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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Postsecondary Education; Employment; Educational Attainment; Parent Education; Young Adults; Grade 8; Calculus; Public Policy; Algebra; STEM Education; Structural Equation Models; Enrollment; Longitudinal Studies; Noncollege Bound Students; Educational Policy; Outcomes of Education; Mathematics Education; Science Education; Technology Education; Engineering Education; Medical Education
Abstract:
In this article we use data from the Longitudinal Study of American Youth to examine the influence of parent education on pathways to science, technology, engineering, mathematics, and medicine (STEMM) professions. Building on a general model of factors related to STEMM education and employment, we employ a two-group structural equation model to examine the factors that predict enrollment in a postsecondary STEMM program and employment as a STEMM professional. The results of this analysis indicate that most of the variables in the two models function in a similar manner, but the levels of parental encouragement, help, and direction vary significantly between college-educated and non-college-educated families. The children of non-college-educated parents were less likely to take algebra in Grade 8, take calculus in high school, and take calculus in college than were the children of college-educated parents. Young adults that grew up in noncollege families were less likely to enter postsecondary education; more likely to begin postsecondary education at a community college; less likely to earn a baccalaureate, graduate, or professional degree; and less likely to become a STEMM professional. The analysis reveals a clear pattern of cumulative advantage and cumulative disadvantage, and the final section of this article discusses the need for educational and public policy leaders to develop strategies and programs to address the substantial differential associated with parent education. (Contains 5 tables and 2 figures.)
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Pub Date: |
2011-02-09 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Noncollege Bound Students; Disadvantaged Youth; Career Choice; Career Development; Job Skills; Career Education; Technical Education; Employment Qualifications; Access to Education; College Preparation; High School Graduates; At Risk Students
Abstract:
A new report proposes academic pathways that would lead some students toward careers rather than college, and that is raising fears among advocates for the disadvantaged. Leaders of the "Pathways to Prosperity" project at the Harvard Graduate School of Education argue for an education system that clearly articulates students' career options as early as middle school and defines the coursework and training required, so young people can chart an informed course toward work, whether as an electrician or a college professor. Harvard scholars argue in the new report that by concentrating too much on classroom-based academics with four-year college as a goal, the nation's education system has failed vast numbers of students, who instead need solid preparation for careers requiring less than a bachelor's degree. The report arrives as experts are trying to define what skills are necessary for work and for higher learning. The Harvard study also drew notice because it was driven in part by the concerns of one of its co-authors, Robert B. Schwartz, a champion of higher academic expectations for all students, who said he began to doubt the wisdom of a "college for all" approach to education. Another co-author, Ronald Ferguson, the director of Harvard's Achievement Gap Initiative, is a national expert on improving learning opportunities for disadvantaged children.
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Pub Date: |
2010-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Structural Equation Models; Late Adolescents; Career Exploration; Occupational Aspiration; College Bound Students; Noncollege Bound Students; High School Students; High School Graduates
Abstract:
The exploration literature suggests that career exploration may be separated into two distinct forms. Diversive career exploration involves learning broadly about the world of work and the self, whereas specific career exploration involves an in-depth investigation focused on aligning one's perceptions of self and career prospects. The goal of the current study was to validate the structure of career exploration over time as being composed of diversive and specific forms. The study was conducted on a diverse sample of 308 college and work-bound youth, 19-22 years old, who were assessed annually three times. Structural equation modeling was used to test a longitudinal measurement model and the structural relationships corresponding to the noted distinction between the forms of exploration. Associations between exploration and several additional indicators of career development were further assessed. The results support the theoretically derived distinction between diversive and specific career exploration and demonstrate that they are differentially linked to career indecision, confidence, and planning. Implications for research and practice are offered in light of the results. (Contains 2 tables and 1 figure.)
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Author(s): |
Zubko, Christina |
Source: |
ProQuest LLC, Ed.D. Dissertation, California State University, Fullerton |
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Pub Date: |
2010-00-00 |
Pub Type(s): |
Dissertations/Theses - Doctoral Dissertations |
Peer Reviewed: |
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Descriptors:
Counseling Services; First Generation College Students; Counselor Attitudes; Focus Groups; Parent Participation; Academic Achievement; Program Effectiveness; School Counseling; Administrator Attitudes; Hispanic American Students; Program Implementation; At Risk Students; Interviews; College Preparation; Alignment (Education); Standards; Administrator Role; Counselor Role; College Bound Students; Noncollege Bound Students; Middle School Students; High School Students; State Legislation
Abstract:
Using a naturalistic methodology, this study explored counselors' and administrators' perceptions of the implementation, monitoring, and evaluation of the Middle and High School Supplemental Counseling Program (MHSSCP) at a predominantly Latino high school. Determining how counselors and administrators define their roles in implementing, monitoring, and assessing MHSSCP should affect the program's effectiveness for at-risk students, for whom the program was designed to support. Three major areas of current literature were reviewed for this study: (a) history of public school counseling, (b) Assembly Bill 1802 and MHSSCP, and (c) leadership roles in MHSSCP. Based on participant interviews, five major themes emerged: (a) counselors and administrators implement the MHSSCP to support the district Initiative to increase student achievement for all students; (b) counselors and administrators evaluate the effectiveness of MHSSCP on three measurable student outcomes; (c) counselors and administrators identify inconsistent use of professional standards in current practice; (d) counselors and administrators exercise teamwork and leadership to create an integrated and directive grade-level service model; and (e) counselors and administrators identify the need to encourage involvement of parents of first-generation students. These themes are presented with supporting evidence from the focus group and individual interviews and are verified through artifacts, descriptive statistics, and field notes. The emergent themes suggest that, as counselors and administrators prepare students for college, they are faced with the challenge of changing a culture that is unfamiliar with how best to support college-bound students. Additionally, with greater emphasis placed on preparing students for college comes the challenge of continuing support for non-college-bound students, which can be addressed by offering courses in career and technical education. Finally, the effort to align counseling programs to state and national standards continues to be slow. The study provides an understanding of how counselors and administrators are caught between meeting established practices and embracing new roles and expectations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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Author(s): |
Ruark, Jennifer |
Source: |
Chronicle of Higher Education, v55 n33 pA1 Apr 2009 |
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Pub Date: |
2009-04-24 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Higher Education; Sons; High School Students; Parents; College Attendance; Noncollege Bound Students; College Faculty; Daughters
Abstract:
Robin Wagner, director of the library at Gettysburg College, remembers a few years ago when her son, Ben, was a high-school senior. While all his friends were talking about their college plans, Ben, who had been accepted to the University of Pittsburgh's engineering program, refused to return the offer card. On the band-room whiteboard where kids listed where they were going to college, he wrote "goin' to Cali to chill"--which he did, moving to the San Francisco Bay area after graduation to work for minimum wage at a coffee bar. Like traditional Roman Catholic families who always thought at least one son would become a priest, most college administrators and professors can not imagine their own children not getting a higher education. Talking about it with colleagues sets their stomachs churning. "They know that among their peers their child is going to be seen as less of a success," says Sarah E. Hill, an evolutionary psychologist at Texas Christian University who studies social competition. It's bad enough for a professor if her colleague down the hall is sending his kid to some brand-name university while hers is going to a second-tier public, but refusing to go at all? That's beyond the pale. "It's not just that we're college-educated, it's that we college-educate," says Kevin J.H. Dettmar, an English professor at Pomona College. "It's kind of what we sell. So if your child doesn't choose to avail himself of that, it's sort of an indictment of the whole system." It may be worse when an academic's child does try college but goes down in flames. A chemistry professor at a university in western Canada says his elder daughter entered science fairs and was an honors student in high school, then flunked out of college--spectacularly. Worse yet, she was enrolled at his university. Colleagues who had her in class started avoiding the professor. What bothers many academics is the nagging feeling that they've failed to pass on the pleasure of higher education for its own sake. That all those dinner-table conversations, visits to college recitals and exhibits, and access to campus life somehow didn't take.
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