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At-Risk Students and the Path to Academic Success

機(jī)譯：風(fēng)險(xiǎn)學(xué)生和學(xué)業(yè)成功之路

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Low-income students nationwide are underrepresented in higher education (Engle & Tinto, 2008). Students from low-income backgrounds complete college at a significantly lower rate than their middle income or wealthy counterparts (Espinosa, Gaertner, & Orfield, 2015; Gilbert & Heller, 2013). A gap in college success, specifically among low-income students, is well documented. Income is identified as the biggest obstacle to access to higher education today (Fisher, 2012). The disparity is not based on ability. Low-income students complete at a significantly lower rate even when standard indicators are identical (Horn, Kojaku, & Carroll, 2001). Many low-income students have additional risk factors such as being a first-generation college student, or being a member of a racial minority (Engle & Tinto, 2008). However, despite all the odds, some students overcome multiple risk factors and are academically successful. This study is looking for intrinsic factors that contribute to that success.;Identifying intrinsic factors that contribute to academic success has potential to impact a large number of people. Improving the graduation rate is a national priority. "Once students come to the University, it is our responsibility to provide a pathway for success along with support to facilitate graduating in a timely manner" (Anonymous, ix 2014). Colleges and universities have occasion to be instruments of real social change. Identifying the needs of low-income students and the challenges those students face enables work toward a solution. To a large extent, income determines the educational outcome and ultimately limits the ability of students to overcome poverty. This is unjust.;The National Center for Education Statistics reported that median income is double for people who complete a college degree (Biden, 2010; Noguera, 2011; U.S. Department of Education, 2014). Not only is an education important in terms of income but it is also a pathway to richer participation in society. It is vital to understand that America's public colleges and universities are social institutions that reflect American society (Espinosa et al., 2015; Shriver & Morgan, 2014). There is a long history of legislation and litigation with the objective of a fuller participation in higher education for all of society. We may have the opportunity to slow the continuance of societal class disparity in institutions of higher education.
機(jī)譯：全國(guó)范圍內(nèi)的低收入學(xué)生在高等教育中的人數(shù)不足（Engle＆Tinto，2008年）。來(lái)自低收入背景的學(xué)生完成大學(xué)的速度要比中等收入或富裕的學(xué)生低得多（Espinosa，Gaertner和Orfield，2015年； Gilbert和Heller，2013年）。在大學(xué)成功方面，特別是在低收入學(xué)生中，存在著良好的差距。收入被確定為當(dāng)今獲得高等教育的最大障礙（Fisher，2012年）。差距不是基于能力。即使標(biāo)準(zhǔn)指標(biāo)相同，低收入學(xué)生的完成率也要低得多（Horn，Kojaku和Carroll，2001年）。許多低收入學(xué)生還有其他風(fēng)險(xiǎn)因素，例如成為第一代大學(xué)生或成為少數(shù)族裔的成員（Engle＆Tinto，2008）。但是，盡管有很多困難，但有些學(xué)生克服了多種風(fēng)險(xiǎn)因素，并且在學(xué)業(yè)上取得了成功。這項(xiàng)研究正在尋找有助于成功的內(nèi)在因素。確定有助于學(xué)術(shù)成功的內(nèi)在因素有可能影響大量人。提高畢業(yè)率是國(guó)家優(yōu)先事項(xiàng)。 “一旦學(xué)生進(jìn)入大學(xué)，我們有責(zé)任提供成功之路，并為及時(shí)畢業(yè)提供支持”（匿名，ix 2014）。高校有時(shí)會(huì)成為真正的社會(huì)變革的工具。確定低收入學(xué)生的需求和這些學(xué)生面臨的挑戰(zhàn)，可以為解決方案而努力。收入在很大程度上決定了教育成果，并最終限制了學(xué)生克服貧困的能力。這是不公正的;國(guó)家教育統(tǒng)計(jì)中心報(bào)告說(shuō)，完成大學(xué)學(xué)位的人的中位數(shù)收入是兩倍（拜登，2010年;諾格拉，2011年;美國(guó)教育部，2014年）。教育不僅在收入方面很重要，而且還是增加社會(huì)參與的途徑。必須理解，美國(guó)的公立大學(xué)和大學(xué)是反映美國(guó)社會(huì)的社會(huì)機(jī)構(gòu)（Espinosa等，2015； Shriver＆Morgan，2014）。立法和訴訟有著悠久的歷史，其目標(biāo)是使全社會(huì)更充分地參與高等教育。我們也許有機(jī)會(huì)減緩高等教育機(jī)構(gòu)中社會(huì)階級(jí)差距的持續(xù)存在。

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  • 作者

    Osterbind, Kelly MacMillan.;

  • 作者單位

    University of South Alabama.;

  • 授予單位 University of South Alabama.;
  • 學(xué)科 Educational leadership.
  • 學(xué)位 Ed.D.
  • 年度 2017
  • 頁(yè)碼 166 p.
  • 總頁(yè)數(shù) 166
  • 原文格式 PDF
  • 正文語(yǔ)種 eng
  • 中圖分類(lèi) 藥物化學(xué);
  • 關(guān)鍵詞

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