Table of Contents

Abstract

Executive Summary Foreword Acknowledgments The Case for a Comprehensive Model of College Readiness The Complexity of College Readiness Quasi‐Ecological Approaches to College Readiness The Next Generation of College Readiness Research Method and Organization The Human Ecology Framework Principles of Development in Ecological Systems Environmental Contexts Environmental Interactions: A Fully Ecological Model Individual: The Attributes of College Readiness Resource Characteristics Force Characteristics Demand Characteristics The Individual in an Ecological Context Microsystem: The Direct Experience of Students Academic Preparation in Schools Out‐of‐School Microsystems Direct Experience in an Ecological Context Mesosystem: A Network of Overlapping Relationships Cultural Capital and the Mesosystem Social Capital and Mesosystem Connectors College and High School Integration Overlapping Relationships in the Ecological Context Exosystem: The Site of Systemic and Structural Changes Precollege Intervention Programs School Reform Role of States Role of Federal Government Role of Foundations and Nonprofit Organizations Systems and Structures in Ecological Context Macrosystem: The Arena of Culture and Ideology Foundational Beliefs Language, Subculture, and Theory Culture and Ideology in the Ecological Context Chronosystem: The Role of Time in College Readiness Cohort and Era Sequence and Timing Developmental Change The Role of Time in Ecological Context The Ecological View of College Readiness The Ecology of College Readiness Using an Ecological Approach in Research and Evaluation Implications for Policy Implications for Practice Moving Toward an Ecological Approach to College Readiness References Name Index Subject Index About the Authors

The isolation of doctoral education in the times of COVID-19: recommendations for building relationships within person-environment theory

“…Person-environment theory: where and how doctoral education takes place in doctoral programs, as it encompasses the interacting forces of ideology and culture, social and organizational structure, time, and individual agency (Arnold et al, 2012). Environments are interactive and include macro-, exo-, meso-, and microsystems.…”

Are College Faculty and First-Generation, Low-Income Students Ready for Each Other?

“…Both of these concepts have moved beyond a limited focus on academic preparation, only. Arnold, Lu, and Armstrong's (2012) ecological model of college readiness has been the most complex and comprehensive model proposed to date. By combining a number of research studies and models of readiness, Arnold et al's model has identified five key aspects of academic preparation: college knowledge, self-efficacy, motivation, academic skills and discipline, and aspirations.…”

“…Like Arnold et al (2012) a number of researchers have viewed college readiness as an interplay between the individual and collective efforts of multiple stakeholders (Baker et al, 2005;Yamamura, Martinez, & Saenz, 2010). Such views have, therefore, connoted a shared responsibility for the adequate preparation of school-aged youth for college.…”