract:
Cognitive-behavioral therapy and relapse prevention represent the correctional gold standard in treatment, while the principles of risk, need, and responsivity are widely recognized as essential for reducing recidivism. Addressing responsivity has become difficult as the number of inmates with mental health diagnoses continues to rise, complicating treatment programming and highlighting the need for adjunct, complimentary therapies. Mindfulness has been shown to be effective across a number of clinical populations found within correctional settings. Furthermore, it has been shown to be effective for working with difficulties identified as dynamic, criminogenic needs; for example, self-regulation. The present article reviews mindfulness research with the goal of demonstrating the utility of this adjunct approach to working with individuals residing within the correctional system. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Postsecondary Education; Recidivism; Community Colleges; Correctional Education; Correctional Institutions; Job Search Methods; College Programs; Males; Law Enforcement; Disproportionate Representation; Barriers; Access to Education; Ethnic Groups; Partnerships in Education; Institutionalized Persons; Adult Vocational Education; Skill Development; Job Skills

Abstract:
The United States has less than 5 percent of the world's population, but more than 23 percent of the world's incarcerated people, putting the U.S. first among all nations. This high rate of incarceration represents costs both for taxpayers and for the communities affected by the many lives interrupted by prison sentences. Race/ethnicity is an important part of this issue. In the U.S., African American men are more than six times as likely, and Hispanic men are two and one-half times as likely, to be incarcerated as whites (West 2010). If the U.S. could reduce its disproportionate level of minority confinement by just 50 percent, its incarceration rate would rank fifth, instead of first, in the world (Hartney 2006). One means of reducing this prison population is to find ways to reduce the recidivism rate. Most inmates will eventually return to their communities, but they are often unprepared for the barriers they face--stigmatization, the inability to find a job and an inadequate education. Education while in prison can provide ex-offenders with the skills that will better prepare them to make a positive contribution to society. This report investigates postsecondary education in prisons as a means of reducing recidivism and of helping ex-offenders, specifically males of color, enjoy a more successful life post release. The first chapter sets the stage by describing the prison population and discussing the problems that ex-offenders experience when reentering their communities. The second chapter presents the economic and social case for community college programs in prisons. The third chapter makes the case that community colleges are the optimum providers of education inside prisons, and summarizes the existing literature on community college partnerships and programs. The fourth chapter discusses the limited access to postsecondary education programs in prisons. The authors describe the limitations to creating and maintaining postsecondary correctional education programs in the fifth chapter. Chapter six describes ways in which obstacles to establishing successful education programs have been overcome and what is necessary to sustain them. Finally, the seventh chapter makes policy recommendations and identifies solutions for providing inmates with access to effective postsecondary education. Appended are: (1) Prisoners under state or federal authority, by gender, Dec. 31, 2000-2009; (2) Estimated number of inmates under state and federal jurisdiction, by sex, race, Hispanic origin and age, Dec. 31, 2009; (3) The growth of private prisons; and (4) Number of facilities under state or federal authority that offered vocational and college courses to inmates, Dec. 30, 2005. (Contains 3 tables and 7 charts.) [Foreword by Ronald A. Williams.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Aspiration; Academic Failure; Educational Attainment; Late Adolescents; African Americans; Mothers; Early Parenthood; Academic Achievement; Correlation; Expectation; Interviews; Higher Education; College Bound Students; Attendance

Abstract:
It is a generally accepted finding in the sociological literature as well as in public discourse that adolescent mothers are less likely than their non-parenting counterparts to graduate high school and to attend college. For several decades, however, researchers have pointed out that the implied causal process from teen motherhood to academic failure has been largely unsupported by empirical research. In fact, scholars have recently argued that motherhood may actually serve as a positive turning point in the lives of young women. Using a sample of young African-American women, this study assesses the degree to which teen motherhood not only affects college aspirations but also expectations. Further, it tests the ability of these effects to explain the well-known educational attainment gap between teen mothers and their non-childbearing peers. Results indicate that, in general, young mothers' college aspirations are similar to those of non-mothers, but that their generally high aspirations for academic success appear to be effectively countered by their decreased educational expectations. (Contains 3 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Migrant Workers; Migrants; College Attendance; Graduation; Knowledge Level; Hispanic Americans; Hispanic American Students; Migrant Education; Work Experience; Interviews; Focus Groups; Participant Observation; Social Capital; Family Relationship; Academic Aspiration; Case Studies; Student Attitudes; Educational Attainment; Higher Education; Cultural Background

Abstract:
Migrant farmworker students bring with them to schools a significant knowledge base that they acquire working in the fields alongside their families. These experiences can be valuable influences in their enrollment and completion of college. Using "community cultural wealth", this article examines how a Latino migrant farmworker student used his cultural wealth to transition from high school to college and successfully complete his first year. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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