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Descriptors:
Foreign Countries; Social Class; Labor Market; Women Faculty; Role; Gender Differences; Labor Force; Social Capital; Occupational Aspiration; College Faculty; Work Attitudes; Personal Narratives; Social Mobility; Educational Attainment; Ethnicity; Family Characteristics; Success

Abstract:
This paper examines the theoretical perspectives I utilised in my doctoral research to uncover the role of class and gender in my respondents' stories and experiences of their career success. I argue that adopting an economic model for conceptualising the influence of social class and gender in the respondents' stories and experiences of their career success is inadequate because it has historically neglected to take account of women's position in the labour market. Drawing on an example from my data examining the influence of the respondents' familial attitudes and dispositions towards education, the paper contends that Bourdieu's concept of habitus is an invaluable tool for theorising senior female academics' pathways to career success by bringing together a cultural, social and economic understanding of social class and gender. (Contains 1 table.) 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:
Educational Attainment; Job Satisfaction; Young Adults; Structural Equation Models; Outcomes of Education; Career Development; Adolescents; Socioeconomic Influences; Parent Influence; Predictor Variables; Expectation; Success; Gender Differences; Family Income; Grade Point Average; Employment Level

Abstract:
Building on the Wisconsin Model of Status Attainment, this study examined the contextual process of obtaining educational attainment and the subsequent work outcomes and career satisfaction. This study used the National Longitudinal Study of Adolescent Health (Add Health) with structural equation modeling techniques to assess US participants from adolescence to young adulthood (N = 8309). Socioeconomic resources provided by parents in adolescence directly predicted education outcomes and were partially mediated by family success expectations. Family success expectations were an important predictor of education outcomes. Neither socioeconomic resources nor success expectations directly predicted work outcomes or career satisfaction. Instead, education was the direct predictor of career satisfaction with work outcomes partially mediating. A multiple group analysis was conducted to compare outcomes between men and women. The discussion explores the implications of the findings and educational attainment for young adults in a global society. (Contains 3 tables and 2 figures.) 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:
College Choice; Models; Student Motivation; High School Students; Student Surveys; Self Determination; Career Choice; Goodness of Fit; Student Interests; Income; Occupational Aspiration; Expectation; Success; Family Influence; Factor Analysis; Structural Equation Models; Foreign Countries

Abstract:
This study developed and tested two models that examined the decision-making processes of adolescents relating to entry into university, in terms of the extent to which they may be amotivated and undecided. The models incorporated variables derived from self-determination theory, expectancy-value theory, and research on occupational indecision. A modified version of a psychometrically rigorous survey instrument was used to collect data from 349 senior high school students attending three high schools in Sydney, Australia. Data were analysed using confirmatory factor analysis and structural equation modeling procedures. The refined versions of both models had good fit. The superior model suggested that: (a) family influences negatively predict amotivation with university entry (b) amotivation with university entry negatively predicts the valuing of interest/enjoyment and income due to university study, a desire for a "good" occupation, and expectations for success, and (c) amotivation with university entry positively predicts indecision with university entry. 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; Higher Education; Program Effectiveness; Organizational Change; Student Needs; Grants; Human Resources; Hispanic American Students; Success; Student Recruitment; School Holding Power; College Transfer Students; Two Year Colleges; Academic Support Services; Student Personnel Services; Sustainability

Abstract:
How does the country accelerate Latino student success in higher education? The U.S. has to find programs and strategies that improve the success of Latino students, and then replicate or scale up those programs and strategies to serve more students. Those are the basic principles behind "Excelencia" in Education's Growing What Works (GWW) initiative. The Growing What Works initiative is "Excelencia" in Education's concerted effort to expand the reach of programs increasing Latino student success, as identified through the Examples of "Excelencia," and demonstrating how these programs can be replicated through small SEMILLAS (Seeding Educational Models that Impact and Leverage Latino Academic Success) grants. The results described in this brief were made possible through a working partnership with foundations and institutions of higher education who committed to achieve and propagate demonstrable results in accelerating Latino student success in higher education. This brief includes lessons learned from implementing the Growing What Works initiative and SEMILLAS grants. Critical in this time of great change for higher education and for Latino students is the following lesson. Targeted, well managed financial and human resources focused on Latino student success, not only produce effective results for students, the participating institutions and supporting foundations, but demonstrate the strength and viability of the these strategies to accelerate larger social impact and serve as catalysts for institutional change to increase Latino student success. 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:
Foreign Countries; Graduate Students; Supervisors; Role; Masters Theses; Doctoral Dissertations; Student Research; Success; Technical Support; Supervisor Supervisee Relationship; Guidance; Mentors; Intellectual Development

Abstract:
The success of a thesis or a dissertation for a graduate student relies upon the roles of their supervisor. The student not only needs to be equipped with the knowledge, but also be able to manage others and external factors at the same time. The journey during the period of conducting research is mixed with various tasks. Five supportive roles of a supervisor involving the supervision system are specific technical support, broader intellectual support, administrative support, management, and personal support brings about the output of the study. A supervisor's roles for successful thesis and dissertation is reported by using the survey on graduate students in the universities in Thailand probing for the current practices of supervisor and the expectation of student towards the supervisor's roles. The reflection from the students' perspective can help develop relationship between supervisor and student for undertaking a successful thesis and dissertation. (Contains 2 tables.) 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:
Foreign Countries; STEM Education; Student Recruitment; Natural Sciences; Secondary School Students; Course Selection (Students); Marketing; Grounded Theory; Access to Education; Employment Opportunities; Success; Competence; Science Interests

Abstract:
In many Western societies, there is a concern about the tendency of young people not choosing Science, Technology, Engineering, and Mathematics (STEM) education and occupations. In response, different initiatives have been launched. If one believes that science should have a place in more young people's lives, an important question is to what extent recruitment campaigns communicate messages that open up for STEM education to become relevant in young people's identity formation. Here, we analyse a Swedish government-initiated, primarily Internet-based recruitment attempt ("The Broad Line Campaign") aimed at increasing the number of young people choosing the natural science programme in upper secondary school. The campaign is based on marketing principles and deliberately draws on identity issues. The data analysed consists of campaign films and written resources describing the campaign. Data are analysed by use of the constant comparative approach in order to produce categories describing different messages about why to engage in STEM education. These messages are then analysed from an identity perspective using the concept of subjective values. Our results show that the messages communicated in the Broad Line campaign emphasise utility value, attainment value and relative cost rather than interest-enjoyment. The campaign communicates that the natural science programme is to be associated with a high attainment value without establishing relations to the field of science. Finally, potential consequences of the communicated messages in the campaign are discussed in light of previous research. (Contains 3 tables, 3 figures, and 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:
Success; Employment Level; Educational Attainment; Attention Deficit Hyperactivity Disorder; Outcomes of Education; Young Adults; High School Students; Comparative Analysis; Predictor Variables; Academic Achievement; College Attendance; Postsecondary Education; Behavior Problems; Low Achievement

Abstract:
Decreased success at work and educational attainment by adulthood are of concern for children with ADHD given their widely documented academic difficulties; however there are few studies that have examined this empirically and even fewer that have studied predictors and individual variability of these outcomes. The current study compares young adults with and without a childhood diagnosis of ADHD on educational and occupational outcomes and the predictors of these outcomes. Participants were from the Pittsburgh ADHD Longitudinal Study (PALS), a prospective study with yearly data collection. Significant group differences were found for nearly all variables such that educational and occupational attainment was lower for adults with compared to adults without histories of childhood ADHD. Despite the mean difference, educational functioning was wide-ranging. High school academic achievement significantly predicted enrollment in post-high school education and academic and disciplinary problems mediated the relationship between childhood ADHD and post-high school education. Interestingly, ADHD diagnosis and disciplinary problems negatively predicted occupational status while enrollment in post-high school education was a positive predictor. Job loss was positively predicted by a higher rate of academic problems and diagnosis of ADHD. This study supports the need for interventions that target the child and adolescent predictors of later educational and occupational outcomes in addition to continuing treatment of ADHD in young adulthood targeting developmentally appropriate milestones, such as completing post-high school education and gaining and maintaining stable employment. 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:
Educational Attainment; Well Being; Foreign Countries; Probability; Followup Studies; Academic Achievement; Success; Income; Correlation; Social Theories; Education Work Relationship; Guidelines; Social Indicators; Adolescents; Parents; Parent Child Relationship; Employment Level

Abstract:
Many studies have examined the effect of life events, education, and income on well-being. Conversely, research concerning well-being as a predictor of life course outcomes is sparse. Diener's suggestion "to inquire about the effects of well-being on future behavior and success" has, with some exceptions, not yet come to fruition. This article contributes to this body of research. We conceptualize and analyze the interplay between educational achievement, occupational success, and well-being as a complex process. The relationship between these domains is examined drawing on a structure-agency framework derived from Bourdieu and Social Comparison Theory. Social comparison between adolescents and their parents is suggested to be the mechanism explaining the effects of successful and unsuccessful intergenerational transmission of educational achievement and occupational success on well-being. It is further argued that well-being may serve as an individual resource by fostering educational and occupational outcomes. Panel data from the Transition from Education to Employment (TREE) project, a Swiss PISA 2000 follow-up study, was used. The interplay between well-being and successful and unsuccessful intergenerational transfer of educational attainment was analyzed in an autoregressive cross-lagged mixture model framework. Social comparison was found to be related to well-being, while well-being proved to significantly increase the probability of successful intergenerational transfer of educational attainment. 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:
First Generation College Students; Attention; Family Attitudes; Family Environment; Family Influence; Anxiety; Social Mobility; Socioeconomic Status; Quality of Life; Well Being; Student Adjustment; Success; School Counselors; Higher Education; Counselor Role; Social Capital; Values Clarification; Student Empowerment

Abstract:
First-generation college students face a variety of academic and personal challenges, including survivor guilt (Piorkowski, 1983). Survivor guilt for these students involves negative emotions related to leaving family and friends "behind" in difficult contexts and lived experiences. This article provides (a) an overview of first-generation college students' participation in higher education, (b) a review of survivor guilt as experienced by these students, (c) a description of how logotherapy (Frankl, 2006) can be implemented by college counselors, and (d) the implications of this approach for college counselors. 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; Community Colleges; Best Practices; Recognition (Achievement); Awards; Achievement Gains; Success; Institutional Characteristics; Performance Factors; Educational Innovation; Professional Development; Partnerships in Education; Transfer Policy; Articulation (Education); Academic Support Services; Outreach Programs; Learning Strategies; Effective Schools Research

Abstract:
In many respects, one couldn't find a group of 10 schools more diverse than the finalists for the 2013 Aspen Prize for Community College Excellence. One community college serves 1,500 students, another 56,000. There are institutions devoted primarily--even solely--to technical degrees, and ones devoted mainly to preparing students for further academic study. Although the Aspen Prize finalist colleges are different in many respects, they have one thing in common: They achieve impressive outcomes for their students in the four areas that comprise the Aspen Prize's definition of excellence: (1) Completion; (2) Learning; (3) Labor market outcomes; and (4) Equity. These colleges did not achieve better student outcomes because they enrolled students who were easier to reach or better prepared than others--some finalist schools, in fact, serve students far needier and regions far poorer than the national average. It was not solely because they chose the "right" textbooks, or remedial education reforms, or online learning platforms. Of course those things matter. But even when colleges choose their approaches wisely, excellence requires more: leaders who build an environment where every professor and staff member is willing to accept tough realities and is committed to improving student success, and where every administrator makes sure they have the tools to do so. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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