“College for All” and Work-Based Learning: Two Reconcilable Differences

Anderson, Noel S.; Nieves, Lisette

doi:10.1007/978-3-030-35350-6_1

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…Postsecondary decisions occur at a time when individuals may rely especially heavily on master narratives for guidance both for future actions and as a way to organize and justify/rationalize previous experiences, bolstering CFA's utility at a pivotal point in youth identity formation. Our position is that broadening actual postsecondary options requires policy change such as expanding workforce and higher education pathways (see Anderson and Nieves, 2020). We found strong agreement with these policy recommendations among our interviewees, yet also learned some of the challenges related to implementation.…”

Section: Limitations and Future Directionssupporting

confidence: 52%

“…In contrast to the school-to-work position, college became viewed as a more just, equitable, and economically prosperous alternative to vocational education. Although the weakening of rigid tracking structures was a positive outgrowth of this era, these debates nonetheless reveal a history of contestation about the wisdom and desirability of college-going as a universal ideal (Anderson and Nieves, 2020).…”

Section: The Rise Of a College For All Ideologymentioning

confidence: 99%

“…The uncritical maintenance of college-going as an educational and developmental ideal may be overshadowing other gainful workforce opportunities (Thouin et al, 2023). For example, approximately 50% of current jobs in the US are defined as "middle skilled, " the majority of which are considered well-paying, stable, and do not require a 4-year degree as traditionally pursued (Anderson and Nieves, 2020). Labor forecasts show that many of the fastest growing professions are in jobs such as green energy installation and service technicians, hospitality managers, technology and advanced manufacturing positions, and home healthcare aids (United States Bureau of Labor Statistics, 2022).…”

Section: How College-for-all Poses Risks In Rural Contextsmentioning

confidence: 99%

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Youth identity and postsecondary decision making in a rural state: evidence of a College for All master narrative

Seaman,

Coppens,

Hartman

et al. 2023

Front. Educ.

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This study examined the normative messages that inform youth postsecondary decision making in a predominantly rural state in the northeastern U.S., focusing on the institutionalization and circulation of identity master narratives. Using a multi-level, ecological approach to sampling, the study interviewed 33 key informants in positions of influence in educational, workforce, and quality of life domains. Narrative analysis yielded evidence of a predominant master narrative – College for All – that participants described as a prescriptive expectation that youth and families orient their postsecondary planning toward four-year, residential baccalaureate degree programs. Both general and domain-specific aspects of this master narrative are elaborated, as well as findings indicating that the College for All ideology appears to both obscure and stigmatize the development and institutionalization of alternative postsecondary pathways. Implications for rural communities, rural mobility, and future research on narratives informing postsecondary options for youth are discussed.

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Section: Limitations and Future Directionssupporting

confidence: 52%

Section: The Rise Of a College For All Ideologymentioning

confidence: 99%

Section: How College-for-all Poses Risks In Rural Contextsmentioning

confidence: 99%

See 1 more Smart Citation

Youth identity and postsecondary decision making in a rural state: evidence of a College for All master narrative

Seaman,

Coppens,

Hartman

et al. 2023

Front. Educ.

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show abstract

“…Anderson and Nieves, 2020;Stewart et al, 2019;Pritchard et al, 2015; Nixon et al 2008). Professionally, WBL programs are often cited by learners as enabling them to take on greater responsibility, gain promotion, and provide them with more immediate bene ts such as greater competence and assuredness, reduced stress and better recognition.…”

mentioning

confidence: 99%

The Relationship Between Wbl and Certificated Learning Within Higher Education Institutions: the Ghanaian Experience

Appiah¹,

Acquaye

2023

Preprint

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Purpose The study examined the relationship between WBL models and certificated learning within Higher (fashion) Education institutions in the Ghanaian context. Design/methodology/approach The study employed the quantitative data collection and analysis technique. Thus, questionnaires were administered. The population included postgraduate and undergraduate students of the HE institutions in Ghana offering the fashion design and textiles studies option and some fashion houses. A purposive sampling technique was used to select forty-eight (48) fashion houses and some graduates practising their acquired skills. Again, out of ten (10) technical universities, eight (8) were selected for data collection. The sampled institutions selected represent a fair distribution of the overall population of HE institutions that offer vocational education, especially higher fashion education programs. A Pearson moment correlation was run to determine the relationship between the core variables. Findings This study draws on the various WBL literature to inform the development of a framework to illustrate the interaction of HE, WBL and the industry. The data collected and analyzed displayed no violation of normality, linearity or homoscedasticity by visual inspection. However, HE had a weak and negative correlation against all the WBL models except for YAP and CA, which were positive, but these also had weak correlations., this is the WBL program that benefits students. Originality This study exhibited a sufficient comprehension of the relationship between WBL and certificated learning within higher education institutions.

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My Past Should Not Be My Future: Youth, Criminal Justice, and Work-Based Learning

Nieves,

Anderson,

Huntting

2024

Working for a Future

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“College for All” and Work-Based Learning: Two Reconcilable Differences

Cited by 3 publications

References 9 publications

Youth identity and postsecondary decision making in a rural state: evidence of a College for All master narrative

Youth identity and postsecondary decision making in a rural state: evidence of a College for All master narrative

The Relationship Between Wbl and Certificated Learning Within Higher Education Institutions: the Ghanaian Experience

My Past Should Not Be My Future: Youth, Criminal Justice, and Work-Based Learning

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