Sharing Challenges and Solutions

3

Final proposal

The issue in the research

The issue I will be addressing in this research is bias in the field of higher learning. In this research, I aim to show that it is okay for students to choose to transition to community colleges after high school instead of pursuing four-year college degrees.

Audience

The main audiences in my research are high school leavers, parents, and guardians. This is because they are the main parties in a position to make decisions about the transition from high school.

Context and scope of the issue

The context of my research will be society. The society has held a four-year college degree program in such high regard while disregarding community colleges, technical, and trade schools. Community, technical, and trade schools are often associated with people with little mental capacity, and students who choose then face social reapproval (Atkins & Flint, 2015). The scope of this research will be the field of higher learning where bias issues will be assessed.

Main claims

The main claims I will pursue in this research include:

1. That there is bias in the field of higher learning as four-year degree colleges are seen as more important than community, technical, and trade schools.

2. That transitioning to a community, technical, or trade school after high school is equally important as transitioning to a four-year college (Brunello & Rocco, 2017).

3. That a student transitioning to a community, technical, or trade school after high school has equal chances of being successful in life (Azeem & Omar, 2019).

Specific perspective

The specific perspective I am considering in this research is that a student's decision to transition to a community, technical, or trade school should be supported just as much like that of a student who chooses to transition to a four-year college after high school.

References

Atkins, L., & Flint, K. J. (2015). Nothing changes: perceptions of vocational education in England. International Journal of Training Research, 13(1), 35-48. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/14480220.2015.1051344

Azeem, N., & Omar, M. K. (2019). STUDENTS’INTERESTS IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) PROGRAM: A SYSTEMATIC REVIEW. Retrieved from https://www.researchgate.net/profile/Muhd_Omar/publication/336768182_Students'_Interests_in_Technical_and_Vocational_Education_and_Training_TVET_Program_A_Systematic_Review/links/5db9587aa6fdcc2128ebf86b/Students-Interests-in-Technical-and-Vocational-Education-and-Training-TVET-Program-A-Systematic-Review.pdf

Brunello, G., & Rocco, L. (2017). The effects of vocational education on adult skills, employment and wages: What can we learn from PIAAC?. SERIEs, 8(4), 315-343. Retrieved from https://link.springer.com/article/10.1007/s13209-017-0163-z