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In an era where many states' postsecondary education governance dynamics are evolving, we set out to understand whether state-level governing boards with centralized governance functions affected institutions' decisions to engage in in-person instruction during the fall of 2020, the first fall of the Covid-19 pandemic. We examined sociopolitical features related to the strength of governance functions of centralized state boards. The data alluded to linkages between Republican control and lower bachelor's degree attainment linking (β = −.45) with weaker centralized governance. We also found a negative effect from increased centralized governance functions (β = −.12) to in-person instruction at public 4-year institutions for fall 2020. This paper gives a real-time opportunity to see if the characteristics of governing boards influence return to campus. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the impact of COVID-19 and remote learning on education for college students with disabilities. A qualitative research method, interpretative phenomenological analysis (IPA), was used to investigate participants' learning experiences during the pandemic. A total of 10 U.S. participants were divided into three focus groups for data collection. Data were analyzed using the standard IPA process, and four themes were identified. Discussion of and implications for online instruction and related policies are presented. [ABSTRACT FROM AUTHOR]

Indigenous post-secondary students face cumbersome barriers to educational attainment. This article explores those barriers and presents findings from a survey of Indigenous students conducted at Algoma University in Sault St. Marie, Ontario, Canada. For First Nations' students surveyed in 2016 (n = 36), funding was identified as a major barrier and, considering that nearly half of students had dependents, finding affordable housing and childcare was a significant challenge. The transition to an urban area from living on-reserve is also difficult for many students. The Anishinaabe Initiatives Division at Algoma University hosted culturally affirming events for Indigenous students. We found this to be an effective tool universities can use to bolster student resilience and foster a sense of belonging. We also propose that funding on university campuses must increase to support Indigenous students' educational attainment goals. [ABSTRACT FROM AUTHOR]

Mayer (this issue) discusses several problems related to the financing crisis that characterizes science and tertiary education for already about half a century. First of all she focusses on the question how the ways of financing inhibit careers of young scientists. In this paper I take a look at the financing problems from a wider background. The financing crisis emerged because of the substantial increase of the expectations imposed on universities without increasing proportionally the financing: massification and the so called Third Mission. Instead of helping universities to cope with the new tasks without reducing any of the traditional tasks of them, universities are left alone with more tasks and less money. Universities are also pushed to replace meaningful and constructive activities with bureaucratic formal activities which contribution to the society is increasingly questionable. Massification and the Third Mission in the current form have increasingly devastating effect on the research and tertiary education. [ABSTRACT FROM AUTHOR]

Individuals with disabilities have been less involved in school activities than their peers of the same age and this includes career preparation in science and math (Agran et al., 2019; Eriksson et al., 2007; Jackson et al., 2022). Students with disabilities often lack access to facilities, programs, and equipment, and acceptance by educators, employers, and co-workers (Burgstahler, 1994). The effects of a virtual reality (VR) human anatomy application as the means of teaching science vocabulary definitions and locations acquisition for three different human anatomy systems (digestive, respiratory, and integumentary) to college-age students with intellectual disability (ID) are reviewed. This single subject, multiple baseline study included two transition age youth with ID. The intervention package included both a guided and exploratory portion. Data were collected on the participants' accuracy on the definitions and locations of ten vocabulary words for each of the three body systems on a paper assessment. Findings indicated that a functional relation existed between the implementation of the intervention package and an increase in the accuracy of scores in both definitions and locations for each of the three body systems for each participant. [ABSTRACT FROM AUTHOR]

Since the passing of the Higher Education Opportunity Act in 2008, more students with intellectual disability are being admitted to inclusive postsecondary education programs at U.S. colleges and universities. One of the challenges many students with intellectual disability face when arriving on a college campus is learning to navigate their new surroundings independently. We share how postsecondary education programs can use an assistive technology, Google My Maps, to customize maps to address each student's unique needs in independently navigating the college campus and the surrounding community. Also discussed are ways to infuse person-centered planning into Google My Maps. Implications for practice and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Background: The application of creative arts therapies (CATs) in schools has become an area of interest among educational researchers. Much of the literature has concentrated on the K-12 setting, with a minor focus on how CATs have been utilized to achieve academic success. Inquiries examining how CATs in the postsecondary setting have targeted academic success have yet to be aggregated and reviewed for their specific contributions. Purpose: This secondary narrative review of CAT-based educational interventions analyzes preliminary literature gathered from a larger systematic review on the application of CATs in K-12 schools. In the present review, CATs are considered for their unique contributions to postsecondary academic success through experiential learning. Methodology: The identification procedure is situated in the context of the initial systematic review and outlined according to carryover elements useful for the present analysis. Findings / Conclusions: All CATs were represented, a majority featured undergraduates, qualitative data, and experiential interventions; all studies demonstrated academic utility via an empirical lens. Implications: Based on this initial analysis, CATs may be uniquely suited to promote academic success by developing affective awareness and leveraging group processes for institutional integration. Limitations and considerations to promote academic success via CATs in postsecondary education are offered. [ABSTRACT FROM AUTHOR]

This study examined whether there are differences between Israeli 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. [ABSTRACT FROM AUTHOR]

Transportation is a necessity in adult life. Qualitative literature regarding the usability of transportation to travel freely within the community (e.g., school, work, leisure activities) is widely circulated; however, information regarding transportation needs and barriers specifically faced by individuals with an intellectual and developmental disabilities (IDD) is limited. This study discusses the accessibility and usability of transportation avenues for individuals with IDD. Young adults with IDD (n = 9) explored their transportation experiences of accessing specialized public transportation (paratransit), ride-share, and personal vehicles independently. Researchers used a multiple-case study design to analyze interviews, observations, and document reviews. Results indicated the importance of teaching, maintaining, and generalizing transportation skills. Limitations and implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Burnout, recognized as a psychological syndrome, stems from enduring reactions to emotional and interpersonal obstacles at work. It highlights the tension experienced by individuals within the broader framework of their interactions with their jobs. This phenomenon has attracted considerable attention across diverse professional sectors. With the Middle East's rapid expansion of tertiary education and reliance on both local and expatriate educators, a thorough understanding of burnout becomes essential. This study aims to investigate the burnout levels experienced by university instructors in Oman and to explore the relationship between their profiles and the three burnout components: Emotional Exhaustion (EE), Depersonalization (DP), and Personal Achievement (PA). Using the adapted Maslach Burnout Inventory (MBI) questionnaire consisting of 22 items, a survey was conducted on a sample of 149 instructors with individual characteristics from public universities in Oman. Regarding burnout, the results showed a moderate level of DP (6.7) and PA (34.8), and a low level of EE (21.5) based on the overall scores. Through bootstrap multiple regression analysis, the results showed that instructors who have lower educational qualifications, lack training support, or are native to the region typically experience higher EE than their counterparts. Male instructors with lower educational qualifications, lower incomes, and local citizenship generally exhibit higher levels of DP compared to their counterparts. Female instructors tend to display higher levels of PA than their male counterparts. These findings highlight burnout in Omani university instructors, guiding future studies to pinpoint causes and tailor interventions in an evolving educational landscape. [ABSTRACT FROM AUTHOR]

Resilience has been championed as important for mitigating stressors and challenges experienced by students during post-secondary education, as evidenced by the abundance of programs aimed at enhancing student resilience. Despite growing attention to resilience, there continues to be a lack of consensus about the definition or operationalization of the concept. Even less is known about how to foster resilience in the post-secondary context, especially for marginalized or underrepresented students, who are recognized to be at increased risk for negative mental health outcomes during their post-secondary education. To address these gaps, we employed qualitative methodology to explore marginalized or underrepresented students' perceptions of resilience. Findings demonstrated that resilience arises from a complex and dynamic interplay between personal skills and attitudes and resources available within students' communities. Post-secondary institutions are called to shift from individual student responsibility to a collective and shared responsibility for students' wellbeing in the face of adversity. [ABSTRACT FROM AUTHOR]

Despite high aspirations, many students do not complete postsecondary education. Some scholars advocate for providing more college information to increase enrollment and reduce attainment gaps but this approach overlooks what school counselors and students do with information. Based on interviews and participant observations drawn from 20 urban high schools, this study explores how counselors and students make use of online college information in postsecondary education guidance. The findings reveal that counselors feel students hold responsibility for many aspects of their college searches. Students easily find college information online but experience challenges in understanding it, which leaves them with unanswered questions. Abundant college information may enable counselors to adopt the role of managing the college search process instead of directly guiding students. Scaffolding, active engagement, and additional resources are needed to support counselors and students in college guidance. [ABSTRACT FROM AUTHOR]

This article examines the job crafting strategies senior academic women use to progress in their careers. The study was exploratory and inductive and used in-depth interviews to gather data from 43 senior academic women in Australia, the United Kingdom, and Malaysia. Data were analyzed using thematic content analysis in combination with reflective discussions. Cognitive crafting emerged as the most critical job crafting strategy impacting women's career progression. While some women chose to be more strategic, others focused on doing meaningful work and considered career progression a natural outcome rather than an end in itself. This study extends the job crafting literature by highlighting how contextual and cognitive factors impact women's academic career progression. Understanding similarities and differences across cultures and identifying how academic women can prosper can inform programs that effectively promote women's careers at tertiary institutions. [ABSTRACT FROM AUTHOR]

Since Canada's Truth and Reconciliation Commission, Canadian universities have pledged to Indigenize education and hired Indigenous Curriculum Specialists to implement this commitment. These new higher education employees, however, face limited resources for, and resistance to, their work. To move forward, Indigenous Curriculum Specialists are calling for fruitful dialogues between them and their interlocutors at all levels of decision and policy making. This article exemplifies and promotes such dialogues, by presenting a written version of the sharing circle the authors had about their experiences with implementing an Indigenous Curriculum Specialist-led Indigenization initiative. Readers are then invited to draw on the circle's main themes—positionality, responsibility, and Indigenized practices—to reflect on the differentiated responsibilities they are themselves called upon to assume in Indigenizing post-secondary education from their own position. It is only through engaging all beings in this conversation that we will contribute to shared understandings and responsibility for the world. [ABSTRACT FROM AUTHOR]

Prior studies have documented the pattern of decreased state funding for higher education in periods of economic contraction (i.e., the balance wheel phenomenon). This qualitative case study examines how policymakers in California and Texas made decisions about funding higher education at the onset of the COVID-19 pandemic, when policymakers faced an economic downturn. Data comprise 28 interviews with key state actors and 69 documents. The analysis expands prior understandings of how state policymakers make budgeting decisions that affect higher education by exploring how they perceive certain target populations as deserving or undeserving of state support. The study also sheds light on the tenuous relationship between policymakers' views of higher education and their funding decisions. [ABSTRACT FROM AUTHOR]

This study examines the extent to which students obtain postsecondary credentials in the c areer technical education (CTE) fields of focus they choose in high school. Using school fixed-effects models, we find that focusing on a particular CTE field in high school is associated with an increased probability of enrolling and obtaining a postsecondary credential in that field. The secondary–postsecondary relationship varies across focus areas, and it is strongest in health (increase of 12.5 percentage points), which is disproportionately chosen by females. Across all fields of focus, however, most students enroll and obtain a postsecondary credential in fields that are different from what they focused on in high school. [ABSTRACT FROM AUTHOR]

This qualitative study aims to explore how a university-level School of Marketing integrates the Sustainable Development Goals (SDGs) into curriculum, using Bloom's Taxonomy, and to develop a reflective process that could be applied within tertiary education, more broadly. The research investigates the depth of SDG integration, with marketing subject coordinators mapping the Goals within their teachings across Bloom's dimensions, then identifying and reflecting on how they are embedded. The reflective process has revealed that some subjects are directly mapped to SDGs, for example where students are required to work on an assessment task which relates to a specific Global Goal [1]. The results also show that other subjects are indirectly mapped, such as where subject coordinators discuss topics linked to Goals or Targets but do not explicitly state this content is SDG-related. To effectively implement SDGs within teaching and learning practice, marketing subjects require an evaluation method to identify gaps and opportunities. Therefore, this reflective process enabled subject coordinators to recognize gaps in their own SDG knowledge and teaching, a process through which future marketing subject curriculum modifications can be developed, with possible applications in other disciplines. [ABSTRACT FROM AUTHOR]

Despite growing calls to increase diversity in science, technology, engineering, and mathematics (STEM) fields, students with learning disabilities (SWLDs) remain underrepresented in STEM at the postsecondary level. Considering this call for increased diversity as a means to expand and strengthen STEM success, we used the High School Longitudinal Study of 2009 to explore how participation in engineering career and technical education (E-CTE) links to postsecondary educational outcomes for SWLDs. Particularly, we examined how E-CTE participation relates to postsecondary remedial course taking, enrollment in a 4-year postsecondary institution, and declaration of a STEM major. Results from school fixed-effects estimations suggest that each credit of E-CTE earned is associated with fewer remedial college courses, a higher likelihood of enrolling in a 4-year as opposed to sub-baccalaureate institution, and increased odds of declaring a STEM major. To conclude, we discuss the implications of our findings for both policymakers and practitioners. [ABSTRACT FROM AUTHOR]

Instructor performance plays a critical role in fostering student learning. Unlike the postsecondary level, many states in the United States, have substantially regulated class size in the p-12 education system with the aim of enhancing quality learning. Thus, the purpose of this research paper is to examine the correlation between instructor evaluations and class size in tertiary institutions as the findings can inform regulatory decisions regarding class sizes in postsecondary facilities. The study reviewed 97-course evaluations garnered in the Fall of 2019 from a Midwest University. The feedback of students, undertaking physical, and virtual classes, was considered regarding teachers' performance. Different course evaluations included in the study were adjunct faculty, full-time faculty, graduate level, and undergraduate level course assessments. The research findings depicted a negative correlation between class size and instructor evaluation, positing that teachers teach the same way in smaller classes as they do in larger classes. Nonetheless, the study results showed that the sizes of conventional virtual classes had a lower correlation with course performances compared to traditional face-to-face classes. In the latter, there was more engagement between teachers and students, as the latter appeared to be more active than in online classes. With the technological effect that Covid-19 has brought forth in online learning, population sizes of online classes have changed. Therefore, considering the data used for the research was collected preCovid-19, it is essential that future studies pay considerable focus on the quality of evaluation of virtual classes to help with directing of school budget allocations toward online learning. [ABSTRACT FROM AUTHOR]

This study examined how veteran social engagement predicted post-secondary school attainment. Nearly 10,000 post-9/11 veterans, who separated from military service in 2016, were surveyed on the programs/services they used over 4 years following separation. More than half of veterans had obtained a degree within 4 years of separation. A higher proportion of veterans of color and female veterans reported attending only some higher education than White non-Hispanic male veterans. Positive predictors of educational attainment included participating in veterans' centers and veteran-student organizations, while negative predictors included financial and mental health problems. Implications for veteran-serving programs of post-secondary institutions are discussed. [ABSTRACT FROM AUTHOR]

Higher education has been touted as critical to social mobility, even greater longevity; however, these benefits accrue with degree completion, and many students who begin college never earn a degree. Using the most recent Integrated Postsecondary Education Data System (IPEDS), we sought to understand variation in college completion rates and test hypotheses related to a set of institutional factors potentially associated with higher completion rates. Our findings suggest that greater attention to low-resource institutions is paramount if higher education is to fulfill the aspiration of promoting social mobility and equity. Several policy interventions could be used to combat ongoing disparities. [ABSTRACT FROM AUTHOR]

International student mobility (ISM) prepares young people for the challenges of global and multicultural environments. However, disadvantaged students have lower participation rates in mobility schemes and, hence, benefit less from their positive impacts on career progression. Therefore, policymakers aim to make mobility programs more inclusive. Nevertheless, it is far from clear how policy design can achieve this aim. This study investigates factors driving inequality in international student mobility uptake. The study's novelty is twofold: first, in contrast to most existing studies it does not only investigate individual but also university characteristics as possible drivers of unequal uptake. This is possible due to the use of rich graduate survey and administrative data merged with university-level European Tertiary Education Register (ETER) data. Second, the study compares results across four European countries. Results show that the socio-economic mobility gap remains still sizable even when taking university characteristics into account. However, universities matter considerably and especially student compositions in terms of socio-economic background and ability contribute to unequal ISM uptake. As a consequence, intergovernmental policies should aim to distribute grants and mobility opportunities more equally across all universities, independent of their student composition. [ABSTRACT FROM AUTHOR]

Although women earn approximately 50% of science, technology, engineering, and math (STEM) bachelor's degrees, more than 70% of scientists and engineers are men. The authors explore a potential determinant of this STEM gender gap using newly collected data on the career trajectories of United States Air Force Academy students. Specifically, they examine the effects of being assigned female math and science professors on occupation choice and postgraduate education. The results indicate that, among high-ability female students, being assigned a female professor leads to substantial increases in the probability of working in a STEM occupation and the probability of receiving a STEM master's degree. [ABSTRACT FROM AUTHOR]

College and career readiness is crucial to success in postsecondary education, employment, and independent living. The College and Career Readiness for Transition (CCR4T) assessment is valid and reliable and can assist in transition planning for students with disabilities. The CCR4T assessment was designed for planning with students with and without disabilities. This article aims to provide an overview of this assessment and demonstrate how secondary educators and other stakeholders can use the data gathered to make decisions and inform the Individualized Education Program (IEP) as an age-appropriate transition assessment for youth with disabilities. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative case study is to gain insights into the activities and outcomes associated with participation in the Temple Education Scholars (TES) dual enrollment program, an initiative for seniors attending high school in a large city in the Northeast region of the United States. The objectives of this study are twofold: (1) to inform the design and implementation of dual enrollment programs as a model for facilitating students' transition from secondary to postsecondary education and supporting their future success in college; and (2) to describe the short-term impact of participation in a dual enrollment program on participants' choices about postsecondary education. Our analysis revealed the ways that participating in this dual enrollment program shaped students' attitudes, motivations, and perceptions about college knowledge, college readiness, and college opportunities. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

Inclusion is constantly referenced in educational institutions' mission and values statements. Despite their purpose of guiding the institution, these brief paragraphs usually create more questions than answers regarding the who, what, and how of inclusion work. This article applies a queered critical discourse studies lens to a manifest content analysis of the term "inclusion" in professional journals from the field of postsecondary developmental education. Queer pedagogies support critical examinations of power and deconstructing dominant discourses. Our analysis of 112 articles across eight journals uncovered how developmental education scholars' discussion of inclusion and the nature of inclusion work rarely operationally defined who should be included or who is/ought to be included in conversations about educational equity and inclusion. Further, the data included a strand of heteronormative ideologies that suggest an implicit assumption that being inclusive of queer students is only about discussing LGBT students, rather than acting inclusively of the queer population at large. In applying a queer theory lens, we interweave concrete recommendations into our presentation of the findings, challenging educational scholars, educators, and educational leaders to make inclusion language inclusive of all and create spaces that promote discursive as well as physical inclusion. [ABSTRACT FROM AUTHOR]

The impact of KIC (knowledge infrastructure capability) on KAC (knowledge absorption capacity), KIC on KAC, and AIN (ambidextrous innovation) on SCA (sustainable competitive advantage) has been studied in different contexts and countries, yielding varying results. Therefore, the generalizability of research findings should be carefully scrutinized. As far as the researchers know, empirical research on a theoretical framework on the effect of KIC and SCA mediated sequentially by KAC and ambidextrous innovation (AIN) remains lacking. This study investigates the impact of KIC, KAC, AIN, and SCA. A theoretical framework was built to empirically test the impact of KIC on SCA mediated by KAC and AIN. A survey used a saturated sample of 55 multi-raters from non-vocation private tertiary education institutions unit of analysis in Indonesia. Partial least squares structural equation modeling (PLS-SEM) is a statistical technique utilized to evaluate and test hypotheses within a particular theoretical framework. The study results indicate a positive and significant influence sequentially between KIC on KAC, KAC to AIN, and AIN to SCA. Knowledge management produces innovations that ultimately increase competitiveness. The findings of this empirical study establish a basis for future research that will demonstrate the direct causal relationship between KIC, KAC, and AIN within the context of the Indonesian non-vocational private tertiary education sector (INVPTES) in the province of West Java. Sequentially, KIC, KAC, and AIN are the keys to improving SCA. [ABSTRACT FROM AUTHOR]

Developing academic writers must continually position themselves discursively as they negotiate institutional, programmatic, and disciplinary contexts. The inextricable relationship of writing and identities raises questions of access to social identities in schools, a particularly salient issue when considering the complexities and challenges of the high school to college transition for students from historically marginalized groups. This study focuses on Jain, a first-generation Latino college student, as he positions himself as a writer over 18 months in response to a range of school-based writing tasks. My analysis finds that Jain's identity negotiations are influenced by a history of social positioning in schools, as his stance-making patterns and sense of self as a writer reflect resources and opportunities he encounters. This study adds to research demonstrating the role teachers and institutions can play in (in)validating certain aspects of students' identities and influencing belonging in school spaces, indicating a need for educators and researchers across K-12 and college contexts to continue to challenge the standardization of school writing and the prevalence of assessments that limit curricula and constrain identities. [ABSTRACT FROM AUTHOR]

Despite the significant increase in college students with disabilities (SWD) enrolled in higher education over the past few decades, they face unique challenges in pursuing their career goals and have a much lower employment rate than those without disabilities. To date, no review study has been systematically conducted to examine SWD' career needs and factors that influence their career outcomes. Therefore, the purpose of this scoping review is to explore salient career development issues among SWD through the lens of Social Cognitive Career Theory (SCCT). Following Joanna Briggs Institute's scoping review methodology, we included 48 studies in this review. Applying SCCT as the theoretical framework, we generated five themes from the scoping review: (a) targeted career outcomes, (b) self-efficacy beliefs and outcome expectations, (c) person inputs, (d) learning experiences, and (e) contextual influences. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

Individuals with disabilities are less likely than their peers without disabilities to be employed or enrolled in postsecondary education. Even with federal legislation efforts designed to provide targeted supports to this population, the discrepancy persists. Students with disabilities who attend schools in rural settings may experience additional barriers to employment and postsecondary enrollment not faced by those in urban and suburban locales. This article reviews post-school outcomes and barriers that youth with disabilities in rural areas may encounter. These may include concerns related to transportation, limited opportunities, and varied perceptions on the value of higher education. In addition, special educators in rural schools may have limited training opportunities and a wide range of position responsibilities that require expertise in many areas. Then, to help address these discrepancies, strategies to support students and improve services are presented in four broad areas, including (a) augmenting teacher training and practice, (b) partnering with vocational rehabilitation, (c) improving public policy, and (d) leveraging the strengths of rural communities. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine factors associated with expectations regarding postsecondary education of students with autism spectrum disorder between the ages of 16 and 21 years. We conducted logistic regressions using variables at the student, family, and school levels using the National Longitudinal Transition Study 2012. Logistic regression results showed that parental expectations for attending college was the only significant predictor of students' own educational expectations. Students' adaptive functioning, autonomy levels, demographic and family variables, parent involvement, and prior roles in Individualized Education Program/transition planning were not significant predictors. Future research needs to examine how schools can develop effective ways to increase both students' and parents' expectations toward postsecondary education. [ABSTRACT FROM AUTHOR]

The purpose of this article is to present a step-by-step process for using self-monitoring to support college students with autism spectrum disorder (ASD) to achieve a variety of goals. Self-monitoring can be used with no technology (e.g., pencil and paper, tangible object placement) or technology-based applications (e.g., interval timers, mobile applications) in non-obtrusive and socially valid ways. College instructors, inclusive postsecondary education (IPSE) program staff, disability office support staff, and other service providers may use this article to guide in the design and implementation of a self-monitoring intervention for college students with ASD. As increasing numbers of transition-age youth with ASD are pursuing higher education, it is important to identify and disseminate a variety of interventions to enhance their college experiences, and self-monitoring is a viable intervention to consider. [ABSTRACT FROM AUTHOR]

National Youth Poet Laureate Amanda Gorman's poem "The Hill We Climb"—among the most powerful moments of the 2021 presidential inauguration—inspired the central inquiry of the 18th Annual Brown Lecture in Education Research: Why are we still climbing the hill of educational equity 67 years after the U.S. Supreme Court's landmark decision in Brown v. Board of Education ? The purpose of this article is to challenge dominant narratives surrounding Brown and introduce perspectives that might help account for a general lack of progress—perspectives that typically are overlooked or erased in wider Brown discourses. Inspired by her poem, Patton Davis offers a scholarly analysis and contributes a robust understanding of Brown and its historical and contemporary meanings in the sociopolitical contexts of racism and white supremacy. Patton Davis considers pressing questions: How can study of the circumstances that have intensified the COVID-19 pandemic fuel collective understanding of racial inequities and intersectional injustices in education? How might a critical race lens guide educators, policymakers, and researchers toward a more progressive realization of the promises of Brown ? What would it take for education researchers, the majority of whom are situated in postsecondary settings, to engage in activism modeled after the work of communities still fighting for the racial and educational equity envisioned in Brown ? [ABSTRACT FROM AUTHOR]

We compiled the first longitudinal data set with detailed state funding information to examine whether different funding strategies for public higher education correlate with college access and completion, with a focus on outcomes among racially minoritized students. We found no relationships between funding mechanisms and student outcomes at public universities. However, at community colleges, we found that funding strategies that combine base adjustments and enrollment or performance components may increase enrollment, but not completions. [ABSTRACT FROM AUTHOR]

Low-educated adults participate less in adult education than higher-educated adults. In this study, we analyze psychosocial barriers to learning while acknowledging that barriers for low-educated adults may be different from those of medium- and high-educated adults. An extended version of the Theory of Planned Behavior is used to study training intention. We add prior Learning Experiences as predictor to the model. A total of 563 adults filled in the questionnaire. Higher-educated adults show more Perceived Behavioral Control, Perceived Social Norms, and more positive Attitudes towards lifelong learning. Logistic regression demonstrated that Perceived Behavioral Control, Perceived Social Norms and Attitudes are related to training intention, but prior Learning Experiences are not. Mediation analyses showed that the relationship between Perceived Behavioral Control and Intention is mediated through Learning Experiences. The findings suggest that psychosocial barriers need to be taken into account when considering how to reach non-participating adults. [ABSTRACT FROM AUTHOR]

Researchers increasingly recognize the importance of high school students with disabilities being prepared to advocate for postsecondary academic accommodations. The purpose of this study was to inform how self-advocacy instruction can reflect the authentic context in which postsecondary students with learning disabilities (LD) and with attention deficit-hyperactivity disorder (ADHD) advocate for accommodations. Postsecondary undergraduate students with LD and with ADHD engaged in a video-recorded simulated meeting to discuss accommodations with a standardized (actor-portrayed) professor. A qualitative analysis of the meetings and postsimulation interviews was conducted. Findings demonstrate how students with LD and students with ADHD discuss accommodations with a professor, including their tendency to be hesitant to assert their preferences and needs for accommodations. Data from postsimulation interviews also suggest that participating in and reflecting upon the simulated interview facilitated students to assess their self-advocacy and identify changes they would make in future conversations about accommodations. Implications for research and practice in self-advocacy instruction are discussed. [ABSTRACT FROM AUTHOR]

First-year seminars (FYS) comprise one of 11 researched interventions in postsecondary education known as High-Impact Practices, but few rigorous studies report significantly high impacts. This study examined a FYS employing propensity score matching to link cases and controls in a quasi-experimental design. One semester later cumulative grade point average (GPA), cumulative hours attempted, and 1-year later indicators (hours earned, hours attempted, and term GPA) were statistically different between the two groups. Three freshman survey items were also statistically significant and differences were observed within the same semester of the program. Quantitative differences did not appear immediately but appeared one term and 1 year later. Mean differences did not appear to diminish between groups over time. This analysis helps to fill a void in the paucity of studies clarifying the relationship between FYS participation and outcomes using comparison groups. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This essay outlines how Black placemaking, a sociological framework used to study Black residents in urban contexts, might be used to study Black students' experiences at historically White institutions (HWIs) of higher education. Black placemaking engages with the intersection of Blackness, place, structure, and agency. The author argues that this framework has the potential to more expansively study Black students' lives, experiences, and mechanisms of engagement without discounting realities of oppression. Drawing from research on Black students attending HWIs and data from an ethnography conducted by the author, this essay conceptualizes a Black placemaking approach for higher education. [ABSTRACT FROM AUTHOR]

The Black Lives Matter movement exposed the broad and deep issues of institutional racism in the United States. Helping young African Americans with disabilities persevere in their pursuit of college degrees and obtain entry-level professional jobs as career pathways to the middle class will contribute to workplace equity for young adults who are at the intersection of race, disability, and poverty. The Social Cognitive Career Theory (SCCT) has been validated extensively as a model of goal persistence for women and minority college students majoring in science, technology, engineering, mathematics, and medicine (STEMM). The present study evaluated SCCT constructs as predictors of goal persistence in a sample of African American college students with disabilities across various academic majors, using hierarchical regression analysis. The final model accounted for 53% of the variance in goal persistence scores, a large effect size. Academic milestone self-efficacy and career self-efficacy were the most important predictors of goal persistence, followed by academic barrier self-efficacy, deep learning style, and career outcome expectancy. The SCCT interventions designed to increase academic and career efficacy and outcome expectancy will increase the likelihood that African American college students with disabilities will complete their degrees and successfully obtain professional jobs. [ABSTRACT FROM AUTHOR]

The study of affirmative action bans suffers from focusing on the ivory tower as the site for the impacts of affirmative action bans. Prior literature on affirmative action bans has missed the bigger picture, failing to see that less glamorous schools have also been impacted by the bans. This article fully fleshes out the impacts of affirmative action on postsecondary education by their level of selectivity (Barron's Admissions Competitiveness Index) and sector (private, public, and for profit) from a merged data set (Integrated Postsecondary Education Data System and the Current Population Survey) spanning 1991 to 2016. The results of a differences-in-differences analysis find that a small group of for-profit institutions with very large enrollments became a destination for underrepresented minority students in the wake of affirmative action bans. [ABSTRACT FROM AUTHOR]

Using data from the U.S. Department of Education National Center for Education Statistics Integrated Postsecondary Education Data System (IPEDS), longitudinal trends in graduate degree completion rates for Hispanic and White students were analyzed over a period of 17 years (2002–2019). The results indicated that there was a significant positive linear trend in graduation rates for both Hispanic and White graduate students, with no adverse impact in graduate degree completion rates for Hispanic students when compared to White students. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to investigate the association between the triglyceride-glucose (TyG) index and cryptogenic stroke (CS) in patients diagnosed with patent foramen ovale (PFO) using transesophageal echocardiography (TEE). Methods: A retrospective, single-center study was conducted at a tertiary education and research hospital from January 2015 to December 2023. The study population included 1017 consecutive patients with sinus rhythm diagnosed with PFO, of whom 210 had CS. The TyG Index was calculated using triglyceride and fasting glucose levels. Results: Patients with CS were older (47.53 ± 12.34 years) compared to control group (44.40 ± 17.82 years, p =.005). The proportion of males was higher in the CS group (56.2%) compared to the control group (48.3%, p =.042). Laboratory findings revealed higher TyG Index (8.87 ± 0.51 vs 8.63 ± 0.55, p <.001) in patients with CS. TyG Index was an independent predictor of CS in patients with PFO (OR: 2.832, 95%CI: 1.979-4.053 p <.001). Conclusion: Elevated TyG Index levels was associated with CS in patients with PFO. The TyG index may serve as a useful biomarker for assessing CS risk in this population. [ABSTRACT FROM AUTHOR]

The grad trip entails travelling overseas with one's closest group of friends to commemorate the completion of tertiary and formal education and is bookended by the carefree freedom in one's youth and the commencement of an adulthood defined by formal employment. This article conceptualises the grad trip as a phenomenon in youth tourism, based on empirical study of how it is experienced in Singapore. Our conceptualisation of the timing and duration that defines a grad trip demonstrates the dominance of time productivity reflective of Singapore's work culture. Drawing on a precedence of studies based in the Western concept of the gap year, we reveal commonalities in employment society's influence on time for youth tourism. While the gap year seeks to maximise the length of time offered by a 'gap', the grad trip contrarily minimises the culturally perceived wastefulness of a prolonged break. [ABSTRACT FROM AUTHOR]

Enrollment rates of students with disabilities (SWD) in postsecondary education continue to rise, yet SWD continue to face challenges with persistence toward degree completion. Executive function deficits (e.g., difficulty concentrating, managing time, problem solving, or planning) often impact academic, social, and occupational function. Academic and social adjustment to the complexity of life beyond students' homes can be stressful, further exacerbating difficulties with executive function skills necessary for postsecondary success. Coaching can assist young adults during postsecondary education to enhance executive function skills and has the potential to reduce stress and anxiety. Coaching is a collaborative, client-centered process designed to elicit client identification of goal areas, increase self-awareness, and problem-solving solutions. This practitioner article explores executive function skills, coaching, and how technology can be used within the coaching process to support executive function deficits for students in the postsecondary environment. [ABSTRACT FROM AUTHOR]

It is well known that individuals with out-of-home care (OHC) experience tend to have lower educational attainment than their peers in young adulthood, and a number of interventions have been implemented to increase their higher education outcomes. However, the timing of their higher education completion, and whether they experience educational recovery over the life course, is largely unknown. Using longitudinal Swedish data from a birth cohort of more than 13,000 individuals, this study examined OHC experienced individuals' chances of having a higher education, here defined as a record of postsecondary education of two years or more, in midlife (age 50) and whether the timing of completion differs between them and a group of individuals who had child welfare contact (CWC) without being placed, and a group of general population peers. Results from multivariable logistic regressions corroborated prior findings that individuals who have been placed in OHC were less likely to have completed higher education compared to their general population peers. However, among those who did, they were more likely to have completed it later in life. Overall, there were no differences between the OHC group and the CWC group, both groups may thus not only benefit from specific support but also from more general inclusive education policies that allow for life-long learning. [ABSTRACT FROM AUTHOR]

This article provides evidence about predictive relationships between features of community college interventions and their impacts on student progress. This evidence is based on analyses of student-level data from large-scale randomized trials of 39 (mostly) community college interventions. Specifically, the evidence consistently indicates that impacts tend to be larger as the number of intervention components increases and with the degree to which interventions promote full-time enrollment in fall and spring and/or summer enrollment. Less consistent evidence suggests that impacts tend to be larger for interventions that increase advising, tutoring, and, to a lesser extent, financial support. These results provide food for thought about the design of future community college innovations to be tested by researchers or tried by practitioners. [ABSTRACT FROM AUTHOR]

Through thoughtful course design and the use of targeted strategies, postsecondary instructors can assist students with disabilities in attaining academic goals. When success within the classroom increases, more positive evaluations of instructors who support student achievement can result, and both graduation and retention rates can rise. This article provides guidance for postsecondary instructors about how to proactively address the needs of all students, including those with disabilities. It focuses on timesaving tactics for creating inclusive classrooms through applying Universal Design for Learning, supporting student self-advocacy, boosting student communication skills, encouraging student independence, and recognizing intersectionality. [ABSTRACT FROM AUTHOR]

Numerous national and state endeavors have advocated for approaches, funding, and programs focused on expanding the science, technology, engineering, and mathematics (STEM) workforce of the nation and investing in education to cultivate a more diverse and impactful cohort of students who pursue STEM pathways. Educators, support personnel, and policymakers are in a position to engage in discussions about expanding STEM college readiness (STEM-CR) and participation. However, few are cognizant that STEM-CR is a progression that students strive for in developing skills, behaviors, and attitudes that spans over time. The current study established and validated a measurement model of student STEM-CR in mathematics and science utilizing the High School Longitudinal Study of 2009. The model was created based on a multidimensional and theoretical perspective of college readiness using a confirmatory factor analysis and modeling approach that accounted for measurement invariance. The sample (N = 16,044) comes from a racialized/ethnoracial and socioeconomically diverse high school population in the United States. The findings confirmed that STEM-CR involves four related yet distinct dimensions of Think, Know, Act, and Go. Results also demonstrated soundness of these STEM-CR dimensions by race and gender (key learning skills and techniques/Act). Academic self-efficacy was the strongest dimension of our STEM-CR model and strongly predicted academic achievement and college enrollment. Research and practice implications are discussed. [ABSTRACT FROM AUTHOR]

This article shows that acquisition pattern analysis is highly suited for research in developing economies. Consumers in such contexts prioritize the adoption of alternative product-services as a result of resource constraints. In the reported acquisition pattern analysis, we provide insights into sequential adoption of services and applications (apps) on mobile phones, for example, Facebook and mobile money, by micro-entrepreneurs in Sub-Saharan Africa. We collected survey data from 169 Zambian food vendors, and through Mokken scale analysis we derived an acquisition pattern for 12 analyzed services and apps. Micro-entrepreneurs with more employees, tertiary education, and who were younger tended to be closer to the hierarchy's apex. These findings imply that the individual's mobile phone technology maturity and business development drive their adoption of services and apps. After presenting these results, we conclude with a discussion of the theoretical insights, managerial insights, and implications for policy makers resulting from the study. [ABSTRACT FROM AUTHOR]