This article describes the experiences of three university colleagues with a common interest in, and commitment to, the retention of students from traditionally underserved populations including those who are racial/ethnic minorities or first-generation college. Using Moustaka’s (1990) phases of heuristic understanding as an organizational framework, we discuss our use of autoethnography to arrive at new understandings of ourselves as researchers and our area of inquiry. Consistent with social justice advocacy research, this research collaboration has the potential to inform efforts to empower traditionally underserved college students and to facilitate transformational change in an institution of higher education.
Using consensual qualitative research methodology and being mindful of both challenges and successes, the authors explored diverse students’ experiences with higher education. The authors used semistructured interviews with 7 students with racial/ethnic minority backgrounds to investigate the circumstances under which these students decided to attend college and experienced success. Multiple factors that were reported to contribute to students’ college attendance and success emerged, including individual factors, psychological factors, social factors, and cultural/environmental factors.
Utilizando una metodología de investigación cualitativa consensuada y teniendo en cuenta tanto los desafíos como los éxitos, los autores exploraron las experiencias de estudiantes diversos en la educación superior. Los autores usaron entrevistas semiestructuradas con 7 estudiantes de minorías raciales/étnicas para investigar las circunstancias en las que estos estudiantes decidieron cursar estudios universitarios y tuvieron éxito. Surgieron múltiples factores reportados que contribuyeron a la asistencia y al éxito de los estudiantes en la universidad, incluyendo factores individuales, factores psicológicos, factores sociales y factores culturales/del entorno.
School restructuring involves changes in the principal's role in general and in the role conception in particular. The study reported here examines differences and similarities in role conception between principals participating in a state sponsored restructuring program and principals of schools not participating in this program. Findings are based on a statewide survey of administrators. Principals in the restructuring schools generally report practices and attitudes that are congruent with elements of the program. However, there is little difference between these principals and their counterparts in regard to involving parents in core technology activities of the school.
Marie Boden, a 28-year veteran of many teaching and administrative assignments, starts her first high school principalship at Liberty High. With no formal transition plan in place, Marie enters her assignment and experiences more failures than successes. Gradually, she develops a successful role as principal. The case explores her succession experience from a socialization perspective. The appendices offer a visual and narrative socialization model that prospective administrators can use to better understand their own administrative succession experiences. The case may be useful to courses in the principalship, organizational theory, leadership, and personnel.
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