Final Project: PPT
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Running head: ASSUMPTIONS 2
Module 5 Group Project: Assumptions
Carla Morris, Janet Martin,
Priscilla Lothian-Hendrix and Karen Crump
National Louis University
Introduction
Assumptions are sometimes found in research studies, either clearly stated or alluded to. It is important that the work is always evidenced to support assumptions thus increasing the validity and reliability of the research. In Huang (2013), the assumptions articulated by (Knowles, 1980, as cited by Merriam, Caffarella & Baumgartner, 2007) discussed assumptions for adult learning is that adults accumulate a growing revisor of experiences, which is a rich resource. Therefore, examining evidence-based data will clarify and or justify the assumption.
Summary of Articles
A total of 9 articles were read. Of these, 2 articles are mixed-method and 7 were qualitative.
Freeman (1997) – Mixed-method
This study focused on hearing the voices of young African American high school students regarding going to college. A survey questionnaire was distributed to seniors but based on the responses, it was clear to the researcher that students wanted to share more information. As a result, the author convened a structured group interview with open flexible questions.
Zhane (2011) – Qualitative
The study compared the transition experiences of Black and White students going from high school to college. Students completed a survey questionnaire during sociology classes. Based on the data results students identified the support received from their mothers and guidance counselors as the most important help in their transition from high school to college.
Advancing Diversity (2016) – Qualitative
This report highlights the achievement of the Obama Administration’s efforts to increase diversity in higher education institutions. It also shows continuing disparities in accessing and completing postsecondary education
Quaye (2015) – Qualitative
This study highlights challenges faced by different subgroups on college campuses.
Huang (2013) – Qualitative
The article reviewed English language learners’ who are learning basic literacy skills accompanied with past experiences in reading using phonemic awareness, phonics, vocabulary, fluency, and comprehension.
Bhaskar and Soundiraraj (2013) - Qualitative
The study examined English language learner’s attitude in marks, interest towards English language, self-motivation to learn English when enrolled in post-secondary education.
The HechingerReport.org (2018) – Qualitative
This article discusses how the Trump administration has reversed Obama-era policies
encouraging universities to consider race as a factor in admission.
Lamay (2012)- Qualitative
This volume examines the evolution of higher education opportunities for African Americans in the early and mid-twentieth century. It contributes to understanding how African Americans overcame great odds to obtain advanced education in their own institutions, how they asserted themselves to gain control over those institutions, and how they persisted despite discrimination and intimidation in both northern and southern universities.
Freeman (1997) Mixed Method
This article is a study about how African Americans circle of relative’s structure and the opinions of the circle of relative’s participants affects if their decision to further their education as well.
Assumptions
Were the assumptions clearly stated?
Freeman (1997)
This article assumption studies explore African American high school students' perceptions of barriers to participation in higher education and explored their perceptions of effective programs to address this problem.
The HechingerReport.org (2018)
The assumptions were made in this article where I was constantly amazed by the many incorrect assumptions regarding diversity in the college admission process.
Lamay (2012)
The assumption that many African American students indeed come from very harsh and poverty troubled environments. They generally tend to visit under-resourced colleges as nicely that do not offer the right knowledge for them to besides their training.
Freeman (1997) – The assumptions were not clearly stated and only one was mentioned.
The assumption was regarding income: Parents of students at inner-city schools earn less than parents whose children attend private school. Another assumption that was not stated but was alluded to was students who attended magnet and suburban high schools were more likely to be interested in attending college.
Zhane (2011) - This article did not specify any assumptions.
Advancing Diversity (2016) - Gaps in degree attainment are more pronounced at the postsecondary level. Bachelor’s degree attainment for Hispanic, Black, White, and Asian adults has risen over time — yet the attainment gap has more than doubled between Whites and Blacks, as well as between Whites and Hispanics. Much of the article mentioned research but did not provide specific assumptions.
Quaye (2015) – Based assumptions on Tinto’s (1993) theory regarding minority engagement on college campuses.
Huang (2013) – Assumptions included adults learners accumulated a growing revisor of experiences, which is a rich resource for learning. That the readiness of an adult to learn is related to the developmental task of one’s social roles. Also, ESL students will be motivated to improve reading within post-secondary education and job-related skills.
Bhaskar and Soundiraraj (2013) – The assumptions were that learners need to have a positive attitude to acquire a high level of proficiency in the target language. Also, that student’s motivation lies within their attitude.
Were the assumptions valid given the sample, data collection method or actual results?
The HechingerReport.org (2018)
Forty-two percent of white students aged 18 to 24 were enrolled in college in 2013, compared to 34 percent of black and Hispanic students that age, according to the U.S. Department of Education.
Lamay (2012)-Public institutions of higher education-initiated minority recruitment programs in great numbers after the 1964 Civil Rights Bill and the 1965 Higher Education Act, and more forcefully after the assassination of Dr. Martin Luther King, Jr., in 1968.
Freeman (1997)- The assumption was individuals or groups are often asked their opinions about their plight, they are seldom asked to participate in the development of programs or models that will improve their lives.
Freeman (1997) – This assumption was valid given the sample size of 70 students from inner-city, private, and magnet schools. It was also valid based on the actual results. Economic, psychological, and social barriers were common themes that were realized once the data was analyzed. No data was provided to support the alluded to assumption.
Advancing Diversity (2016) - Qualitative studies throughout article and the use of other research.
Quaye (2015) - Qualitative comparative data to other research
Huang (2013) – The assumptions mentioned were validated since ESL student can enter learning with an array of English experiences, to include social roles and motivation to prepare for job-related skills.
Bhaskar and Soundiraraj (2013) – The methodology focused on Tamil students highlighting a misrepresentation of ELL’s attitude and motivation towards learning English language proficiency.
What might have been done differently?
Freeman (1997)
The very individuals who would be most affected and who should be the first to be consulted are not given a voice in the dialogue, as if they had no stake in these important decisions
Lamay (2012)
They could have not tried to increase the enrollment of black college students to promote unification in the college network with incoming freshmen class.
The HechingerReport.org (2018)
This article had various findings and results, I would have looked at different economic environment to do my study and believe I would have obtained a different result
Freeman (1997) – Select the schools and students randomly to rule out any bias.
Zhane (2011) – Clearly identify assumptions and provide data evidence to support claims.
Advancing Diversity (2016) - Multiple findings, however, I would have conducted my own research and compared it to current trends.
Quaye (2015) - This was actually a book so therefore, I would have included more quantitative data especially if I were comparing it to other research.
Bhaskar and Soundiraraj (2013) - The qualitative study’s method could have used another cultural group to make a comparison with the ESL students’ attitude and motivation towards English language proficiency.
Conclusions
Overall the 6 research provided a dominant set of conclusions that suggest the outcomes of the study could be interpreted several ways by the researcher. In examining the articles, the researchers’ support a diversity of assumptions through the vision of what Jones (2014) suggest as storytelling. As a result of these different philosophical perspectives, we draw the following conclusions regarding assumptions: how philosophically researchers see the world and their work; beliefs about the phenomenon or object of the study; and the validity and reliability of the research methods used (Chua, 1986).
References
Advancing Diversity in Higher Education (2016). Key data highlights focusing on race and ethnicity and promising practices. Retrieved from https://www2.ed.gov/rschstat/research/pubs/advancing-diversity-inclusion.pdf
Bhaskar, C.V., & Soundiraraj, S. (2013). A study on change in the attitude of students towards English language learning. English Language Teaching. Vol. 6, No. 5, 111-116.
Chua, W. (1986). Radical Developments in Accounting Thought. The Accounting Review.
Freeman, K. (1997, September/October). Increasing African Americans’ participation in higher education. The Journal of Higher Education, 68(5), 523-50. Retrieved from file:///H:/NLU.EdD/Dissertation%20Literature/Lit%20Review%201.pdf
Huang, J. (2013). Bridging authentic experiences and literacy skills through the language experience approach. Journal of Adult Education. 42(1), 8
Jones, S.C. (2014). Impact & Excellence: Data-Driven strategies for aligning mission, culture, and performance in non-profit and government organizations. San Francisco, CA: Jossey-Bass
Quaye, S. & Harper, S. (2015). Student engagement in higher education: theoretical
perspectives and practical approaches for diverse populations. Retrieved from https://books.google.com/books?hl=en&lr=&id=Y3Y9BAAAQBAJ&oi=fnd&pg=PP1&dq=student+engagement+in+higher+education&ots=dIcagW6S4n&sig=GwTeZk_6bxGhf0FcdLblMpQJGtI#v=onepage&q=student%20engagement%20in%20higher%20education&f=false
Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition (2nd ed.). Chicago: University of Chicago Press.
Zhang, P., & Smith, W. (2011). From High School to College: The Transition Experiences of Black and White Students. Journal of Black Studies, 42(5), 828-845. Retrieved from http://www.jstor.org/stable/41304557
About. (2018). Retrieved from https://hechingerreport.org/about/
Lamay C. (2017). Higher Education for African Americans Before the Civil Rights Era, 1900-1964. doi:10.4324/9780203790083
Freeman, K. (1997). Increasing African Americans Participation in Higher Education. The Journal of Higher Education,68(5), 523-550. doi:10.1080/00221546.1997.11778996
