Whose Fault is it, Anyway?: Who is to Blame for Limited College Access in the United States? [Special Section]
| dc.contributor.author | Patton, Chad T. | en |
| dc.date.accessed | 2019-01-02 | en |
| dc.date.accessioned | 2019-01-25T16:46:26Z | en |
| dc.date.available | 2019-01-25T16:46:26Z | en |
| dc.date.issued | 2015 | en |
| dc.description.abstract | Access to higher education has been limited for many underrepresented racial minorities (URMs) in the United States. Part of the reason for this has been because of weaknesses in the K-16 pipeline. This article takes a collective impact approach to understanding what K-16 personnel can do to assist URMs through proper curriculum development and implementation. Overall, this article will focus on the proficiency model, how it has been used in the mainstream, and why the proficiency model is important when working together within the K-16 continuum. | en |
| dc.description.sponsorship | College Student Affairs Leadership | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.sourceurl | https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1025&context=csal | en |
| dc.identifier.uri | http://hdl.handle.net/10919/87045 | en |
| dc.identifier.volume | Volume 2: Issue 2, Article 4 | en |
| dc.language.iso | en_US | en |
| dc.publisher | College Student Affairs Leadership | en |
| dc.rights | Creative Commons Attribution-NonCommercial 4.0 International | en |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc/4.0/ | en |
| dc.subject | access to higher education | en |
| dc.subject | minority students | en |
| dc.subject | curriculum development | en |
| dc.title | Whose Fault is it, Anyway?: Who is to Blame for Limited College Access in the United States? [Special Section] | en |
| dc.type | Article | en |
| dc.type.dcmitype | Text | en |
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