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Autor/inAdelman, Clifford
TitelDo We Really Have a College Access Problem?
QuelleIn: Change: The Magazine of Higher Learning, 39 (2007) 4, S.48-51 (4 Seiten)
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0009-1383
SchlagwörterStellungnahme; Credits; Credentials; Access to Education; Student Financial Aid; Grants; Hispanic American Students; White Students; African American Students; Racial Differences; Postsecondary Education; Enrollment Trends; Graduation Rate; Low Income Groups; High School Students; Low Achievement; Community Colleges; Student Participation; School Readiness; High School Graduates
AbstractAs Harold Lasswell and his colleagues observed of the rhetoric of power (Language of Politics, 1965), some words become magic, with "inexplicable powers" attributed to them. "Access" has become such a word in the discourse of higher education. The sloganistic use of the term implies that someone, somewhere, is preventing somebody from doing something in postsecondary education. But what is that "something"? "Access" is only one of three major thresholds for students' postsecondary careers. The other two are establishing sufficient credits to lead toward a credential (sometimes called "participation" or "persistence") and completion of that credential (sometimes called "success"). Between the first and second of these stages, the actors and their responsibilities change: Completing the requirements for a degree and ultimately graduating require that students accept a much higher level of responsibility than they do when they matriculate. In this article, the author gives four definitions of the term "access" that are currently in use--threshold access, recurrent access, convenient access, and distributional access. Using threshold access and the related idea of participation, he assesses the nature and dimensions of the problem the nation actually faces. (Contains 2 resources.) (ERIC).
AnmerkungenHeldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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