Towards Equitable Access to Postsecondary Education: Learning From the Voices of First Generation Students

This qualitative, phenomenological study investigated first generation students’ perceptions of the challenges they experienced in the process of accessing higher education and the type of school-based support that was received. Particular emphasis was placed on the impact of parental education level on access to postsecondary education (PSE) and how differences in support at the primary and secondary levels of schooling influenced access. Purposeful, homogenous sampling was used to select 6 first generation students attending a postsecondary institution located in Ontario. Analysis of the data revealed that several interrelated factors impact first generation students’ access to postsecondary education. These include familial experiences and expectations, school streaming practices, secondary school teachers’ and guidance counselors’ representations of postsecondary education, and the nature of school-based support that participants received. The implications for theory, research, and practice are discussed and recommendations for enhancing school-based support to ensure equitable access to postsecondary education for first generation students are provided.

Learning styles and achievement in postsecondary classrooms

The purpose of this study was to investigate the relationship between learning styles and academic achievement in postsecondary education. It was the intent of the study to establish if there was a relationship between student learning style, teacher style, learner/teacher matching and/or mismatching, student gender and age, to the academic grades of students. This study was basically a replication of a study completed by Mary J. Thompson and Terrance P. O'Brien in 1991 on two campuses of a southeast community college in the United States. In the present study, 243 students and 18 teachers from two different campuses of a community college in the Province of Ontario participated in the research. All participants were administered the Gregorc Style Delineator and students identified by program, age and gender. Data were tested by two analysis of variance (ANOVA) models. In the first ANOVA model considered in this study, significant main effects were manifested in regard to the teaching style, age group and gender. With the exception of gender, these findings were very similiar to those of the original study. Duncan's multiple range test revealed that Concrete Sequential (CS) teachers assigned significantly lower grades than did teachers dominant in any of the other three learning styles. Post hoc testing revealed that students 25 years of age and older received significantly higher grades than did younger students. Female students also received significantly higher grades than did male students. In the second ANOVA model student/teacher learning style match/mismatch did emerge as a significant main effect. However, Duncan's multiple range test and Chi square analysis did not substantiate the relationship. Forty-eight references are cited.

Postsecondary education for the deaf and its supportive system: the United States in comparison to Japan

This paper examines available post-secondary education and supportive systems for the deaf in Japan as compared to the United States.

Selected list of postsecondary education opportunities for minorities and women.

Cover title.

Postsecondary education and the new workforce /

"PLLI 96-8005"--P. [4] of cover.

Defaults in the federal guaranteed student loan programs [microform] : hearings before the Subcommittee on Postsecondary Education of the Committee on Education and Labor, House of Representatives, One Hundredth Congress, second session, hearings held in Washington, DC, June 14 and 16, 1988.

"Serial no. 100-86."

Information about the Office of Postsecondary Education.

"June 1990"--P. [9].

Integrated Postsecondary Education Data System : glossary /

"CS 86-313"--Doc. resume.

A master plan for postsecondary education in Illinois .

"Item #15, July 8, l980"

A master plan for postsecondary education in Illinois : a second draft submitted by the staff of the Board of Higher Education, State of Illinois.

Mode of access: Internet.

A master plan for postsecondary education in Illinois /

Mode of access: Internet.

Background papers and reports of the National Commission on Responsibilities for Financing Postsecondary Education.

Shipping list no.: 93-0335-P.

Undergraduates who work while enrolled in postsecondary education : 1989-90 : contractor report /

"NCES 94-311."

Application Behavior as a Consequential Juncture in the Take-Up of Postsecondary Education

Thesis (Ph.D.)--University of Washington, 2016-06

The Long and Winding Road: Heterogeneity in the Form and Timing of Postsecondary Education

Thesis (Ph.D.)--University of Washington, 2016-06