Currently college promise programs are proliferating in number at the local and state levels. Most promise programs provide financial resources beyond conventional state and federal student aid to students who live in designated places and meet local‐ or state‐defined eligibility criteria. There is an immense variety of models and funding designs for these programs. In this study, we conducted a rigorous content analysis of the public web sites for a diverse subsample of 35 promise programs to explore how college promise programs promote student academic and financial readiness. Although our analysis made it clear that there is more to learn about promise programs, including understanding general administrative processes and program operations, we highlight several design and implementation considerations that may increase the capacity of these programs to promote equity in higher education access and success.

The career gains of obtaining a graduate degree are well established, but those from lower socioeconomic status (SES) and underrepresented demographic backgrounds have persistently been disadvantaged in earning those degrees. We aim to contribute to research on enhancing access, diversity, and equity to graduate education by providing insights into what motivates individuals to pursue a graduate education across demographic and socioeconomic backgrounds. Using survey data collected from GRE ® test takers at two time points and exploratory structural equation modeling, we explore the factors that individuals consider to be important for pursuing graduate education and selecting graduate programs, along with subsequent application and acceptance outcomes. We identified three factors considered in deciding to pursue graduate school and six factors considered in selecting graduate school programs. Those who aimed to apply to graduate school for professional development considered an extensive set of factors in selecting programs. The factors considered varied by gender, ethnicity/race, and SES. These factors further varied in the extent to which they predicted graduate school application and acceptance outcomes.

男性在美国大学占比不足（underrepresentation）的现象引起了广泛关注。截至2021年，男性学生仅占大学入学人数的40.5%。鉴于大学学位的经济和社会效益已经得到证明，男性中大学学位的缺少预计会对美国的经济与社会产生不利影响，同时也会导致个人错失各种机会。我们回顾了不同学位等级的性别构成，讨论男性占比不足带来的可能影响，并分析男性低入学率的潜在原因。我们还回顾了各院校用以吸引更多男性申请者的策略。尽管女性在大学入学人数中占比过高，但是促进性别平等的努力仍应继续；因为在学术和企业环境中，女性在高薪和高级职位的比例仍然不足。

Automation is rapidly changing our workforce and the skills requirements of 21st-century workers. As more job tasks are going to be performed by machines, it is the ones that involve human judgment and interaction that are less likely to be replaced. It is critical for higher education institutions to align with employers in developing, signaling, and documenting skills needed for the modern workforce. This article provides a review on the current skills trend in the workforce, presents findings collected from in-depth interviews of representatives from 41 higher education institutions and 28 employers, and discusses the implications for academic to career transitions.

自动化正迅速改变21世纪的劳动力和对工作者的技能要求。随着越来越多的工作将由机器执行，不太可能被取代的则是那些涉及人工判断和交互的任务。对于高等教育机构而言，在发展、传达和记录现代劳动力的技能需求方面与雇主保持一致至关重要。本文回顾了当前劳动力中的技能趋势，介绍了对来自41家高等教育机构和28家雇主代表的深入访谈所收集的结果，并讨论了对学术到职业转变的影响。