Equity-Based Career Development and Postsecondary Transitions PDF Download

Author: Erik M. Hines
Publisher: IAP
ISBN: 1648028675
Category : Education
Languages : en
Pages : 549

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Book Description
Former First Lady, Michelle Obama believes that every individual should have some type of postsecondary education or training beyond high school to achieve economic and personal success (Reach Higher Initiative, Better Make Room, 2019). Educational attainment (e.g., a high school diploma, college degree, or postsecondary training) provides career opportunities for advancement into leadership positions and benefits such as health insurance and retirement (Heckman, 2000). Additionally, an individual with a college degree can make over one million dollars more over a lifetime in salary than someone with a high school diploma (Carnevale, Cheah, & Hanson, 2015). Acquiring a college degree can lead to employment opportunities and is considered an asset in the U.S. economy (Washington, 2010). However, certain populations encounter barriers to attaining an education, particularly a postsecondary education, leading to a disparity in receiving the aforementioned benefits. Some of these populations include African American students, LGBTQ students, and students with disabilities. There is a dearth of information and research on providing guidance on implementation, research, and best practices in equity-based career development, college readiness, and successful postsecondary transitions for minoritized, at risk, or vulnerable populations. The editors of this volume invited authors with research and practice expertise around various student populations in preparing them for college and career readiness as well as postsecondary transitions. This book is the first of its kind to discuss career development and postsecondary transitions from an access and equity perspective. Further, this text serves as a call to action to ensure the United States’ most vulnerable populations has an opportunity to successfully transition into multiple postsecondary options after high school.

Author: Erik M. Hines
Publisher: Emerald Group Publishing
ISBN: 1804555789
Category : Education
Languages : en
Pages : 401

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Book Description
Black Males in Secondary and Postsecondary Education contributes to the existing literature on this population with a focus on teaching, mentoring, advising, and counseling Black boys and men, from preschool to graduate/professional school and beyond into their careers.

Author: Sejal Parikh Foxx
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 180

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Book Description
It is not surprising that in order to meet the job demands of the future, we need to ensure that students have the knowledge and opportunity to choose from an array of postsecondary options before graduating from high school. Particularly as our society continues to increase in diversity, providing access to college and career choices for all students is imperative. However, there are many barriers that keep students from reaching their potential and envisioning a future that is personally and professionally rewarding. Many of these barriers are systemic in nature and others are related to individual circumstances. Regardless from where the barriers stem, school counselors and others who provide postsecondary readiness services to students must advocate, work to create equitable access, and assist with navigating through complex systems. This book compiles information and strategies from experts in the field. Each chapter in this book offers definitions of specific populations, evidence-based culturally responsive counseling strategies including those related to collaboration, case studies and interventions, and opportunities for readers to reflect on their understanding of that population to inspire professional growth. Groups included in this book include students who are experiencing homelessness, students in English Language Learner programs, families experiencing poverty, students with special needs, and many others that school counselors and college advisors will encounter in their career.

Author: R. Jason Lynch
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 438

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Book Description
U.S. colleges and universities are rapidly diversifying. In 2018, the U.S. Census Bureau estimated that nearly half of undergraduate students were of non-white racial identities, with that number only increasing for future generations. This increase in diversity holds true for many other identity groups. Yet, faculty demographics remain disproportionately white and male. For years, students have called for institutions of postsecondary education to support their success through adopting more culturally relevant practices for teaching and learning. Scholarship on student success in college has also echoed this call. Developing Culturally Responsive Learning Environments in Postsecondary Education was developed to help postsecondary educators answer this call through a multilayered view of student support within the college classroom and beyond. Specifically, this book features twenty-three chapters divided into four parts. Each part corresponds with four thematic areas identified as an important component in developing culturally responsive learning environments: unpacking educator cultural competence; learning experiences of the 21st century college student; culturally responsive teaching and instruction; and transforming curriculum, content, and environments. Authors representing diverse backgrounds and institutional contexts come together to offer their own scholarly and practical expertise to tackle issues ranging from combating implicit bias and building cultural competence to exploring specific student experiences and practical ways to implement culturally responsive pedagogies. In addition to each chapter, this volume provides a companion case scenario exercise for you to directly apply the content from the book. Ultimately, we hope this book provides you with a meaningful starting place to help you honor the diversity of your students and support their success within your learning context.

Author: Cheryl Holcomb-McCoy
Publisher: John Wiley & Sons
ISBN: 1119814235
Category : Education
Languages : en
Pages : 307

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Book Description
This book builds on social justice and multicultural counseling research and operationalizes what counselors need to know and do to combat systemic racism. Readers will learn how to define an antiracist approach to their work and behavior; proactively address racial incidents in schools; create college and career readiness systems for students of color; and apply antiracist perspectives to K-12 counseling practice, counselor professional development, school-family-community partnerships, counselor training programs, and counseling supervision. Practical appendixes include a professional development tool for critical self-reflection and an antiracist syllabus review protocol. *Requests for digital versions from ACA can be found on www.wiley.com *To purchase print copies, please visit the ACA website https://imis.counseling.org/ *Reproduction requests for material from books published by ACA should be directed to [email protected]

Author: V. Casey Dozier
Publisher: Florida State Open Publishing
ISBN: 1736577956
Category : Education
Languages : en
Pages : 610

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Book Description
This book's aim is to improve the integration of Cognitive Information Processing (CIP) theory, research, and practice, leading to more cost-effective career interventions that help persons to make informed and careful career decisions over a lifetime. The starting point for the book's content was the 2004 Sampson, Reardon, Peterson, and Lenz book, Career Counseling and Services: A Cognitive Information Processing Approach, which itself was a revision of the 1991 Peterson, Sampson, & Reardon book, Career Development and Services: A Cognitive Approach. We had four goals for this edition of our book. Our first goal was to update the theory, research, and practice of CIP theory from 2004 through the end of 2022. Our second goal was to expand the authors to better reflect the diverse community of practice that has emerged for CIP theory over the past eighteen years. Our third goal was to remove cost as a potential barrier to disseminating knowledge about CIP theory by making the book accessible as an open-access publication through the Florida State Open Publishing. Finally, our fourth goal was to disseminate the book via open-source software available in libraries which can be used to make periodic book content updates more feasible.

Author: Anthony G. Robins
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 180

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Book Description
This book explores why Black men continue to be severely underrepresented in the STEM disciplines. It provides chapters that explore factors that lead to underrepresentation of Black males in STEM (e.g., societal traditions of what type of work is appropriate; the ruptured pipeline that leads to higher rates of attrition at every level of career development; barriers in science fields such as subtle and overt discrimination; and inequitable resources and opportunities). The premise of this volume is if Black males are to compete in an emerging global economy fueled by rapid innovation and marked by an astonishing pace of technological breakthroughs, they must be present. The book makes new contributions to the field. The collective of higher education professionals and change agents whom are tied to STEM bring cutting-edge thinking in how best to address the leaky STEM pipeline which has left the industry/workforce void of talented Black men. The volume promises timely, relevant and emergent scholarship and perspectives for STEM leadership, scholars and supporters. It provides promising practices (best practices) and recommendations in recruiting and retaining Black males in STEM disciplines and the competitive market place.

Author: Stephanie Thomas
Publisher: IAP
ISBN: 164802940X
Category : Education
Languages : en
Pages : 219

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Book Description
The Montgomery bus boycott, Student Nonviolent Coordinating Committee (SNCC), and Brown v. Board of Education reveal incentives to reform as a result of economic, political and legal threat. It is difficult to change a person’s heart, or to change based on moral conviction alone. However, policies and laws can be established that will change a person’s behavior. Historically, there was rarely a time where societal changes were the result of a desire to do what was morally right. Doing what is right was contingent upon economic advantages, political motivation or the threat of litigation. By the mid 1900s the NAACP had learned a valuable lesson in the South, that litigation or the threat of litigation was an effective tool in the quest for educational equality (Douglas, 1995). More recently, the #metoo movement and the Los Angeles teacher’s strike exposed corrupt behavior and insufficient working environments that have existed for decades. What is different? They have been exposed through political, economic and legal means. As it pertains to educating African Americans, there was an ongoing role of servitude in the political economy of the South (Anderson, 1988). This was subsequently disrupted through political, economic, and legal measures during Reconstruction. Racist ideologies and economic advantages were seen through Jim Crow Laws (Roback, 1984) that were again disrupted through political, economic, and legal methods. Education has also been cited as what perpetuates our democracy. It is institutions that afford its citizens the skills and knowledge necessary for political participation (Rury, 2002). Even when legal cases are unsuccessful, such as Puitt v. Commissioners of Gaston County or Plessy v. Ferguson, they can forge the way to successful litigation dismantling racist ideologies that oppress African Americans. Although the Puitt decision did not remove the processes of discrimination against Black schools, it left intact the legal basis on segregated and unequal education (Douglas, 1995). As citizens, it is imperative that we participate in the political process and use our authority to mandate the changes we would like to see in urban education. When theorizing this book, the intent was to provide an interdisciplinary look at solutions to critical issues in urban education through political, economic, and legal avenues. This book seeks to provide an interdisciplinary approach to solving the issues in education while connecting it to the effects on teacher preparation. Using historical and recent examples, scholars can piece together solutions that will guide others to political, economic, and legal action necessary to dismantle systems that have bound Black and Brown children. It is our intent to offer innovative, yet grounded solutions that can purposefully move the conversation about solutions to critical issues in education to political, economic, and legal actions.

Author: Patricia M. Virella
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 125

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Book Description
Popular education press and scholarly conversations have focused on the impact of COVID-19 on various aspects of school leadership during the induction process and after. However, voices heard directly from the students are often left out or not heard from in a comprehensive oral historical account. We argue that while the attention is deservingly placed on principals and superintendents in schools leading through the pandemic crisis, there has been less dialogue about the impact of COVID-19 on aspiring leaders who will take the helm amid the lingering crisis. Focusing on this population is explicitly significant as COVID-19 has disrupted and traumatized aspiring leaders who will begin to leave the principalship or superintendency en masse. The novelty and longevity of COVID-19 have also upended schools across the country. Thus, we are left at the moment when although many students are preparing to be school leaders, those preparing them are not expected to stay. Preparing to Lead – Narratives of Aspiring School Leaders in a "Post"-COVID World focuses on how graduate students in educational leadership preparation programs are experiencing their simultaneous preparation for leadership roles in the K-12 setting while working in schools in several districts across the United States. We approach this book as a way to elevate the voices of aspiring leaders who will enter the field in the current crisis-laden context. Chapter authors discuss both the challenges and opportunities they have experienced due to being in the dual role of aspiring leaders and current educators. Chapter authors also provide poignant feedback on how leadership preparation programs can assist their development as leaders and infuse equity-oriented approaches that mirror their own identity and the educational landscape they will lead in.

Author: Susan S. Klein
Publisher: Routledge
ISBN: 1317639618
Category : Education
Languages : en
Pages : 768

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Book Description
First published in 1985, the Handbook for Achieving Gender Equity Through Education quickly established itself as the essential reference work concerning gender equity in education. This new, expanded edition provides a 20-year retrospective of the field, one that has the great advantage of documenting U.S. national data on the gains and losses in the efforts to advance gender equality through policies such as Title IX, the landmark federal law prohibiting sex discrimination in education, equity programs and research. Key features include: Expertise – Like its predecessor, over 200 expert authors and reviewers provide accurate, consensus, research-based information on the nature of gender equity challenges and what is needed to meet them at all levels of education. Content Area Focus – The analysis of gender equity within specific curriculum areas has been expanded from 6 to 10 chapters including mathematics, science, and engineering. Global/Diversity Focus – Global gender equity is addressed in a separate chapter as well as in numerous other chapters. The expanded section on gender equity strategies for diverse populations contains seven chapters on African Americans, Latina/os, Asian and Pacific Island Americans, American Indians, gifted students, students with disabilities, and lesbian, gay, bisexual, and transgender students. Action Oriented – All chapters contain practical recommendations for making education activities and outcomes more gender equitable. A final chapter consolidates individual chapter recommendations for educators, policymakers, and researchers to achieve gender equity in and through education. New Material – Expanded from 25 to 31 chapters, this new edition includes: *more emphasis on male gender equity and on sexuality issues; *special within population gender equity challenges (race, ability and disability, etc); *coeducation and single sex education; *increased use of rigorous research strategies such as meta-analysis showing more sex similarities and fewer sex differences and of evaluations of implementation programs; *technology and gender equity is now treated in three chapters; *women’s and gender studies; *communication skills relating to English, bilingual, and foreign language learning; and *history and implementation of Title IX and other federal and state policies. Since there is so much misleading information about gender equity and education, this Handbook will be essential for anyone who wants accurate, research-based information on controversial gender equity issues—journalists, policy makers, teachers, Title IX coordinators, equity trainers, women’s and gender study faculty, students, and parents.