Relevant bibliographies by topics / Postsecondary access

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Postsecondary access'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Postsecondary access"

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Hu, Shouping. "Educational Aspirations and Postsecondary Access and Choice." education policy analysis archives 11 (April 29, 2003): 14. http://dx.doi.org/10.14507/epaa.v11n14.2003.

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Using data from the National Education Longitudinal Study of 1988 (NELS: 88), this study examines educational aspirations and postsecondary access and choice by students in urban, suburban, and rural schools. In addition, this study raises issues with the methods in postsecondary educational research by using students in different grades (8th, 10th, and 12th grades) as baseline populations to compare educational outcomes. The results indicated that students in urban schools were comparatively disadvantaged in the early years in schooling in terms of postsecondary access but appeared to be enrolled in postsecondary institutions at similar percentages as their suburban counterparts, if they made it to later years in K-12 schooling. For those students in urban schools who went to college, higher percentages were enrolled in private institutions and four-year colleges. Students in rural schools were consistently disadvantaged in postsecondary aspirations and enrollment, compared to students in other schools.
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Dallas, Bryan K., and Thomas D. Upton. "Maximizing Access to Postsecondary Educational Print Materials for Students With Print-Related Disabilities." Journal of Applied Rehabilitation Counseling 42, no. 1 (2011): 35–42. http://dx.doi.org/10.1891/0047-2220.42.1.35.

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Many students with print-related disabilities need alternative media such as Braille, audio, electronic text, or enlarged text to succeed at the postsecondary level. Currently, a variety of ways are available to acquire accessible print materials for these students. This article examines the current state of maximizing access to alternative media and how to navigate postsecondary alternative media service delivery systems. This article also reviews the roles and responsibilities of students, faculty, postsecondary disability support personnel, and publishing companies. Implications for rehabilitation counselors are also included as many of these professionals are employed in postsecondary disability support offices.
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Whitney, Michael, and Thomas D. Upton. "Assistive Technology: Unequal Access in Postsecondary Education." Journal of Applied Rehabilitation Counseling 35, no. 1 (2004): 23–28. http://dx.doi.org/10.1891/0047-2220.35.1.23.

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As postsecondary institutions race to bring academia up to speed on the information highway, students with disabilities discover that electronic architects are building an environment with minimal, if any, curb cuts. Identifying physical access issues for a building is at times obvious, but seeing compliance in the world of the web is difficult, if not impossible when one is not cognizant of the issues. With a student's academic success or failure hanging on equal electronic access, it is imperative that institutions facilitate electronic access by understanding and implementing necessary electronic architectural modifications. At conclusion of this article, suggestions for addressing these barriers across postsecondary institutions are presented.
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Burgstahler, Sheryl. "The Role of Technology in Preparing Youth with Disabilities for Postsecondary Education and Employment." Journal of Special Education Technology 18, no. 4 (2003): 7–19. http://dx.doi.org/10.1177/016264340301800401.

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Access to electronic and information technology has the potential to promote positive postsecondary academic and career outcomes for students with disabilities. However, this potential will not be realized unless stakeholders assure that all individuals with disabilities have access to technology that promotes positive academic and career outcomes; learn to use technology in ways that contribute to positive outcomes; and experience a seamless transition of availability of technology as they move through educational and career environments. This article explores the role technology can play in helping students with disabilities make successful transitions to postsecondary studies, employment, and adult life. It (a) defines terms, (b) provides examples of electronic and information technologies and their applications in pre-college and postsecondary education and employment, (c) summarizes legal issues that apply to technology access for students with disabilities in pre-college, postsecondary, and employment settings, (d) explores promising practices, and (e) lists topics for future research. Ensuring that all of the educational and employment opportunities that technology provides are accessible to everyone will contribute to the creation of a level playing field, thereby increasing access for people with disabilities to postsecondary education and careers in high-paying jobs and, ultimately, strengthening the economy.
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Patton, Lori D. "Disrupting Postsecondary Prose." Urban Education 51, no. 3 (2015): 315–42. http://dx.doi.org/10.1177/0042085915602542.

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Ladson-Billings and Tate ushered critical race theory (CRT) into education and challenged racial inequities in schooling contexts. In this article, I consider the role CRT can play in disrupting postsecondary prose, or the ordinary, predictable, and taken for granted ways in which the academy has functioned for centuries as a bastion of racism and White supremacy. I disrupt racelessness in education, but focus primarily on postsecondary contexts related to history, access, curriculum, policy, and research. The purpose of this article is to commemorate and extend Ladson-Billings and Tate’s work toward a CRT of higher education.
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Marschark, M. "Access to Postsecondary Education through Sign Language Interpreting." Journal of Deaf Studies and Deaf Education 10, no. 1 (2005): 38–50. http://dx.doi.org/10.1093/deafed/eni002.

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Jenkins, Davis, and Olga Rodríguez. "Access and Success with Less: Improving Productivity in Broad-Access Postsecondary Institutions." Future of Children 23, no. 1 (2013): 187–209. http://dx.doi.org/10.1353/foc.2013.0000.

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Darolia, Rajeev, Cory Koedel, Joyce B. Main, J. Felix Ndashimye, and Junpeng Yan. "High School Course Access and Postsecondary STEM Enrollment and Attainment." Educational Evaluation and Policy Analysis 42, no. 1 (2019): 22–45. http://dx.doi.org/10.3102/0162373719876923.

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We study the effects of access to high school math and science courses on postsecondary science, technology, engineering, and mathematics (STEM) enrollment and degree attainment using administrative data from Missouri. Our data include more than 140,000 students from 14 cohorts entering the 4-year public university system. The effects of high school course access are identified by exploiting plausibly exogenous variation in course offerings within high schools over time. We find that differential access to high school courses does not affect postsecondary STEM enrollment or degree attainment. Our null results are estimated precisely enough to rule out moderate impacts.
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Elias, Rebecca, Ashley E. Muskett, and Susan W. White. "Educator perspectives on the postsecondary transition difficulties of students with autism." Autism 23, no. 1 (2017): 260–64. http://dx.doi.org/10.1177/1362361317726246.

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Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder. Competence, autonomy and independence, and the development and sustainment of interpersonal relationships emerged as primary areas of difficulty and corresponding need. Results suggest that targeted interventions addressing these areas should be implemented, prior to and during enrollment in a postsecondary setting, to facilitate transition in a comprehensive manner.
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Shaw, Stan F., Joseph W. Madaus, and Manju Banerjee. "Enhance Access to Postsecondary Education for Students With Disabilities." Intervention in School and Clinic 44, no. 3 (2009): 185–90. http://dx.doi.org/10.1177/1053451208326047.

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Dissertations / Theses on the topic "Postsecondary access"

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White, Eyes Chance. "Native American Access and Success in Postsecondary Education." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24198.

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Native Americans continue to be one of the lowest represented ethnic groups in postsecondary education and present some of the lowest retention/graduation rates of any group. In the interest of supporting all students, this study examines Native American students’ notions of success as well as their academic and personal experiences in a majority serving institution of higher education. Narrative Analysis and Iktomi stories are used to examine the Native student experience and the resources these students seek out as they navigate their academic and career goals.
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Price, Monyka Spencer Ed D. "Collective Impact: Postsecondary Educational Attainment." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1559027067951883.

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Lorenzo, Sarah-Jane Lasek. "Planning Postsecondary Pathways: An Exploration ofCollege and Career Access through Solutions-Based Reporting." Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1502999397675549.

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Maskiell, Jennifer L. "Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241756613.

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Rickerson, Nancy L. "Postsecondary success for culturally and linguistically diverse (CLD) students with disabilities : access and persistence issues /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7565.

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Graham, Farrah. "Making Sense of the Access Problem: A New Methodology for Analyzing the Postsecondary Education Decision." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1643.

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This study is interested in defining new variables that contribute to the explanation of whether or not an individual applies to postsecondary institutions. Prior research has explained differences based on demographic variables, such as first generation status, income and race, and differences in information and social support that an individual possesses. While these variables have a significant effect on the decision, they do not completely explain why individuals decide to pursue postsecondary education. This research suggests that how an individual moves through the decision process, as well as how information is interpreted and used will have an effect on the ultimate decision outcome. The Sense-Making model (Dervin, 2003) is adapted here to define the differences in the decision process. A telephone survey was conducted with a randomly selected sample of 448 residents of the Commonwealth of Virginia asking them to describe their decision process regarding participating in postsecondary education based on the variables comprising the Sense-Making model. Stepwise logistic regression was used to determine the effect of the demographics-based and Sense-Making model variables on the likelihood that an individual applies to postsecondary education. The descriptive analysis of the survey findings indicated that respondents do not rely solely on a rational, information-based decision process. The resulting model produced by the stepwise process indicated that income and familiarity with postsecondary education had the strongest effects on the likelihood of applying, which is consistent with the existing literature. As for the Sense-Making variables, the analysis provided a set of variables whose presence makes a respondent less likely to apply. Feeling a lack of control over the decision outcome, perceiving information as not supportive to the process, using social support to make the decision and noting social support and school characteristics as a barrier all decreased the likelihood of respondents applying. The findings of the descriptive and predictive analysis defined the shortcomings of information and indicate that social support, like information, may not always facilitate the decision process. Recommendations are made to create information that is more supportive and will accurately portray the work necessary to prepare for postsecondary education and to create participatory programming to address misperceptions and acceptance of information. These findings provide the basis for additional research to define how information can support the decision process.
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Hartman, Christina. "Facilitators of Diné (Navajo) Student Access, Enrollment, and Persistence in Postsecondary Education: An Ecological Systems Perspective." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7025.

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Diné (Navajo) students drop out of high school and postsecondary education at higher than average rates. The purpose of this study was to investigate how Diné students currently enrolled in college describe the factors that supported their pursuit of higher education. Bronfenbrenner’s ecological systems theory was used as a framework and to identify and analyze factors that influence access, enrollment, and participation in higher education. The Diné participants in this study were six students enrolled in postsecondary education at the time of this research, recruited from two university campuses in the Southwestern U.S. Each student participated in a semistructured interview and completed a demographic questionnaire. Open-coding was used to analyze the interviews, and it was observed that factors relating to each of Bronfenbrenner’s five levels of ecological systems theory had an impact on the participants’ access, enrollment, and persistence in postsecondary education. A number of themes emerged that will be useful to stakeholders who work with this population of students. Recommendations are provided that are intended to help these stakeholders retain Diné students at higher rates.
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Williams, Kristen K. "From aspirations to access the role of place in the facilitators of and barriers to postsecondary education attendance /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/833.

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Reid, M. Jeanne. "First-generation urban college students speaking out about their secondary school preparation for postsecondary education." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180403873.

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Mariger, Heather Ann. "The Social Validation of Institutional Indicators to Promote System-Wide Web Accessibility in Postsecondary Institutions." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/903.

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The Internet is an integral part of higher education today. Students, faculty, and staff must have access to the institutional web for essential activities. For persons with disabilities, the web is a double-edged sword. While an accessibly designed website can mitigate or remove barriers, an inaccessible one can make access impossible. If websites that provide necessary information are not accessible, those with disabilities will be unable to independently complete their daily tasks or compete in the modern world. Project GOALS (Gaining Online Accessible Learning through Self-Study) has developed a document outlining a set of four institutional indicators of Web accessibility. Postsecondary institutions can use this document in their efforts to ensure that online content is accessible to all users. This dissertation evaluated the social validity of the document to determine if it was appropriate, understandable, usable, and satisfactory to provide a framework for implementing and promoting institution-wide web accessibility across a variety of demographic markers including job type (administrator, faculty, and technology specialist) and institution type (2- and 4-year). Ninety-seven participants reviewed the document and completed an online survey. All four indicators with their subsequent benchmarks were found to be "good" or "very good" based on the evaluation criteria. Administrators rated the document somewhat lower than faculty or technology specialists. Participants from 2-year schools consistently rated the document higher than their 4-year counterparts. In general, the longer participants had been in their positions, the less favorably they rated the document. The median ratings for all questions of appropriateness, understandability, usefulness, and satisfaction were a 6 or 7 on a 7-point scale across the board. This result would indicate that while different aspects of the indicator document may appeal to different groups, participant ratings across job and institution type show that these criteria achieve acceptable levels that validate the use of the indicators as a tool to assist institutions in their web accessibility efforts. This dissertation utilized the multiple-paper format recommended by the committee.
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Books on the topic "Postsecondary access"

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Committee, Florida Legislature Senate Higher Education. A review of access to postsecondary education. The Committee, 1996.

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Statistics Canada. Analytical Studies Branch., ed. Access to college and university: Does distance matter? Analytical Studies Branch, Statistics Canada, 2003.

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Lisa, Chavez, Carroll C. Dennis, United States. Office of Educational Research and Improvement., and National Center for Education Statistics., eds. Access to postsecondary education for the 1992 high school graduates. U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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Phipps, Ronald A. How does technology affect access in postsecondary education?: What do we really know? : report of the National Postsecondary Education Cooperative Working Group on Access-Technology. U.S. Department of Education, 2004.

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1970-, Usher Alexander, and Canada Millennium Scholarship Foundation, eds. The price of knowledge: Access and student finance in Canada. Canada Millennium Scholarship Foundation, 2002.

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Junor, Sean. The price of knowledge 2004: Access and student finance in Canada. Canada Millennium Scholarship Foundation, 2004.

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Commission, California Postsecondary Education. Information Collection and Dissemination Program: Enhancing access to education data. California Postsecondary Education Commission, 2004.

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Regents, Ohio Board of. The role of faculty in enhancing minority access & success in Ohio postsecondary education. The Board, 1989.

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Policy Panel on Access (U.S.). Reconceptualizing access in postsecondary education and its ramifications for data systems: Report of the Policy Panel on Access ... Washington, D.C., Policy Panel meeting, September 9, 1997. National Postsecondary Education Cooperative, 1998.

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Looker, E. Dianne. Post-secondary access and student financial aid in Canada: Current knowledge and research gaps. Canadian Policy Research Networks, 2000.

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Book chapters on the topic "Postsecondary access"

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Scherer, Juliet Lilledahl, and Mirra Leigh Anson. "Providing Meaningful Postsecondary Options." In Community Colleges and the Access Effect. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137331007_11.

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Jacobs, Lesley A. "A Vision of Equal Opportunity in Postsecondary Education." In Fairness in Access to Higher Education in a Global Perspective. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-230-3_3.

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Gregg, Noel, April Galyardt, and Robert Todd. "STEM Scalable Model for Enhancing Secondary and Postsecondary Student On-Line Services." In Universal Access in Human-Computer Interaction. Access to Learning, Health and Well-Being. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20684-4_8.

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Witcher, Angelica W., and Carol A. Mullen. "Outcomes of First-Generation African American Postsecondary Students Who Completed Early College Access Programming." In Handbook of Social Justice Interventions in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-29553-0_130-1.

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Witcher, Angelica W., and Carol A. Mullen. "Outcomes of First-Generation African American Postsecondary Students Who Completed Early College Access Programming." In Handbook of Social Justice Interventions in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-35858-7_130.

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Hudes, Ryan P., and Katherine C. Aquino. "Marginalized Access, Not Ability." In Improving Postsecondary Choice and Pathways. Routledge, 2020. http://dx.doi.org/10.4324/9780429430848-2.

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"Expanding Postsecondary Access in Oman." In Financing Access and Equity in Higher Education. Brill | Sense, 2009. http://dx.doi.org/10.1163/9789087907686_013.

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Brown II, M. Christopher. "Editorial." In Access and Equity in Postsecondary Education. Routledge, 2002. http://dx.doi.org/10.4324/9781410607959-1.

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Langdon, Emily A. "Women's Colleges Then and Now: Access Then, Equity Now." In Access and Equity in Postsecondary Education. Routledge, 2002. http://dx.doi.org/10.4324/9781410607959-2.

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Brown II, M. Christopher, and James Earl Davis. "The Historically Black College as Social Contract, Social Capital, and Social Equalizer." In Access and Equity in Postsecondary Education. Routledge, 2002. http://dx.doi.org/10.4324/9781410607959-3.

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Conference papers on the topic "Postsecondary access"

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Squires, Vicki, Nancy Turner, Sandra Bassendowski, Jay Wilson, and Susan Bens. "Enhance, Extend, Empower: Understanding Faculty Use of E-Learning Technologies." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5508.

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There has been scant nation-wide assessment of institutional use of learning technology in Canada (Grant, 2016) and where assessment has been done of student access to e-resources, considerable variability within and across institutions has been reported (Kaznowska, Rogers, & Usher, 2011). With a broad goal of improved and increased use of learning technologies, one university wanted to explore the use of e-learning technologies across campus. The purpose of this study was to identify instructors' needs and aspirations with respect to how learning technologies at the university could be designed, implemented, and supported. The 3E framework of Enhance, Extend, Empower, proposed by Smyth, Burce, Fotheringham, & Mainka (2011), was useful in examining the underlying purposes of using e-learning technologies. For this qualitative study, the research team engaged 32 instructors in individual interviews or in focus groups to discuss how they currently use e-learning technologies, how they hope to advance their uses of these technologies, and their perceived barriers or enablers to implementation. The study has implications for practice and policy at postsecondary institutions; additionally, this study suggests possibilities for further research into the scholarship of teaching and learning in the context of e-learning technologies.
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Reports on the topic "Postsecondary access"

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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Postsecondary Access and Diversity: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, 2018. http://dx.doi.org/10.18665/sr.306630.

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Wilson, Meagan, Rayane Alamuddin, and Danielle Cooper. Unbarring Access: A Landscape Review of Postsecondary Education in Prison and Its Pedagogical Supports. Ithaka S+R, 2019. http://dx.doi.org/10.18665/sr.311499.

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Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.
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The Documentation Disconnect for Students With Learning Disabilities: Improving Access to Postsecondary Disability Services. American Speech-Language-Hearing Association, 2007. http://dx.doi.org/10.1044/policy.tr2007-00305.

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