Higher Education: Handbook of Theory and Research PDF
Preview Higher Education: Handbook of Theory and Research
HIGHER EDUCATION: Handbook of Theory and Research Volume XVII Associate Editors Philip G. Altbach, Boston College (comparative and international) Alan E. Bayer, Virginia Polytechnic Institute and State University (faculty) Eric L. Dey, University of Michigan (students) David D. Dill, University of North Carolina at Chapel Hill (governance and planning) Corinna A. Ethington, The University of Memphis (research methodology) David W. Leslie, The College of William and Mary (systems and organizations) Yvonna S. Lincoln, Texas A&:M University (social context) Michael B. Paulsen, University of New Orleans (finance and economics) Raymond P. Perry, University of Manitoba (curriculum and instruction) HIGHER EDUCATION: Handbook of Theory and Research Volume XVII Edited by John C. Smart University of Memphis Senior Associate Editor William G. Tierney University of Southern California Published under the sponsorship of The Association for Institutional Research (AIR) and The Association for the Study of Higher Education (ASHE) .... " SPRINGER SCIENCE+BUSINESS MEDIA, B.V. Library ofCongress Card Number 86-642109 ISBN 978-0-87586-137-1 ISBN 978-94-010-0245-5 (eBook) DOI 10.1007/978-94-010-0245-5 ISSN 0882-4126 Former(y published I:fy Agathon Press Printed on acidfree paper All Rights Reserved © 2002 Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 2002 Softcover reprint ofthe hardcover 1st edition 2002 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a acomputer system, for exc1usive use by the purchaser of the work. TABLE OF CONTENTS CONTRIBUTORS VII 1. AN UNPLANNED JOURNEY INTO HIGHER EDUCATION Joan S. Stark University of Michigan 2. STUDENT MOTIVATION AND SELF-REGULATED LEARNING IN THE COLLEGE CLASSROOM 55 Paul R. Pintrich and Akane Zusho University of Michigan 3. COLLEGE STUDENTS' DEGREE ASPIRATIONS: A THEORETICAL MODEL AND LITERATURE REVIEW WITH A Focus ON AFRICAN AMERICAN AND LATINO STUDENTS 129 Deborah Faye Carter Indiana University 4. UNDERSTANDING AND USING EFFICIENCY AND EQUITY CRITERIA IN THE STUDY OF HIGHER EDUCATION POLICY 173 Stephen L Desjardins University of Iowa 5. THE POLICY SHIFT IN STATE FINANCIAL AID PROGRAMS 221 Donald E. Heller Pennsylvania State University 6. BACK TO THE BASICS: REGRESSION AS IT SHOULD BE 263 Corinna A. Ethington University of MemphiS Scott L Thomas University of Georgia GaryR. Pike University of Missouri-Columbia v 7. THE EVOLVING ROLE OF THE COMMUNITY COLLEGE: POllCY ISSUES AND RESEARCH QUESTIONS 295 Kevin J. Dougherty Columbia University 8. REExAMINING DocrORAL STUDENT SOCIALIZATION AND PROFESSIONAL DEVELOPMENT: MOVING BEYOND THE CONGRUENCE AND ASSIMILATION ORIENTATION 349 James Soto Antony University of Washington 9. IMPLEMENTATION ANALYSIS IN HIGHER EDUCATION 381 Ase Gornitzka, Svein Ky vik and Bj0rn Stensaker Norwegian Institute for Studies in Research and Higher Education (NIFU) 10. ACADEMIC CAREERS FOR THE 21ST CENTURY: MORE OPTIONS FOR NEW FACULTY 425 Judith M. Gappa Purdue University VI CONTRIBUTORS JOAN S. STARK is Dean Emerita and Professor Emerita of education at the University of Michigan. She has been Director of the federally-funded National Center for Research to Improve Postsecondary Educa tion (NCRIPTAL), Editor of the Review of Higher Education, and President of the Association for the Study of Higher Education (ASHE). She has conducted extensive research and pubhshed widely on issues related to college curriculum and curriculum leadership in higher education, and has received three awards from ASHE. PAUL R. PINTRICH is Professor of Education and Psychology and Chair of the Combined Program in Education and Psychology at The University of Michigan, Ann Atbor. His research focuses on the develop ment of motivation and self-regulated learning in adolescence and how the classroom context shapes the trajectory of motivation and self-regulation development. He has pubhshed over 100 articles and book chap ters and he is co-author or co-editor of 8 books including a graduate level text on motivation, entitled Moti vation in Education: Theory, Research and Applications. AKANE ZUSHO is a doctoral candidate in the Combined Program in Educational Psychology at the Uni versity of Michigan, Ann Atbor. Her research focuses on the interplay between culture, conceptions of the self, and achievement motivation as well as the relation of culture and achievement motivation to self regulated learning. DEBORAH FAYE CARTER is an Assistant Professor of Higher Educarion in the Educational Leadership and Pohcy Studies department of the School of Education at Indiana University. Her research focuses on access and equity issues for students of color, college students' sense of belonging, and nontraditional stu dent outcomes. Her book, A Dream Deferred} Examining the Degree Aspirations of African American and WhiteColkge Srudents, was pubhshed by Garland Press in 2001. STEPHEN L. DESJARDINS is Assistant Professor of Higher Educarion in the Planning, Pohcy, and Leader ship Studies division, College of Education, at The University of Iowa. His research interests include strate gic enrollment management issues, the study of student departure from college, and the economics of higher education. His work in these areas has been pubhshed in Economics of Education Review, Research in Higher Edu cation, Journal of Srudent Financial Aid, and the AIR Professional File. DONALD E. HELLER is an Associate Professor and Senior Research Associate in the Center for the Study of Higher Education at Pennsylvania State University. He teaches and conducts research on issues relating to higher education economics, pubhc pohcy, and finance, as well as technology in higher education. He is the editor of the book The States and Public Higher Education Policy: Affordability, Access, and Accountability Oohns Hopkins University Press, 2001). CORINNA A. ETHINGTON is Professor of Educational Research and Program Coordinator for Educa tional Research at the University of Memphis, where she teaches statistics and research methods. Her re search interests include the college student experience and the broad domain of gender differences at all educational levels, with a decided focus on performance, persistence, and achievement in mathematics and scientific fields. Her recent work includes the book (coauthored with John C. Smart and Kenneth A. Feldman) Academic Disciplines: Holland's Theory and the Srudy of College Srudents and Faculty. SCOTT L. THOMAS is Associate Professor of Higher Education in the Institute of Higher Education at the University of Georgia. His current research is on issues of access and stratification in higher education, with a focus on economic outcomes and indebtedness related to college quality and choice of major. His writings have examined topics in the areas of the sociology of education, labor economics, and student per- VII sistence. His methodological work includes a recent book (coauthored with Ronald Heck), An Introduction to Multilevel Modding Techniques, published by Erlbaum and Associates. GARY R. PIKE (PhD, Ohio State University, 1985) is Assistant Vice Chancellor for Student Affairs and Di rector of Student Life Studies at the University of Missouri-Columbia. His research interests include the assessment of college-student learning and development, as well as the influence of students' in-class and out-of-class experiences on their learning and development. KEVIN J. DOUGHERlY is Associate Professor of Higher Education, Department of Organization and Lead ership, and Senior Research Associate at the Community College Research Center, Teachers College, Colum bia University. Dougherty has published widely on the community college and the educational excellence reform movement of the last twenty years. His research interests include the impact of federal, state, and private performance accountability systems (including performance funding) on community colleges, and the new role of community colleges in such workforce preparation and economic development activities as contract training, small business development, and local economic planning. JAMES SOTO ANTONY is Assistant Professor of Educational Leadership &: Policy and Assistant Professor of Multicultural Education at the University of Washington. Professor Antony's research interests lie in the social psychology of higher education, focused in two areas: (1) examining college student socialization and its impact on aspirations and attainment; and (2) examining the social and psychological determinants of ambition, role satisfaction, and career success among college students and faculty members. ASE GORNITZKA is a research associate at the Norwegian Institute for Studies in Research and Higher Education (NIFU) in Oslo. Her dissertation in political science focuses on the organization of science and utilization of research in public policy making. Her current research is on comparative higher education pol icy in Europe and institutional change processes in higher education. Her recent work on these issues has been published in Higher Education and Higher Education Policy. SVEIN KYVIK is a senior research associate at the Norwegian Institute for Studies in Research and Higher Education (NIFU) in Oslo. He has worked at NIFU since 1978, conducting research in the fields of sociology of science and higher education. He is a political scientist and a sociologist by training. His phD dissertation was entitled Productivity in Academia: Scientific Publishing at Norwegian Universities. He has published widely in higher education journals such as Higher Education, European Journal of Education, and Comparative Education, as well as in journals devoted to science studies, like Scientometrics, Science and Public Policy, Science Communication, and Science, Technology & Human Values. He has recently been responsible for the evaluation of the Norwegian doctoral training system. BJ0RN STENSAKER is a research associate at the Norwegian Institute for Studies in Research and Higher Education (NIFU) in Oslo. He has worked with NIFU since 1993, mainly conducting research in the areas of quality assessment, national evaluation systems and higher education organization and management. He has published widely in relation to questions regarding design and effects of quality assurance and improvement systems in higher education. He is a member of the Executive Board of EAIR (European Association of Insti tutional Research) and is also a member of the International Advisory Board for the journal ~uality in Higher Education. He is a political scientist by training. JUDITH M. GAPPA is Professor of Educational Administration at Purdue University. Her scholarly inter ests include faculty careers and employment, equity, and general management issues within higher education. Her book, TheInvisible Faculty, co-authored with David Leslie of Florida State University, is about part-time and temporary faculty. She was a S'~nior Associate with the American Association for Higher Education on the project, "New Pathways: Faculty Careers and Employment in the 21st Century," from 1995-1997. VIII 1. AN UNPIANNED JOURNEY INTO HIGHER EDUCATION Joan S. Stark University of Michigan The editor, John Smart, has invited me to describe how I entered higher education as a field of study, highlighting major individuals and developments that shaped my career. In addition, he asked that I give my perspectives on how the field of higher education has evolved during my career and offer suggestions to current scholars about possible future developments. I am honored to have this opportunity and especially pleased to be the first woman to write an auto~ biographical essay in this series. As I collected my thoughts, I was struck first by how unplanned my career development has been; second, by how vastly dif~ ferent my story is from those of my esteemed male colleagues who have written articles in this series; and third, by the fact that I am the first writer in the group whose advanced degree was in higher education rather than in a traditional dis~ cipline. BALANCING GENDER, AMBITION, AND OPPORTUNITY IN lliE 19505 I certainly never aimed to be a higher education professor or researcher. Looking back, however, I suppose there were some predictors, such as my in~ volvement in student government at Syracuse University. In fact, the positive interactions of Syracuse administrators with student leaders in the 1950s strongly influenced me. Over the years, I have observed that many individuals study higher education because of such influences during their undergraduate years. Other than this exposure to the roles of campus administrators, my career development was for the most part accidental. In the 1950s, what a young woman should not aspire to was much more important than what she should as~ pire to. Reflecting on what brought me to the field of higher education has 1 J.e. Smart and WG. Tierney (eds.), Higher Education: Handbook of Theory and Research, 1-53. © 2002 Kluwer Academic Publishers. HIGHER EDUCATION: HANDBOOK OF THEORY AND RESEARCH, VOL. XVII caused me to realize how important gender used to be and how the context for women's career development has changed over the years. My male colleagues' careers were often influenced by issues related to military service but, appar ently, seldom by gender or family demands; my story is quite different from that. My school teacher parents had high expectations and, in their view, high ambitions for me. My father encouraged me to study the sciences (definitely not the impractical arts or literature!) and believed that a teaching certificate was good insurance for a young woman. After spending three college summers as an analytical chemist at Eastman Kodak, a job with minimal human contact, I ac cepted more readily the idea that I should be a public school science teacher. My father was also convinced that I should begin teaching immediately after graduating from Syracuse, so that my master's degree study would be more meaningful. Thus, I was pleased when, in my senior year in 1956-57, the chemis try department at Syracuse invited me to be a teaching assistant in general chemistry, replacing a graduate student who left. For a brief period that year, I wondered aloud why I was not applying to medical school like most of my classmates. Despite my father'S scientific inter ests, he was quite certain that medical school would be wasted on me since, like most young women, I would surely marry and have children rather than prac tice. My mother thought nursing or dental hygiene much more fitting than medicine or dentistry. Of course, had I strongly desired to become a doctor, I could have prevailed. Or, had I been convinced that the life of a research chemist was desirable, I might have accepted a casual invitation to follow one of my pro fessors to his laboratory at a new university. Instead, I obtained a fellowship for full-time master's study in science education at Teachers College, Columbia University. When my father became severely ill just after my college graduation, I abandoned that path and under the duress of financial uncertainty fell back on his original plan. I got a job teaching physics at a high school close enough to New York City to let me start my graduate work at Columbia, part time. My mother felt that when I was married I would be "settled,n i.e., out of moral danger, during times when increasing freedom involved "temptationsn for young women. Protecting me from such hazards, she thought, would then be my husband's responsibility. I became "settledn when I met Bill Stark, a merchant marine captain who was studying mathematics education at Teachers College, and married him during the spring of my first year of teaching. I went on mater nity leave in May of the second year and the first of our four children was born in July. It caused quite a stir that I was allowed to teach for eight months of my pregnancy, since the school district's rules in 1959 dictated that a pregnant teacher must leave before the condition was "visible.n Because the school very much wanted students to pass the New York State Regents examinations and because substitute physics teachers were hard to find, I was allowed to continue 2
The list of books you might like
