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Postsecondary Education (postsecondary + education)
Selected AbstractsUSA: German in the Changing Landscape of Postsecondary EducationDIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 1 2010Lynne Tatlock This article identifies recent indicators of the state of German Studies in the United States with special attention to postsecondary enrollments in German. It additionally reviews challenges to the postsecondary teaching of German as they manifest themselves both locally and nationally, including the positioning of German Studies in the life of universities and colleges and the equitable treatment, well being, and success of those teaching German. [source] Using Competencies to Connect the Workplace and Postsecondary EducationNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 110 2001Karen Paulson To maintain viability, postsecondary institutions must prepare their graduates to enter today's performance-driven labor market. This chapter examines the use of competencies in business and summarizes skill and competency resources that institutions can use to ready their students for successful entry into the workforce. [source] The Pursuit of Postsecondary Education: A Comparison of First Nations, African, Asian, and European Canadian Youth,CANADIAN REVIEW OF SOCIOLOGY/REVUE CANADIENNE DE SOCIOLOGIE, Issue 1 2009VICTOR THIESSEN Utilisant l'Enquête auprès des jeunes en transition (EJET), sondage longitudinal nationalement représentatif, l'auteur examine l'argument voulant que les résultats éducationnels inférieurs de diverses minorités visibles et d'immigrants seraient attribués à leurs désavantages socioéconomiques, tandis que les résultats supérieurs des autres minorités visibles auraient pour cause leur soutien culturel. Les analyses rapportent des inégalités non négligeables dans le parcours pédagogique des Premières nations, des minorités visibles et des immigrants. Cependant, ni leur emplacement structurel ni leurs attributs culturels (ni les deux ensemble) n'expliquent entièrement les différences de leur parcours pédagogique ni ne peuvent être réduits à un simple modèle dans lequel les désavantages structurels détermineraient les résultats inférieurs et les facteurs culturels les supérieurs. Using the nationally representative longitudinal Youth in Transition Survey, this paper examines the argument that inferior educational outcomes of various visible minorities and immigrants can be attributed to their socio-economic disadvantages, while superior outcomes of other visible minorities is due to their cultural supports. The analyses document sizeable inequalities in educational pathways of First Nations, visible minorities, and immigrants. However, neither structural location nor cultural attributes (nor both in conjunction) totally account for differences in their educational pathways nor can they be reduced to a simple pattern whereby structural disadvantages account for inferior pathways and cultural factors for superior ones. [source] Help wanted: Postsecondary education and training requiredNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 146 2009Anthony P. Carnevale This chapter argues that postsecondary competencies and awards have become the threshold requirement for middle-class earnings and status. [source] Influence of Health and Environmental Information on Hedonic Evaluation of Organic and Conventional BreadJOURNAL OF FOOD SCIENCE, Issue 4 2008L.E. Annett ABSTRACT:, Grain from paired samples of the hard red spring wheat cultivar "Park" grown on both conventionally and organically managed land was milled and baked into 60% whole wheat bread. Consumers (n= 384) rated their liking of the bread samples on a 9-point hedonic scale before (blind) and after (labeled) receiving information about organic production. Consumers liked organic bread more (P < 0.05) than conventional bread under blind and labeled conditions. Environmental information about organic production did not impact consumer preference changes for organic bread, but health information coupled with sensory evaluation increased liking of organic bread. Ordinary least squares (OLS) and binary response (probit) regression models identified that postsecondary education, income level, frequency of bread consumption, and proenvironmental attitudes played a significant role in preference changes for organic bread. The techniques used in this study demonstrate that a combination of sensory and econometric techniques strengthens the evaluation of consumer food choice. [source] Bridal Pregnancy and Spouse Pairing Patterns in JapanJOURNAL OF MARRIAGE AND FAMILY, Issue 4 2008James M. Raymo In this paper, we examine two aspects of recent increases in marriage preceded by pregnancy (bridal pregnancy) in Japan. Using information on 28,973 respondents to the Japanese National Fertility Surveys, we first demonstrate that increases in bridal pregnancy between 1970 and 2002 were concentrated among women without postsecondary education. We then estimate multinomial logistic regression models to evaluate change over time in the association between bridal pregnancy and patterns of educational pairing. Results indicate that bridal pregnancy is associated with a significantly higher likelihood of nonnormative educational pairing and that this relationship has become more pronounced over time. We conclude by evaluating these results in comparative context and speculating about the implications for subsequent family change in Japan. [source] Adolescent Transitions to Young Adulthood: Antecedents, Correlates, and Consequences of Adolescent EmploymentJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 3 2001Tama Leventhal The antecedents, correlates, and consequences of adolescent employment were investigated in a sample of 251 low-income, African American youth that were followed since birth. The youth (age: M at preschool = 4.89, SD= .70; M at adolescence = 16.44, SD= .66; M at transition to adulthood = 19.36, SD= .76; and M at early adulthood = 27.67, SD= .75) were the firstborn children of African American teenage mothers who gave birth in Baltimore in the 1960s. Analyses examined the antecedents and correlates of age of entry into employment and stability of employment during adolescence. The associations of adolescent work experiences with subsequent adult education and employment outcomes also were considered. Findings indicate that among this sample of low-income, African American youth, those who repeated a grade in school during middle childhood were more likely to enter the workforce at later ages than their peers who did not repeat a grade. The small subset of adolescents who never worked (n= 12) appear to be markedly more disadvantaged than their peers who worked. At the transition to adulthood, adolescents who entered the workforce earlier were more likely to complete high school than their peers. In addition, stable employment during the adolescent years had more beneficial effects on young men's chances of attending college than young women's postsecondary education. This pattern of findings is consistent with ethnographic accounts of adolescent employment among poor, minority, urban youth. [source] Educational Policy, Politics, and Mixed Heritage Students in the United StatesJOURNAL OF SOCIAL ISSUES, Issue 1 2009Kristen A. Renn This article describes local, state, and federal policies related to collecting, aggregating, and reporting data on student race and ethnicity in U.S. K-12 and postsecondary education. It traces data policy from the 1997 decision by the Office of Management and Budget to change from single-race reporting to a format that permits respondents to choose more than one race, to the October 2007 issuance of final guidance from the Department of Education. Taking a K-20 perspective, I consider how policies for data collection and reporting may affect educational and developmental outcomes for students, as well as local, state, and national education policy environments. [source] When Can We Expect the Unexpected?JOURNAL OF SOCIAL ISSUES, Issue 1 2008Predicting Educational Attainment When it Differs from Previous Expectations Individuals' expectations are strong predictors of their behaviors; educational expectations predict enrollment in postsecondary education. Yet in many cases, a youth's previous educational expectations are not met or are exceeded. This study examines correlates of educational expectations and unexpected educational attainment using longitudinal data from Monitoring the Future, a U.S. national study. Demographic characteristics, educational experiences in high school, and other risk and protective factors were related to expectations for educational attainment during high school. Logistic regressions indicated that high school curriculum, average grades, educational aspirations, and parents' educational level were particularly strong indicators of youth not meeting their expectation to graduate from a 4-year college, or graduating from college despite expecting not to graduate by age 25/26. We discuss the implications of unexpected pathways in terms of discontinuity during transitions and consider the implications for improved educational and career counseling during high school. [source] Breaking barriers or locked out?NEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 119 2008Class-based perceptions, experiences of postsecondary education This article provides an overview of objective and subjective class differences in experiences of postsecondary education. Using the metaphor of a funnel, it argues that cumulative disadvantage results when first-generation and low-income college students are disproportionately filtered out at each stage of the postsecondary education process. Subjective class differences largely serve to reproduce existing inequalities, although the potential for transformation exists. This article considers inequalities during childhood and the transition to adulthood, stratification within institutions, and class differences in postsecondary educational enrollment, attendance, college life, work, financial aid, and attainment. Directions for future research and program and policy interventions are outlined. [source] Native American student retention in U.S. postsecondary educationNEW DIRECTIONS FOR STUDENT SERVICES, Issue 109 2005James A. Larimore (Comanche) This chapter surveys the literature on Native American student retention, framing the discussion in the context of the broader body of literature on retention. [source] Multiple pathways to adulthood: Expanding the learning options for urban youthNEW DIRECTIONS FOR YOUTH DEVELOPMENT, Issue 97 2003Adria Steinberg Some learning environments show particular promise of creating pathways to postsecondary education, careers, and engaged citizenship for urban young adults from ages fifteen to twenty-four. [source] The nutrition label knowledge and usage behaviours of women in the USNUTRITION BULLETIN, Issue 4 2000Carol Byrd-Bredbenner Summary The objective of this study was to evaluate the nutrition label-reading skills of women to determine the impact of demographic and health factors on label-usage behaviours and label-reading knowledge. A sample of 453 women was surveyed to determine their label-usage behaviours and label-reading knowledge. 80% of all participants reported that they were ,label readers' (i.e. they always or sometimes read labels), however, only about one-quarter indicated that they always read nutrition labels. Three out of four participants reported that labels always or sometimes affected their purchasing decisions. In general, participants had fairly well-developed label-reading knowledge. However, further analysis revealed that certain subgroups were the least proficient at using nutrition labelling (i.e. older women, women with no postsecondary education, and women who perceived their health to be fair to poor). We conclude that nutrition labelling education programmes can help consumers to use nutrition labels to improve the quality of their diets. While probably all consumer groups could benefit from labelling education, the least proficient groups deserve special attention. Labelling education efforts targeted to a subgroup's needs and interests and delivered in a manner that is readily accessible and acceptable to them is key to maximising the impact of nutrition labels. [source] | ||||||||||||||||