Archive

Archive for the ‘postsecondary’ Category

Campus Suicide Prevention: Knowledge, Facts, and Stigma in a College Student Sample

April 24, 2015 Comments off

Campus Suicide Prevention: Knowledge, Facts, and Stigma in a College Student Sample
Source: Sage Open

A public health approach to suicide prevention (SP) emphasizes using a comprehensive plan utilizing multiple strategies to address suicide in the community of interest. Universities using this approach are called to develop interventions to increase SP knowledge, reduce suicide risk factors, enhance protective factors, and examine their efforts scientifically to evaluate program effectiveness. The current study polled responding college students (N = 819) about their exposure to campus SP messaging materials, participation in SP activities, and whether they experienced having a person close to them attempt or die by suicide during the three years of a SP program funded by the Garrett Lee Smith Memorial Act (2004). Students were also queried about their perceived level of SP knowledge, knowledge of suicide facts, and the stigma associated with receiving treatment for suicidal thoughts and behaviors using the Suicide Prevention Exposure, Awareness, and Knowledge Survey (SPEAKS). Simultaneous multiple regression analyses were used to examine relationships between study variables. Results indicated that exposure to SP messaging materials predicted a higher level of self-perceived knowledge and a lower level of perceived stigma. Participating in SP activities and having someone close to you attempt or die by suicide predicted both a higher level of perceived knowledge and actual knowledge of suicide facts. Self-identifying as male predicted a higher level of stigma. Implications for campus SP programming are discussed.

Single black female BA seeks educated husband: Race, assortative mating and inequality

April 17, 2015 Comments off

Single black female BA seeks educated husband: Race, assortative mating and inequality
Source: Brookings Institution

There is a growing trend in the United States towards assortative mating — a clunky phrase that refers to people’s tendency to choose spouses with similar educational attainment. Rising numbers of college-educated women play a key role in this change. It is much easier for college graduates to find and marry each other when there are more equal numbers of each gender within an educational bracket.

Race is a factor in patterns of assortative mating. Black women face more difficult “marriage markets” than white women, given current rates of intermarriage according to work from University of Maryland sociologist Philip N. Cohen. Black women have the lowest rates of “marrying out” across race lines, in part because of racist attitudes to inter-marriage. Just 49 percent of college-educated black women marry a well-educated man (i.e., with at least some post-secondary education), compared to 84 percent of college-educated white women, according to an analysis of PSID data by Yale sociologist Vida Maralani.

State Higher Education Finance Report — FY 2014

April 16, 2015 Comments off

State Higher Education Finance Report — FY 2014 (PDF)
Source: State Higher Education Executive Officers Association

A recession beginning in 2008 dramatically reduced state revenue and ended the growth in state and local support achieved between 2004 and 2008. In 2014, for the second straight year, overall state and local funding for higher education increased, reaching $86.3 billion, up 5.7 percent from 2013, but still below 2008-2011 levels. Initial estimates from the Grapevine survey of FY 2015 appropriations for higher education show continued growth overall of 5.2 percent in nominal terms. These data all point to continuing economic recovery and restoration of state funding for higher education on average nationally.

In addition to state and local revenues, public institutions collected net tuition revenue of $64.3 billion in 2014, for a total of about $150.7 billion available to support higher education. For the first time since the recession, the share of overall funding for public and private higher education from tuition decreased slightly to 42.7 percent (see Figure 1). Net tuition revenue as a share of public higher education revenue was 47.1 percent.

Of the $86.3 billion in state and local support during 2014, 76.8 percent was allocated to the general operating expenses of public higher education. Special purpose or restricted state appropriations for research, agricultural extension, and medical education accounted for another 12.2 percent of the total. The percent of total support allocated for financial aid to students attending public institutions declined 0.3 percent to 7.7 percent in 2014, although funding was increased slightly. The remaining 3.2 percent supported students attending independent institutions, operating expenses at independent institutions, and non-credit and continuing education expenditures.

Characteristics of the College-Educated Population and the Science and Engineering Workforce in the United States

April 14, 2015 Comments off

Characteristics of the College-Educated Population and the Science and Engineering Workforce in the United States
Source: National Science Foundation

T​he number of college graduates in the United States nearly doubled between 1993 and 2013, from 29 million to 55 million, according to the National Survey of College Graduates (NSCG). The number of college graduates with degrees in science and engineering (S&E) fields grew faster than the number of college graduates with degrees in non-S&E fields. Additionally, in 2013, about 1 in 10 college graduates were employed in an S&E occupation, and this proportion has remained largely unchanged since 1993. Women accounted for more than one-half of the college graduate population in the United States in 2013. However, women constituted only 29% of those employed in S&E occupations.

Higher education and workforce policy: Creating more skilled workers (and jobs for them to fill)

April 9, 2015 Comments off

Higher education and workforce policy: Creating more skilled workers (and jobs for them to fill)
Source: Brookings Institution

Employment of Americans in middle-wage jobs has been declining, due to trends both in employer demand and worker skill attainment. Workforce development in the US now mostly occurs in community and forprofit colleges, as well as the lower-tier of 4-year colleges. Enrollment rates are high, even among the disadvantaged, but completion rates are very low and earnings are uneven for graduates. Community colleges lack not only resources but also incentives to respond to the job market (while the for-profit colleges need stronger regulation). Sectoral training and career pathway models show promise but need scaling and maintenance of quality, and employers also need greater incentives to participate and create more good jobs. Three sets of policies should help address these problems:

  1. Providing more resources to community (and lower-tier 4-year) colleges but also creating incentives and accountability by basing state subsidies on student completion rates and earnings of graduates;
  2. Expanding high-quality career and technical education plus work-based learning models like apprenticeship; and
  3. Assisting and incentivizing employers to create more good jobs. Other supportive policies—including higher minimum wages, paid parental leave, and labor law reform—would help as well. Together these proposals should create more good jobs and more good workers to fill them.

What Courses Should Law Students Take? Harvard’s Largest Employers Weigh In

April 8, 2015 Comments off

What Courses Should Law Students Take? Harvard’s Largest Employers Weigh In
Source: Harvard Business School Working Knowledge

We report the results of an online survey, conducted on behalf of Harvard Law School, of 124 practicing attorneys at major law firms. The survey had two main objectives: (1) to assist students in selecting courses by providing them with data about the relative importance of courses and (2) to provide faculty with information about how to improve the curriculum and best advise students. The most salient result is that students were strongly advised to study accounting and financial statement analysis, as well as corporate finance. These subject areas were viewed as particularly valuable, not only for corporate/transactional lawyers, but also for litigators. Intriguingly, non-traditional courses and skills, such as business strategy and teamwork, are seen as more important than many traditional courses and skills.

Rich Schools, Poor Students: Tapping Large University Endowments to Improve Student Outcomes

April 8, 2015 Comments off

Rich Schools, Poor Students: Tapping Large University Endowments to Improve Student Outcomes
Source: American Institutes for Research

On January 8, 2015, President Obama initiated a nationwide conversation about community colleges and the education of the “middle class” by proposing a tuition-free community college plan. Although it has received far less attention, the President’s plan also called for effective support services that can help students stay in college long enough to advance their career goals by completing degrees or certificates and/or transferring to four-year institutions.

Rather than free tuition, which already exists for most students who need it, this study maintains instead that proven student support services are what need to be funded. The nation’s need for adequately educated students cannot be met without significant additional financial support, and the report suggests that a fair source for that support is a reallocation to underfunded public institutions of a percentage of the tax-exempt subsidy that the nation’s taxpayers provide America’s wealthiest colleges and universities.

Follow

Get every new post delivered to your Inbox.

Join 1,033 other followers