scholarly journals Introduction to Special Issue on Increasing Participation in Higher Education STEM Programs

2020 ◽  
Vol 10 (5) ◽  
pp. 139
Author(s):  
Susan Staats ◽  
Amy Lee
Keyword(s):  
Higher Education ◽  
Special Issue ◽  
Stem Programs ◽  
Curricular Choices ◽  
Publicly Supported ◽  
Participation In Higher Education

This special issue highlights the work of several higher education practitioner–scholars who describe their approaches to facilitating participation in STEM courses and programs. Writing from the standpoint of chemistry, mathematics, and ecology in publicly supported universities, the authors discuss their pedagogical or curricular choices with reference to the broader structures and systemic considerations that sometimes limit and sometimes enable faculty effort. In this editorial, we reflect on the ways in which these authors invoke their own practitioner agency to establish equity-based innovations in higher education STEM settings.

Introduction: The Anthropocene as Context and Concept for the Study of Higher Education

2019 ◽  
Vol 1 (1) ◽  
pp. 1-15
Author(s):  
RYAN EVELY GILDERSLEEVE ◽  
KATIE KLEINHESSELINK
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Social Institutions ◽  
Special Issue ◽  
Analytic Tool ◽  
The Social ◽  
Geologic Condition

The Anthropocene has emerged in philosophy and social science as a geologic condition with radical consequence for humankind, and thus, for the social institutions that support it, such as higher education. This essay introduces the special issue by outlining some of the possibilities made available for social/philosophical research about higher education when the Anthropocene is taken seriously as an analytic tool. We provide a patchwork of discussions that attempt to sketch out different ways to consider the Anthropocene as both context and concept for the study of higher education. We conclude the essay with brief introductory remarks about the articles collected for this special issue dedicated to “The Anthropocene and Higher Education.”

tti2002: Introduction and Conference Overview

2003 ◽  
Vol 17 (1) ◽  
pp. 9-14 ◽  
Author(s):  
E. H. Robson
Keyword(s):  
Higher Education ◽  
Technology Transfer ◽  
Special Issue ◽  
International Convention ◽  
International Conference ◽  
Introductory Paper ◽  
Personal Reflections ◽  
Selection Of

This special issue of Industry and Higher Education is devoted to a selection of papers and reports from tti2002, an international conference on technology transfer and innovation held at the International Convention Centre, Birmingham, UK in July 2002. In this introductory paper, the author provides the context of the conference, summarizes the presentations given by invited speakers and offers personal reflections on the event.

Spouses of Student Mothers in the United Arab Emirates: Enablers or Constraints to Their Pursuit of Higher Education?

2021 ◽  
pp. 097152152110304
Author(s):  
Martina Dickson ◽  
Lilly Tennant
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Power Relations ◽  
Educational Status ◽  
Early Marriage ◽  
Gender And Development ◽  
Cultural Traditions ◽  
Student Mothers ◽  
Undergraduate Study ◽  
Participation In Higher Education

The educational status of Emirati women in the United Arab Emirates has developed rapidly over the last five decades, with females now outnumbering males in higher education institutions. Marriage and motherhood often take place during the years of undergraduate study for women, particularly for those from families who retain Emirati cultural traditions of relatively early marriage and childbearing. This study analyses the role which spouses play in their wives’ pursuit of education, using the theoretical gender and development lens to explore whether a transformation of power relations within the marriage takes place for the growth in female participation in higher education to occur. Spousal behaviours are identified and categorized through the gender and development lens as either enablers or constraints to women’s empowerment and participation in higher education, and potential reasons for these behaviours surrounding gender relations are discussed.

From the Guest Editors: Canadian Perspectives on and Applications of Applied Sociology

2021 ◽  
pp. 193672442110021
Author(s):  
Emily Milne ◽  
Sara J. Cumming
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Education Sector ◽  
Public Confidence ◽  
Applied Sociology ◽  
Application Research ◽  
Special Issue ◽  
The Future ◽  
Sociological Approaches

Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.

Liberate our Library: doing decolonisation work at Goldsmiths Library

2020 ◽  
Vol 45 (4) ◽  
pp. 148-154
Author(s):  
Marilyn Clarke
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Study Skills ◽  
Racial Inequality ◽  
Ngugi Wa Thiong'o ◽  
The Self ◽  
Hierarchical Systems ◽  
Special Issue ◽  
Race Theory ◽  
The Mind

Library work now has a role to play when it comes to decolonisation. This article outlines what Goldsmiths Library, University of London is doing, through the Liberate our Library initiative, to diversify and decolonise its collections and practices against the backdrop of worldwide movements for education and social justice led by both students and academics to challenge the dominance of the ‘Westernised university’.2Examples of how we are doing this work are explained using critical librarianship as our guide, whilst recognising that we are still developing expertise in this evolving field of practice. This decolonisation work also uses critical race theory (CRT) as a means to dismantle racial inequality and its impact on higher education.Here, I would like to acknowledge the excellent and inspirational content of ALJ, Critical Librarianship: Special Issue (v.44, no.2) and I see this article as an ongoing companion piece.Goldsmiths Library's liberation work endeavours to empower its users with critical thinking and study skills whilst conducting their research using hierarchical systems and resources which in themselves are in the process of being decolonised.Decolonising a library collection and a profession must of course always begin or at least happen in tandem with the self, through a process that Kenyan author Ngũgĩ wa Thiong'o describes as ‘decolonising the mind.’3

‘I don’t want to go to a crummy little university’: social class, higher education choice and the paradox of widening participation

2009 ◽  
Vol 12 (3) ◽  
pp. 209-224 ◽  
Author(s):  
Tina Byrom
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Young People ◽  
Working Class ◽  
Summer School ◽  
Widening Participation ◽  
Education Choice ◽  
School Based ◽  
Institutional Habitus ◽  
Participation In Higher Education

Whilst there has been growing attention paid to the imbalance of Higher Education (HE) applications according to social class, insufficient attention has been paid to the successful minority of working-class young people who do secure places in some of the UK’s leading HE institutions. In particular, the influence and nature of pre-university interventions on such students’ choice of institution has been under-explored. Data from an ESRC-funded PhD study of 16 young people who participated in a Sutton Trust Summer School are used to illustrate how the effects of a school-based institutional habitus and directed intervention programmes can be instrumental in guiding student choices and decisions relating to participation in Higher Education.

Sign in / Sign up

Export Citation Format

Share Document