Who Gets to Graduate?
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Who Gets to Graduate?
6/18/2014
link
summary
This article, written by Paul Tough for The New York Times Magazine, explores the challenges faced by students from disadvantaged backgrounds in U.S. colleges and universities. It focuses on the work of an innovative program called the University of Texas at Austin’s Project 2021, which aims to improve graduation rates for low-income and minority students. The article highlights the importance of non-academic factors such as mindset, resilience, and social support in determining whether or not students successfully navigate the challenges of higher education. It also discusses the impact of interventions and support systems that help students develop the skills and mindset necessary to overcome obstacles and graduate successfully.
tags
college graduation ꞏ underrepresented students ꞏ minority students ꞏ education policy ꞏ social support ꞏ college counseling ꞏ educational barriers ꞏ higher education ꞏ student support ꞏ graduation rates ꞏ student retention ꞏ educational inequality ꞏ student mentorship ꞏ student empowerment ꞏ educational resources ꞏ college access ꞏ educational support ꞏ college persistence ꞏ student success programs ꞏ college experience ꞏ educational equity ꞏ college completion ꞏ student engagement ꞏ first-generation students ꞏ student well-being ꞏ educational equality ꞏ student development ꞏ higher education reform ꞏ student motivation ꞏ educational research ꞏ student services ꞏ low-income students ꞏ education intervention ꞏ student counseling ꞏ educational interventions ꞏ student resilience ꞏ student mindset ꞏ graduation ceremony ꞏ student success ꞏ educational disparities ꞏ academic achievement ꞏ student outcomes ꞏ education system ꞏ educational access