|
|
Acrobat Reader is required to view all pdf files.
* Click here for a free download of Acrobat Reader *
HTML version |
PDF version *
Abstract
Attendance and graduation rates of Latinos in institutions of higher education in the
United States are improving. Educational attainment is critical to upward mobility in
the labor market (Kao & Thompson, 2003; Erlach, 2000; Morales, 2000). College completion
rates and earning a degree are significant predictors of earning potential and occupational
choice (Morales, 2000). The Latino population is growing faster than any other group and has
the highest (35.5%) proportion of people younger than age 18 (NCLR, 2001; U.S. Census Bureau,
2000; Schmidt, 2003). This paper reports the results of a descriptive and inferential study,
which examined Latino college completers and the differences in completion rates of Latino
subgroups when they were classified by their generation status. Specifically, this study
focused on the completion of degrees at the associate level and below, research that is
lacking in the literature. Findings show: (a) Hispanic achievement and generation status
are independent of each other, (b) Hispanics, in general, do not complete postsecondary
credentials in large numbers, (c) of those that do finish, some complete programs that
lead to diplomas, certificates, and associate degrees (see Table 8), but do not complete
programs considered to lead to high-skill, high wage work, (d) completion of programs
that lead to diplomas, certificates, and associate degrees declines with length of
time in the U.S., and (e) the various Hispanic subgroups differ in the types of programs
they pursue and complete.
HTML version |
PDF version *
Abstract
Enrollment in U.S. universities and colleges is reflecting a more diverse student body.
This diversity requires that academic departments revisit their curricula for adequately
addressing the needs of students from different cultures within their programs. One such
academic department is Workforce Education and Development (WED), which prepares students
for highly technological and knowledge-based occupations of the diverse 21st Century
workforce. A main mechanism for partly meeting such diversification is to modify an existing
curriculum to accommodate the multicultural backgrounds of students. In this theoretical
article, the authors reviewed research and literature on instructional systems design as
well as cross-cultural issues for international students in higher education. The article
presents the authors’ conclusion that there is scope for integrating cross-cultural elements
into general workforce education curriculum design and proposes a theoretical framework based
on social cognitive theory and the instructional design model for effecting this integration.
HTML version |
PDF version *
Abstract
Individuals with learning disabilities are at a disadvantage when it comes to career
and workforce development. Certain factors such as socioeconomic factors, parent’s educational
level and occupations, as well as grade point average and previous work/volunteer experience
affect factors that are imperative to the successful transition from school to work such as
decision making, problem solving and career exploration. This segment of the population holds
much potential for the advancement of our workforce and economy; however, they seem to be an
untapped resource even though certain laws and incentives have been put into place to increase
the hiring of these individuals. After identifying factors that negatively affect their workforce
development, it is important that courses and/or workshops are put into place that will assist
them when maneuvering through the challenges that come along with making decisions about careers
and eventually moving into the workforce.
HTML version |
PDF version *
Abstract
If the agricultural education profession is to attract a more diverse audience
to pursue agriculture as a viable career path, the secondary teacher education pathway
must be reevaluated. The purpose of the study was to describe the degree to which
the involved agricultural education programs prepared their students to work with
diverse populations. The study also examined attitudes and beliefs of the student
teachers regarding diversity. The results of the study suggest that this group of
student teachers was not adequately exposed to diversity neither in their student
teaching experience nor in their university preparation. To assist the national
agricultural education goal of diversity in agriculture, a national study should
be conducted to determine if there is a correlation between minority enrollment
in agriculture and the race and gender of the teacher educator.
|
PDF version *
Abstract
In 1980, one of the first female high school agriculture teachers opened the door to her
classroom at Arthur High School, Arthur, Illinois. Since that time, the number of female high
school agriculture teachers has grown significantly. A descriptive study was conducted to
identify and describe the roles and challenges of female high school agricultural teachers
employed in Illinois. The results of the study can be used as a preparation tool for those females
who decide to pursue agricultural education as a career, and can be used to encourage more
female students to enter this challenging career. This study also describes the demographics,
background, and support given to female teachers of agriculture in Illinois prior to and after
college. Almost half the current female high school agriculture teachers are under the age of 30,
and 52% of these teachers are instructors of Agricultural Mechanization, a once maledominated
area of instruction.
|