Looking Back and Moving Forward: Future Directions for Diversity Research in Student Affairs

Pope, Raechele L.; Mueller, John A.; Reynolds, Amy L.

doi:10.1353/csd.0.0097

Cited by 60 publications

(45 citation statements)

References 47 publications

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“…O acesso generalizado ao Ensino Superior (ES) por alunos pertencentes a grupos sociais menos favorecidos, nas últimas décadas, tem diversificado substancialmente a população estudantil neste nível de ensino (Almeida, Guisande, Soares, & Saavedra, 2006;Eurydice, 2003;Pope, Mueller, & Reynolds, 2009;Soares & Almeida, 2001;Valadas, Gonçalves, & Faísca, 2011). Mesmo não se podendo falar em igualdade social do acesso, e menos ainda em igualdade social do sucesso, dadas as diferenças nas taxas de acesso a determinados cursos e instituições em função dos grupos sociais de pertença, é certo que encontramos no ES alunos bastante diferenciados em termos de percursos escolares anteriores, competências académicas, expectativas e motivações.…”

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Expectativas Académicas Segundo O Género Dos Estudantes Portugueses Do Primeiro Ano Do Ensino Superior

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Diniz

et al. 2016

Revista INFAD de Psicología

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Among the wide range of personal and contextual variables that may be associated with difficulties in students' access to higher education (HE), academic expectations will be the focus of this study. Academic expectations represent what students hope to accomplish and achieve in their academic life. The sample was formed by 372 first-year Higher Education students, of both sexes, and with ages ranging from 17 to 57 years old. These students completed the Academic Perceptions Questionnaire (QPA), which assesses seven dimensions of academic expectations. Data analysis considers students´ gender, scientific domain of studies (social sciences and humanities, science and technology) and the levels of parental education (parents concluded or not HE studies). Results suggest more differentiation of academic expectations in function of students´ gender and parentsé ducational level. This communication presents and discusses these results, and possible justifications and implications.Keywords: Higher Education, Academic Expectations, Gender, Adaptation to Higher Education. RESUMODe entre o amplo conjunto de variáveis pessoais e contextuais que poderão estar associadas às dificuldades sentidas pelos estudantes ao ingressarem no ensino superior (ES), as expectativas académicas serão o foco deste estudo. As expectativas académicas representam aquilo que o estudante espera concretizar no decurso da sua vida académica. Este estudo considera uma amostra de 372 estudantes do primeiro ano do Ensino Superior, de ambos os géneros e com idades entre os 17 e os 57 anos. Estes estudantes preencheram o Questionário de Perceções Académicas (QPA), ava-

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Expectativas Académicas Segundo O Género Dos Estudantes Portugueses Do Primeiro Ano Do Ensino Superior

Costa

Araújo

Diniz

et al. 2016

Revista INFAD de Psicología

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“…American, Latino/a American and Native American (Pope, Mueller & Reynolds, 2009;Roscoe, 2015). The majority of students of color are currently enrolled at predominantly white institutions (Fischer, 2007).…”

Section: Context and Backgroundmentioning

confidence: 99%

“…For example, according to the National Center for Education Statistics (NCES), from fall 1976 to fall 2014, the number of Hispanic students rose from 4% to 17%, the number of Asian/Pacific Islander students rose from 2% to 7%, the number of African American students rose from 10% to 14%, and the number of American Indian/Alaska Native students rose from 0.7% to 0.8%. These groups of students are expected to increase in the upcoming years (Pope, Mueller & Reynolds, 2009;Roscoe, 2015). However, despite the changing demographics of the student body, the demographics of student affairs professionals who are currently employed within colleges and universities has not changed substantially (Kayes, 2006;Mertz, Eckman & Strayhorn, 2012;NCES, 2006;Taub & McEwen, 2006).…”

Section: Context and Backgroundmentioning

confidence: 99%

“…Students of color, which includes African Americans, Asian Americans, Latino/a Americans and Native Americans are currently one of the fastest growing populations enrolled in college today (Pope, Mueller & Reynolds, 2009;Roscoe, 2015). More of these students are expected to enroll in upcoming years (Pope, Mueller & Reynolds, 2009;Roscoe, 2015).…”

Section: Applying the Critical Race Theorymentioning

confidence: 99%

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exploration of the perceptions and experience of students of color with white student affairs professionals

Taylor¹

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“…In a discussion about future directions for diversity research in student affairs, Pope, Mueller, and Reynolds (2009) asserted that multicultural research that is participant centered and practitioner-oriented will have the most impact on student affairs practice.…”

Section: Significance Of the Studymentioning

confidence: 99%

Answering the call : an examination of multicultural competence among academic advising professionals.

Dumas¹

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Looking Back and Moving Forward: Future Directions for Diversity Research in Student Affairs

Cited by 60 publications

References 47 publications

Expectativas Académicas Segundo O Género Dos Estudantes Portugueses Do Primeiro Ano Do Ensino Superior

Expectativas Académicas Segundo O Género Dos Estudantes Portugueses Do Primeiro Ano Do Ensino Superior

exploration of the perceptions and experience of students of color with white student affairs professionals

Answering the call : an examination of multicultural competence among academic advising professionals.

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