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The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
This groundbreaking book edited by Terence Hicks, a quantitative research professor, and Abul Pitre, a qualitative research professor, builds upon the usefulness of each research method and integrates them by providing valuable findings on a diverse group of college students. This book provides the reader with a mixture of quantitative and qualitative research studies surrounding nine chapters on African American, first-generation, undecided, and non-traditional college students. Drawing from major quantitative and qualitative theoretical research frameworks found in multicultural education, Research Studies in Higher Education is a must-read. The chapter authors provide important recommendations for university administrators, faculty, and staff in supporting the academic, personal, and social adjustment of college life for African American, first-generation, undecided, and non-traditional college students. The book contributes greatly to the research literature regarding the role that educational leaders have in educating multicultural college students.
The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.