Scholarship Money Research Articles

Addressing Financial Barriers to Higher-Education

Many students choose not to pursue higher education due to its financial burden and the looming threat of debt that follows. However, 10 million dollars of scholarship money in Canada goes unclaimed each year due to a lack of applicants (Griffiths, 2022). Students who require financial assistance for higher education can only capitalize on the available scholarship money if they have the necessary skills to create successful applications (Hoff, 2013). Furthermore, the low-income students who will benefit the most from access to these resources often have to work part-time jobs after school, so they are unable to devote the necessary time to this process (Singh,1998). To address this barrier, we have developed an equitable, accessible module-based program that strives to connect the surplus of untapped scholarship money each year with students who desire to fund their pursuit of higher education. These modules will facilitate equitable access to higher education by fostering students' skills related to budgeting, financial planning, scholarship searching, and application writing and will be implemented directly in the high school curriculum. To facilitate their implementation and avoid any potential pitfalls, the modules would decrease the burden on educators, be accessible to students with disabilities, and include content-related to cybersecurity. By helping foster students' self-efficacy and confidence in their knowledge and skills so they can apply for funding, we aim to increase the number of people applying for scholarships so that financial resources are no longer a significant barrier to higher education.

Katie Geneva Cannon Incarnate

Katie Geneva Cannon Incarnate Mary E. Hunt (bio) Katie Geneva Cannon arrived on the theological scene before there was one. The field was relatively staid—lots of tweed jackets with elbow patches, pipes, beards, dry lectures, and old-school ties. She and our entire cohort of women in religious studies who came of age together in the 1970s and 1980s changed all that. Her legacy is multivalent—scholarship, style, spirituality, and solidarity. The theological scene, indeed the world, is different and better because of her. I met Kate at Union Theological Seminary in New York City in the 1970s when she was a doctoral student in Hebrew Bible (Old Testament in those days) and I was first a master's student at Harvard Divinity School and later a doctoral student at the Graduate Theological Union in Berkeley. She was eventually dismissed from the program that had never had an African American woman graduate before. Union Professor Beverly Wildung Harrison talked Katie into continuing her very promising work in ethics, and thus began an illustrious scholarly career that changed the very face of the field. Dr. Cannon's womanist theological ethics, expressed in books, articles, teaching, and mentoring, is now a well-established scholarly approach. It has many adherents in both academia and the Christian ministry, especially in black churches. Womanist work is studied widely and now carried on by colleagues at the Center for Womanist Leadership, Dr. Cannon's capstone project. Womanist scholarship is anything but dry. Founded on solid intellectual ground, it includes the arts, music, and ministry in a vibrant, accessible combination of preaching, teaching, and activism. The night I met her, a party was raging at Union in New York. I recall vaguely that she was the disc jockey. In any case, she brought style to that scene as she did to every place she went. She was hip; I was not. She wore wonderful clothes to my jeans and T-shirts. She knew pop music, could dance, and loved literature; I could pretty much only tell Beethoven from the Beatles, danced pitifully like an Irish white girl, and was just beginning to branch beyond theological writing to inform [End Page 109] my work. We were still in our early twenties, but already our life experiences had shaped us profoundly and differently. It took me decades to understand how deeply racism cuts into the human fabric, and how gender, class, sexuality, and race condition people's possibilities. She knew all of that then. Kate went on to become the first African American woman ordained in the United Presbyterian Church in 1974, then got her doctorate at Union. Pioneers never have it easy. I no longer underestimate the toll on body and soul that such "firsts" take, recalling the premature passing of my friends mujerista religious innovator Ada María Isasi-Díaz, Argentine queer theologian Marcella Althaus-Reid, and now Katie. Katie's family in Kannapolis, North Carolina, was always very much on her mind. Only later did I learn that part of her scholarship money went to support them. Her years in New York, and later, Boston, Philadelphia, and Richmond meant that she lived in very different circles. Still, she always stayed close to family; the struggles and achievements of her nieces and nephews were part of everyday conversation. She had deep reverence for the values and commitments that she learned at home in that town named for Cannon Manufacturing, where mill workers produced sheets and towels. Her experiences there became the "fiber" of womanist ethics. Months before the illness that took her life far too early, we had some conversations about prayer and spirituality. She told me she was a great fan of labyrinths. I acknowledged that I like to walk them too. Because she had some mobility problems at the time, I found a small, pocket-sized labyrinth, one that could be prayed while seated, a little version a minister could take on pastoral visits. I had one sent to her but never heard if it arrived. Then she got sick. Now, I wonder if she ever used it, moving from margin to center and back again just as she did so frequently in...

Reaching Successful Futures: Experiences of Participants in the Education and Training Vouchers Program

Youths who have been in foster care face many challenges in accessing and completing postsecondary education. The Chafee Education and Training Vouchers (ETV) program is a federally funded program that assists current and former foster youths in accessing postsecondary learning opportunities by providing scholarship money for their education. This study used an online survey to gather information from ETV program participants about their sources of emotional, academic, and financial support during both secondary and postsecondary education. Findings indicate that youths involved in the ETV program report relatively high levels of out-of-school time involvement during secondary school, multiple opportunities for meaningful connections with caring adults, and a strong sense of personal responsibility. They also report high levels of financial stress and challenges in accessing appropriate resources while in postsecondary educational settings. The article concludes with a discussion of the implications for research and practice.

Japan: The "Haves" are Gaining and the "Have-Nots" are Losing

Many Japanese private higher education institutions also face a risk of falling into the "losing group." It seems that small/rural colleges end up receiving less extra income from admissions over the tei-in (the quota for first-year students) level. This loss creates less scholarship money for capable students. The small/rural institutions are likely to lose prospective students as a negative cycle works against them. This tendency, in turn, augments the opportunities available to large, metropolitan higher education institutions. In Japan, a clear division is anticipated, with the larger institutions getting much larger and the smaller and rural ones getting much smaller. This is a hard fact that we will face in the foreseeable future.

In the Limelight: The Voice Virtuoso

In the Limelight: The Voice Virtuoso

Women’s Bragging Rights

Within American gender norms is the expectation that women should be modest. We argue that violating this “modesty norm” by boasting about one’s accomplishments causes women to experience uncomfortable situational arousal that leads to lower motivation for and performance on a self-promotion task. We hypothesized that such negative effects could be offset when an external source for their situational arousal was made available. To test hypotheses, 78 women students from a U.S. Northwestern university wrote a scholarship application essay to promote the merits of either the self (modesty norm violated) or another person as a letter of reference (modesty norm not violated). Half were randomly assigned to hear information about a (fake) subliminal noise generator in the room that might cause “discomfort” (misattribution available) and half were told nothing about the generator (normal condition: misattribution not available). Participants rated the task and 44 new naive participants judged how much scholarship money to award each essay. Results confirmed predictions: under normal conditions, violating the modesty norm led to decreased motivation and performance. However, those who violated the modesty norm with a misattribution source reported increased interest, adopted fewer performance-avoidance goals, perceived their own work to be of higher quality, and produced higher quality work. Results suggest that when a situation helps women to escape the discomfort of defying the modesty norm, self-promotion motivation and performance improve. Further implications for enhancing women’s academic and workplace experiences are discussed.

Out of the Easy by Ruta Sepetys (review)

Reviewed by: Out of the Easy by Ruta Sepetys Elizabeth Bush Sepetys, Ruta . Out of the Easy. Philomel, 2013. 346p. ISBN 978-0-399-25692-9 $17.99 Ad Gr. 8-12. Josie has lived for years in New Orleans, where her mother works as a prostitute for madam Willie Woodley. Now that it's 1950 and she's seventeen, Josie is virtually on her own for years, living above a bookstore in a tiny apartment provided by the shop owner and now run by his twenty-one-year-old son. Although Josie's on decent terms with Willie and even cleans the brothel in the morning, she knows she won't follow her mother's career path. She has some money saved for college, and a chance meeting with a Smith College student convinces her that she may have a shot at admission and scholarship money. Just when it seems her ticket out is all but stamped, however, her mother's involvement with a two-bit criminal threatens to dash her plans; she may have to turn tricks to pay her mother's debt to a mafia kingpin and recoup the savings her mother has stolen. Will Josie succumb to a fate worse than death? Of course not, and the time-honored theme plays out predictably, with a substantially romanticized take on prostitution and a full cast of tainted good guys and gals ready to bail our heroine at every turn. Of just such fluff, though, are guilty pleasures made, and there's no denying that readers will dog Josie's every step through the Vieux Carré. [End Page 392] Copyright © 2013 The Board of Trustees of the University of Illinois

A Bibliography of Title IX of the Education Amendments of 1972 and its Impact on Intercollegiate Athletics

It has been thirty-five years since the passage of Title IX of the Education Amendment of 1972. Title IX provides that no person shall be excluded from participation in any educational program or activity that receives federal funding. This legislation is credited with bolstering the participation rates of girls and women in athletics. Although athletics are not explicitly addressed in the statutory language, Title IX requires schools to offer male and female students equal opportunities to play sports, to give male and female athletes their fair share of athletic scholarship money, and to treat male and female athletes equally in all other respects, including equipment, facilities and coaching. Proponents of Title IX claim that participation in sports leads to important health and wellness benefits for female athletes. The critics of Title IX argue that the legislation has caused schools to cut male teams in order to comply with Title IX and claim that women are inherently less interested in sports than men. In order to gain a better understanding of Title IX and its effect on intercollegiate athletics, this article provides the researcher with a comprehensive bibliography on the topic. In part one, there is a brief discussion of the law's legislative history and its effect on participation rates of female athletes. This is then followed by a comprehensive list of books on Title IX and is followed by an annotated list of law review articles on the law. Finally, this bibliography includes a list of Internet resources for Title IX, including relevant websites and blogs.

A raised profile and a clearer vision: testimonies of two winners

In my last report, I highlighted how I anticipated that the Journal of Wound Care/Tendra (Mölnlycke) Scholarship would help me make a positive impact on future patient care by enabling me to undertake my PhD studies. More specifically, I said that I will use the Scholarship money to attend a three-week statistics course later in the summer. I also noted that, on conclusion of my research, I am hopeful that I will be able to demonstrate that I have made a real difference to the outcomes of patients with assessed tissueviability needs. But what difference has winning the Scholarship already made to my daily work pattern?

What difference can I make? Our Scholarship winners speak out

In September, I described what it is like to win the Journal of Wound Care/Tendra (Mölnlycke) Scholarship for an experienced practitioner. My objective was to use the Scholarship money on a PhD I had just started. The research involves developing an assessment tool for patients at risk of developing a pressure ulcer on the heel.

Exploring adolescent decision making about equity: Ill-structured problem solving in social studies

The nature of adolescent decision making was investigated using a task that hinged on gender equity, a central concept in citizen education classrooms. Eighteen 10th-grade students were individually interviewed and asked to make a decision about allocating scholarship money to four pairs of fictional candidates seeking either nursing or engineering degrees. The candidates in each pair differed on various dimensions, including major, GPA, and financial need. Interviews were audiorecorded and transcribed for qualitative analyses. The model that emerged from the data revealed that adolescent decision making is a constructive and recursive process, and the students’ simplistic notions of equity inhibited the search for alternatives and their evaluation. The findings point to the important relationship between concept representation and social reasoning.

Core studies make comeback [nuclear engineering education

A number of surprised nuclear engineering department heads are reporting their enrollments are up, in some cases for the first time in almost a decade, and are cautiously optimistic that this heralds a turnaround. Several explanations are possible. There's the Bush administration's pro-nuclear energy plan and the concern about the effects of burning fossil fuels on global warming. Also, some 40-year nuclear plant licenses nearing their end are being extended for 20 years, and new reactor designs are on the drawing boards. So a nuclear career looks less of a dead end than it did only a few years ago; there may be a new positive attitude toward the field as universities, industry, and the US federal government have stepped up efforts to recruit students in the past few years with an infusion of scholarship money.

Max Planck Society Launches International PhD Programs

The International Max Planck Research Schools (IMPRS) fit right in with the vigorous efforts by Germany and its neighbors to woo foreign students. Launched last year by the Max Planck Society (MPG), Germany’s foremost research organization, the new PhD programs are intended to stanch brain drain, combat plummeting enrollments in science, and forge long-term international collaborations.The schools are also intended to tighten the ties between Max Planck Institutes and partner universities, which will bestow the degrees. The idea, says MPG president Hubert Markl, “is to join forces and produce synergies. This offers opportunities from two sides: University doctoral students get easier access to research resources and the Max Planck Institutes get more access to students.”The first 10 IMPRS programs started up last fall. Half are in physics and related areas: astrophysics (Munich), biomimetic self-organization (Potsdam), cell membrane structure and function (Frankfurt), plasma physics (Greifswald), and polymer physics (Mainz). The plan is to open a total of 25 or 30 schools in the next few years, with space for 500–600 top-notch students; about half of the scholarship money will be tagged for foreigners.“The format of the schools is rather flexible and each school can develop its own structure,” says Reinhard Lipowsky, the spokesman for the IMPRS for biomimetics. “However, the main goal is always the same: to attract good PhD students from abroad.”In addition to prestige, the schools offer a broader education and more personal attention than is typical in Germany at the PhD level, and courses are in English. In Germany, says Werner Becker, coordinator of the IMPRS for astrophysics, it’s common for PhD students to become “top experts in their field but often at the cost of the broadness of their education. We intend to make our students more competitive for the international market by giving them a broader education.”The MPG is spending about DM 3 million ($1.4 million) on the schools this year, and plans to increase that, but the bulk of costs are paid by the host Max Planck Institutes and their partners. For more information, see http://www.mpg.de/english/institut/imprs. Markl MPG/FILSERPPT|High resolution© 2001 American Institute of Physics.

Demand for Tech Workers Benefits Undergraduates

NSF SCHOLARSHIPSThe rising number of so-called H-1B visa applications, which allow U.S. companies to hire foreign technical workers, has created a pot of scholarship money at the National Science Foundation (NSF). Thousands of undergraduates majoring in computer science, engineering, and mathematics will soon be awarded scholarships under a new NSF program, established by the legislation that raised the cap on the annual number of visas, that is aimed at boosting the supply of homegrown skilled labor. And the number of such scholarships, earmarked for students on tight budgets, could jump significantly if Congress again raises the cap, as seems likely.

"I'm Gonna Glory in Learnin'": Academic Aspirations of African American Characters in Children's Literature

Scholastic success and failure is a prevalent theme in African American children's literature. African American juvenile fiction is often set in schools, and characters, of both genders and of all ages, express varying views about the value of education. African American children's literature has evolved from primarily portraying integration issues to questioning the quality of education for academic achievers and gifted African American children. During the twentieth century, both African American and white authors have written about black characters and academic issues. Many early efforts by white authors, published from the 1900s through the 1950s, perpetuated distorted racist stereotypes of black students excelling in vocational not academic, roles to please white authority figures and secure their approval. Written from a white perspective, these books, sometimes intentionally, reinforced racial inequality and downplayed integration issues. However, several white authors, including Bette Greene in the 1970s and Carol Fenner in the 1990s, wrote realistic accounts of African American life and empowered their characters with intellectual ambitions. Inspired by the 1920s Harlem Renaissance and African American periodicals, especially The Brownies' Book, African American authors Jesse Jackson and Lorenz Graham penned works with strong black characters in the 1940s and 1950s. By the 1960s and 1970s, these authors, along with Mildred Taylor, Virginia Hamilton, Walter Dean Myers, and Rosa Guy, had established a foundation of African American children's literature that reflected culturally accurate concerns and experiences of black characters. In the 1990s, Eleanora E. Tate, Valerie Wilson Wesley, Jacqueline Woodson, and a new generation of African American writers expanded their predecessors' literary base, producing works representative of modern African American voices and values. These books, depicting different eras and authors' insights, provide diverse sources to analyze the academic aspirations of African American characters in children's literature. Scholars such as Janine Bempechat have emphasized that African American culture nurtures the group, not just the individual, and that the extended community - whether family, religious congregation, or friends and neighbors - celebrates "shared achievement" (2). Thus, group identification is vital to self-concept. Child advocate Marian Wright Edelman's elders encouraged her to serve her people and enrich the community, promoting the message that "doing well ... meant high academic achievement" (4). Through scholastic successes, students hope to create better lives for themselves and their families and to counter future discrimination. African American children experience events in school that are common to children of all races, but they experience other concerns and issues as well. Moreover, African American children cannot be considered a homogenous group; individuals experience and react to life uniquely, and fictional characters represent these varying experiences. "'I'm going to try to find a place where I can fit in being both black and smart,'" asserts Maizon Singh, the main character in Jacqueline Woodson's trilogy Last Summer with Maizon, Maizon at Blue Hill, and Between Madison and Palmetto. Maizon gives voice to the fears of many African American youths when she declares, "'I don't want to be a failure'" (Maizon 126-27). A gifted student, Maizon encounters conflict and isolation in choosing an educational environment. Her academic aim to earn scholarship money and secure pride for herself, family, and community creates uncomfortable school situations. Winning tuition to an exclusive boarding school, Maizon worries about fitting in, making friends, and retaining contact with her peers at home; she fears that her academic successes will result in social losses. Because intelligent African American students are often considered anomalies, in fictional depictions they are closely scrutinized as they succeed in academic challenges but struggle at coping with people. …

Youth community service: An overview

AbstractModern youth community service programs infuse the daily lives of their participants with goals and purpose. They may also provide useful job training, scholarship money, opportunities to mix with other races and social classes, and exposure to the prvileges and responsibilities of citizenship. Enthusiasm for the redeeming power of hard work for the public good may seduce us into judging these programs on the basis of their spirit and intent, however, rather than their results.

Grant and Scholarship Money Available

Grant and Scholarship Money Available

The Impact of Scholarship Money.

The Impact of Scholarship Money.