Increasing Accessibility: Lessons Learned in Retaining Special Population Students in Canada

Autor/inn/en	Smith, Clayton; Gottheil, Susan
Titel	Increasing Accessibility: Lessons Learned in Retaining Special Population Students in Canada
Quelle	In: College and University, 86 (2011) 4, S.47-52 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0889
Schlagwörter	Educational Attainment; Enrollment Management; Foreign Countries; School Holding Power; Accessibility (for Disabled); Low Income Groups; First Generation College Students; Canada Natives; French Canadians; Academic Persistence; Outreach Programs; Barriers; Access to Education; Student Attrition; Formative Evaluation; Program Effectiveness + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Ausland; Accessibility; Zugänglichkeit; Frankokanadier; Jobcoaching; Education; Access; Bildung; Zugang; Bildungszugang; Schülerbeurlaubung
Abstract	In Canada, changing demographics and increased competition--as well as social values based on equity--have inspired efforts to increase the postsecondary education (PSE) participation rates of youths from under-represented/under-served groups. Despite its population having the highest level of educational attainment among those of OECD countries, Canada appears to have made little progress in terms of narrowing "access gaps" and improving student retention rates. Provincial governments increasingly are funding a variety of targeted initiatives intended to encourage colleges and universities to enroll more special population students. This has proven challenging, however, as many institutions have neither holistic retention programs nor well-developed planning for such students. Consequently, access and success have become important public issues in Canada. A recent survey (Smith and Gottheil 2008) found that the under-served student groups served by Canadian colleges and universities are diverse. The groups of greatest interest include Aboriginal/First Nations/Inuit, recent immigrant, Asian, northern Canadian, rural, first-generation, low-income, francophone, and black students as well as students with disabilities. Using the strategic enrollment management conceptual framework, the authors focus on four of these groups: (1) low-income; (2) first-generation; (3) Aboriginal; and (4) francophone students. They describe each group and review specific barriers to PSE access as well as factors contributing to attrition. Finally, they offer six "lessons learned" to guide education leaders as they explore ways to better meet the needs of special population students. (Contains 1 figure and 3 footnotes.) (ERIC).
Anmerkungen	American Association of Collegiate Registrars and Admissions Officers (AACRAO). One Dupont Circle NW Suite 520, Washington, DC 20036. Tel: 202-293-9161; Fax: 202-872-8857; e-mail: pubs@aacrao.org; Web site: http://www.aacrao.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10