Journal of postsecondary student success, Jan 26, 2023
The term at-promise gained prominence as a strength-based way to refer to students from minoritiz... more The term at-promise gained prominence as a strength-based way to refer to students from minoritized backgrounds that contrasted from deficit-laden terms like at-risk. In this scholarly paper, we argue that beyond avoiding an obvious deficit categorization, adoption of the term at-promise has potential to influence scholarship in higher edu- cation research by centering the need for systemic change. Building on prior literature on at-promise student terminology and conceptual frameworks of funds of knowledge, community cultural wealth, and validation theory, we suggest that the at-promise phrase offers two important contributions to higher education. First, by emphasizing interconnectivity and shared experiences across systems of power, the at-promise designation can be used to build coalitions amongst minoritized groups and advocate for broader systemic change. Second, the term promise reflects a societal commitment to improving educational access and retention that is integral to the social contract of higher education as a public good. Thus, use of at-promise can center the need for systemic change, but only when done with intentionality to avoid conflation of minoritized groups.
This study focused on the process of how the staff at the Thompson Scholars Learning Community (T... more This study focused on the process of how the staff at the Thompson Scholars Learning Community (TSLC), a comprehensive college transition program, tailored the programmatic offerings to meet the needs of low-income, first generation and racialized minority students. Because college students are complex individuals, each of whom faces a unique set of challenges and opportunities, it is reasonable to hypothesize that tailoring support services to the multiple needs of each student may make them more effective. The research identifies a four-part iterative and cyclical process to tailor the programmatic offerings for students – beginning with the individual student and then using information about individual needs to scale to broader group level tailoring. This broadening or scaling process is a new contribution to the literature that has not previously been identified. The tailored approach we identified works at both individual and group levels, which makes it viable as an interven...
The term at-promise gained prominence as a strength-based way to refer to students from minoritiz... more The term at-promise gained prominence as a strength-based way to refer to students from minoritized backgrounds that contrasted from deficit-laden terms like at-risk. In this scholarly paper, we argue that beyond avoiding an obvious deficit categorization, adoption of the term at-promise has potential to influence scholarship in higher education research by centering the need for systemic change. Building on prior literature on at-promise student terminology and conceptual frameworks of funds of knowledge, community cultural wealth, and validation theory, we suggest that the at-promise phrase offers two important contributions to higher education. First, by emphasizing interconnectivity and shared experiences across systems of power, the at-promise designation can be used to build coalitions amongst minoritized groups and advocate for broader systemic change. Second, the term promise reflects a societal commitment to improving educational access and retention that is integral to the social contract of higher education as a public good. Thus, use of at-promise can center the need for systemic change, but only when done with intentionality to avoid conflation of minoritized groups.
This study focused on the process of how the staff at the Thompson Scholars Learning Community, a... more This study focused on the process of how the staff at the Thompson Scholars Learning Community, a comprehensive college transition program, tailored the programmatic offerings to meet the needs of low-income, first generation, and racialized minority students. Because college students are complex individuals, each of whom faces a unique set of challenges and opportunities, it is reasonable to hypothesize that tailoring support services to the multiple needs of each student may make them more effective. The research identified a four-part iterative and cyclical process to tailor the programmatic offerings for students, beginning with the individual student and then using information about individual needs to scale to broader group level tailoring. This broadening or scaling process is a new contribution to the literature that has not previously been identified. The tailored approach we identified works at both individual and group levels, which makes it viable as an intervention for large numbers of students. The effort to attend to and learn about individual students ensures that the intervention still meets the needs of individuals, but the testing of these interventions more broadly allows for understanding how these approaches will work for diverse group level tailoring.
Undocumented college students face multiple barriers. This case study explores how a group of und... more Undocumented college students face multiple barriers. This case study explores how a group of undocumented Latino/a students maintained a peer network. Using Stanton-Salazar's frameworks of empowerment agents, I discuss how students created a space on campus and navigated internal tensions threatening solidarity, including inclusion/exclusion, competition/support, and personal support/political engagement.
International Journal of Qualitative Studies in Education, 2015
School districts play a key role in identifying, supporting, and educating homeless students. Thi... more School districts play a key role in identifying, supporting, and educating homeless students. This qualitative case study of a school district in Northern California illustrates how district leadership serves as a bridge between federal policy and local school sites. In this case study, federal funding funneled through the state served as the incentive for the district to reeducate itself on what homelessness is. Four themes emerged concerning the role of districts in serving homeless students: (1) serving the needs of all students includes those who are homeless; (2) state and federal policy incentives can be an important aspect of reculturing a district; (3) once a district adjusts policy, it must make concerted effort to integrate and align other aspects of other district and school site functions; and, (4) once issues of access have been addressed, districts need to consider how to support the educational success of homeless students.
International Journal of Qualitative Studies in Education, 2015
School districts play a key role in identifying, supporting, and educating homeless students. Thi... more School districts play a key role in identifying, supporting, and educating homeless students. This qualitative case study of a school district in Northern California illustrates how district leadership serves as a bridge between federal policy and local school sites. In this case study, federal funding funneled through the state served as the incentive for the district to reeducate itself on what homelessness is. Four themes emerged concerning the role of districts in serving homeless students: (1) serving the needs of all students includes those who are homeless; (2) state and federal policy incentives can be an important aspect of reculturing a district; (3) once a district adjusts policy, it must make concerted effort to integrate and align other aspects of other district and school site functions; and, (4) once issues of access have been addressed, districts need to consider how to support the educational success of homeless students.
This article combines descriptive statistics and interviews with college-bound high school studen... more This article combines descriptive statistics and interviews with college-bound high school students to explore the connection between increased access and academic quality of Advanced Placement (AP) courses in low-income urban high schools. Results suggest that although moderately more opportunities to take AP courses exist than in previous years, students' sense of their own preparation and their resultant performance on AP exams do not indicate quality or appropriate preparation for college. The article is guided by a “funds of knowledge” framework, which emphasizes the value of instrumental and content aptitudes in preparation for college success.
Journal of postsecondary student success, Jan 26, 2023
The term at-promise gained prominence as a strength-based way to refer to students from minoritiz... more The term at-promise gained prominence as a strength-based way to refer to students from minoritized backgrounds that contrasted from deficit-laden terms like at-risk. In this scholarly paper, we argue that beyond avoiding an obvious deficit categorization, adoption of the term at-promise has potential to influence scholarship in higher edu- cation research by centering the need for systemic change. Building on prior literature on at-promise student terminology and conceptual frameworks of funds of knowledge, community cultural wealth, and validation theory, we suggest that the at-promise phrase offers two important contributions to higher education. First, by emphasizing interconnectivity and shared experiences across systems of power, the at-promise designation can be used to build coalitions amongst minoritized groups and advocate for broader systemic change. Second, the term promise reflects a societal commitment to improving educational access and retention that is integral to the social contract of higher education as a public good. Thus, use of at-promise can center the need for systemic change, but only when done with intentionality to avoid conflation of minoritized groups.
This study focused on the process of how the staff at the Thompson Scholars Learning Community (T... more This study focused on the process of how the staff at the Thompson Scholars Learning Community (TSLC), a comprehensive college transition program, tailored the programmatic offerings to meet the needs of low-income, first generation and racialized minority students. Because college students are complex individuals, each of whom faces a unique set of challenges and opportunities, it is reasonable to hypothesize that tailoring support services to the multiple needs of each student may make them more effective. The research identifies a four-part iterative and cyclical process to tailor the programmatic offerings for students – beginning with the individual student and then using information about individual needs to scale to broader group level tailoring. This broadening or scaling process is a new contribution to the literature that has not previously been identified. The tailored approach we identified works at both individual and group levels, which makes it viable as an interven...
The term at-promise gained prominence as a strength-based way to refer to students from minoritiz... more The term at-promise gained prominence as a strength-based way to refer to students from minoritized backgrounds that contrasted from deficit-laden terms like at-risk. In this scholarly paper, we argue that beyond avoiding an obvious deficit categorization, adoption of the term at-promise has potential to influence scholarship in higher education research by centering the need for systemic change. Building on prior literature on at-promise student terminology and conceptual frameworks of funds of knowledge, community cultural wealth, and validation theory, we suggest that the at-promise phrase offers two important contributions to higher education. First, by emphasizing interconnectivity and shared experiences across systems of power, the at-promise designation can be used to build coalitions amongst minoritized groups and advocate for broader systemic change. Second, the term promise reflects a societal commitment to improving educational access and retention that is integral to the social contract of higher education as a public good. Thus, use of at-promise can center the need for systemic change, but only when done with intentionality to avoid conflation of minoritized groups.
This study focused on the process of how the staff at the Thompson Scholars Learning Community, a... more This study focused on the process of how the staff at the Thompson Scholars Learning Community, a comprehensive college transition program, tailored the programmatic offerings to meet the needs of low-income, first generation, and racialized minority students. Because college students are complex individuals, each of whom faces a unique set of challenges and opportunities, it is reasonable to hypothesize that tailoring support services to the multiple needs of each student may make them more effective. The research identified a four-part iterative and cyclical process to tailor the programmatic offerings for students, beginning with the individual student and then using information about individual needs to scale to broader group level tailoring. This broadening or scaling process is a new contribution to the literature that has not previously been identified. The tailored approach we identified works at both individual and group levels, which makes it viable as an intervention for large numbers of students. The effort to attend to and learn about individual students ensures that the intervention still meets the needs of individuals, but the testing of these interventions more broadly allows for understanding how these approaches will work for diverse group level tailoring.
Undocumented college students face multiple barriers. This case study explores how a group of und... more Undocumented college students face multiple barriers. This case study explores how a group of undocumented Latino/a students maintained a peer network. Using Stanton-Salazar's frameworks of empowerment agents, I discuss how students created a space on campus and navigated internal tensions threatening solidarity, including inclusion/exclusion, competition/support, and personal support/political engagement.
International Journal of Qualitative Studies in Education, 2015
School districts play a key role in identifying, supporting, and educating homeless students. Thi... more School districts play a key role in identifying, supporting, and educating homeless students. This qualitative case study of a school district in Northern California illustrates how district leadership serves as a bridge between federal policy and local school sites. In this case study, federal funding funneled through the state served as the incentive for the district to reeducate itself on what homelessness is. Four themes emerged concerning the role of districts in serving homeless students: (1) serving the needs of all students includes those who are homeless; (2) state and federal policy incentives can be an important aspect of reculturing a district; (3) once a district adjusts policy, it must make concerted effort to integrate and align other aspects of other district and school site functions; and, (4) once issues of access have been addressed, districts need to consider how to support the educational success of homeless students.
International Journal of Qualitative Studies in Education, 2015
School districts play a key role in identifying, supporting, and educating homeless students. Thi... more School districts play a key role in identifying, supporting, and educating homeless students. This qualitative case study of a school district in Northern California illustrates how district leadership serves as a bridge between federal policy and local school sites. In this case study, federal funding funneled through the state served as the incentive for the district to reeducate itself on what homelessness is. Four themes emerged concerning the role of districts in serving homeless students: (1) serving the needs of all students includes those who are homeless; (2) state and federal policy incentives can be an important aspect of reculturing a district; (3) once a district adjusts policy, it must make concerted effort to integrate and align other aspects of other district and school site functions; and, (4) once issues of access have been addressed, districts need to consider how to support the educational success of homeless students.
This article combines descriptive statistics and interviews with college-bound high school studen... more This article combines descriptive statistics and interviews with college-bound high school students to explore the connection between increased access and academic quality of Advanced Placement (AP) courses in low-income urban high schools. Results suggest that although moderately more opportunities to take AP courses exist than in previous years, students' sense of their own preparation and their resultant performance on AP exams do not indicate quality or appropriate preparation for college. The article is guided by a “funds of knowledge” framework, which emphasizes the value of instrumental and content aptitudes in preparation for college success.
Schools and districts are seeing unprecedented numbers of students and families living without re... more Schools and districts are seeing unprecedented numbers of students and families living without residential stability. Although the McKinney-Vento Act has been around for over two decades, many district- and site-level practitioners have a difficult time interpreting and implementing the Act's mandates within their local contexts. This book provides much-needed guidance to help educational leaders support students who are homeless and highly mobile students who face significant barriers related to access and academic success. The authors employ several different strategies to help translate complex state and federal policies into effective practices. They include policy analysis, examples of successful approaches, tools for training staff, youth experiences, and address the role of school districts in serving marginalized students. Serving Students Who Are Homeless can be used as a professional development tool at the local and district level, and as a textbook in higher education settings that prepare entry-level and advanced-credential administrators, counselors, school psychologists, and curriculum leaders.
Homeless youth face countless barriers that limit their ability to
complete a high school diplom... more Homeless youth face countless barriers that limit their ability to
complete a high school diploma and transition to postsecondary
education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living "doubled‐up," staying with family or friends because of economic hardship and often on the brink of full‐on homelessness.
Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First‐hand data from interviews, observations, and document analysis shed light on the experience of four doubled‐ up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled‐up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.
Undocumented individuals are among the most marginalized students in higher education. Public pol... more Undocumented individuals are among the most marginalized students in higher education. Public policy at the state and federal levels frame the opportunities available. This qualitative case study based in California explores how state and federal laws create an "undocumented student" identity that constrains the educational options and student experience. Using intersectionality as a framework, the manuscript discusses how public policy forces students to hyper-focus on their undocumented status while neglecting other aspects of identity. The negative impacts limit students' abilities to fully access higher educational opportunities on college campuses.
Qualitative Methods Narrative: Promoting At-promise Student Success (PASS) Project Spring 2020 Members of the Qualitative Team, 2020
The qualitative methods narrative provides an in-depth discussion of the methodological approach,... more The qualitative methods narrative provides an in-depth discussion of the methodological approach, methods, and analyses processes used during the PASS project. The qualitative portion of the mixed methods study included case studies of the three campuses as well as longitudinal digital diary interviews with college students in the program. The researchers used multiple methods, including interviews, observations, document review, focus groups and social media analysis.
IMPROVING THE POSTSECONDARY EDUCATIONAL OPPORTUNITIES for low-income students is one of the foci ... more IMPROVING THE POSTSECONDARY EDUCATIONAL OPPORTUNITIES for low-income students is one of the foci at the Center for Higher Education Policy Analysis (CHEPA). We conduct studies with sub-groups of low- income students (e.g. youth in foster care and undocu- mented youth) to improve policies and practices that impact their access to higher education. Education plays a critical role in how adolescents mature into adults. One of the most vulnerable, and often forgotten, sub-popula- tions of the poor is homeless youth. While they experi- ence challenges similar to other low-income students, their lack of a stable or adequate residence creates a unique set of educational barriers. CHEPA researchers spent 18 months documenting the experiences of home- less adolescents in Los Angeles. The data derive from 123 interviews with homeless adolescents between the ages of 14 and 19, and an additional 45 interviews with shelter staff, social workers, parents, teachers, and school district administrators. Follow-up interviews were con- ducted with 30 of the youth to understand their experi- ences in greater depth. Over 400 hours were dedicated to observing the daily lives of homeless youth.
Uploads
Papers by Ronald Hallett
complete a high school diploma and transition to postsecondary
education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living "doubled‐up," staying with family or friends because of economic hardship and often on the brink of full‐on homelessness.
Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First‐hand data from interviews, observations, and document analysis shed light on the experience of four doubled‐ up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled‐up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.