Amy Aldous Bergerson

Critical race theory and white racism: Is there room for white scholars in fighting racism in education?

Critical race theory (CRT) offers educational researchers a compelling way to view racism in education by centering issues of race and using counterstories to challenge dominant views in both research and practice. This article provides an overview of CRT and illuminates the dilemmas for white researchers wishing to incorporate CRT into their work. The author argues that while CRT may not be fully open to white researchers, their strategic use of CRT can help legitimize its use in fighting racism in educational settings. Building on her participation in CRT discussions in a mixed-race setting, the author suggests that white researchers must work to center race in their personal lives and work, engage in the strategic and sensitive use of CRT, and join in the effort to legitimize research that utilizes alternative methods such as CRT.

Exploring the impact of social class on adjustment to college: Anna’s story

The purpose of this instrumental case study (Stake, 2003) is to explore the role of social class in student adjustment to the college environment. The story of Anna is presented to illustrate how social class impacts on the ability of students to participate in campus life and engage in their academic work. Anna’s story is interpreted through the lens of research that examines the role of social class in the choices and experiences of college students, as well as through Bourdieu’s (1977, 1987, 1993) ideas of social class reproduction. This paper contributes to the conversation about how higher education institutions respond to the needs of an increasingly diverse student population that includes working‐class students, students of color and first‐generation college students like Anna.

Gender Differences in Expressed Interests in Engineering-Related Fields ACT 30-Year Data Analysis Identified Trends and Suggested Avenues to Reverse Trends.

Historically, women have been underrepresented in the Science, Technology, Engineering, and Math (STEM) fields both as college majors and in the professional community. This disturbing trend, observed in many countries, is more serious and evident in American universities and is reflected in the U.S. workforce statistics. In this article, we examine historical students’ interest data in order to further the understanding of this discrepancy and to suggest methods to reverse this trend. Thirty years of historical ACT data were analyzed by expressed interest patterns, ACT scores, gender, and intended college major or career aspiration. Statistical package for the social sciences software was used to analyze the data and examine the historical trends of students’ expressed interest in STEM-related careers. Results show that there is a significant (although expected) discrepancy between the number of male and female students who expressed interest in engineering majors and careers. Significant changes have also been observed in the interest in engineering fields over time, most likely because of societal influences. These influences are most profound in computer-related fields, causing speculation that both males and females were influenced by the dot com era but that only male interest was piqued due to the rise of computer gaming in the late 1990s. Students are further grouped into three categories—well prepared (ACT ≥ 28), under prepared (27 ≤ ACT ≥ 19), and unprepared (ACT < 19). Of the total number of students who expressed interest in engineering majors, there are many who appear either completely unprepared or relatively under prepared for the demands of these fields. Data show that female students who expressed interest in STEM fields are generally in the well-prepared category; the discrepancy between those who are interested but under prepared is greater in males than females. Results from this analysis demonstrate the importance of earlier interventions to encourage students who still have enough time to get prepared for opportunities that interest them. It is also probable that students are making assumed career choices based on little or no data and may actually find their interest waning very quickly (thus making them a retention risk if they are admitted to an engineering program). This study, therefore, provides a better understanding of gender, societal influences, and ability disparities in high school students who expressed interest in engineering majors and careers. Obtained results suggested some of what needs to be done and could be used to guide future efforts in order to reverse the current trends of gender disparity and lack of female interest in engineering fields.

Lessons Learned: Mountain College in the Midst of Change.

This case describes a strategic planning process initiated by the division of student affairs at a small, private college. It presents several issues related to institutional identity, strategic planning initiative development, faculty and staff buy-in and stay-in, and the changing landscape of higher education. The case is designed for usage in educational leadership programs and is particularly pertinent to provoke discussions regarding leading from the middle, leadership for institutional change, and moral and ethical leadership. Students in educational leadership enrolled in student affairs leadership and administration courses, budgeting or strategic planning, or organizational theory courses can engage in discussion using multiple aspects of the case.

Refocusing College Choice: Women's Reflections on Their Postsecondary Education Choices.

College choice is often tied to persistence and it emphasizes how family background affects both enrollment in higher education and persistence to degree. Despite extensive research related to both access to higher education and choice processes, there is still much to be learned about students’ postsecondary decisions. This qualitative study analyzed interview data from female participants regarding their educational choices to increase an understanding of the postsecondary education decision-making process. Family culture, parental involvement, and community setting interacted with social class to influence participants’ ideas about higher education and the enactment of these ideas. The study illuminates the need for further exploration of the role predisposition plays in the college choice process.

Gender disparity in engineering: Results and analysis from school counselors survey and national vignette

In an earlier paper by our group [1] we presented statistical analysis based on 30 years of ACT data illustrating gender disparity in engineering majors and career choices. Obtained results also revealed the presence of a large number of students who are interested in engineering but who may not be adequately prepared to pursue a successful career in this discipline. Because of the role of school counselors as “gate keepers” of both academic information and career planning options, further understanding of the role of school counselors in the longstanding gender disparity in the engineering field has been established as an important avenue for interventions to help reverse a continued declining trend of female participation in STEM related fields. This paper describes results of a survey that is specifically targeted school counselors and their knowledge of engineering and the social influences that may affect their guidance approach for female students. To help delve further into the attitudes of school counselors regarding the issue of gender disparity, a vignette was developed for national distribution, and results from this effort will also presented in this paper.

Racism, Union Busting, or Just Plain Cultural Conflict?

This case describes the struggle of a small school employee association located in a right-to-work state as it attempts to continue exercising influence after a political turmoil caused the composition of the school board to change. This case presents many elements that foster discussion of basic employee rights such as freedom of association, free speech, and due process. As such, this case is designed for usage in educational leadership programs and is particularly pertinent to provoke discussions regarding school politics, employee association authority, preferences in hiring practices, and employee dismissal procedures. Students of educational leadership enrolled in school law, human resources, and/or multicultural education courses can engage in discussion of multiple aspects of course content.

Work in progress - outreach and retention in the University of Utah Engineering programs

For several decades, college student retention research has focused on the importance of engaging college students in their higher education environment as a tool for helping them attain their degrees. Student Affairs administrators across the United States have incorporated the idea of engagement in their programs and services to increase student retention. This work in progress paper describes how the College of Engineering at the University of Utah has incorporated the concept of engagement into its retention efforts in response to a shortage of engineers in the state. Engagement efforts in this National Science Foundation funded project include participation in outreach teams, facilitating a summer innovation summit, participating in learning community courses, and implementing service learning. The paper focuses on unique elements of the program, incorporating qualitative evaluation data from the first year of the project to describe how lessons learned have shaped second year efforts.

Work in progress - Utah’s engineering initiative

In response to a shortage of engineers in Utah an interdisciplinary team at the University of Utah developed an outreach program intended to increase the number of students recruited into the College of Engineering and who complete engineering degrees. An innovative mix of service learning, outreach, and peer mentoring comprises the program. Recruitment efforts include outreach, integration with teachers and public relations. In outreach, college students work with high school teachers and engineering faculty to prepare and present engineering-based teaching modules that meet requirements of the state core science curriculum. Education and public relations materials aimed at students, parents, teachers, and counselors also contribute to outreach. Retention efforts include academic advising, tutoring, peer mentoring, and service learning. Retention programs are based on college student retention research, and focus on engaging students both academically and socially. This paper reports on the first year of the initiative, including the creation of outreach teams and the development of high school teaching. We also discuss how participation in the outreach team impacted current students.

Conflict at Pierce College

This case was written for use in courses in higher education leadership. It is particularly useful for examining the environment in which decisions are made in higher education institutions. In the case, a young administrator is confronted with an ethical dilemma. She initially receives the support of her superiors in handling the situation, but after she acts she discovers that this support has eroded. The case illustrates the importance of coalition-building as well as the necessity of understanding institutional politics. The case also provides an opportunity to examine and discuss ethics in higher education administration.