No description available.

Purpose: The purpose of this research is to identify and describe the impact of the support system on the career development of first generation college graduates. Research Questions: --What comprises the first generation college graduates' support system for each generation (i.e. social network, friends, family and colleagues and mentors)? --What is the relative importance/influence of each support system component in career development for each generation? Design/Methodology/Approach: There were a total of 21 in-depth interviews with equal number of participants for all three generations (Baby Boomers, X and Y). The interviews were recorded, transcribed and then coded. Further, there are cross case and within case analyses. Research Limitations: No participants were born outside of the range of 1946 to 1990. While women were equally represented during the purposeful sample selection, the research did not delve into gender differences study.

This longitudinal study assessed education achievement outcomes among a cohort of eighth graders for whom future college-level academic success would be predicted. The sample was drawn from the NELS:88 database and was comprised of students who scored in the top quintile on a mathematics achievement test and who were identified as representing the top two quartiles of a measurement of socio-economic status. This group, identified as low-risk for academic failure, was predicted to attain a bachelor's degree by the age of twenty-six. A subgroup from among this sample did not attain a bachelor's degree by age twenty-six. In the interest of illuminating features of latent vulnerability, differences between the two groups were explored. Data from the nationally representative sample of 2,355 students was analyzed using several approaches. Results suggest that certain vulnerabilities which may be considered to be dormant (e.g., negative self-concept), eventually have negative effects on academic outcomes for the non-graduating group despite predictions to the contrary. These adolescents exhibit features of latent vulnerability. / Educational Psychology

First-generation and low-income college graduates are an invisible minority within medicine that has gone largely unstudied. I explored their unique experiences to better understand how diversity and inclusion can be improved. Through gathering stories from students, residents, and attending physicians, I identified unique challenges that they face, and formulated strategies to address them. First-generation college graduates in medicine have a unique set of strengths, challenges, and opportunities that position them to be valuable physicians in the communities that they serve. The American Medical Association states that when minority students finish medical school and residency, they go on to serve society in a way that has not been done before. Furthermore, they are more likely to serve underserved and minority populations, in turn fostering justice and equity in medicine. Some of the qualities that most first-generation college graduates possess that make them well-suited to become successful physicians are resilience, self-motivation, and efficacy. Paving the path for future physicians is a tremendous pressure that can motivate or overwhelm them as they trailblaze their way through medicine. There is an accumulated disadvantage as they are more likely to be underprepared academically, to have less guidance, and to have more financial struggles. First-generation students have several traits that characterize them as an at-risk population in higher education; they take longer to complete their bachelor’s degree and have lower degree aspirations when compared with their peers. They also face moral distress and a growing disconnect as they balance their familial obligations with academics and experience social mobility. Though these are factors that impact their success in college, they do not cease to pose issues when they successfully enter medical school and have to navigate the culture and hierarchy of medicine, as well as the disparate allocation of resources in medical school as they are not deemed as underrepresented in medicine. By understanding these factors, administrators can strengthen pipeline programs and support systems. In supporting the next generation of first-generation physicians at all stages of their training, they can promote a workforce as diverse as the patients it serves. / Urban Bioethics

No description available.

2008年底源自於美國信貸市場的金融風暴席捲全球，影響層面襲擊實體經濟，無論在投資、消費、產出與貿易上都出現驟降的表現，世界經濟遭逢二次大戰以來最嚴重的衰退，勞動市場同樣受到嚴重的打擊，不過，因為年齡、性別、教育程度等條件的差異，不同群體所承受的就業風險也不盡相同。面對百年罕見的經濟危機，青年因先天上存在著缺乏技術、工作經驗、社會網絡、求職知識、經濟支持等劣勢，無疑成為景氣動盪下受衝擊最大的族體。 台灣青年在就業市場上的艱困處境，在金融海嘯的侵襲下更顯艱難。比較經濟危機的發生前後，青年失業率增漲達3.84％，高於全體失業率的漲幅1.94％，而2009年青年的平均失業率是全體平均失業率5.85％的2.48倍。其中值得注意的是，在青年失業者中，大專及以上學歷的人數為15萬1千人、佔55.73％，高居各教育程度之冠。政府為消除金融風暴下大專青年進入職場的障礙，於2009年4月推出「大專畢業生至企業職場實習方案」，補助企業聘僱員工時的薪資與社會保險等人事成本，短期目標是平衡勞動市場供需，長期則是期待透過實習經驗提升實習員的就業能力，達成促進就業的治理目的。 本研究擬針對教育部所規劃推動的「大專畢業生至企業職場實習方案」作為分析對象，其係屬積極勞動市場政策下針對雇主的薪資補貼政策，已在OECD國家行之有年，無論在推動經驗或評估報告上，都累積十分豐碩的資源，可作為後進國家之政策制訂者與研究者的參考依據。因此，在擬定寫作策略上，先行回顧各國曾經施行的方案制度和評估報告，緊接著整理我國近年相關的薪資補貼政策的制度差異，以作為分析「大專畢業生至企業職場實習方案」的基礎工作。最後，在「大專畢業生至企業職場實習方案」的成效評估上，採取積極勞動市場政策評估中的「績效檢視」與「過程評估」，透過質量並重之研究途徑，以問卷調查的研究方法以檢視企業職場實習方案之實習者離開方案後的再就業成效，同時為彌補量化取徑之限制與理解政策執行面，佐以深度訪談來獲得在研究主題上更寬廣的理解。

Similar to other immigrant populations in the United States, Haitians have a migratory history of escaping from political turmoil, natural disasters, and extreme poverty (Zephir, 2004). However, Haitian Americans remain one of the underserved populations in the United States. Marginalized yet resilient, Haitian families in the U.S. continue to display strength in the face of adversity. Second-generation Haitian-American college graduates are the evidence of such strengths. There is very little research focused on second-generation Haitian-American college graduates’ perspective on the possible familial influences pertaining to education. Using an Interpretative Phenomenological Analysis (IPA) design and Bowen’s Family Systems Theory as a theoretical framework, this study explored the lived experiences of seven selected selfidentified second-generation Haitian-American college graduates. The study was driven by three questions: 1. How do second-generation Haitian-American college graduates describe their cultural views on education? 2. How do these cultural views on education inform or influence Haitian families living in South Florida? 3. What are the lived experiences of second-generation Haitian-American college graduates regarding their family of origin’s influences on them as it pertains to education? Six themes emerged as a result: Multigenerational Method of Transmission, Reminiscent Educational Dialogue, Education as Economic Protection, Expected Educational Momentum, Future Multigenerational Method of Transmission, and Broadening the Educational View. It is the hope of the researcher that this study will expand marriage and family therapists’ understanding of the possible cultural/familial concerns, as well as, possible strengths and resources when working with Haitian families.