Tags: Research

by Larissa Lozano Although there is substantial writing by academics from working-class backgrounds, there is little research on the relationship between social class and positions in academia.  To address this gap in research, Karly Riffe (MIHE PhD 2018), Meghan Pifer, Jacob Hartz, and Maria Ibarra gathered narratives from over 200 working-class academics (WCA) to understand how they contribute to student goals and development. Their…

by Larissa Lozano Denisa Gándara (PhD 2016) and Stijn Daenekindt, (Ghent University), take a unique approach to researching performance-based funding (PBF). While previous research focused narrowly on states that have implemented, their study also includes states that have not implemented this policy through data modeling and analysis of PBF-related rhetoric in newspapers. In its basic sense, PBF is a policy that coordinates fund allocation…

A large number of MIHE students, faculty, alumni, and former postdoctoral associates are participating in the annual meeting of the American Educational Research Association (AERA), Cultivating Equitable Education Systems for the 21st Century. The meeting was held April 21-26, 2002 with participants able to attend virtually and in-person in San Diego, CA. AERA 2022 Thursday, April 21 2:30-4:00 Meredith Billings (former postdoc), Denisa Gandara…

by Larissa Lozano In their article for Review of Research in Education, Amy Whitaker (NYU) and Greg Wolniak argue that “dealing with social and racial/ethnic exclusion is a systemic problem that requires consideration of the many intertwined contributory factors.” Based on a SNAAP DataBrief about socioeconomic & racial/ethnic exclusion in the arts written by them earlier this year, Wolniak and Whitaker analyze inequities in the arts, such…

Amy Stich is a fellow on a new research-practice partnership grant team to explore financial burdens of college and how to improve. The 2022 Institutional Challenge Grant was awarded to Georgia State University’s Georgia Policy Labs (GPL) and Achieve Atlanta. The three-year project is led by co-PIs Sally Wallace, dean of the Andrew Young School of Policy Studies at Georgia State, and Tina Fernandez, founder and executive director of Achieve…

In their book Broke: The Racial Consequences of Underfunding Public Universities, Laura T. Hamilton and Kelly Nielsen analyze the impacts of defunding public institutions on racially marginalized students and “new universities” —competitive research universities primarily serving low-income and minority students.  Associate professor of higher education Amy Stich and PhD student Collin Case further explore this issue by providing diverse…

Nicola Ingram, Professor of Sociology of Education at the Manchester Metropolitan University, shared qualitative research that delves into the lived experiences of college graduates from non-middle class backgrounds in the British labor market. Her survey data adds voice and context to the statistical data showing that graduates from underrepresented backgrounds have a more difficult time transitioning into appropriate employment and realizing…

As enrollment in graduate programs is increasing, so is educational debt. Many students wonder if they can afford to stay in school and how they can reduce the debt burden of attending college. Using national data on student finance and institutional expenditures, Karen Webber, professor emerita of higher education at the McBee Institute of Higher Education, and Rachel Burns (MIHE Ph.D. 2018) a senior policy analyst at SHEEO, relate trends in…

by Larissa Lozano Dr. Amy Stich interviews Dr. Kathy Roulston on the skills needed to effectively conduct qualitative interviews and current developments in the field. The podcast, released on February 10, is episode 30 of “Tricks, Tips, and Stories in Qualitative Interviewing” in the Qualitative Conversations series from the American Educational Research Association (AERA). Stich sets the stage for this in-depth discussion by acknowledging that…

by Larissa Lozano Brantley conducted interviews with chief academic officers and uncovered eleven key insights into what exactly makes chief academic officers stay or leave their positions. Brantley cites recent research indicating that 47% of CAOs have been in their positions three years or less and the median term is around six years.  Brantley has personal experience with challenges of higher education administration. He served as…