This chapter discusses results of a fifty-state study conducted through the Academic Pathways to Access and Student Success initiative, and identifies curricular, instructional, and organizational The aspiration to attend college is nearly universal among American youth, yet the fulfillment of such desires is much more limited. According to the U.S. Department of Education (2004), roughly 90 percent of the 2002 high school sophomore cohort desired a college education, and over 70 percent expected to complete a four-year college degree. In actuality, only 62 percent of this group enrolled in college, and nearly half of the college entrants failed to return for a second year. Those who do not enter or remain in college do not experience the same benefits, such as increased annual earnings, as college graduates (Howe, 1988;Rosenbaum, 2001).The term college access links a number of different issues: how low-and middle-income families pay college costs, how students traditionally underrepresented in higher education overcome discrimination and social disadvantage, and how well high school graduates are prepared for college-level work (Cabrera and La Nasa, 2001
The experiences of South Korean female students studying at American postsecondary institutions have been little examined in relation to gender and racial stereotypes. This qualitative inquiry explores the stereotypes encountered by Korean female doctoral students, their personal coping strategies, and their perceptions of gender equality while pursuing their academic aspirations at an American university.
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