Non-Traditional Entrants to Higher Education: They Talk about People like Me
Non-Traditional Entrants to Higher Education: They Talk about People like Me
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非传统高等教育入学者：他们谈论像我这样的人
DOI：
10.1111/j.1749-8198.2007.00083.x
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发表时间：
2005
期刊：
影响因子：
--
通讯作者：
A. Rogers
中科院分区：
文献类型：
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作者：
A. Rogers
《非传统进入高等教育的人：他们谈论像我这样的人》斯特林，弗吉尼亚州：特伦瑟姆出版社，2003年。192页，26.50美元，平装本。这本书讲述了英国高等教育体系中32名非传统学生的个人和教育故事。在英国，非传统学生被定义为年龄大于通常的18到25岁的大学生。非传统的这个词也用来描述少数民族和/或弱势背景的学生。与美国的情况一样，这些学生在高等教育环境中往往代表性不足。作者Marion Bowl采访了这些学生，有效地叙述了他们在教育过程中的成功和挑战。为这本书接受采访的学生来自非洲、加勒比、亚洲和高加索。所有参与者都参加了伯明翰援助计划，这是一项由政府资助的社区倡议，旨在为生活在英国伯明翰贫困地区的工薪阶层和少数民族公民提供机会。作者担任该项目的协调员和唯一的全职工作人员，因此使她能够与参与者建立密切的工作关系。这些关系有助于信任的建立，结果是公开的讨论产生了丰富的、定性的个人描述。这本书所依据的研究历时五年。这本书分为两部分，由12个便于读者阅读的章节组成。在第一部分“谈论教育”中，读者将通过每位参与者的个人资料了解他们的生活。在随后的章节中，参与者的经历通过穿插着逐字评论的叙述进行叙述。他们分享了过去在教育上的挫折、进入高等教育、时间和金钱的平衡以及适应大学生活的故事。该书的一个亮点是第一部分的最后一章——第一年：从经验中学习。参与者提供了从他们进入学术界收集到的实用智慧的金块。这些课程中的许多都是个人的，而且远远超出了爬满常春藤的大学围墙。在第二部分“扩大参与的悖论”中，作者将她的研究结果与当前的教育政策和大学招生、课程、学生咨询和经济援助的实践联系起来。…
Non-Traditional Entrants To Higher Education: They Talk About People Like Me, by Marion Bowl. Sterling, VA: Trentham Books, 2003. 192 pp., $26.50, paperback. This book tells the personal and educational stories of thirty-two non-traditional students in the British higher education system. In the United Kingdom, non-traditional is defined as students who are older than the usual eighteen to twenty-five year old undergraduate demographic. The term non-traditional is also used to describe students of ethnic minority and/or disadvantaged backgrounds. As is the case in the United States, these students are most often underrepresented in postsecondary settings. The author, Marion Bowl, interviews these students and effectively narrates the triumphs and challenges of their educational journeys. Students interviewed for the book were of African, Caribbean, Asian, and Caucasian descent. All participants took part in Birmingham Reachout, a government-sponsored, community-based initiative designed to provide opportunities for working-class and minority citizens living in a disadvantaged section of Birmingham, England. The author served as the project's coordinator and its only full-time worker, thus enabling her to develop close working relationships with the participants. These relationships aided trust-building, resulting in revealing discussions that yielded rich, qualitative personal accounts. The research on which the book is based was conducted over a five-year period. The book is divided into two parts and is comprised of twelve reader-friendly chapters. In Part One, Talking About Education, readers are introduced to each participant through profiles that offer glimpses into their lives. In subsequent chapters, the participants' experiences are recounted through narratives that are interspersed with verbatim comments. Stories about past educational frustrations, getting into higher education, juggling time and money, and adjustment to college are shared. A highlight of the publication is the final chapter of Part One- The First Year: Learning from Experience. Participants provide nuggets of practical wisdom gleaned from their induction into academe. Many of these lessons are personal and reach far beyond the ivy-covered walls of the university. In Part Two, Paradoxes in Widening Participation, the author relates the findings of her research to current educational policies and practices of college admissions, curriculum, student advising, and financial aid. …