The demise of guys : the flight of the American male from STEM

This mixed methods research investigates the differences between high school males who pursue the PLTW Biomedical Science program and those males who do not. The study examines males in a rural Midwestern high school, analyzing factors such as GPA, sports, clubs, work, volunteering, and whether at least one parent attended college. It also looks at how high school male students perceive the PLTW Biomedical Science program. The focus is to understand why few males enroll in the program. A survey constructed by the researcher is administered to gather quantitative data related to the previously mentioned factors. Pearson's Chi-square analysis further tests for statistical significance among the two groups of males. Additional qualitative data via interviews is collected from among the non-biomed males. The study found biomed males to have a greater GPA, participation in sports, and were more likely to work than their non-biomed counterparts. The non-biomed males were more likely to have at least one parent attend college. Participation in clubs and volunteering was not statistically significant. The perception of PLTW Biomedical Science program among non-biomed males is positive. Students feel as though their friends like the courses and talk about what a neat program it is. The non-biomed males interviewed for this study simply report not having interest in biomedicine as the main reason they did not join the program. They also reported male brains are wired differently, males are less mature than their female counterparts, and the program should be advertised as being "fun" in order to attract more males to the program.

Latino Men and Masculinities: A Multi-Institution Study of Community College Transfer Experiences

Objective: The purpose of this study was to investigate how Latino men’s conceptions of masculinities influenced their attitudes and behaviors during the transition from community colleges to 4-year institutions. Method: A phenomenological approach was used to explore the lived experiences of 34 Latino men across Texas, California, and Florida. Each participant was interviewed twice; all data were recorded, transcribed, and coded for themes. Results: Findings suggest that, although prior conceptions of masculinities can sometimes provide positive tools during transfer, these conceptions also cause challenges as men negotiate incongruences between their masculine identity and what is required to succeed in college. Participation in on-campus men’s groups and student organizations can help Latino students navigate these incongruences and negotiate their own intersectional identities and conceptualizations of masculinities in light of their new environment. Contributions: This study demonstrates that Latino men continue to face challenges related to masculinities and identity conflicts during the community college to 4-year institution transfer process. Future research might further investigate how the multiple, intersecting identities of Latino men (e.g., sexuality, class) influence masculinities and transfer experiences. Implications for practice include a recommendation that institutions consider creating on-campus spaces and learning environments to support men in navigating masculinities.

Evaluating the Impact of the Post-9/11 GI Bill on College Enrollment for Veterans with Service-Connected Disabilities

Background/Context The Post-9/11 GI Bill has provided educational benefits to millions of military service members and veterans since its adoption in August 2009. Recent studies indicate that the bill has significantly improved college enrollment and educational attainment among post-9/11 veterans. A significant proportion of veterans suffer from service-connected disabilities. While provisions of the Post-9/11 GI Bill may render education benefits that are appealing to veterans with service-connected disabilities, little is known with regard to how the bill has affected college participation among this venerable subpopulation of veterans. Purpose/Objective This study examines the effect of the Post-9/11 GI Bill on college enrollment rates among veterans with service-connected disabilities and unpacks potentially heterogeneous impacts across groups with different demographic characteristics (i.e., sex, age, race/ ethnicity, educational attainment, and disability ratings). Population Post-9/11 veterans. Research Design Triple differences. Data Collection and Analysis Secondary data analysis based on American Community Survey 2005–2016. Findings/Results While the Post-9/11 GI Bill has increased college enrollment for veterans without service-connected disabilities by less than 1 percentage point, the increase is much larger—about 5 percentage points—for veterans with service-connected disabilities. Enrollment effects for veterans with service-connected disabilities are consistent and positive across sex, age, race/ethnicity, educational attainment, and disability ratings. Conclusions/Recommendations The results of this study provide strong evidence for the significant enrollment growth among veterans with service-connected disabilities after the adoption of the Post-9/11 GI Bill. While this result is reassuring, it is not clear whether this large effect for veterans with service-connected disabilities is due to favorable provisions in the Post-9/11 GI Bill or due to lower opportunity costs. In the future, researchers may want to identify appropriate sources for data on detailed educational benefits to examine the mechanisms behind the effect.

A Mixed Methods Study of K–12 Influences on College Participation for Students With Disabilities

This study investigated K–12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys ( n = 13) using multiple correspondence analysis. Qualitative analyses yielded eight K–12 facilitators of postsecondary education participation. Quantitative results showed participants reported access to at least one previously identified high school predictor, high levels of self-determination, and neutral identification with a disability community. Finally, integrated findings revealed that endorsement of facilitators was associated with experiencing a challenging transition to postsecondary education. Research and practice implications are discussed.

FIRST-GENERATION STUDENTS (F-GEN) IN BRAZILIAN HIGHER EDUCATION

The paper addresses, based on international and national bibliographic research, the concept of first-generation student (F-Gen) and his/her characteristics as it applies to the Brazilian context. It takes into account the results of Enade (Exame Nacional de Desempenho dos Estudantes) (2015, 2016, 2017) on the profile of the student, providing some indicators about diversity in Higher Education access by examining degree completion of first-generation college student (F-Gen) while contrasting it with that of continuing college students (C-Gen). The paper concludes discussing the complexity of the concept of being first generation, while suggesting ways how it can be used in assessing college participation in higher education.

STRATEGI PENGEMBANGAN WISATA HUTAN MANGROVE BERBASIS KEGIATAN KONSERVASI DI DESA KARTIKA JAYA KABUPATEN KENDAL Mangrove Forest Development Strategy Based On Conservation Activities in Kartika Jaya Village, Kendal District

ABSTRAK Kawasan konservasi mangrove di Desa Kartika Jaya merupakan kawasan yang pengelolaan dan pemanfaatan dilindungi. Kegiatan konservasi mangrove yang dilakukan Kelompok Mangrove Desa Kartika Jaya sebatas melakukan penanaman mangrove, dan menjaga ekosistem mangrove. Penelitian ini bertujuan untuk mengetahui faktor-faktor mempengaruhi kegiatan konservasi mangrove dan memperoleh alternatif strategi yang tepat untuk mengembangkan wisata hutan mangrove yang berbasis kegiatan konservasi di Desa Kartika Jaya. Penelitian ini dilakukan bulan agustus 2018 di Desa Kartika Jaya, Kabupaten Kendal dengan menggunakan metode deskriptif dengan studi kasus. Pengambilan data dilakukan melalui wawancara, dan observasi. Data yang diperoleh dianalisis menggunakan analisis SWOT (Strenght Weakness Opportunity Threat). Hasil analisis menunjukkan faktor-faktor yang mempengaruhi pengembangan kegiatan konservasi mangrove di Desa Kartika Jaya adalah faktor internal meliputi status hutan mangrove, luas kawasan, pengalaman bekerjasama dengan instansi pemerintah dan swasta, partisispasi masyarakat, kekompakan anggota, legalitas, fasilitas, mobilitas, status lahan, dan pengawasan. Faktor eksternal meliputi, potensi ekowisata, potensi pembuatan produk olahan mangrove, potensi sebagai objek penelitian, dan partisipasi perguruan tinggi. Prioritas alternatif strategi yang terpilih adalah meningkatkan kerjasama dengan instansi pemerintah dan swasta untuk menguatkan sumber pendanaan setiap kegiatan, memperluas lahan mangrove, meningkatkan fasilitas pendukung operasional setiap kegiatan, dan melibatkan masyarakat dalam setiap kegiatan.ABSTRACT The mangrove conservation area in Kartika Jaya Village is a protected and managed area. Mangrove conservation activities carried out by Mangrove Group in Kartika Jaya Village are limited to planting mangroves, and maintaining mangrove ecosystems. This study aims to determine the factors that influence mangrove conservation activities and obtain appropriate alternative strategies for developing mangrove forest tourism based on conservation activities in Kartika Jaya Village. This research was conducted in August 2018 in Kartika Jaya Village, Kendal Regency using descriptive methods with case studies. Data collection done through interviews, and observations. The data obtained were analyzed using SWOT analysis (Strenght Weakness Opportunity Threat). The results of the analysis the factors that influence the development of mangrove conservation activities in Kartika Jaya Village are internal factors including the status of mangrove forests, area size, experience of working with government and private institutions, community participation, member cohesiveness, legality, facilities, mobility, land status, and supervision. External factors include the potential of ecotourism, the potential for making mangrove processed products, the potential as an object of research, and college participation. The chosen alternative strategic priority is to increase collaboration with government and private institutions to strengthen funding sources for each activity, expand mangrove land, improve operational support facilities for each activity, and involve the community in every activity.

The College Choice Process of African American and Hispanic Women

Studies examining access and college participation have generally focused on racial and ethnic minorities as a group. This study qualitatively examined the college choice process for African American and Hispanic females. Through the voices of these women, three major themes that support their decision to attend college were identified. All study participants were from a single, case study large Southwestern university.

The Impact of State Financial Aid on College Participation

In 1999-2000, over 13,000 low-income high school graduates who were eligible for state based financial aid did not receive grant awards because the state of Tennessee had not appropriated sufficient funds for this need based financial aid. The primary purpose for this research was to identify and analyze the college participation decisions of those 13,000 non-recipients of state financial aid in the fall of 1999.

Becoming a social work professional after incarceration

Summary This article is based on data collected from interviews conducted with past and present members of a higher education program that affords previously incarcerated individuals the chance to attend a four-year university. College participation postincarceration can help foster trajectories for crime avoidance and employment. Less specific attention has been paid to how such educational experiences might shape opportunities for released prisoners to become professional help-givers and also help themselves in the process. This exploratory study brings awareness to some potential benefits of college student inclusion in social networks particularly among individuals with felony records and ways that such support can contribute to the attainment of viable employment in the social work field. Findings This article offers valuable insight into ways in which participation in a higher education program postincarceration can provide access to individuals and group networks that operate to debunk criminal stigmas, bolster professional ex-prisoner identities, and reentry progress. Out of the 17 research participants, 13 were professional wounded healers for inmates, at-risk youth, or reentry facility residents who identified their social work as a dominant factor in their continued transitions from prison to law-abiding citizen. Application The policy implications of this article will be discussed and contribute to evidence showing that the creation and development of opportunities for ex-prisoners to attend four-year universities can help advance reentry efforts. This research explores how a group of college-educated, formerly incarcerated persons pursuing social service careers can use their experiences in higher education to progress toward that goal.

Helping Clients find their True North: Increasing Client Engagement through In-Vivo Clinical Offerings and Collegiate Based Services

College participation and substance use disorder treatment do not need to, nor should they, be pursued in isolation from one another. Modern treatment opportunities exist which place an emphasis on school as a restorative and curative aspect of the treatment plan and encourage active class participation throughout the traditional treatment continuum. This interactive presentation will enhance participants' efficacy through reframing of clinical interventions through a Narrative Therapy lens in order to assist clients in finding their purpose through developmentally appropriate interventions, and the use of academics and "In-Vivo" offerings as an intervention to increase engagement in treatment. Adjusting our concept of a "continuum of care" to include real world experiences in order to challenge, empower, and inspire emerging adults; thereby creating a paradigm shift in the lives of recovering students in early stages of recovery.