College Student Access: How Articulation Agreements Support Rural Students

Jaeger, A.; Dunstan, Stephany Brett; Dixon, Karrie Gibson

doi:10.1080/0161956x.2015.1087771

Cited by 10 publications

(10 citation statements)

References 51 publications

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“…The study participants believed that financial resources were important to accessing higher education, not only in terms of affordability of higher education itself but also in terms of paying for courses outside of high school to ensure an adequate academic preparation to pass university entrance exams. These findings are consistent with the earlier findings [11,14] that rural students face additional financial burdens, compared to their urban counterparts, that often impede their access to higher education.…”

Section: Materials and Nonmaterials Sacrificessupporting

confidence: 92%

Barriers to Entering Higher Education: Rural Students’ Perspective

Hughes¹

2018

JITLL

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A disparity in access to higher education exists between rural and urban regions of the world. Equal access to higher education for students from rural areas is a priority for government leaders in Kyrgyzstan and Tajikistan where this study took place. The study addressed the problem of enrollment of students from rural areas at branches of the International Mountainous University (IMU, pseudonym) located in rural regions of Kyrgyzstan and Tajikistan. The purpose of this qualitative case study was to investigate the experiences and perceptions of 10 IMU students about gaining access to higher education. Informed by the theory of habitus, the research questions focused\ on perceptions of (a) the experience of gaining access and (b) sacrifices related to gaining access to higher education. Four themes emerged: (a) academic barriers, (b) information and communication barriers, (c) support, and (d) material and nonmaterial sacrifices. The study provides a better understanding of access challenges experienced by rural Kyrgyz and Tajik residents, allowing institutions and governments to improve current outreach practices and potentially create long-term strategies for rural development.

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Section: Materials and Nonmaterials Sacrificessupporting

confidence: 92%

Barriers to Entering Higher Education: Rural Students’ Perspective

Hughes¹

2018

JITLL

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“…Pacific and Atlantic Colleges are in different states, although both state policy contexts incentivize students to complete associate degrees prior to transfer by guaranteeing that 60 credits earned in community college will be accepted into public, 4-year institutions. This means that results from this study might not generalize to state policy settings where transfer can occur earlier and prior to students' earning an associate degree (e.g., Jaeger et al, 2015).…”

Section: Research Design and Institutional Selectionmentioning

confidence: 93%

Navigating STEM Major and Transfer Destination Choices: Community College Student Experiences through the Lens of Practice Theory

Zahner

2023

Community College Review

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Objective/Research Question: This research explores how community college students, who are underrepresented in science, technology, engineering, and mathematics (STEM) fields and aspire to vertical transfer in STEM make choices about majors and transfer destinations. The question is important to advancing equity in STEM, which continues to perpetuate disparities in attainment for minoritized, first-generation, and financially disadvantaged students, who disproportionately enter higher education in community colleges. Methods: Using a longitudinal, qualitative research design, the study relied on semi-structured interviewing to generate in-depth evidence about student experiences. Results: Findings showed that career goals were uniformly influential to students, yet career information was unevenly available or comprehensible during community college. Students’ choices about what to major in and where to transfer were iterative and intertwined, with these choices deeply connected to students’ families and lifetime priorities. Delays in student decision-making tended to have less to do with uncertain individual preferences than to lack of information about a specific STEM major and its alignment with possible future degrees, transfer destinations, and career pathways, as well as contingencies associated with the transfer admission process. Conclusions/Contributions: This research demonstrated STEM-specific nuance in how underrepresented community college students navigate major, career, and transfer destination decision-making as well as the influence of family and location-based priorities in student choices. Future research should investigate how to best provide directional support for students’ major and transfer destination decisions, including major-to-career awareness and the academic and personal dimensions of transfer.

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“…Internationally, access to higher education for students from rural backgrounds remains an enduring concern (McKillop et al, 2012;Jaeger et al, 2015;Parker et al, 2016). In Australia, students from regional and remote areas have been inscribed in policy as an equity target group since as early as 1990 (Department of Employment, Education and Training, 1990).…”

Section: Regional and Remote Australiamentioning

confidence: 99%

Emotional and Material Realities Shaping Young People's Higher Education Aspirations in Regional and Remote Australia

Gore¹

2019

Proceedings of the 2019 AERA Annual Meeting

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College Student Access: How Articulation Agreements Support Rural Students

Cited by 10 publications

References 51 publications

Barriers to Entering Higher Education: Rural Students’ Perspective

Barriers to Entering Higher Education: Rural Students’ Perspective

Navigating STEM Major and Transfer Destination Choices: Community College Student Experiences through the Lens of Practice Theory

Emotional and Material Realities Shaping Young People's Higher Education Aspirations in Regional and Remote Australia

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