Kirkwood Community College

Community college student data and stories provide a critical contribution to the narrative of inclusive education abroad. A deficit mindset perspective has precluded historically marginalized student populations’ education abroad stories being shared and heard broadly. The community college provides a setting in which accessible education abroad opportunities exist, and in which students with diverse identities participate in education abroad. This mixed-methods study brings forward unique lessons learned from one community college’s education abroad student enrollment data and student study abroad narratives. Findings show evidence that students who identify as LIFTRs (low-income, first-generation, technical, rural, or a combination of these four) are indeed likely to participate in education abroad opportunities. A retrospective education abroad survey and semi-structured student interviews collect and amplify LIFTR stories. Education abroad leaders and practitioners are called upon to embrace a capabilities approach to education abroad access and recognize that global learning is a requisite to all students’ higher education experience, regardless of personal backgrounds.

During the spring semester of 2018, a survey of international student support services was conducted on 200 randomly selected U.S. universities and colleges using the International Student Support Services Index. Survey results identified the most and least commonly provided international student support services in addition to common patterns of institutional practices around international student support across the US. The research results are complemented by researcher notes and observations in addition to school administrator quotes. This article concludes with recommendations and implications for practice. Colleges and universities wanting to recruit and retain culturally and academically prepared international students may benefit from learning how other institutions offer integration support services.

School racial composition has modest effects on test score gaps, but evidence of a longer-term impact is scarce. Perpetuation theory suggests that blacks who attend schools with higher proportions of white classmates may have better job outcomes. Multilevel analyses of two national longitudinal surveys reveal no effects of high school racial composition on occupational status, employment, or annual earnings for blacks or whites. For other minority groups, attending schools with more whites impedes occupational advancement. For all groups, however, school racial composition predicts workplace racial composition: Whites who attend high schools with higher proportions of white students have higher proportions of white coworkers, while nonwhites who attend schools with higher proportions of whites have fewer same-race coworkers. The findings are modest in size but robust to alternative specifications, and sensitivity analyses support a causal interpretation for same-race coworkers. These results support perpetuation theory for workplace composition but not for stratification outcomes.

No abstract available.

This article is about three adult authors who are making meaning of their experiences as early career, tenure-track professors. All former secondary English language arts instructors who are responsible for preparing future secondary English teachers, the authors use Mezirow’s transformative learning theory lens to examine their trajectories from doctoral students to early career professors, focusing on how they navigate the alignment—or lack thereof—between their expectations and their realities, with attention to disorientation and guilt, culminating in critical examination. They have learned to create new spaces for themselves and to redefine their roles according to new knowledge, highlighting the importance of developing a mentoring framework that can help make others’ progress through these phases less difficult. The authors offer suggestions for how to use transformative learning theory to create conditions in which they and their mentees can experience a professional lifetime of satisfaction.

The goals of this study were to highlight the often stigmatized and invisible identities of six female participants who identify as multiracial/biracial–bisexual/pansexual, focusing on the pre-college context. Findings, using in-depth interviews, indicated that the primary socializing agents within the pre-college context strongly influenced racial and sexual labels and whether participants integrated their identities or kept them separate. In addition, distance from significant others, in college, spurred further identity development. The findings are exploratory but highlight the relevance of socializing agents on adolescent identity development and the need for continued global support for individuals with multiple, marginal, fluid identities.

No abstract available for this article.