Edited By Virginia Stead
(1) National Perspectives on Higher Education Admission Policy;
(2) Theoretical Approaches to Higher Education Admission Policy;
(3) Applicant Recruitment and Student Support Services in Higher Education; and
(4) Diversity and Equity in Higher Education Admission Policy Implementation.
This book's global chorus of professional experience, investigation, and insight is unprecedented in its breadth and depth, illuminating a rare swath of challenges and opportunities that Internet-sourced international higher education makes visible. Although each chapter is an independent research report, together they generate a new landscape for admission policy orientation, exploration, and activism. The sheer range of policies and organizational infrastructure will alert all readers to many complexities within the admissions process that remain invisible within single or multiple but similar cultural and political contexts.
Many of these authors have demonstrated courage along with their intellectual acumen in tackling politically sensitive, culturally taboo, and personally dangerous topics within their research. Theirs is a moving testimony to the global quest for fairness within the world of admission policy implementation and to the power of access to higher education. Together, we are determined to advance equitable admissions praxis within all institutions of higher learning and promising futures for all students.
22 The Effectiveness of U.S. Summer Bridge Programs in Supporting Minority Student College Admissions
| 222 →
The Effectiveness of U.S. Summer Bridge Programs in Supporting Minority Student College Admissions
Pietro A. Sasso and Jose Maldonado
American postsecondary education as a system is loosely coupled through its system of peer review–based accreditation and continued partnerships in research. It is additionally coupled through its common mission. This notion is somewhat of an artifact given the evolution of the American university into a multiversity. The role of the traditional American four-year institution historically has been to disseminate knowledge, create new knowledge, and serve as a repository for existing and historical knowledge. However, this role has evolved as the multiversity has taken shape in form as an attempt by colleges and universities to serve all stakeholders given their financial pressures caused by decreased federal and state appropriations. Whether it is as an economic engine or as an entrepreneurial university, the traditional college and university largely still serves the traditional college student. In serving the traditional college student, age 18–24, colleges and universities have been the purveyor of the middle class and a certifier of the professions. This notion is tightly connected to the notion of the educational dream.
The Elitist P-16 Pipeline
The educational dream holds the assumption that every individual deserves a college education, provided they can afford it. The educational dream also assumes that if one can attain such an education, that it will be an opportunity to...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.