Postsecondary Education For Students Research Articles

Perpetuating the Gaps: 21st-Century Skills in Students With Learning Disabilities and Their Typically Developing Peers

This study examined whether there are differences between students with learning disabilities (LD) and their typically developing peers with regard to their 21st-century skills according to their self-report and whether the differences between the two groups are greater in postsecondary education than in high school—an aim that had not been examined in depth in previous research. Findings suggest that overall (beyond type of learner), in most skills, postsecondary education students reported higher scores than high school students on questionnaires designed for self-assessment of 21st-century skills. Second, students with LD exhibited lower scores in most 21st-century skills than their peers. Third, a comparison of the gaps in 21st-century skills between students with LD and their peers in each of the examined educational settings (i.e., high school vs postsecondary education) revealed that some of the gaps expand over the years, resulting in differences in additional skills. Results are discussed in the context of educational environment and its role in cultivating 21st-century skills and preparing students for integration into the labor market.

Impact assessment of academic support provided by tertiary learning advisors

In New Zealand higher education (HE), there is a lack of consistent ways of collecting evidence of the impact made by academic literacy support from Tertiary Learning Advisors (TLAs) on students’ academic performance, retention, and success. TLAs in New Zealand and Australia are primarily involved in providing learning support to students in post-secondary education to encourage development of their academic literacy and essential study skills. They are professional educators who advise students on issues related to academic writing and other academic skills, such as time management or exam preparation, to facilitate achievement of students’ goals of tertiary study (Griffith University, 2021). While it may be recognised that provision of learning support is desirable for a meaningful and successful HE experience for many students, hard evidence that learning support makes a difference to student retention and academic performance is difficult to find (Acheson, 2006, as cited in Breen and Prothero, 2015). This presentation sought to share an attempt to address this issue by investigating the impact of embedded academic literacy support provided by TLAs to three cohorts of students enrolled in undergraduate social work and early childhood education programs at my ITP (Institute of Technology and Polytechnic) in Auckland, New Zealand. Existing research in Australia, Canada, and the United Kingdom suggests that support that embeds academic literacy development in disciplines, rather than academic support that is generic and/or provided through foundation courses, represents a best practice model (Glew et al., 2019).

“You’re a Mature Student and You’re a Tiny, Tiny Little Fish in a Big Massive Pond of Students”: A Thematic Analysis Investigating the Institutional Support Needs of Partnered Mature Students in Postsecondary Study

Mature students in postsecondary education—those over 25 years of age, also known as nontraditional students or adult learners—make up a significant minority population on Canadian postsecondary campuses. Despite academic performance that tends to be higher than that of traditional students, the retention of mature students is lower due to the stressors they face in their home and school roles. This paper examines the insights of mature students and their intimate partners on how higher education institutions can provide better supports to make postsecondary programs and campuses more accessible to adult learners and enable their success. A sample of 25 mature postsecondary students enrolled in Canadian higher education institutions and their partners participated in dyadic interviews that explored the connections between their relationship and school experiences. A data-driven, inductive thematic analysis of the transcribed interviews found three themes that focused on the institutional support needs of partnered mature students, highlighting the need to (1) increase institutional knowledge and awareness of mature students’ needs, (2) offer flexible study options to complete courses and program requirements, and (3) provide relevant supports and programs. Mature students felt marginalized at their institutions related to the programs, instructors, staff, resources, and supports that are strongly focused on traditional-aged and circumstanced students. Recommendations are provided for higher education institutions to provide resources and supports that meet mature students’ unique needs to both access and be successful in their pursuit of postsecondary education.

Social Media and College-Related Social Support Exchange for First-Generation, Low-Income Students: The Role of Identity Disclosures

First-generation, low-income (FGLI) students face barriers to college access and retention that reproduce socioeconomic inequities. These students turn to social media for college-related social support. However, while students can reap benefits from social media, it is crucial to investigate under what conditions social media interactions facilitate or hinder students' access to college-related social support. We conducted in-depth, semi-structured interviews with 20 FGLI students in the United States who applied for college in the 2020-2021 application cycle. Our findings illustrate how FGLI identity disclosures on social media can facilitate access to college-related social support when met with supportive or neutral responses, while stigmatizing reactions can disrupt access to these benefits. We draw from the lenses of the "doubly disadvantaged'' and "privileged poor'' used to describe FGLI students in post-secondary education to argue that engaging in FGLI identity disclosures on social media can help students become academically and psychosocially prepared for collegiate environments. Finally, we discuss the implications of this work for theoretical frameworks centering social media and social support, consider when stigma might lead to support space abandonment, and describe the potential implications for social media design.

“Stepping Up”: A Decade of Relationship Violence Prevention

Students in postsecondary education are at high risk for experiencing relationship violence, including dating, domestic, and sexual violence. This can result in significant mental and physical health consequences. A relationship violence prevention program has been offered and evaluated for over 10 years at a Canadian university. It is based on a social–ecological model of violence prevention and best practices. Students who completed both pre- and post-program evaluations were used as their own controls to evaluate the effects of the program. Significant changes were noted for most aspects of the program in knowledge, attitudes, and behavioural intents each year, and these changes persisted for up to six months on most measures. The sample sizes were small and potentially overestimated the effect of the program if results were reported individually. Meta-analysis was used to pool the data and examine the effects of the program across the decade. The results indicated that the program was effective in changing knowledge, attitudes, and behavioural intents immediately following the program, but there were insufficient paired data to conduct six-month meta-analyses. Suggestions are made for future programs and further research.

The Connected Life: Using Access Technology at Home, at School and in the Community

Hearing technologies such as hearing aids, cochlear implants and bone-anchored devices provide students with hearing loss with far greater access to auditory information (and most importantly, to spoken language) than even a decade ago. However, in a student’s daily life, many situations arise where effective communication and participation can be comprised by factors such as distance, noise, reverberation, difficulty hearing peer input, missing or obscured visual information (e.g., due to masks during the COVID-19 pandemic), speakers with accents or poor auditory/visual quality (e.g., on the phone or during online learning). Access technologies such as remote microphone systems, wireless connectivity platforms and captioning can be used to supplement and/or clarify auditory and visual information, so that students can fully participate in all aspects of their lives. This article discusses how access technologies can provide support for students in preschool, elementary, secondary and postsecondary education. The importance of universal design for access to public spaces, such as schools and community spaces, to ensure that individuals with hearing loss live in an equitable and inclusive world are also discussed.

A Mixed Methods Exploration of Postsecondary Education Students’ Environmental Awareness and Worldviews

Postsecondary education students are positioned to contribute to solving complex environmental problems present in the world today. This convergent mixed methods study aimed to explore environmental worldviews for undergraduate and graduate students at a public four-year university in the Southwest United States. The revised New Ecological Paradigm (NEP-R) Scale, demographic questions, and three open-ended questions were implemented in an online survey to explore participants’ environmental worldviews. Using descriptive and non-parametric statistical analyses, the results of an online survey revealed that overall participants (N = 513) reported pro-environmental worldviews, and factors such as age and gender influenced environmental worldview scores. Moreover, identifying major and minor themes after coding responses to open-ended questions broadened the understanding of students’ environmental worldviews in the context of experiencing higher education. Although the present study had limitations, the findings can assist postsecondary educational leaders, faculty, and practitioners in developing and implementing pro-environmental or sustainability-oriented policies, practices, and programs on higher education campuses.

A Presidential Perspective on the Practice of Fundraising in Community Colleges

ABSTRACT All higher education institutions have concerns about their fiscal health, and many have engaged in fundraising practices to augment and supplement other sources of revenue. Community colleges have been slower than their 4-year counterparts to engage in fundraising. Despite enrolling almost half of all students in postsecondary education, they continue to raise a small percentage of all philanthropic funds that are given to education. The current study was designed to develop an understanding of the operations of fundraising in community colleges to create a baseline for both further research and additional educational opportunities. Through structured interviews with 12 current community college presidents, data highlighted the wide range of practices and resources available for fundraising. Additionally, findings indicated that some community colleges have a rudimentary, almost non-existent structure for fundraising while others have highly sophisticated programs. These results stress the need for both further research and professional development targeted at community colleges, their leaders, and providing an understanding of the range of community college structures and settings that might impact fundraising.

Putting evidence on CTE to work

Policy makers have taken more interest in career and technical education (CTE) in recent years, but evidence regarding what kinds of programs produce the most important outcomes is still emerging. Shaun M. Dougherty summarizes what recent research tells us about the impact of these programs. Evidence has shown that CTE-dedicated schools, career academies, and programs linked to workforce needs can improve high school graduation rates and workforce earnings, but research is still emerging on how well CTE programs prepare students for postsecondary education. Most of the recent research has not focused on equity in CTE programs, and educators must remain vigilant to ensure equitable access and outcomes.

Interventions Focused on Independent Living Skills for Youth With Intellectual Disability or Autism Spectrum Disorder

Independent living skills (ILS) are crucial for the post-school success of students with disabilities. In this systematic literature review, we examined ILS interventions for secondary and postsecondary education students with intellectual disability or autism ranging from ages 13–24 years. Forty-two articles met the inclusion criteria and were examined. Findings indicated the most frequent intervention method used was prompting followed by video modeling/prompting. Technology was the most frequent modality used to deliver interventions. The most common types of ILS taught to students were cooking and cleaning. Implications for policy and practice include educators evaluating the range of ILS taught to students. Implications for future research include an emphasis on further developing technological interventions that expand to a wider variety of skills.

Ten years after. Reflections on the introduction of tuition fees for some international students in Swedish post-secondary education

ABSTRACT In 2011, Sweden introduced tuition fees for students from countries outside the European Economic Area (EEA) and Switzerland when they enrolled at higher education institutions (HEIs). As a direct consequence, the number of students in Sweden from those countries decreased by 80% that year. Since then, the number of students has increased again and, before COVID-19, was on its way to reaching the same level as before 2011. Nevertheless, the number of tuition fee-paying students only dropped by 3% for the academic year 2020/21, after nine consecutive years of growth. In this article we are assessing changes in inbound student flows and compare the outcome with the ambitions expressed by the Swedish government when the fees were introduced. The introduction of tuition fees in Sweden and the experiences from this offer quite unique possibilities to learn how students, HEIs, other actors, and societies react and adapt. By use of previous studies and new empirics we analyse and reflect on the outcome given the motives behind the reform, especially with regard to the ambition to continue internationalising post-secondary education and, furthermore, on the reform’s possible benefits and costs for post-secondary education in Sweden.

Reproduction of academic and socioeconomic segregation in the transition to postsecondary education: A new approach

Highly massified and differentiated postsecondary education systems tend to replicate the stratification and social segregation of previous educational levels, thus maintaining social inequity in their access. In this regard, gaps in academic test scores are frequently perceived to be a fundamental transmission channel of socioeconomic segregation from secondary to postsecondary education. Within this framework, the purpose of this study is to analyze whether and to what degree socioeconomic segregation is reproduced in the transition from secondary to postsecondary education and how much of the socioeconomic segregation is related to academic segregation in the latter. Using a modified Dissimilarity Index to quantify the segregation of three Chilean cohorts, we find that, unlike in secondary education, academic performance is more decisive than socioeconomic background in the distribution of students in postsecondary education, with a notable reduction in the socioeconomic segregation levels in the transition to the latter. However, using a pioneering approach, we also find that less than half of the socioeconomic segregation in postsecondary education is related to academic sorting, suggesting that factors other than academic admission criteria are more relevant in explaining unequal distribution of students from different socioeconomic background in postsecondary education.

Iktomi Methodology

This essay responds to narrative analysis and other Indigenous Methodology skeptics who question the legitimacy of storytelling, oral tradition, and narrative analysis as legitimate forms of data and research. Iktomi Methodology (named after a Lakota character in oral tradition) is not only decolonizing, but is forward thinking, not only documenting what has happened in the past, but what could potentially happen in the future. Iktomi Methodology uses Tribal Critical Theory to legitimize Indigenous storytelling as valid forms of data and analysis of how to treat Indigenous students. The essay then uses a version of narrative analysis that incorporates a specific Native American character that arises often in stories on how to behave when it comes to dealing with challenges, “Iktomi” becomes the vessel through which educators can question current policy and practices to think differently about supporting Indigenous students in postsecondary education.

Expanding Promise: Depicting the Ecosystems of Support and Financial Sustainability for Five College Promise Populations

The time is now to examine the nation's capacity to help guide students in gaining access to, paying for, and graduating from college. College promise programs have served as an excellent model. But because a uniform, national college promise model would not adequately serve the estimated 20 million students in postsecondary education, ETS and College Promise launched an effort to expand the work on college promise programs to identify ecosystems of support for specific student populations. In 2021, we invited scholars, practitioners, and student representatives to join a design team and cocreate the college promise program for their student populations: first‐generation students, youth in or aged out of foster care, students with disabilities, student parents, and students needing academic support. In multiple panel discussions, other colleagues reviewed the ecosystem designs, focusing on college promise programs in general, the design of the ecosystems of support, or the financing of the ecosystems. Several key themes emerged from the meeting: (a) Although the design teams focused on one aspect of a student's life, they stressed the importance of focusing on the intersectionality of their identities; (b) terminology and definitions are important not only for policy and practice reasons but for the messages they send to students about inclusion; (c) financing a college education is more than paying tuition and fees; (d) enhanced data collection will support research, policy, and practice; and (e) developing a college promise program requires a focus on both students and postsecondary institutions.

Career Development in Highly Sex-typed Postsecondary Vocational Technical Education Programs: A Social Cognitive Analysis

Using social cognitive career theory (SCCT), we examined the career development of students in sex-typed postsecondary Vocational Technical Education (VTE) programs in the Chilean context. We assessed the moderating effects of students’ socioeconomic background, sex, membership to the sex-atypical group, and the intersection of these attributes across SCCT measures and the model’s predicted relationships. The results showed that students in sex-atypical careers, particularly low-income students, perceived supports and barriers differently, and that supports and barriers have different effects on self-efficacy and outcome beliefs. We also found differences between female and male students in these careers path, which suggests that the former face more challenges. However, we also found that their career development process unfolds similarly, suggesting that strategies designed to support these groups may be equally helpful for female and male students. We discuss the findings in light of prior literature and offer practical implications for VTE institutions.

Bridge Building in Higher Education: Multi-Modal Mentoring Programs to Support Retention & Career Preparedness

Despite the limitations on time for career preparedness and shrinking professional development budgets, mentoring remains as important as ever due to the interconnectedness in a global society and the changing demographics of postsecondary education students. The traditional-age population in college that lives on campus and does not work has been declining for over three decades. The majorities of current students that arenow non-traditional, and work at least part-time are first-generation, and are pursuing degrees via distance or online learning. The importance of providing a diverse mentoring strategy for this new population is borne out in research in order to improve retention, persistence, and completion rates, as well as future professional success. As such, this study sheds light on the need to develop a multi-modal mentoring program to support different student populations through a flexible combination of faculty-student, student-student, alumni-student, and supervisor-student mentoring programs applied in different contexts and modalities. While results indicate that overall faculty-initiated mentoring is preferred by both populations and the most impactful method for mentoring is face-to-face with a faculty member with non-academic experience in the field of their discipline, other approaches are more effective for populations, such as first-generation, minority, and online and graduate students.

Motivation for Studying Mathematics of the Students in Post-secondary Technical Vocational Education – Future Primary School Teachers in the Republic of Moldova

Mathematics is the universal compartment through which both the study and the discovery of the surrounding environment take place. At the same time, mathematics is the academic discipline through which the formation of logical and practical thinking is pursued, so for the students of pedagogical specialties this discipline is an abstract science about which students know only what they have learned in gymnasium. Therefore, the motivation and professional orientation for studying mathematics are necessary, allowing in this context the application of mathematical knowledge and skills acquired in practical activities. This article thoroughly analyses the concept of motivation, but also addresses the motivation issue of the students in post-secondary technical vocational education – future primary school teachers in the Republic of Moldova. At the same time, the problematic aspects of the professional training process of future primary school teachers are determined.

Welcome to College! OT’s Role in Implementing Inclusive Postsecondary Education for Students With Intellectual Disability

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Young adults with intellectual disability experience key educational disparities compared with peers without disabilities as a result of stigma, a lack of opportunities available to them, and a lack of adequate accommodations in higher education. This session will present data gathered to inform development and implementation of an inclusive postsecondary education (IPSE) program on a university campus. The integral role of OT in IPSE program implementation will be discussed. Primary Author and Speaker: Meghan Blaskowitz Additional Authors and Speakers: Rachel Carretta, Alia Pustorino-Clevenger

The Administrative Role of Principals: Insights and Implication in Secondary Schools Mardan District

Secondary schools are educational establishments tasked with preparing students for postsecondary education and professional training. Principalsare the primary stakeholders entrusted with administrative positions in secondary schools to meet society's demands and provide quality education to students. The study aimed to examine the administrative function of principals in secondary schools in Mardan district, Khyber Pakhtunkhwa, Pakistan, in light of their organizational role at the secondary level. The study's goals were to look at the administrative position of secondary school principals and suggest methods for more effective secondary school administration. The research included 100 government male high school principals from the Mardan district. A reliable instrument was developed, validated, andpilot tested. The information was gathered using a unique administration instrument and evaluated using mean scores, standard deviation, and the chi-square test. The study discovered that principalsplay a primarily administrative function in high school administration. They develop the school's vision and mission, provided school facilities, organize the teaching-learning process, plan co-curricular activities, supervise school activities, identify students' needs and demands, maintain the school's records, ensure financial management, collaborate with parents and society, coordinate with educational authorities, track, and evaluate the school's activities. For effective secondary school administration, the study proposed providing instruction for new principals at the time of admission and capacity building for current principals in financial management, record keeping, staff management, service law, and ICT skills.Keywords:administrative role, Mardan, Pakistan, principals, secondary schools

The Administrative Role of Principals: Insights and Implication in Secondary Schools Mardan District

Secondary schools are educational establishments tasked with preparing students for postsecondary education and professional professionals for professions. Principals are the primary stakeholders entrusted with administrative positions in secondary schools to meet society's demands and provide quality education to students. The study aimed to examine the administrative function of principals in secondary schools in Mardan district, Khyber Pakhtunkhwa, Pakistan, in light of their organizational role at the secondary level. The study's goals were to look at the administrative position of secondary school principals and suggest methods for more effective secondary school administration. The research included 20 government male high school principals from the Mardan district. Easy random sampling was used to pick the study sample of 100. A reliable instrument was developed, validated, and pilot tested. The information was gathered using a unique administration instrument and evaluated using mean scores, standard deviation, and the chi-square test. The study discovered that principals play a primarily administrative function in high school administration. They develop the school's vision and mission, provided school facilities, organize the teaching-learning process, plan co-curricular activities, supervise school activities, identify students' needs and demands, maintain the school's records, ensure financial management, collaborate with parents and society, coordinate with educational authorities, track, and evaluate the school's activities. For effective secondary school administration, the study proposed providing instruction for new principals at the time of admission and capacity building for current principals in financial management, record keeping, staff management, service law, and ICT skills.