![[object Object],[object Object],[object Object],[object Object],Decisive Minority Retention: Renovating educational theory and pipelines](https://image.slidesharecdn.com/decisiveminorityretention-13177998443617-phpapp02-111005023537-phpapp02/85/decisive-minority-retention-1-320.jpg)
![Study Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (18)
Semelhante a Decisive Minority Retention
Semelhante a Decisive Minority Retention (20)
Decisive Minority Retention
- 5. Method
- 15. Four-Year College (Nora, 2004, 2006)
Notas do Editor
- I was disappointed in the sample size, but not in the answers the respondents gave. They represented each sector of the educational pipeline, even vocational. Note the questions were qualitative and not on a likert scale!
- Program 1: Parental advocacy/involvment & education Program 2: Cultural values and communal values Program 3: Access to decision making table Program 4: Professional development dependent on educational attainment Can you guess which one was…….?
- Three of the four programs took place over seven months out of the year; one took place over the course of one week.
- Note the weight and importance given to academic and social integration.
- Berger & Lyon (2005) 1970’s: Building theory; 1980’s theories advanced and demographics continued to shift; 1990’s theories really tested, and minority researchers critiqued them; 2000’s; retention results still low for minorities, because of continued attention to traditional students (Oseguera, 2009, pg. 17)!! Integration has always been reliant on the necessity of the student to assimilate to institutional factors and environment Academic Integration is not present here because all newer models also hold this variable vital to student retention. “ Like the show Survivor…..”
- High School proficiencies and college entrance exams don’t’ measure the same things No accountability for transition issues from high school to transfer; not mandated, only recently in California have committees been formed. Hardly enough articulation agreements Poor hoods = poor schools = poor information to students and parents = underqualified/cultured/linqusticially capable teachers = too few counselors! Reliance on standardized tests (like cigarette companies), instead of restructuring inequities in pipeline. CC: Transfer students lack: 1) access to courses that accrue transfer credit 2)financial resources 3) transfer counselors 4) SSS ARE ALSO SOCIAL AND ECONOMIC LIABILITY FOR UNITED STATES!
- Current paradigm that is opposite from the current shift away from in loco parentis that a majority of large public urban universities are abiding by. Conversely, Braxton et al. (2004) "advance a serious revision of Tinto's popular interactionalist theory to account for ethnic minority student departure, and they postulate a theory of student departure in commuter colleges and universities," (pg. 33 )
- “ A key intervention strategy is intrusive advising” (pg. 12). The “(SRS) model was a departure from the mainstream advising structure, which included academic advisors who provided support only within the academic area and counselors who provided career and personal counseling,” (pg. 13) and it’s “success has been demonstrated across all student ethnic groups at [a] Hispanic Serving Institution,” (pg. 17). Escobedo (2007) validated Phillips’ (1991) and successfully applies Seidman’s theory in his conduction and 3-year longitudinal study of a retention/intervention program at three southwest campuses (pg. 16).
- Note that Institutional/Goal commitments were more related to persistence then social integration was, noting that many more variables are present in minority and diverse students that contribute to retention, unlike previous generations of non-traditional students. In this case (Chicanos at a 4-year college).
- 45 community colleges 35 High schools Mentoring to provide missing social capital Rigorous instruction in writing and literature: Focuses on ethnic literature to teach critical analysis and college level writing Peer partner who acts as a guide into high school Intensive college preparatory counseling Has counselors, teachers, and faculty from post-secondary institutions seamlessly interacting and working together.
- Social Capital = parent advocacy, location of resources in schools, knowing how bureaucracies work, having access to decision making people [note Garcia, 2009] “ SIRPs seek to strengthen student-of-color organizations because of the key role they play in validating particular cultural identities [emphasis added], (Rhoads, 2004, pg. 12).
- Note about Teachers Union only shuffling and not hiring new generations of teachers.
- Acculturation is like a hug……!