PATHWAYS at AERA
Members of the PATHWAYS to Postsecondary Success research team will present at the national conference April 8-12, 2011
PATHWAYS to Postsecondary Success will hold their own symposium during the American Educational Research Association's conference in New Orleans, but members of the team will also present their individual work throughout the weekend that deals with or impacts the overall focus on the PATHWAYS project.
Saturday, April 9
First-Generation and Low-Income Students' Access to College
with Leticia Oseguera
JW Marriott, Conde
4:05 p.m. to 5:35 p.m.
Oseguera will present a paper "Predictors of Low-Income Student Enrollment in For-Profit Versus Not-for-Profit Two- and Four-Year Postsecondary Education (PSE) Institutions. The paper builds on previous research that indicates low-income students are more likely to enroll in for-profit institutions than their higher income peers.
Monday, April 11
Pathways to Postsecondary Success for Low-Income Youth: Developing Monitoring Tools for Equitable Outcomes and Opportunities
with Daniel Solorzano, Amanda Datnow, Tara Watford, Vicki Park, Lindsay Perez Huber, Christine Cerven, Makeba Jones, Susan Yonezawa, John Kucsera, Rhoda Freelon, John Rogers
JW Marriott, Frontenac
8:15 a.m. to 9:45 a.m.
The purpose of this symposium is to share research on the obstacles and opportunities low-income youth experience in their pursuit of higher education and to support the development of monitoring tools that assess their progress. The papers in this session include: 1) A critical review of existing indicators on postsecondary education; 2) An examination of high school youth and their transition into the postsecondary world; 3) A critical analysis on the research on students of color enrolled in community colleges; and (4) A case study of single mothers attending a community college. These sets of reviews and empirical papers will inform the conceptualization of monitoring tools that move beyond the traditional measures of student outcomes and incorporate opportunity indicators.
Presidential Invited Address: Rethinking Remedial Education and the Academic-Vocational Divide: Lessons to Learn about Language, Cognition, and Social Class
with Mike Rose
Sheraton, Napoleon Ballroom A2 & A3
12:25 p.m. to 1:55 p.m.
Along with government and philanthropic initiatives to help more Americans, particularly low-income Americans, enter and succeed in post-secondary education, there is a good deal of interest in remedial education and in Career and Technical Education. On the remedial front, policy makers are calling for reform of remedial education, for it has proven to present various barriers to degree completion. On the CTE front, policy makers want more academic work integrated into career courses to better prepare students for the demands of the new economy. There is currently a lot of effort on both fronts. But both remediation and CTE emerge from and carry with them assumptions about cognition and learning that will limit their effectiveness, and these assumptions are reinforced by institutional structures and status dynamics and by the forces of social class. This presentation will offer an examination of these assumptions with the goal of moving beyond them. It also offers some reflection on research methodology suited to exploring the educational and social dimensions of complex topics like remediation and CTE.
