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Assess the applicability of the symbolic interactionalist theory
Symbolic interactionism
Symbolic interactionism
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Conceptual frameworks serve as guides allowing people to view complex organizations from different perspectives. Morgan (2006) presents nine frames in the form of metaphors: (a) Machines, (b) Organisms, (c) Brains, (d) Cultures, (e) Political Systems, (f) Psychic Prisons, (g) Flux and Transformation, and (h) Instruments of Domination. Bolman and Deal (2008) present four frames: (a) Structural, (b) Human Resource, (c) Political, and (d) Symbolic. No single framework can provide a complete picture of an organization, so using multiple frames provide a more complete organizational perspective. This paper describes three frames: Psychic Prisons, Political, and Organizations as Organisms; and uses a review of literature on commuter students in higher education to illustrate these frames.
Overview of Commuter Students in Higher Education
Newbold, Mehta, and Forbus (2010) define commuter students as those who do not live on campus; this population makes-up approximately 75% of students in colleges and universities in the United States. During the 1960s through 1980s, new federal and state policies and programs, such as the Higher Education Act of 1965 that created need-based financial aid programs, expanded access to higher education, causing a rapid growth of commuter students (Kim & Rury, 2011). Commuter students brought unique needs and challenges, including feelings of isolation, the need to balance multiple life roles, different relationships and support systems, and financial and time considerations of housing and transportation costs (Newbold, Mehta, & Forbus, 2011). Despite this influx of commuter students, the environment and structure of institutions failed to satisfy commuter student needs. Instead, colleges and uni...
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Newbold, J. J., Mehta, S. S., & Forbus, P. (2011). Commuter students: Involvement and identification with an institution of higher education. Academy of Educational Leadership Journal, 15(2), 141-153. Retrieved from http://ezproxy.lib.vt.edu:8080/login?url=http://search.proquest.com/docview/886550725?accountid=14826
Slaughter, S., & Rhoades, G. (2004). The academic capitalist knowledge/learning regime. In S. Slaughter & G. Rhoades, Academic capitalism and the new economy (pp. 305-338). Baltimore: Johns Hopkins University Press.
Smith, B. M. (1989). The personal development of the commuter student: What is known from the comparisons with resident students? An ERIC review. Community College Review, 17(1), 47-56. doi: 10.1177/009155218901700107
Imagine a student whose life is swamped with so many college classes and work duties that he or she must schedule some time to spend with family and friends. That is the situation that nontraditional college students go through every day of a school semester and still try to maintain a healthy family relationship. According to Jennifer Kohler Giancola and her colleagues, in an article titled “Dealing With the Stress of College: A Model for Adult Students,” Adult Education Quarterly, May 2009, “With an increase in nontraditional students attending college, there is a need to understand how work/school/life stress affects adult students” (246). Giancola and her colleagues’ statement are valid because nontraditional college students that work know how chaotic life is when multiple duties extend their entire schedule.
Although community colleges struggle with low retention and transfer rates, Everett (2015) mentioned that community colleges created opportunities for first-generation students through five divisions of admission (p. 52). The intention of this article was to address the five divisions of access provided by community colleges for first-generation college students which include: financial accessibility, geographic accessibility, programmatic accessibility, academic accessibility, cultural/social/physical accessibility and also the problems faced by these students after admission.
Aronowitz, S., & Giroux, H. (2000). The knowledge factory: Dismantling the coporate university and creating true higher learning. Boston, MA: Beacon Press
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: Volume 2, a third
Brooklyn College is considered a “poor man’s Harvard”. It’s neither glamorous nor prestigious, it’s cheap and sustainable. Brooklyn College’s campus has well-kempt gardens, competent technology departments, a gym, a pool, a full-size basketball court– and it’s within walking distance of my neighborhood. Students can work jobs, have a life, and still make time for a college education. It feels like an upscale community college, but I think the community makes Brooklyn College a true New York experience. For students unwilling to move far away, going to Brooklyn College is a sensible use of
Graduating High school is a milestone for many, it’s a step into the world full of opportunities and the next step to pursuing higher education. Many students begin the process of figuring out what college they would like to attend prior to even graduating, this is something that is instilled in students all throughout their years of schooling. Most high school students know what college they want to in their junior year of high school, while others conduct extensive research. Students want to attend a school that they can call their second home, especially because some students move away from home to pursue further education. Although Mark Edmundson has noted that higher education caters to consumerist tendencies of students, he has overlooked
Critics contend that the influx of nontraditionals into the college student market has accelerated a trend toward the “massification” of collegiate education – that is, that it has led to a watered down pedagogy that is far below the goals and expectation of the elite colleges. Nonetheless, the improvements in education oriented toward accommodation of the nontraditional student have had the practical effect of making college more affordable and accessible to all classes of people.
Since the 1980’s the cost of attending colleges have increased rapidly. Rising costs of for Medicare, highways and prisons have caused many states to reduce a percentage of their budget for higher education. Colleges and Universities currently face a very serious challenge:
A recent survey asked college students the top reasons for re-applying to a university and the top reasons for not re-applying. They had around 58% of the university respond the survey which is around 793 students out of 1373 students (Cleave). The researchers found that the most influential reasons why students did return to school was because of the convenience and the social life (Cleave). On the other hand, the top reasons students did not return to college because of living conditions, and the shear cost of attending (Cleave). This survey further listed the reasons for not re-applying which were, students did not make good enough grades to be re-administered (low GPA), living carders were too noisy, to support a family, rooms were too small, food quality was poor, they had little to no privacy, residency on campus was too expensive, and taking out loans every year was putting them into too much
With tuition rising every year, students face the challenge paying the debt achieving a college degree comes with. “Student debt surpassed credit-card debt in June 2010 for the first time in history, rising to about $830 billion — or nearly 6 percent of the nation 's annual economic output”(Clemmitt, Marcia). Not everyone has a ton of money just laying around. Being that financial trouble is the biggest problem for students, they begin to question whether college is worth it or not. In recent years, students have taken out loans to help with expenses. Most students choose to attend a community and junior college to help minimize the debt. Even after graduating with a degree, students still face the struggle of finding a job in this economic time. For higher class families this may not be a problem to them. But for the middle class and low income families, they face tougher times being that they don 't have the financial help like higher class families do. For the middle class and low income families, it makes more sense attending a community and junior college rather than a four year university.
The importance of college student life and involvement as it pertains to student success and retention in college
Community colleges are, historically, known for servicing the more non-traditional population, such as adults who work full-time and individuals seeking fast-paced trade-skills, a successful enterprise (AACC, 2013). In a community college setting located within the Southern Region of Texas, there is an opportunity to study the social expectations and educational needs of Generation Z relative to their college experience compared to other identified groups of students enrolled in the institution. Generation Z accounts for less than 20% of the community college full-time enrollment (AACC, 2013). According to the Daily Nation (2016), they are described as independent, stubborn, pragmatic and always in a rush, Generation Z will challenge Community
“Many institutions have begun to use hard-sell, Madison-Avenue techniques to attract students. They sell college like soap, promoting features they think students want” (Bird 372). This is a strong statement to use because it seems like some kind of item of need in everyday life for young adults. Colleges have gotten to the point where they have become so much like a business that they feel the need to satisfy the customer on what they are selling so they include all sorts of programs and curricular activities that could please the new students. Not only does it seem as if they are being pressured into attending college by their high school counselors and parents but also by their own classmates as most of them are going so many don’t want to feel out of place and they attend anyways. Due to society make it seem as if college is a necessity people feel the need to attend but also as if it is just a way to “temporarily get them out of the way…” (Bird 374) Today even some sociologist believe that college has become an institution so people just accept it without question. That’s wrong because people make it seem as if you won’t get far in life if you don’t have or get a college degree. But that shouldn’t be the case because in the past many jobs were done by people
In any organization, effective management is difficult to achieve and maintain. Analyzing organizations from multiple perspectives allows people to better understand the system and potential issues involved and to identify solutions. Bolman and Deal utilize a four-frame approach focusing on the structural frame, human resource frame, political frame, and symbolic frame.1
College is a new setting for most students, especially the ones no longer living at home. The transition can be easy and worry-free, or a challenging and stressful time. Brougham states, “Growth and change were often accompanied by the experience of stress. The cause of stress varies from person to person. Overall there can be similarities such as ’academics, social relationships, finances, daily hassles and family relationships’ (Brougham, 2009, pg 86). As student, academics is the reason why we are in school; we are aiming to get educated and to learn. Family relationships vary from student to student depending on how close the family is. My immediate family and extended family have such a close bond that when I am needed at home, I drop everything for them. Social relationships are smaller support systems individuals can count on. Finances all come down to economic status and a person’s unique financial aid package. Daily hassles range from what I should wear today to not having enough time in a day.