Black Learners in IT: Associate Degree and Credential College Programs

Autor/inn/en	Joy, Lois; Tarbhai, Umair; Gordon, Melissa; Washington, Destiny; Juncos, Andrea
Institution	JFF (Jobs for the Future)
Titel	Black Learners in IT: Associate Degree and Credential College Programs
Quelle	(2023), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Information Technology; Community Colleges; Community College Students; African American Students; Student Participation; Postsecondary Education; Access to Education; Barriers; College Enrollment; School Holding Power; Associate Degrees; Credentials; Academic Persistence; Student Needs; Race; Mentors; Role Models; Males; Females; Technology Education; Education Work Relationship + Suchen Sie Ihr Suchwort? Informationstechnologie; Community college; Community College; Community colleges; College students; Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Post-secondary education; Tertiäre Bildung; Education; Access; Bildung; Zugang; Bildungszugang; Studienbuch; Rasse; Abstammung; Identifikationsfigur; Male; Männliches Geschlecht; Weibliches Geschlecht; Technisch-naturwissenschaftlicher Unterricht
Abstract	Associate degrees and credentials in Information Technology (IT) have the potential to open up high-wage and high-opportunity labor market opportunities for learners. Yet structural barriers in access to and completion of these degrees and credentials continue to make it difficult for Black learners and workers to access and thrive in these programs. To learn more about opportunities and barriers along the pathways to tech careers for Black Americans, Jobs for the Future (JFF) conducted research exploring Black men's and women's enrollment and retention in, and completion of, postsecondary IT credential programs by institution and over time. The authors drew from several years of restricted-use National Student Clearinghouse data to conduct this analysis, along with focus groups with administrators, staff, and faculty at five colleges that have shown some promise in supporting Black learners into and through technology programs. The research findings confirm that Black learner participation in associate degree and credential IT programs across the country is limited. In addition, Black learner retention in and completion from these programs is also low. From the focus groups, it was learned that for most of the schools in the sample, race was not a significant or primary factor informing the development of strategies, policies, and programs to support learners. Rather, schools focused on other aspects of student need (socioeconomic, academic, social, emotional) through what could be called a "race-neutral" lens. While there were some noted exceptions to this--most prominently the acknowledged need for Black mentors and role models, especially Black men in IT, and more resources to reinforce such programs--race was not at the forefront of efforts to support students. When it came to women in IT, gender was also not a significant or prominent factor for policy or programmatic consideration. [This research was supported by Capital One.] (ERIC).
Anmerkungen	Jobs for the Future. 88 Broad Street 8th Floor, Boston, MA 02110. Tel: 617-728-4446; Fax: 617-728-4857; e-mail: info@jff.org; Web site: http://www.jff.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01