Project MUSE®: The Journal of Higher Education - Latest Articles
https://muse.jhu.edu/journal/90
Project MUSE®: Latest articles in The Journal of Higher Education.daily12026-05-11T00:00:00-05:00text/htmlen-USVol. 73 (2002) - vol. 87 (2016)Latest Articles: The Journal of Higher EducationTWOProject MUSE®The Journal of Higher Education1538-46400022-1546Latest articles in The Journal of Higher Education. Feed provided by Project MUSE®Cooling Out Undergraduates with Health Impairments: The Freshman Experience
https://muse.jhu.edu/article/634185
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Bachelor’s degrees have become essential for future success in health and the labor market. More people have access to college than ever before, but bachelor’s degree completion rates are not equal for all students who hope to complete a degree. College attendance has risen for students with health impairments since the passage of the Americans with Disabilities Act [ADA], which supports equal opportunities and combats discrimination, but gaps in degree completion remain.1 “We have yet to experience the full impact of [ADA]. The dreams and ambitions of many young people with disabilities have yet to be realized” according to Lex Frieden, a disability rights advocate (Frieden, 2014). Four out of five high school
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/90/image/coversmallCooling Out Undergraduates with Health Impairments: The Freshman Experience2016-10-26text/htmlen-USCooling Out Undergraduates with Health Impairments: The Freshman Experience2016-10-262016TWOProject MUSE®1659552026-05-11T00:00:00-05:002016-10-26Democratization and Diversion: The Effect of Missouri’s A+ Schools Program on Postsecondary Enrollment
https://muse.jhu.edu/article/634186
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Policymakers at all levels of government have emphasized the importance of community colleges and technical schools as essential entry points to postsecondary education for many high school graduates, especially those from low-income backgrounds. During his inaugural term in office, President Obama called for increasing the number of community college graduates by five million over ten years (Obama, 2009). In 2015, President Obama announced a proposal to provide free community education for students who earn good grades and persist through college (The White House, 2015).At the state level, the Tennessee Promise program was established in 2014 to provide tuition waivers for students to attend community colleges.
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/90/image/coversmallDemocratization and Diversion: The Effect of Missouri’s A+ Schools Program on Postsecondary Enrollment2016-10-26text/htmlen-USDemocratization and Diversion: The Effect of Missouri’s A+ Schools Program on Postsecondary Enrollment2016-10-262016TWOProject MUSE®1520202026-05-11T00:00:00-05:002016-10-26The Unwritten Rules Of Engagement: Social Class Differences in Undergraduates’ Academic Strategies
https://muse.jhu.edu/article/634187
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Social class disparities in college outcomes are persistent and puzzling to education scholars and policymakers. Although young people from lower social class backgrounds are enrolling in college in greater numbers than ever before, they continue to earn lower grades and graduate at lower rates than their middle and upper class peers (Bailey & Dynarski, 2011; Bowen, Chingos, & McPherson, 2009; Engle & Tinto, 2008; Ishitani, 2006; Walpole, 2003).Scholars have attempted to explain these disparate outcomes in various ways. Some find that students from lower social class backgrounds arrive at college less academically prepared than their peers from higher social class backgrounds (Bui, 2002; Cabrera & La Nasa, 2001;
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/90/image/coversmallThe Unwritten Rules Of Engagement: Social Class Differences in Undergraduates’ Academic Strategies2016-10-26text/htmlen-USThe Unwritten Rules Of Engagement: Social Class Differences in Undergraduates’ Academic Strategies2016-10-262016TWOProject MUSE®1157372026-05-11T00:00:00-05:002016-10-26Surviving and Thriving: The Adaptive Responses of U.S. Four-Year Colleges and Universities during the Great Recession
https://muse.jhu.edu/article/634188
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The financial collapse of 2008–09 led to the most severe economic downturn in the United States since the Great Depression of the 1930s, earning it the title of “the Great Recession” (hereafter the Recession). States cut appropriations to public higher education institutions by as much as 19% (Desrochers & Wellman, 2011), and endowments in private institutions plummeted by as much as one-third (NACUBO, 2010). In this article, we argue that neither higher education industry reports nor government statistics provide a fully satisfying account of the outcomes of the Recession for U.S. four-year colleges and universities. While adverse consequences of the Recession were evident at nearly every institution, most
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/90/image/coversmallSurviving and Thriving: The Adaptive Responses of U.S. Four-Year Colleges and Universities during the Great Recession2016-10-26text/htmlen-USSurviving and Thriving: The Adaptive Responses of U.S. Four-Year Colleges and Universities during the Great Recession2016-10-262016TWOProject MUSE®1373362026-05-11T00:00:00-05:002016-10-26Psychological Heuristics and Faculty of Color: Racial Battle Fatigue and Tenure/Promotion
https://muse.jhu.edu/article/634189
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Faculty who have been historically excluded from academia create a dilemma for those who have traditionally held power at the university. The inclusion of marginalized groups appears to signal an increase in organizational diversity and increasing professional access for marginalized people. Though the number of diverse faculty is growing (Walesby, 2013), whether university structures, policies, and procedures have grown in parallel to support them is questionable. Faculty of color remain vulnerable to continued tokenization (Ortega-Liston & Soto, 2014) and salary disparities in White faculty. Obstacles to minority leadership also stay entrenched (Jayakumar, Howard, Allen, & Han, 2009). While academia has
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/90/image/coversmallPsychological Heuristics and Faculty of Color: Racial Battle Fatigue and Tenure/Promotion2016-10-26text/htmlen-USPsychological Heuristics and Faculty of Color: Racial Battle Fatigue and Tenure/Promotion2016-10-262016TWOProject MUSE®1591012026-05-11T00:00:00-05:002016-10-26Annual Index
https://muse.jhu.edu/article/634190
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Volume 87, Numbers 1–6 (2016)1–149 ......................................January/February150–302 ..........................................March/April303–460 ..............................................May/June461–604 .......................................... July/August605–769 .............................. September/October770–930 ........................... November/DecemberAllen, Taryn Ozuna. (In)validation in the Minority: The Experiences of Latino Students Enrolled in an HBCU. JHE 87.4 (July/August 2016), 461−487.Baker, Rachel B., See Evans, Brent J.Bañuelos, Nidia I. From Commercial Schools to Corporate Universities: Explaining the Shift in Proprietary Business Education in the U.S., 1970−1990. JHE 87.4
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/90/image/coversmallAnnual Index2016-10-26text/htmlen-USAnnual Index2016-10-262016TWOProject MUSE®305602026-05-11T00:00:00-05:002016-10-26