Breaking Through the Access Barrier

Breaking Through the Access Barrier argues that the policies designed to address inequalities in college access are failing to address underlying issues of inequality. This book introduces academic capital formation (ACF), a groundbreaking new theory defined by family knowledge of educational options and the opportunities for pursuing them. The authors suggest focusing on intervention programs and public policy to promote improvement in academic preparation, college information, and student aid. This textbook offers: <ul>
<li>a new construct–academic capital–that integrates and draws upon existing literature on influencing access to college </li> <li>practical advice for better preparation and intervention</li> <li>real student outcomes, databases, and interviews taken from exemplary intervention programs</li> <li>empirical research illuminating the role of class reproduction in education and how interventions (financial, academic, and networking) can reduce student barriers</li> <li>quantitative and qualitative analysis of the importance and effectiveness of several major policy interventions.</li> </ul> Written for courses on higher education policy and policy analysis, readers will find Breaking Through the Access Barrier offers valuable advice for working within new policy frameworks and reshaping the future of educational opportunities and access for under-represented students from disadvantaged backgrounds.

Breaking Through the Access Barrier: How Academic Capital Formation Can Improve Policy in Higher Education

Education & Teaching

St. John, Edward P.

Hu, Shouping

Fisher, Amy S.

Higher & Continuing Education

Routledge

Engaging undergraduate students in research and creative activities has been advocated as an innovative strategy to promote student learning in higher education. This monograph systematically synthesizes the literature to provide both conceptual and empirical evidence to demonstrate the effects of such engagement on student learning and development from higher education. Student engagement in research and creative activities during the college years is associated with a variety of outcomes in both the cognitive and affective domains. The evidence also points out that colleges and universities can make a difference in undergraduate engagement in research and creative activities. The authors provided various examples of how different types of institutions integrate inquiry-oriented activities in the curriculum, institutionalize research-supportive programs, and foster a campus culture that values inquiry-based undergraduate education. 
This is the fourth issue in the 33rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Reinventing Undergraduate Education: Engaging College Students in Research and Creative Activities: ASHE Higher Education Report

Schwartz, Robert A.

Scheuch, Kathyrine

Gayles, Joy Gaston

Li, Shaoqing

Jossey-Bass

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