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Higher education enrollment and degree attainment rates have increased in the U.S. Yet higher education has remained inaccessible to many. Low- and middle-income students and students from particular racial and ethnic backgrounds enroll and attain degrees at lower rates than their peers. To gain insight into the

Higher education enrollment and degree attainment rates have increased in the U.S. Yet higher education has remained inaccessible to many. Low- and middle-income students and students from particular racial and ethnic backgrounds enroll and attain degrees at lower rates than their peers. To gain insight into the topic of access to higher education, I used social constructionist, critical, and socio-cognitive perspectives to conduct a descriptive, content, and discourse analysis of 1,242 articles about access to higher education published from 1994-2019 in eight influential U.S. newspapers. I also explored the historical and social context in which this coverage was situated. I found that access to higher education was considered an important topic in the articles I analyzed. I also found that while definitions of access to higher education were varied and often intersected, content related to costs and funding of higher education dominated the coverage. In addition, a tension between public and private benefits of access to higher education emerged in the articles I analyzed, as did a tension between public and private costs of access to higher education. These costs and benefits were often misaglined in coverage. The most salient benefit of access to higher education in the majority of articles was a public benefit, which primarily benefits society. However, a private entity or higher education institution was deemed responsible for covering the costs of access to higher education in the majority of articles. This research could be used to promote more nuanced coverage on access to higher education as well as policies, practices, and additional research that addresses the multiplicity of ways in which disparities in access to higher education are created, sustained, and reproduced.
ContributorsLish, Rebecca (Author) / Fischman, Gustavo E. (Thesis advisor) / Bergerson, Amy A. (Committee member) / Ott, Molly (Committee member) / Arizona State University (Publisher)
Created2019
ContributorsEvans, Bartlett R. (Conductor) / Schildkret, David (Conductor) / Glenn, Erica (Conductor) / Concert Choir (Performer) / Chamber Singers (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-16
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Description
Public schools across the country are increasingly dealing with children who enter schools speaking a language other than English and Arizona is not the exception. As a result, schools across the country have to adequately ensure this populations’ academic achievement, which is directly impacted by English proficiency and ELLs (English

Public schools across the country are increasingly dealing with children who enter schools speaking a language other than English and Arizona is not the exception. As a result, schools across the country have to adequately ensure this populations’ academic achievement, which is directly impacted by English proficiency and ELLs (English Language Learners) program placement. However, restrictive language policies such as Proposition 203, the four-hour English Language Development (ELD) block, and the exclusion of ELLs from Dual Language Programs (DLPs) in Arizona are not effectively preparing linguistic minority and ethnic student populations for academic achievement and competitiveness in a global economy.

For the first part of the analysis, the author examined bilingual education and DLPs policies, access, and practices impacting Latina/o communities by utilizing a case study methodology framework to present the phenomenon of DLPs in a state that by law only supports English only education. The author discussed the case study research design to answer the research questions: (1) Which public k-12 schools are implementing Dual Language Programs (DLPs) in the state of AZ? (2) What are the DLPs’ characteristics? (3) Where are the schools located? (4) What are the stakeholder participants’ perceptions of DLPs and the context in which these DLPs navigate? The author also describe the context of the study, the participants, data, and the data collection process, as well as the analytical techniques she used to make sense of the data and draw findings.

The findings suggest that bilingual education programs in the form of DLPs are being implemented in the state of Arizona despite the English only law of Proposition 203, English for the Children. The growing demand for DLPs is increasing the implementation of such programs, however, language minority students that are classified as ELL are excluded from being part of such programs. Moreover, the findings of the study suggest that although bilingual education is being implemented in Arizona through DLPs, language minority education policy is being negatively influenced by Interest Convergence tenets and Racist Nativist ideology in which the interest of the dominant culture are further advanced to the detriment of minority groups’ interest.
ContributorsGomez Gonzalez, Laura M (Author) / Jimenez-Silva, Margarita (Thesis advisor) / Amrein-Beardsley, Audrey (Thesis advisor) / Combs, Mary C (Committee member) / Arizona State University (Publisher)
Created2016
ContributorsOwen, Ken (Conductor) / McDevitt, Mandy L. M. (Performer) / Larson, Brook (Conductor) / Wang, Lin-Yu (Performer) / Jacobs, Todd (Performer) / Morehouse, Daniel (Performer) / Magers, Kristen (Performer) / DeGrow, Gary (Performer) / DeGrow, Richard (Performer) / Women's Chorus (Performer) / Sun Devil Singers (Performer) / ASU Library. Music Library (Publisher)
Created2004-03-24
ContributorsMetz, John (Performer) / Sowers, Richard (Performer) / Collegium Musicum (Performer) / ASU Library. Music Library (Publisher)
Created1983-01-29
ContributorsEvans, Bartlett R. (Conductor) / Glenn, Erica (Conductor) / Steiner, Kieran (Conductor) / Thompson, Jason D. (Conductor) / Arizona Statesmen (Performer) / Women's Chorus (Performer) / Concert Choir (Performer) / Gospel Choir (Conductor) / ASU Library. Music Library (Publisher)
Created2019-03-15
ContributorsKillian, George W. (Performer) / Killian, Joni (Performer) / Vocal Jazz Ensemble (Performer) / ASU Library. Music Library (Publisher)
Created1992-11-05
ContributorsButler, Robb (Conductor) / McCreary, Kimilee (Conductor) / Bakko, Nicki L. (Conductor) / Schreuder, Joel (Conductor) / Larson, Matthew (Performer) / Ortman, Mory (Performer) / Graduate Chorale I (Performer) / Graduate Chorale II (Performer) / ASU Library. Music Library (Publisher)
Created1999-12-02
ContributorsGarrett, Jennifer (Conductor) / FitzPatrick, Carole (Performer) / Aspnes, Lynne (Performer) / Campbell, Andrew (Pianist) (Performer) / Ryan, Russell (Performer) / Rockmaker, Jody (Performer) / Kocour, Mike (Performer) / McLin, Katherine (Performer) / Larson, Brook Carter (Conductor) / Women's Chorus (Performer) / Men's Chorus (Performer) / ASU Library. Music Library (Publisher)
Created2009-05-04
ContributorsLarson, Brook Carter (Conductor) / Gentry, Gregory R. (Conductor) / Garrison, Ryan D. (Conductor) / Schildkret, David (Conductor) / Men's Chorus (Performer) / Symphonic Chorale (Performer) / Women's Chorus (Performer) / Chamber Singers (Performer) / Choral Union (Performer) / ASU Library. Music Library (Publisher)
Created2007-12-03