Institutional Responses to State Policy: Using Student Voice to Prioritize Equity

Autor/inn/en	Jeffers, Misti R.; Collom, Gresham D.; Cooper, Ashton R.
Titel	Institutional Responses to State Policy: Using Student Voice to Prioritize Equity
Quelle	In: New Directions for Community Colleges, (2023) 202, S.117-129 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0194-3081
DOI	10.1002/cc.20573
Schlagwörter	State Policy; Equal Education; Community Colleges; Adult Students; Student Attitudes; Educational Policy; Educational Change; Student Experience; Grants; Academic Advising; Academic Support Services; Enrollment; College Transfer Students; Educational Finance; Student Financial Aid; Learner Engagement; Two Year College Students + Suchen Sie Ihr Suchwort? Community college; Community College; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülerverhalten; Politics of education; Bildungspolitik; Bildungsreform; Studienerfahrung; Grant; Finanzielle Beihilfe; Akademischer Rat; Einschulung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Bildungsfonds; Studienfinanzierung; Studienförderung
Abstract	This chapter aims to extend conversations around educational equity by emphasizing the role of community college contexts as a mediator between policy reform and student experience. Narratives of Tennessee (TN) Reconnect Grant recipients indicate that community college contexts related to advising and student support services and enrollment, transfer, and financial aid structures stand out as critical aspects for how TN Reconnect students engage once on campus. We pose recommendations for community colleges and community college leaders to better serve their adult students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01