Browsing by Subject "higher education"

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The 86th Legislative Session Look-Back
(Texas Education Review, 2020) Sikes, Chloe Latham
State legislatures govern many of the daily concerns in education, yet the politics at play in shaping legislators’ approaches to pressing education issues remain underexamined. This paper provides an overview of the education policy issues that defined the 86th Texas Legislative Session. The contributing authors to this critical issue draw on their political and professional expertise to offer their unique perspectives on Texas K-12 and higher education funding, new modes of teachers’ political advocacy, and persistent racial inequities in educational institutions. Together, these pieces provide readers with a review of the achievements and challenges in Texas education policy, as well as future directions for research, policy, and educational advocacy.
Affirmative Action in Brazilian Higher Education: Actors, Events, and Networks, 1992 – 2008
(Texas Education Review, 2024) Somers, Patricia A.
This unfinished manuscript (written February 2008) originated as a working paper published here to illustrate Pat's organizational approach, writing process, and commitment to engaged scholarship. The article contains several incomplete sections, but the editors added notes to provide some explanations and a complete set of references. The paper focuses on African Brazilians' struggle for race equity, leading to legislation and regulations institutionalizing affirmative action practices in Brazilian higher education. Rather than complete the paper, the editors believe that presenting her work in this form, on a subject she sincerely cared about, serves as a meaningful tribute to her legacy.
AMS :: ATX October 2011 Blog Archive
(2011-10) Department of American Studies
AMS :: ATX is a blog dedicated to representing the many activities and interests of the department of American Studies at The University of Texas at Austin. Together with the department’s Twitter feed, this blog exists to serve the AMS and Austin communities by acting as a hub for up-to-date information on events and opportunities at UT and beyond. This archive includes the following blog posts: Read This: The Carbon Diaries (October 5, 2011); Watch This: Time Lapse of Migrant Mother (in pumpkin form!) (October 12, 2011); 5 Questions with Dr. Karl Hagstrom Miller (October 19, 2011); List: Top Picks at the Texas Book Festival (October 20, 2011); American Studies and Occupy Wall Street (October 25, 2011); Grad Research: AMS Dissertations Infographic, 2010-2011 (October 27, 2011).
AMS :: ATX September 2011 Blog Archive
(2011-09) Department of American Studies
AMS :: ATX is a blog dedicated to representing the many activities and interests of the department of American Studies at The University of Texas at Austin. Together with the department’s Twitter feed, this blog exists to serve the AMS and Austin communities by acting as a hub for up-to-date information on events and opportunities at UT and beyond. This archive includes the following blog posts: 12 Twitterers American Studies Folks Should Follow (September 1, 2011); Faculty Research: Radical Children's Literature Now! (September 7, 2011); 5 Questions with Department Chair Steven Hoelscher (September 8, 2011); 5 Maps for the Visually Inclined (September 14, 2011); Watch This: Bodega Down Bronx (September 16, 2011); AMS Events this Week (September 20, 2011); 5 Questions wiht Dr. Randy Lewis (September 21, 2011); Grad Research: War Documentaries and [Un]realism (September 27, 2011).
Anti-colonial attunements to place in higher education: Thinking with radical relationality
(2019-12) Nxumalo, Fikile
This keynote address engages with the generative potentials and necessity of attunement to place in higher education. It focuses in particular on what radical relationality; conceptualized by bringing new feminist materialisms, Indigenous knowledges, and Black feminisms into conversation, might mobilize towards unsettling the anthropocentric priorities and inheritances of higher education. The engagements are situated with place within ongoing and intensifying anthropogenic environmental precarity that underlines the imperative of more relational ways of living and learning in always already more-than-human worlds. In bringing new materialisms into conversation with Indigenous knowledges and Black feminisms, Fikile mobilizes relationalities that unsettle human-centredness while also disrupting the universalization of the category of the human.
Asian-American Programs Are Flourishing at Colleges: More Students Increase Demand for Scholars
(1999-06-09) Sengupta, Somini
Aspirations to Achievement: Men of Color and Community Colleges
(2014) CCCSE
Attack and Parry: An Examination of Gubernatorial Rhetoric and Agenda Setting for Higher Education in Texas, 2000-2015
(Texas Education Review, 2018) Drake, A.; Marsicano, C.
This paper applies political discourse analysis to an examination of gubernatorial rhetoric and agenda setting around higher education in Texas during Governor Rick Perry’s leadership, from 2000-2015. The authors analyzed 28 gubernatorial speeches using manifest content analysis in STATA and qualitative coding via pattern matching in Atlas.ti. Findings reveal that Governor Rick Perry: 1) framed the higher education agenda around reform strategies to increase accountability, efficiency, and affordability; 2) functioned as both an agenda setter and policy entrepreneur; and 3) primed constituents to support his agenda by positioning higher education as a workforce development mechanism and invoking Texas’s tradition of leadership and competitiveness.
Conocimiento through Spiritual Activism: A Self-Reflexive Approach to Challenging Deficit Beliefs and Reimagining the Value of Teaching in Higher Education
(Texas Education Review, 2024) Cavazos, Alyssa G.
This testimonio, inspired by Anzaldúa’s (2002) seven stages of conocimiento, is written in second person to highlight a series of counterstories aimed at guiding readers through the challenges of facilitating teaching conversations in higher education where deficit assumptions about students’ potential are prevalent. Readers will gain insight into disparaging and derogatory commentary aimed at silencing voices and the harmful impact these words and behaviors can have on our well-being and students' holistic success in higher education and beyond. Through a journey of empathetic understanding and reciprocal learning, I share guided questions to encourage readers to self-reflect on the need for a shift in how teaching is valued in higher education. Ultimately, I advocate for a call to action that fosters a culture of collaboration and solidarity where student voices are at the center of teaching and learning innovations. Collectively, we can create opportunities where all students can succeed in ways that are meaningful to them while also creating a culture that values instructors’ self-reflection, growth, and self-efficacy in teaching.
A Constitutional Tax for the Support of Higher Educational Institutions in Texas--Bibliography and Selected Arguments
(University of Texas at Austin, 1915-05-25) Shurter, E.D.
Cracks in the Ivory Tower? (Winter 2023/2024)
(Texas National Security Review, 2024) Gavin, Francis J.
Cross-Cultural Mentoring: What Education Needs Now
(Texas Education Review, 2020) Taylor, Z.W.
(D)riven by neoliberalism: Exploring alternative purposes for higher education
(Texas Education Review, 2020) Epstein, Eliza M.; McKinnon-Crowley, Saralyn
The value of a degree. Social mobility. Job placement rates. Return on investment. These concepts permeate both the news media and academic discourse about higher education credentials. From provosts to presidents, students hear the message that getting a degree means getting a good job. In this editorial, we suggest that the dominant, narrow framing of higher education eclipses diverse understandings of educational purpose and forecloses the many rich possibilities that higher education offers. We do not wish to suggest that economic orientations to higher education are unimportant, but rather we aim to illuminate different conceptualizations. In the current moment in which higher education institutions are scrambling to maintain their position against a global pandemic, we call on those within the university to examine the logics that underpin their work. Drawing on critical and decolonial theories, we suggest ways to think differently about the purpose of higher education.
Demonstrating the Power of CRT in the Experience of Graduate Students
(Texas Education Review, 2022) Bigelow, Alexis; Pineda, Mónica; McLean, Jimmy
Nearly 30 years ago, Critical Race Theory (CRT) was introduced to the field of education. Ladson-Billings and Tate argued that in order to understand educational inequities in the United States, it is essential to analyze the intersections of race and property. Throughout the past three decades, scholars within the field of education have utilized CRT to gain a greater understanding of educational outcomes and the experiences of students, teachers and administrators of color in schools. Presently, CRT has gained nation-wide attention. Conservative media has co-opted the theory and rebranded it as an indoctrination tool to teach students to hate whiteness. The authors of this paper have found CRT useful in unpacking our experiences as graduate students at a predominantly white public university and in our work as teacher educators. This paper was penned in response to the misinformation campaign targeting CRT. The authors use a tenet of CRT, centrality of experiential knowledge, to discuss their raced experiences within their doctoral programs.
Economic Contributions of the University of Texas System
(Bureau of Business Research, The University of Texas at Austin, 1994-08) McDonald, Stephen L.; Holloway, Milton; Olson, Jerry; Mohammadioun, Mina
Study of the economic impact of the University of Texas System, using three approaches: assessment of the rates of return on investment in human and knowledge capital; estimation of the size of the System's total economic activity and its net expansion effect; and identification of community benefits resulting from the medical, continuing education, cultural and athletic activities of System components. Features details about the System's 15 member institutions, including its six medical centers.
Engaging Community Colleges: A First Look
(2002) CCCSE
Everything’s Bigger in Texas: Examining the Mandatory (and Additional) Financial Burden of Postsecondary Education
(Texas Education Review, 2018-09) Black, Victoria G.; Taylor, Zachary W.
Student fees remain an under-researched aspect of postsecondary education and finance (Kelchen, 2016). This study examines the mandatory and additional fees charged to full-time, in-state undergraduate students by public and private not-for-profit four-year institutions in Texas (n=96). Findings demonstrate the average four-year institution in Texas charges over $1,500 per academic year in mandatory fees, $500 higher than the national average. Moreover, private institutions charge an average of $1,100 less than publics, while fees comprise 6.8% of the total cost of attendance at private and 29.1% at publics. Institutions of higher education compose fee explanations above the 12th-grade reading level and only 5.2% of the sample provided fee explanations in a language other than English, thus further marginalizing non-English speaking language populations in Texas. Implications for policy makers, practitioners, and future research are addressed.
Experiential learning and its impact on college students
(Texas Education Review, 2018) Gavillet, R.
This article provides a review of relevant literature and theoretical frameworks that support the inclusion of experiential learning in higher education programs. A brief discussion of experiential learning types is included. Experiential learning or experiential education refers to learning through experience, whether integrated in curricula or occurring through extracurricular program sponsored activities. Adult students, in particular, benefit from engaging in active learning experiences where they can put theory into practice. Transformative learning theory and cultural competence theories are frameworks helpful in program design. In addition, this article provides background for the two contributing pieces in this critical forum on experiential learning.
Falling Through the Cracks: Homeless Youth Need Natural Mentors
(Texas Education Review, 2020) Le, Desiree Viramontes
The current Every Student Succeeds Act (ESSA), which contains the most recent reauthorization of the McKinney Vento Act (M-V), places a focus on homeless youth that is intended to facilitate access to K-12 education, higher education and eliminate barriers in-between the two. Through each reauthorization of the McKinney Vento Act since its enactment in 1987, homeless youth have gained more and more access to key school personnel and academic support. Yet homeless youth still face barriers to accessing education and postsecondary success. Currently homeless liaisons, specially designated people in K-12 settings, work daily to assist youth who are homeless with issues surrounding barriers to housing, transportation, public education and higher education access. This paper examines homeless liaisons along with other school personnel as natural mentors with practices found in the McKinney Vento Act to support this vulnerable, invisible population with appropriate steps to eliminate the youth homeless to adult homeless pipeline.
Fear in the Classroom: Campus Carry at the University of Texas at Austin
(Texas Education Review, 2020) Butters, Albion M.
This article examines the significance of fear of concealed handguns in the classroom at a public university in Texas, analyzing perceived changes in shared social space and the collective learning environment in terms of affect. This multimethod study provides a framework for understanding the factors behind the fear, which may be seen as personal, societal, or a dynamic combination of those manifested in local relationships. Furthermore, it explores disruptions of instruction and discussion, the profiling of other students as potential gun carriers, and the introduction of situational awareness in class. Based on ethnography conducted at The University of Texas at Austin, where campus carry was implemented in 2016, this article provides a context for those in the discipline of education, as well as instructors and administrators at other institutions of higher learning in the United States, to consider the complex nature of fear of guns and its impact on the classroom atmosphere.