Doctoral Dissertation Research: Student Engagement in Post-secondary Planning and Educational Outcomes.

博士论文研究：学生参与高等教育规划和教育成果。

• 批准号: 0926091
• 负责人: Patrick Carr
• 金额: $ 0.97万
• 依托单位: Rutgers University New Brunswick
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2010-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0926091&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Research; Student; Engagement

SES-0926091Patrick J. Carr Audrey E. Devine EllerRutgers University-New BrunswickUnderstanding students' transition out of high school is key to understanding U.S. class structure, mobility, and the intergenerational transmission of privilege or inequality. This dissertation empirically tests whether students? decisions are made at one critical moment or rather occur slowly, over time, unfolding through daily interactions as students negotiate institutional and social structures. The research observes how student decisions are shaped by their school context; access to information and counseling at the school; parents? desires, influence, and economic stability; teachers and role models; peer relationships; and their own goals and desires for the future. Using ethnographic methods the research analyzes how these separate but interconnected social realms shape the pathways students take and impact educational outcomes. In the first stage of research, the co-PI interviewed a random sample of guidance counselors across New Jersey. The co-PI is currently conducting ethnographic research at a racially and socioeconomically diverse high school in New Jersey. This school is academically strong yet has no dominant post-secondary destination, enabling investigation of variation in educational outcomes, especially the different pathways that lead to a 2-year or 4-year college. Data were first collected in focus groups and observations during classes, after school activities, and sports events. Most importantly, twenty 11th graders were randomly selected from among the middle 80 percent of the class by GPA to participate in longitudinal ethnographic research. These students are interviewed and shadowed through school and out-of-school activities until their graduation. The co-PI will also interview their parents, teachers, and counselors. This project contributes to sociological debates about structure and agency by showing the complexity of individual decision-making within social and institutional structures. Broader impacts The impact of college access on students? lives is immediate and direct, for completing a bachelor's degree is increasingly becoming the only way to gain access to the middle class. Findings from this project can be used to develop clear policy recommendations for educators. Findings will be disseminated to the study school in an internal report, in research reports and policy papers prepared for publication in academic and popular presses, and through the researcher?s teaching.

SES-0926091Patrick J. Carr Audrey E. Devine Eller罗格斯大学新不伦瑞克分校了解学生高中毕业的过渡是了解美国阶级结构、流动性以及特权或不平等的代际传递的关键。本论文实证检验了学生是否？决定是在一个关键时刻做出的，或者更确切地说，随着时间的推移，随着学生协商制度和社会结构的日常互动，慢慢地做出决定。该研究观察了学生的决定如何受到学校环境的影响；在学校获得信息和咨询；父母？欲望、影响力和经济稳定性；教师和榜样；同伴关系；以及他们自己对未来的目标和愿望。该研究利用民族志方法分析了这些独立但相互关联的社会领域如何塑造学生的学习路径并影响教育成果。在研究的第一阶段，联合首席研究员随机采访了新泽西州各地的指导顾问。该联合首席研究员目前正在新泽西州一所种族和社会经济多元化的高中进行人种学研究。这所学校学术实力雄厚，但没有占主导地位的高等教育目的地，因此可以调查教育成果的差异，特别是通向两年制或四年制大学的不同途径。首先在焦点小组中收集数据，并在课堂、课后活动和体育赛事期间进行观察。最重要的是，根据 GPA 从班级中间 80% 的学生中随机挑选了 20 名 11 年级学生来参加纵向民族志研究。这些学生在学校和校外活动中接受采访和跟踪，直到毕业。联合 PI 还将采访他们的父母、老师和辅导员。该项目通过展示社会和制度结构中个人决策的复杂性，为有关结构和代理的社会学辩论做出了贡献。更广泛的影响 大学入学对学生有何影响？生活是直接的，因为完成学士学位越来越成为进入中产阶级的唯一途径。该项目的研究结果可用于为教育工作者制定明确的政策建议。研究结果将通过内部报告、准备在学术和大众媒体上发表的研究报告和政策文件以及通过研究人员的教学传播给研究学校。