Basics of qualitative research: Grounded theory procedures and techniques

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Qualitative research for education: An introduction to theories and methods

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

Equality of Educational Opportunity.

Social identity theory and the organization

Qualitative data from students in 14-year colleges are analyzed to explore the relevance of Tinto's concepts for such students. Students' perceptions of their academic and social integration reveal the centrality of fused "socio-academic" moments for cultivating feelings of belonging and competence, reinforcing goal commitment, and accessing valuable social capital.

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Socio-Academic Integrative Moments: Rethinking Academic and Social Integration Among Two-Year College Students in Career-Related Programs

After Admission: From College Access to College Success

Social stratification may emerge within efforts to reduce it. Although open admissions policies increase access to college, many students may not really be college students; they are taking noncredit remedial courses, which raises concerns about stigma and cooled-out aspirations. Studying two community colleges, this article describes a remedial approach that avoids stigma and cooling out but creates unintended consequences. Analyses of interviews with staff and students and of institutional procedures show how this approach arises. The analyses also indicate how this approach inhibits and delays students' awareness of their remedial status, causes them to misjudge their prospects, and prevents them from considering alternative options

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The Unintended Consequences of Stigma-free Remediation.

Social Media in Higher Education: A literature review and research directions.

A study of fourteen colleges finds that community colleges require certain kinds of social know-how—skills and knowledge less available to disadvantaged students. They present seven obstacles: (1) bureaucratic hurdles, (2) confusing choices, (3) student-initiated guidance, (4) limited counselor availability, (5) poor advice from staff, (6) delayed detection of costly mistakes, and (7) poor handling of conflicting demands. However, we find that a very different kind of college—the private occupational college—takes steps to structure out the need for this social know-how and address the needs of disadvantaged students. We speculate about possible policy implications.

https://www.coe.arizona.edu/sites/default/files/social_prerequisites_of_success.pdf

Regina Deil-Amen

Papers

Socio-Academic Integrative Moments: Rethinking Academic and Social Integration Among Two-Year College Students in Career-Related Programs

After Admission: From College Access to College Success

The Unintended Consequences of Stigma-free Remediation.

Social Media in Higher Education: A literature review and research directions.

The Social Prerequisites of Success: Can College Structure Reduce the Need for Social Know-How?