Bridging the Gap: How New Jersey Community Colleges and Universities Collaborate with High Schools to Advance Student Success

In recent decades, the collaboration between New Jersey's high schools, community colleges, and universities has significantly expanded, aiming to improve college readiness and access for all students. Through structured dual enrollment programs, college transition initiatives, and early college high school models, these partnerships help students gain early exposure to postsecondary coursework, reduce college costs, and build confidence in their academic abilities. These programs have grown considerably since the late 1990s and continue to evolve in both scale and impact.

One of the earliest examples of such collaboration in New Jersey began in 1999 with the founding of Liberty High School in Jersey City. Established through a partnership between the Jersey City Board of Education and Hudson County Community College, Liberty High School was designed as a “middle college” program. Students had the opportunity to earn up to 24 college credits during high school, blending secondary and postsecondary learning to foster a college-going culture (Liberty High School, 2024).

Since then, dual enrollment programs have become a widespread mechanism across New Jersey. For example, Essex County College (ECC) officially launched its structured Dual Enrollment Program in 2017, beginning with 22 juniors from Newark East Side High School. The program aimed to help these students earn an Associate in Arts Degree in Liberal Arts by the time they graduated from high school. By June 2019, 17 of those students had successfully completed both their high school diploma and associate degree, demonstrating the program’s early success (Essex County College, 2024).

Similarly, Brookdale Community College offers a dual enrollment program that allows high school students to complete up to 12 college credits during their senior year. These courses are taught either on Brookdale’s campus or in the high school setting by qualified instructors, ensuring students experience rigorous academic standards while still in high school (Brookdale Community College, 2024). At County College of Morris, students can enroll in a variety of college-level courses designed to prepare them for both academic and professional pathways (County College of Morris, 2024).

Universities have also expanded their offerings. Stevens Institute of Technology developed a Dual Enrollment Program aimed at providing high school students across New Jersey with a competitive advantage through advanced STEM coursework and mentorship (Stevens Institute of Technology, 2024). William Paterson University and Fairleigh Dickinson University offer similar programs that allow high school juniors and seniors to take credit-bearing university courses—either online or on campus—thereby easing their transition into four-year college programs (Fairleigh Dickinson University, 2024; William Paterson University, 2024).

These dual enrollment programs are part of a larger, statewide effort supported by the New Jersey Department of Education (NJDOE). In 2022, NJDOE released a comprehensive Dual Enrollment Study Commission Report that advocated for the expansion of high-quality dual enrollment programs to increase access and equity. The report emphasized the need to provide underrepresented students, including students of color and those from low-income communities, with meaningful opportunities to earn college credit during high school (New Jersey Department of Education, 2022).

Moreover, research supports the positive outcomes of dual enrollment programs. A study conducted by the New Jersey Office of the Secretary of Higher Education (OSHE) found that students who participated in dual enrollment were significantly more likely to enroll in college immediately after high school and persist through degree completion compared to their peers who did not participate in such programs (New Jersey Secretary of Higher Education, 2023). These findings align with national trends indicating that dual enrollment boosts college-going rates and reduces the need for remedial coursework (An, 2013).

The dual enrollment movement in New Jersey has also become more inclusive and strategic over time. Programs are now targeting broader student populations, offering courses in a wide range of disciplines including business, engineering, education, and healthcare. The New Jersey Council of County Colleges (NJCCC) continues to support these initiatives by promoting policies and resources that encourage seamless transitions from high school to college (New Jersey Council of County Colleges, 2024).

In conclusion, New Jersey has made significant progress in advancing student success through dual enrollment and collaborative educational pathways. From Liberty High School’s early beginnings in 1999 to the wide-ranging programs offered by community colleges and universities today, these partnerships demonstrate a commitment to academic equity, college readiness, and long-term student achievement. Continued investment in these initiatives will be crucial in closing opportunity gaps and ensuring that all students—regardless of background—can thrive in higher education.

References 

An, B. P. (2013). The impact of dual enrollment on college degree attainment: Do low-SES students benefit? Educational Evaluation and Policy Analysis, 35(1), 57–75. https://doi.org/10.3102/0162373712461933

Brookdale Community College. (2024). Dual enrollment for high school students. https://www.brookdalecc.edu/admissions/getting-started/dual-enrollment-for-high-school-students/

County College of Morris. (2024). High school dual enrollment programs. https://www.ccm.edu/admissions/high-school-dual-enrollment/

Essex County College. (2024). Dual enrollment program. https://catalog.essex.edu/community-continuing-education-workforce-development/high-school-dual-enrollment/

Fairleigh Dickinson University. (2024). Early college dual enrollment program. https://www.fdu.edu/lifelong-learning-at-fdu/high-school-programs/dual-enrollment/

Liberty High School. (2024). Overview. https://en.wikipedia.org/wiki/Liberty_High_School_(New_Jersey)

New Jersey Council of County Colleges. (2024). Putting all high school students on a path to postsecondary success. https://www.njcommunitycolleges.org

New Jersey Department of Education. (2022). Dual enrollment study commission report. https://www.nj.gov/education/cte/dualenrollment/docs/DualEnrollmentStudyCommissionReport2022.pdf

New Jersey Secretary of Higher Education. (2023). Review of dual enrollment participation and outcomes in New Jersey. https://njsds.nj.gov/wp-content/uploads/Review_of_Dual_Enrollment_Participation_and_Outcomes_in_New_Jersey.pdf

Stevens Institute of Technology. (2024). Dual enrollment program for New Jersey high school students. https://www.stevens.edu/dual-enrollment-program-for-new-jersey-high-school-students

William Paterson University. (2024). Dual enrollment program. https://www.wpunj.edu/dualenrollment/index.html

Advancing Access and Success: How New Jersey Institutions Support First-Generation College Students

In New Jersey, first-generation college students—those whose parents did not attain a four-year college degree—represent a significant portion of the undergraduate population. As institutions of higher education seek to improve college access, retention, and completion for historically underserved populations, colleges and universities across the state have developed targeted programs and support systems designed to meet the needs of these students. These initiatives not only address academic preparedness and financial barriers but also create inclusive environments that validate and empower students’ identities and lived experiences. As a result, first-generation students in New Jersey are making substantial progress toward degree attainment and long-term professional goals.

First-generation students often face unique challenges that differ from their continuing-generation peers, including limited knowledge about navigating higher education systems, financial constraints, and a lack of familial or peer role models in college (Engle & Tinto, 2008). In response to these barriers, institutions such as Ramapo College, Montclair State University, and Rutgers University have created comprehensive first-generation student initiatives that offer personalized academic advising, mentorship, and peer-led workshops. For example, Ramapo College’s First-Generation Student Center supports a student population in which 45% of the incoming class identify as first-generation. The center provides academic coaching, family engagement events, and culturally responsive support, helping to foster a sense of belonging that is critical to persistence (Ramapo College, 2024).

Likewise, Montclair State University, where 48% of incoming students in Fall 2024 identified as first-generation, provides a range of transition programs and community-building efforts that include First-Gen Week celebrations and mentor matching with faculty and staff who are also first-generation college graduates (Montclair State University, 2024). These practices align with research emphasizing the role of mentorship and institutional engagement in promoting resilience and retention among first-generation students (Ward et al., 2012).

New Jersey City University (NJCU) has taken this support a step further by establishing the First-Generation Champion Institute, launched in Fall 2023. This initiative trains faculty and staff to better understand the experiences of first-generation students and equips them with tools to provide intentional and empathetic support. With 54% of its student population identifying as first-generation, NJCU’s model demonstrates the importance of institutional culture change as a component of student success (NJCU, 2024).

At the statewide level, the New Jersey Office of the Secretary of Higher Education (OSHE) plays a critical role in supporting policy development and programming for first-generation learners. One of the most impactful initiatives is the Educational Opportunity Fund (EOF), which provides both financial assistance and academic support services for students from educationally and economically disadvantaged backgrounds. EOF scholars often represent first-generation college-goers, and they consistently graduate at higher rates than similarly situated peers who are not part of the program (New Jersey OSHE, 2023). The annual recognition of EOF scholars by the OSHE underscores the state’s commitment to promoting excellence and equity in higher education.

Moreover, New Jersey’s “Some College, No Degree” initiative addresses the needs of first-generation students who began postsecondary education but did not complete a degree. This program helps reenroll and support students who have stopped out, many of whom are navigating higher education without familial precedent. As of 2024, the initiative has successfully reconnected over 8,600 students with degree pathways, demonstrating the impact of targeted outreach and tailored support (New Jersey OSHE, 2024).

Community colleges, such as Brookdale Community College, have also adopted holistic strategies to assist first-generation students. Brookdale offers dedicated advising, first-year seminars, and transfer articulation agreements that make the path to a bachelor’s degree more transparent and achievable. Their initiatives are grounded in an understanding that access to higher education must be accompanied by structural and emotional support to yield meaningful student outcomes (Brookdale Community College, 2024).

Additionally, partnerships with national organizations like America Needs You (ANY) provide further avenues for success. Kean University recently had eleven first-generation students selected for ANY’s competitive fellowship, which offers career development, mentorship, and networking opportunities. Such partnerships extend students’ support networks and enhance their social capital—both of which are vital for professional advancement (Kean University, 2024).

The positive outcomes of these programs are supported by empirical research, which finds that structured support services for first-generation students significantly improve retention and graduation rates (Cataldi et al., 2018). These efforts not only help students meet their academic goals but also contribute to broader social mobility, as first-generation graduates are more likely to uplift their families and communities through increased earnings, civic engagement, and educational advocacy.

New Jersey’s colleges, universities, and community colleges have made commendable strides in supporting first-generation students through comprehensive, evidence-based programming. From institutional centers and state-funded initiatives to national partnerships, these programs demonstrate a nuanced understanding of the barriers faced by first-generation students and offer targeted solutions to bridge the gap in educational attainment. By focusing on mentorship, inclusive practices, and long-term academic planning, these efforts do more than promote college access—they empower students to thrive, persist, and graduate with the skills and confidence to lead in an increasingly complex world.

References

Brookdale Community College. (2024). Are you a first-gen student? https://www.brookdalecc.edu/are-you-a-first-gen-student/

Cataldi, E. F., Bennett, C. T., & Chen, X. (2018). First-generation students: College access, persistence, and postbachelor’s outcomes (NCES 2018-421). National Center for Education Statistics. https://nces.ed.gov/pubs2018/2018421.pdf

Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Pell Institute for the Study of Opportunity in Higher Education. https://files.eric.ed.gov/fulltext/ED504448.pdf

Kean University. (2024). Kean first-generation students chosen for America Needs You career program. https://www.kean.edu/news/kean-first-generation-students-chosen-america-needs-you-career-program

Montclair State University. (2024). First-generation initiatives. https://www.montclair.edu/first-gen/

New Jersey City University (NJCU). (2024). First-Generation Champion Institute elevates support for first-gen students. https://www.njcu.edu/about/news/2024/04/njcus-first-generation-champion-institute-elevates-support-first-gen-students

New Jersey Office of the Secretary of Higher Education (OSHE). (2023). EOF scholars to be honored by NJ OSHE. https://www.shu.edu/student-services/news/eof-scholars-to-be-honored-by-nj-oshe.html

New Jersey Office of the Secretary of Higher Education (OSHE). (2024). Some College, No Degree initiative. https://www.nj.gov/highereducation/

Ramapo College. (2024). First-Generation Student Center. https://www.ramapo.edu/first-gen/

Ward, L., Siegel, M. J., & Davenport, Z. (2012). First-generation college students: Understanding and improving the experience from recruitment to commencement. Jossey-Bass.

Ethnic Diversity and Giving: Hispanic and Latino Donors in Higher Education Philanthropy

Latino and Hispanic donors represent a growing and influential segment of the philanthropic landscape, especially within the context of higher education. According to Tempel et al. (2016), philanthropy among communities of color is deeply rooted in values such as family, cultural identity, collective success, and community uplift. “There is a growing recognition that the philanthropic sector can learn from long traditions of philanthropy in communities of color” (Tempel et al., 2016, p. 337)  These values often drive giving patterns that prioritize immediate impact and visible community benefit, such as funding scholarships and student support services. A powerful example of this kind of culturally grounded philanthropy is the work of the Hispanic Association of Colleges and Universities (HACU).

Established in 1986, HACU serves as the national voice for Hispanic Serving Institutions and currently represents more than 500 colleges and universities across the United States, Puerto Rico, Latin America, and Spain. Through its advocacy, scholarship programs, and strategic partnerships with donors and corporations, HACU has played a vital role in improving college access, persistence, and graduation rates for Hispanic students (Hispanic Association of Colleges and Universities, n.d.). The organization exemplifies the giving patterns of Latino donors by focusing on student opportunity, educational equity, and representation in higher education.

Despite increasing Latino wealth and educational attainment, racial disparities in philanthropic funding persist. As Sullivan (2020) reported in The New York Times, nonprofit organizations led by Black and Latino individuals are often underfunded compared to those led by white counterparts, even when their outcomes are equally strong. This gap reveals the necessity of trusted organizations like HACU, which donors can rely on to amplify their impact while maintaining accountability to Hispanic communities.

Generational trends also affect giving behavior. Research by Kovic and Hansli (2018) found that Millennials, including a large number of U.S.-born Latinos, are just as interested in engaging with nonprofit organizations as earlier generations. They prefer transparency, impact-oriented giving, and mission alignment. These traits are reflected in HACU’s visibility and strategic communication, which includes scholarship opportunities, alumni success stories, and partnerships that focus on measurable outcomes for students.

According to Shaker and Borden’s (2020) thirty-year analysis of higher education philanthropy, donors today are more likely to give restricted gifts aimed at current student needs, particularly scholarships. Although overall giving from individuals has declined slightly compared to organizational support, Latino donors continue to contribute through both formal and informal networks. This includes supporting family members directly, contributing to churches and local education efforts, and investing in institutions like HACU that are aligned with their cultural and social values (Tempel et al., 2016).

Latino and Hispanic donors are highly engaged in education-focused philanthropy, driven by cultural values and a commitment to community advancement. HACU stands as a prime example of an organization that embodies these priorities and channels donor support into tangible benefits for students. As philanthropy becomes more aware of issues of equity and representation, recognizing and empowering Latino donor communities will be essential for ensuring inclusive and effective giving in the future.

References.

Hispanic Association of Colleges and Universities. (n.d.). About HACU. https://www.hacu.net

Kovic, M., & Hansli, N. (2018). Do Millennials care about NPOs? Intergenerational differences in attitudes towards nonprofit organizations. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 30(2), 1–15. https://doi.org/10.1007/s11266-018-0008-6

Shaker, G. G., & Borden, V. M. H. (2020, March). Trends and issues: Thirty years of supporting U.S. college and university philanthropy. Indiana University Lilly Family School of Philanthropy.

Sullivan, P. (2020, May 1). In philanthropy, race is still a factor in who gets what, study shows. The New York Times. https://www.nytimes.com/2020/05/01/your-money/philanthropy-race.html

Tempel, E. R., Seiler, T. L., Burlingame, D. F., Nathan, S. K., & Stanczykiewicz, K. A. (Eds.). (2016). Achieving excellence in fundraising (5th ed.). Wiley.

Women and Philanthropy in Higher Education: Redefining Generosity and Leadership

Women are transforming the philanthropic landscape in higher education, bringing values driven leadership, collaboration, and a sustained commitment to equity and impact. Traditionally overlooked or mischaracterized as secondary donors, women are now recognized as a powerful and distinct donor population whose influence is both expanding and reshaping how institutions approach fundraising.

Women’s growing presence in philanthropy reflects broader social and economic shifts. With increases in educational attainment, income, and professional leadership roles, women are no longer just participants in giving decisions. They are often the primary decision makers. According to Shaker, Tempel, Nathan, and Stanczykiewicz (2016), women tend to approach philanthropy through a relational and values oriented lens, seeking to support causes that reflect their ethical beliefs and lived experiences. In higher education, this often translates to funding scholarships, mentoring programs, and initiatives that promote diversity, equity, and access.

A key differentiator of women’s giving is the emphasis on collective impact and long term engagement. Unlike traditional models that focus heavily on large one time gifts, women frequently contribute through giving circles, recurring donations, and volunteerism. This approach creates sustained support and a deeper personal investment in the institution’s mission (Shaker et al., 2016). For example, women led philanthropic groups such as Women in Philanthropy at the University of South Carolina or Smith College’s Women for Smith have mobilized donors to fund everything from student support services to faculty development, demonstrating how coordinated and collaborative efforts can drive transformative change.

Women also challenge assumptions about donor recognition and motivation. Rather than giving for status or naming rights, many women donors ask, “What difference will my gift make?” (Shaker et al., 2016). They are more likely to prioritize outcomes over accolades and seek meaningful engagement with beneficiaries. This orientation encourages institutions to focus not only on fundraising totals, but also on transparency, storytelling, and evidence of student success.

Furthermore, women’s giving in higher education often intersects with broader advocacy. Many women philanthropists support causes related to gender equity, racial justice, and access to education, amplifying their financial gifts with policy engagement and institutional accountability. This integrated approach creates a more holistic impact and encourages colleges and universities to adopt inclusive, student centered practices.

To engage women philanthropically, higher education institutions must shift their strategies to emphasize authenticity, relationship building, and mission alignment. Fundraisers should highlight opportunities for collaboration, showcase real student stories, and offer ongoing engagement rather than transactional appeals. In doing so, colleges and universities not only unlock significant financial resources but also cultivate a donor community that is passionate, invested, and aligned with their core values.

Women are not just donors. They are visionaries, advocates, and changemakers. As their role in higher education philanthropy continues to grow, so too does the potential for creating institutions that are more inclusive, equitable, and responsive to the needs of diverse communities.

References.

Shaker, G. G., Tempel, E. R., Nathan, S. K., & Stanczykiewicz, B. (Eds.). (2016). Achieving excellence in fundraising (5th ed.). Wiley.

Redefining Postsecondary Success: The Growing Appeal of Trade Schools in New Jersey

In recent years, New Jersey has witnessed a significant shift in the postsecondary choices of its high school graduates. While four-year universities and community colleges have traditionally been seen as the default pathways to career success, an increasing number of students are choosing to enroll in trade and vocational schools instead. This shift reflects broader national trends, but it is especially notable in New Jersey, where county-based vocational-technical school districts have seen surging demand, expanded programming, and growing recognition from policymakers. Factors contributing to this trend include the escalating cost of college tuition, concerns about student debt, a robust labor market demand for skilled trades, and a changing societal perception of what constitutes a “successful” career. As New Jersey continues to invest in career and technical education (CTE), this transformation has implications not only for education policy but for workforce development, economic equity, and social mobility.

Current State and Growth of Trade Schools in New Jersey

Trade schools in New Jersey have grown significantly over the last two decades. According to the New Jersey Council of County Vocational-Technical Schools (NJCCVTS), enrollment in vocational schools has increased by over 40% since 2000, and many programs have waitlists due to high demand (Burney, 2022). In 2022 alone, the state committed $223 million in school construction grants to expand career and technical education facilities across 17 county vocational-technical school districts (NJ Department of Education [NJDOE], 2022). These investments were part of Governor Phil Murphy’s broader strategy to modernize New Jersey’s workforce and reduce skills gaps in critical sectors such as advanced manufacturing, construction, IT, and healthcare.

Moreover, students in these programs are not just gaining technical skills—they are excelling academically. A 2021 NJDOE report indicated that students attending county vocational schools consistently outperform their peers on standardized assessments and demonstrate higher graduation rates, often exceeding 95% (NJDOE, 2021). Many CTE students also participate in dual enrollment programs, earning college credits while in high school, which adds to the appeal of these programs over traditional four-year college tracks.

Why Students Are Choosing Trade Schools

Several intertwined factors explain why more students are opting for trade education:

1. Economic Pragmatism
   The cost of college tuition has continued to rise, with New Jersey's average annual in-state tuition for a four-year public university exceeding $14,000 (College Board, 2023). When factoring in living expenses and fees, many families find college unaffordable without incurring significant debt. In contrast, trade schools and vocational programs typically cost a fraction of that and often lead directly to employment. According to the National Center for Education Statistics (NCES), graduates of vocational programs tend to earn higher initial wages than their peers from two-year colleges, particularly in fields like plumbing, electrical work, and medical technology (NCES, 2021).

2. Job Market Alignment
   New Jersey's labor market is in urgent need of skilled workers. A 2023 report from the New Jersey Business & Industry Association (NJBIA) cited acute shortages in fields such as construction, transportation, and IT support—areas in which trade schools offer streamlined and responsive training. Employers are partnering with vocational schools to design curricula that reflect current industry standards, increasing graduates’ job readiness and employability (NJBIA, 2023).

3. Changing Cultural Perceptions
   Historically, vocational education was seen as a secondary track—often stigmatized or reserved for students not perceived as “college-bound.” That perception is changing. Campaigns by NJCCVTS and partnerships with industry leaders have reframed trade education as a prestigious and practical choice, emphasizing success stories of students earning certifications, licenses, and competitive salaries without incurring crushing debt (AEI, 2016). The visibility of skilled trades in the media and the promotion of apprenticeships have also helped normalize and celebrate blue-collar professions.

Policy and Institutional Support

New Jersey has positioned itself as a national leader in modern CTE. Statewide policies such as the Securing Our Children's Future Bond Act and the Pathways to Career Opportunities initiative have provided funding to upgrade equipment, expand classrooms, and increase enrollment capacity in vocational programs (NJDOE, 2022). Additionally, career and technical schools are integrating work-based learning, apprenticeships, and dual credit partnerships with community colleges and employers, giving students a head start on both career and academic advancement.

High schools are also contributing by embedding career exploration into early education, introducing CTE pathways as early as ninth grade. Some school districts have “career academies” within comprehensive high schools, offering majors such as health sciences, business, or engineering. These shifts signal a broader reimagining of postsecondary preparation—one that values applied learning as much as academic theory.

Conclusion

The rise of trade schools in New Jersey marks a pivotal transformation in how young people and their families envision success after high school. This growing preference for vocational education is driven by clear economic incentives, robust job market alignment, and a cultural reevaluation of the skilled trades. New Jersey’s investments in CTE, coupled with strong institutional support and industry partnerships, have positioned the state at the forefront of the career education movement. As more students seek efficient, affordable, and purpose-driven educational options, trade schools are not merely an alternative—they are becoming a first choice. The state’s challenge moving forward will be ensuring equitable access to these programs and maintaining quality as demand continues to rise. Supporting students in pursuing practical, well-paying careers is not just good education policy—it is smart economic strategy.

References

American Enterprise Institute (AEI). (2016). The evolving high school CTE: New Jersey’s distinctive approach to career education. https://www.aei.org/research-products/report/the-evolving-high-school-cte-new-jerseys-distinctive-approach-to-career-education/

Burney, M. (2022, March 17). New Jersey’s vocational schools growing in popularity. GovTech. https://www.govtech.com/education/k-12/new-jerseys-vocational-schools-growing-in-popularity

College Board. (2023). Trends in college pricing 2023. https://research.collegeboard.org

National Center for Education Statistics (NCES). (2021). Career and technical education statistics. https://nces.ed.gov/surveys/ctes/

New Jersey Business & Industry Association (NJBIA). (2023). Workforce development report. https://www.njbia.org

New Jersey Department of Education (NJDOE). (2021). County vocational-technical schools performance summary. https://www.nj.gov/education

New Jersey Department of Education (NJDOE). (2022). Securing Our Children’s Future Bond Act grant awards. https://www.nj.gov/education

Achieving Integration in Mixed Methods Designs: Key Principles and Practices

Mixed methods research has become an essential approach in social sciences, healthcare, and education, as it combines the strengths of both qualitative and quantitative methods to offer a comprehensive view of research questions. The article Achieving Integration in Mixed Methods Designs—Principles and Practices by Fetters, Curry, and Creswell (2013) provides valuable insights into how to effectively integrate these two methodologies, helping researchers create a more nuanced understanding of their research topics. Mixed methods research blends the rich, detailed insights of qualitative data with the statistical analysis provided by quantitative methods. When integrated effectively, this combination allows researchers to explore a problem from multiple angles, providing a deeper and more valid understanding than either method could offer alone.

However, integrating qualitative and quantitative data can be challenging. Fetters, Curry, and Creswell (2013) emphasize that the two methods have different philosophical, theoretical, and procedural foundations, which can complicate the integration process. Successful integration requires careful planning, clear objectives, and well-thought-out strategies. One of the primary principles the authors highlight is intentionality and purpose. Integration should not be an afterthought; rather, researchers need to ensure that both qualitative and quantitative aspects of the study contribute meaningfully to answering the research questions. Integration should enhance the overall findings, not just combine methods for the sake of it.

Another important principle is the use of logical and theoretical frameworks to guide the research design. The authors stress that the integration of methods must be grounded in a clear theoretical framework, which ensures that the two approaches work together cohesively. This framework should be flexible enough to accommodate both qualitative and quantitative data, facilitating meaningful connections between the findings. Furthermore, researchers must be transparent about how data from both methods will be collected and analyzed. For instance, if qualitative data is used to provide context for quantitative results, it should be directly linked to the quantitative analysis rather than treated as separate entities. The timing of integration is also crucial—whether the data are collected and analyzed simultaneously or in a sequential manner, researchers should choose the timing that best aligns with their research goals.

Fetters, Curry, and Creswell also offer practical recommendations for integrating mixed methods effectively. They suggest using joint displays of data, such as tables or graphs, to visually represent both qualitative and quantitative findings together, making it easier to compare, contrast, and synthesize results. Additionally, the authors recommend collaboration across disciplines, as mixed methods research often requires expertise in both qualitative and quantitative fields. Collaborating with researchers from different backgrounds ensures that both methods are used effectively and integrated seamlessly. Maintaining flexibility throughout the study is also vital, as unexpected challenges or insights may require adjustments to integration strategies. Finally, the authors emphasize the importance of being transparent about integration strategies, outlining how the two methods will be integrated at each stage of the study. This transparency helps build credibility and ensures that readers can follow the logic behind the integration process.

Mixed methods research provides a powerful framework for addressing complex research questions by combining the strengths of qualitative and quantitative approaches. However, successful integration requires thoughtful planning, clear theoretical foundations, and careful attention to data collection and analysis procedures. By following the principles and best practices outlined by Fetters, Curry, and Creswell (2013), researchers can enhance their studies and produce comprehensive findings that offer deeper insights into their research topics. Whether in healthcare, education, or social sciences, understanding how to effectively integrate mixed methods is an essential skill for conducting meaningful, multidimensional research.

References.

Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs—Principles and practices. Health Services Research, 48(6pt2), 2134–2156. https://doi.org/10.1111/1475-6773.12117

Unpacking the Myth of Meritocracy: Insights from Lardier et al. (2019)

 In their article Merit in Meritocracy: Uncovering the Myth of Exceptionality and Self-Reliance through the Voices of Urban Youth of Color, Lardier Jr., Herr, Barrios, Garcia-Reid, and Reid (2019) critically examine the notion of meritocracy through the experiences of urban youth of color. The authors argue that the ideal of meritocracy—the belief that success is determined solely by individual effort and ability—ignores the systemic inequalities and barriers that disproportionately affect marginalized communities. By elevating the voices of youth who have traditionally been underrepresented in educational discourse, the study reveals how the myth of meritocracy is perpetuated in ways that disadvantage these students.

Lardier et al. (2019) begin by deconstructing the dominant narrative around meritocracy. In mainstream educational and social contexts, meritocracy is often presented as an equitable system in which anyone can succeed as long as they work hard enough. This perspective overlooks the ways in which race, class, and other social determinants create structural barriers that prevent certain groups, especially youth of color in urban environments, from accessing the same opportunities and resources. The authors emphasize that the myth of meritocracy operates as a way to absolve society of its responsibility for addressing these inequalities, framing the lack of success as the result of personal failure rather than systemic disadvantage.

Through interviews with urban youth of color, Lardier et al. (2019) shed light on how these young people understand their own experiences in relation to meritocracy. The participants express frustration with the societal expectations that they should overcome significant obstacles solely through individual effort. They discuss the ways in which their accomplishments are often attributed to exceptionalism—being seen as "outliers" or "exceptions" to the stereotype of failure associated with their communities. This expectation of exceptionality places an undue burden on these youth, as they are pressured to prove their worthiness in a system that consistently marginalizes them.

One of the most striking aspects of the study is how the youth articulate their awareness of the structural forces that shape their lives. Many participants describe their struggles with limited access to quality education, discriminatory practices, and the pressures of growing up in poverty. Despite these barriers, they are often told that their success or failure is entirely within their control, reinforcing the myth that meritocracy is fair and accessible to all. This disconnect between the lived realities of youth of color and the idealized meritocratic system creates a sense of disillusionment and alienation, as these students feel that they are held to standards that ignore the very real challenges they face.

The study also underscores the importance of recognizing and addressing these systemic inequalities in education. Lardier et al. (2019) advocate for an educational system that acknowledges the role of structural barriers and works to dismantle them. They suggest that educators, policymakers, and society at large must move away from individualistic, merit-based frameworks and focus on creating equitable opportunities for all students, regardless of their racial or socioeconomic background.

Ultimately, Merit in Meritocracy serves as a powerful critique of the meritocratic ideal and calls for a more just and inclusive approach to education—one that recognizes the lived experiences of marginalized youth and works to address the systemic inequities that hinder their success. The voices of urban youth of color, as highlighted in this study, are essential to challenging the myth of meritocracy and shaping a more equitable educational landscape.

Reference.

Lardier Jr, D. T., Herr, K. G., Barrios, V. R., Garcia-Reid, P., & Reid, R. J. (2019). Merit in meritocracy: Uncovering the myth of exceptionality and self-reliance through the voices of urban youth of color. Education and Urban Society, 51(4), 474-500.

Negotiating Authority in School Board Meetings: Power Dynamics and Decision-Making in Education

School board meetings are often seen as the heart of local educational governance, where decisions are made that impact the lives of students, teachers, and communities. However, these meetings are not just administrative; they are also spaces where power dynamics, authority, and negotiation play a crucial role in shaping educational policy. In his article Negotiating Authority in the Ritual of the Public School Board Meeting, Kenney (2016) explores how authority is constructed and contested during these meetings, shedding light on the complex relationships between school board members, administrators, and the community.

Kenney’s analysis focuses on the rituals that structure school board meetings, particularly the ways in which authority is negotiated through interactions between different stakeholders. The study highlights how school board members—often elected by the community—must balance their responsibility to represent the interests of the public while also deferring to the expertise of school administrators and educational leaders. At the same time, administrators are tasked with conveying complex educational issues to the board, often with the goal of gaining approval for budgets, policies, or new initiatives. This negotiation of authority can sometimes lead to tension, especially when differing priorities or values are at play.

One of the key findings of Kenney’s research is that the rituals of the board meeting, including the structure of agendas, public comments, and voting processes, are not neutral. These rituals, while seemingly objective, are in fact designed to maintain and reinforce existing power structures. The way that discussions are framed, the timing of public input, and the manner in which decisions are made all contribute to who holds power in the decision-making process. For example, public comments are often limited to a specific time frame, which can marginalize the voices of certain community members, particularly those with less power or influence. Similarly, the structure of the meeting can sometimes place administrators in a position of greater authority, as they are the ones providing the technical expertise and background information that board members rely on to make informed decisions.

Kenney also discusses the concept of "ritual" in school board meetings, which refers to the formalized procedures that govern the conduct of these meetings. These rituals are not just about following rules or protocols—they also serve to reinforce the social order within the school system. By participating in these rituals, board members, administrators, and the public acknowledge and reproduce the authority structures that define their roles within the educational system. In this way, school board meetings are not just spaces for decision-making; they are also performative acts in which the distribution of power is constantly negotiated and reaffirmed.

What is particularly interesting about Kenney’s analysis is his emphasis on the role of discourse in shaping authority. The language used in school board meetings plays a significant role in the way power is distributed. For instance, the use of technical jargon or complex educational language can reinforce the authority of administrators, while simplifying or demystifying that language can empower the public to have a stronger voice in the decision-making process. By understanding the power of discourse, school leaders and community members can better navigate the complexities of school board meetings and work towards more equitable decision-making processes.

Kenney’s work serves as a reminder that authority in public school systems is not simply given but is actively negotiated. School board meetings are spaces where this negotiation takes place, and understanding the underlying power dynamics can lead to more informed and engaged participation from all stakeholders. Whether you are a school board member, an administrator, or a community member, recognizing the rituals and discourses that shape these meetings can help you better understand how decisions are made and how power is distributed within educational governance.

References

Kenney, A. W. (2016). Negotiating authority in the ritual of the public school board meeting. Educational Administration Quarterly, 52(3), 391-426. https://doi.org/10.1177/0013161X166603534o mini

Understanding Triangulation in Qualitative Research: Strengthening Validity and Reliability

Triangulation is a key methodological approach in qualitative research, often used to enhance the credibility and validity of study findings. The concept, which involves the use of multiple methods, data sources, or theoretical perspectives, is designed to provide a more comprehensive understanding of a research problem by confirming findings from different angles. In qualitative research, where the goal is to explore complex social phenomena in depth, triangulation plays an essential role in ensuring the reliability and depth of data analysis. The article Triangulation in Qualitative Research (2014) highlights the importance of triangulation in strengthening the robustness of qualitative findings and its various applications.

Triangulation is often associated with the idea of combining different methods or data types to cross-verify results. The most common types of triangulation include methodological triangulation, which uses more than one data collection method (e.g., interviews, observations, and surveys); data triangulation, which involves using different sources of data (e.g., multiple groups or settings); and investigator triangulation, where different researchers analyze the same data to ensure that interpretations are consistent and not biased by a single perspective. The article emphasizes how triangulation helps researchers avoid the pitfalls of subjectivity, by offering different perspectives on the same phenomenon, leading to more well-rounded and validated findings.

One of the major advantages of triangulation in qualitative research is its ability to enhance the credibility and validity of the results. In qualitative studies, findings can sometimes be influenced by the researcher’s biases or limitations of a single method. Triangulation addresses this issue by providing a more robust approach to data collection and analysis, reducing the risk of biased or incomplete interpretations. It allows researchers to cross-check and confirm their findings, ensuring that the conclusions drawn are not limited to one approach or perspective but are supported by multiple forms of evidence.

Moreover, triangulation can enrich the depth of analysis by offering a broader perspective on the research question. For instance, combining interviews with participant observation can provide richer insights into the context and behaviors being studied. By blending different methods and data sources, researchers can explore the nuances of the research problem more comprehensively and develop a more detailed understanding of the phenomenon. The process also enables the identification of contradictions or inconsistencies, which can reveal new areas for further exploration or refinement in the study.

However, it is important to note that triangulation is not without its challenges. Researchers must carefully consider how different methods or data sources align with their research questions and ensure that their use is theoretically and methodologically sound. Inappropriate or forced triangulation can complicate the research process and lead to confusion rather than clarity. Therefore, a thoughtful and systematic approach is essential when applying triangulation in qualitative studies.

Triangulation is an invaluable tool in qualitative research that enhances the credibility, depth, and reliability of findings. By combining multiple methods, data sources, or researchers, triangulation helps ensure that the research findings are valid and comprehensive. As qualitative research continues to evolve, the use of triangulation remains a key strategy for producing high-quality, reliable, and nuanced insights into complex social phenomena.

References

Triangulation in qualitative research. (2014). PubMed. Retrieved from https://pubmed.ncbi.nlm.nih.gov/25158659/

Rethinking Discipline: Lessons from a Primary School Case Study

In her compelling study, Woods (2009) critically examines the shortcomings of traditional school discipline systems that rely heavily on rewards and sanctions. Focusing on the experience of Luke, a 10-year-old primary school student labeled a “rule-breaker,” Woods highlights how such systems often fail to address the root causes of behavioral issues and instead reinforce negative identities for students.

Woods employs ethnographic methods, including individual and group interviews and participant observations, to understand Luke’s experiences. Individual interviews provided Luke with a private and safe environment to express his frustrations with the school’s behavior management system. Luke described feeling targeted and misunderstood by teachers, who often assumed the worst of him due to his reputation as a troublemaker. Woods (2009) also noted how Luke’s perspective revealed the emotional toll of these interactions, showing that punitive measures often left him feeling alienated and demoralized rather than motivated to improve.

Group interviews with Luke’s peers offered further insights into the social dynamics that shaped his behavior. Peers often viewed Luke through the lens of his rule-breaking identity, creating a feedback loop that reinforced his actions. Woods (2009) found that this social stigma perpetuated a cycle in which Luke felt compelled to live up to his reputation, even when he wanted to behave differently. These group interactions revealed how peer pressure and the school’s rigid discipline framework worked together to hinder Luke’s ability to break free from his label.

Another key aspect of Woods’ study was the role of teacher-student relationships. Through observations, Woods (2009) documented instances where teachers’ interactions with Luke were transactional, focusing solely on compliance with rules. This approach overlooked the broader emotional and psychological factors influencing his behavior. For instance, Luke expressed frustration with the lack of understanding from teachers, who rarely sought to learn about his personal challenges or the reasons behind his actions.

Woods argues that the reliance on rewards and sanctions in such cases is not only ineffective but also counterproductive. Instead of fostering a sense of belonging and growth, these systems often alienate students like Luke, perpetuating cycles of disengagement and defiance. She advocates for relational approaches that emphasize empathy, understanding, and dialogue. For example, Woods (2009) suggests creating opportunities for students to express their perspectives and involving them in developing behavior management strategies. Such methods could help educators address the root causes of behavioral issues while empowering students to take ownership of their actions.

This study serves as a powerful reminder for educators and policymakers to rethink discipline. By moving beyond transactional systems of rewards and punishments, schools can create inclusive environments that nurture students’ emotional and social development. Woods’ work underscores the importance of building genuine relationships with students, addressing their individual needs, and fostering a school culture that prioritizes growth over compliance.

Reference.

Woods, R (2009). When rewards and sanctions fall: A case study of a primary school rules- breaker. International Journal of Qualitative Studies in Education 21(2), 181-196

Parental Involvement: Christianakis’ (2011) Exploration of Inner-City Teachers' Narratives

In the article Parents as "Help Labor": Inner-City Teachers' Narratives of Parent Involvement, Christianakis (2011) explores the complex and often overlooked dynamics of parental involvement in inner-city schools. By examining teachers' narratives, Christianakis critically interrogates the dominant discourse around parental engagement, focusing on how parents from marginalized communities are often perceived in ways that reinforce inequalities.

Christianakis starts by highlighting the common assumption that parent involvement is a straightforward concept that benefits student achievement. Schools and policymakers frequently advocate for increased parental participation in educational settings. However, Christianakis argues that the reality is far more complicated. Through interviews with inner-city teachers, she uncovers how teachers often rely on parents as "help labor"—a term used to describe the ways in which parents are called upon to provide assistance with school activities, but not always as valued contributors to educational decision-making. This perception of parents as auxiliary labor not only devalues their potential contributions but also reflects a limited understanding of what true parental involvement should look like.

A key element of the study is the exploration of how teachers’ views on parent involvement are shaped by socio-economic, cultural, and racial biases. Christianakis illustrates how teachers in the study often framed inner-city parents as disengaged, unmotivated, or inadequate, assuming that these parents were not interested or able to contribute to their children's education. This perspective reveals an underlying deficit model, where parents’ involvement is measured against middle-class standards of engagement. For example, teachers might expect parents to attend meetings or volunteer in classrooms, but they fail to recognize the unique challenges that inner-city parents face, such as working multiple jobs or navigating a school system that may be indifferent or even hostile to their needs.

Christianakis challenges this narrow conception by advocating for a more inclusive approach to understanding parental involvement. She suggests that educators need to move beyond traditional views and consider the diverse ways parents engage with their children’s education. For instance, while a parent may not be able to attend a PTA meeting, they might show their support in other meaningful ways, such as ensuring their child does homework or providing emotional support. Recognizing these diverse forms of engagement broadens the scope of what constitutes parental involvement and enriches the relationship between schools and communities.

Furthermore, Christianakis argues for a shift in the way teachers approach and engage with parents. Instead of framing parental involvement as a one-size-fits-all task, educators should learn to see parents as valuable partners in the educational process. Teachers must acknowledge their own biases and actively work to build trust with families from diverse backgrounds. By doing so, they can create more inclusive, respectful partnerships that ultimately benefit both students and families.

In conclusion, Christianakis (2011) sheds light on the nuanced and often unequal dynamics of parent involvement in inner-city schools. Her research calls for a broader, more equitable understanding of what it means to be involved in a child’s education, urging educators to reconsider their assumptions and engage with families in ways that are culturally relevant and respectful. The article challenges educators, policymakers, and researchers to critically reflect on how parental involvement is framed and to work toward practices that truly empower parents as partners in education.

Reference.

Christianakis, M. (2011). Parents as "help labor": Inner-city teachers' narratives of parent involvement. Teacher Education Quarterly, 38(4), 157-178.

Reflections on Class and Research Methodology: Hurst’s (2008) Insights

In the article A Healing Echo: Methodological Reflections of a Working-Class Researcher on Class, Hurst (2008) offers a powerful reflection on how her working-class background shaped both her research process and the way she engaged with the concept of class in qualitative research. Drawing on her own experiences, Hurst provides a critical look at how class can influence a researcher’s perspective, subjectivity, and positionality, especially in the context of conducting studies that explore class and social inequality.

Hurst begins by acknowledging the inherent challenges of conducting research on class from a personal standpoint, recognizing that her own working-class identity may impact how she is perceived by her participants and how she interprets the data. She emphasizes the importance of reflexivity—the practice of reflecting on one’s role as a researcher—and the need to consider how one’s social class can shape the research process. Her reflections challenge the traditional notion of the "neutral" or "objective" researcher, highlighting that all researchers bring their own experiences, biases, and subjectivities to their work.

One of the central themes in Hurst’s article is the idea that researchers from marginalized or working-class backgrounds bring unique insights and strengths to their research. Her position allowed her to connect with her participants on a personal level, creating a more authentic and empathetic understanding of their experiences. Hurst’s work calls for a greater acknowledgment of the influence of class in the research process and urges future researchers to embrace their own social locations, as they can deepen the richness and depth of qualitative studies.

Reference. 

Hurst, A. L. (2008). A healing echo: Methodological reflections of a working-class researcher on class. Qualitative Report, 13(3), 334-352.

Exploring Poststructural Ethnography in Education: Insights from Choi (2006)

In the article, Doing Poststructural Ethnography in the Life History of Dropouts in South Korea, Choi (2006) delves into the complexities of using poststructural ethnography to study the lives of school dropouts. By examining the personal histories of individuals who left the education system in South Korea, Choi focuses on the importance of methodological approaches such as subjectivity, positionality, and reflexivity in qualitative research.

Choi emphasizes that poststructural ethnography provides a lens through which researchers can explore how identity, power, and discourse shape the experiences of marginalized individuals. In the case of school dropouts, these students' lives are influenced by societal expectations, cultural norms, and institutional structures that often marginalize their experiences. By adopting a poststructural approach, Choi challenges traditional notions of objectivity and highlights the researcher’s role in influencing the study’s outcomes. The researcher’s subjectivity and positionality are integral to understanding the interaction between the researcher and the researched.

A key theme in Choi's work is the concept of reflexivity. Reflexivity requires researchers to critically reflect on their influence in the research process, recognizing that their own biases, experiences, and social positions shape the research context. In this way, Choi calls for a more nuanced and self-aware approach to qualitative research, one that embraces the complexities of human experience and acknowledges the researcher’s role in the construction of knowledge.

This article is a valuable resource for educators and researchers interested in the intersection of qualitative methodology and educational issues. It invites critical reflection on how methodologies shape our understanding of students' lives, particularly those who are often overlooked by traditional educational research.

Reference.

Choi, J. A. (2006). Doing poststructural ethnography in the life history of dropouts in South Korea: Methodological ruminations on subjectivity, positionality and reflexivity. International Journal of Qualitative Studies in Education, 19(4), 435-453.

Restorative Justice in Schools: Bridging Gaps in Discipline - A Study by Lustick (2021)

Restorative justice is an educational approach that shifts the focus of discipline from punishment to repairing harm and restoring relationships. In urban school environments, where disciplinary practices often disproportionately affect non-White students, restorative justice aims to create a more equitable system of accountability. Lustick's (2021) study offers a compelling exploration of how restorative justice practices are implemented in New York City schools, and how they seek to address persistent racial disparities in discipline.

Lustick’s research, based on a purposive sampling strategy, centers on three small schools in New York City that have committed to using restorative practices as part of their discipline systems. These schools, with predominantly non-White student populations and mostly White staff, provide a unique lens through which the study examines the intersection of restorative practices and racial dynamics. By including interviews with 20 teachers, 10 administrators, and 24 students, as well as conducting observations and analyzing documents, Lustick’s study paints a detailed picture of how restorative justice works in practice across various levels of the school system.

The study’s findings highlight the potential for restorative justice to create more inclusive, understanding, and responsive disciplinary practices. However, it also reveals challenges, particularly in how restorative justice is perceived and applied in racially diverse schools. While these practices offer an alternative to punitive measures, they often face implementation struggles and inconsistencies in their application. Lustick’s research underscores the importance of understanding the lived experiences of students, teachers, and administrators in creating restorative practices that truly address racial disparities in school discipline.

Ultimately, Lustick’s study contributes valuable insights into the effectiveness and limitations of restorative justice in schools. It suggests that while restorative justice holds promise for fostering a more equitable educational environment, its success hinges on thoughtful, consistent application and ongoing reflection on its impact on racial dynamics within school communities.

Reference.

Lustick, H. (2021). “Restorative justice” or restoring order? Restorative school discipline practices in urban public schools. Urban Education, 56(8), 1269-1296.