A reflection to the contemporary times explains on the various procedures adapted by the society in trying to solve individual education problems, which do not stand better grounds to find long term course and institution selection solutions to their own problems. Since the academic society embraces human economies to live, continuous emphases to better the lives of all people should reflect inclusion and retention of post-secondary students in post-secondary education. Thus, the resulting developments of different solutions at different times have included the development of sponsored education centers for those in need (Thomas, et al. 2012). The main reason that I led in the developments was the human thought of focusing on a world whereby the students and institutional characteristics were evaluated to ensure that everybody remained important and could undertake his career responsibilities despite of the present challenges.
Identification of the problem
Among the various explanations on the interactive and cognitive development perspectives, it is apparent that the policies of inclusion may be disregarding the evaluation of students socio-economic activities, demographic backgrounds, pre-college issues, and the intellectual capabilities affecting their education. The implored variables are normative to philosophical outlooks of societal and academic integration that render inapplicability to inclusion and retention of minority students. From a different perception, some theoretical designs seem to steer retention and inclusion objectives to reach the desired goals.
Project Goals and Outcomes
The series of thoughts by academic philosophers and theorists led to the implementation of learning solutions upon which First Generation students would be adapted to the ideal platforms, and ensure accomplishment of the target career development through post-secondary inclusion (Gross, Torres, & Zerquera, 2013). The following discussion is a brief analysis of the various developments of understanding towards the implementation of viable resolutions for the adoption of minority students through inclusion and retention strategies. Hence, the past and present academic practices of inclusion and retention are subjected empirical and quantitative inquests to indicate the effectiveness derived in the course of minority students inclusion and retention endeavors.
Cognitive and psychosocial skills and behavioural development with the mainstreaming educational theory
Most of the ideologies render controversies to intended purpose of inclusion. They tend to direct relevance to integration rather than inclusion, and entirely end up establishing meager significances to the desired goals and objectives (Gross, Torres, & Zerquera, 2013). Since modern and post-modernity to the present period, academic researchers have continually established approaches to resolve the issues of neglect and bias of various groups of the society. The notion is that all individuals in the society are equally important; thus, they all deserve equal educational rights. However, differences in post-secondary students are evident in socio-cultural, economic, demographic, and family aspects of the enrolled population.
Personal activities as an intern in the project included:
Professional research on previous scholarly materials to support the overall recommendations.
Addressing the stated issues through recommendations after locating and interpreting data
Supporting other group members in the strategic planning and implementation process
Participating and coordinating the planning the meetings with other committee members
Seeking and participating in relevant, but external committees for updated knowledge on the executive leadership criteria
In-depth surveys through focus groups for exploratory and empirical research outcomes
Addressing the research results to interest groups upon completion
The most appropriate educational inclusion policy in many societies has been the mainstream policy, which restrains authorities and families from enrolling minority students in schools because of economic factors. The strategy sustains neglect and bias, and the minority students become vulnerable to difficulties in pursuing post-secondary education. The policy relates to individualism and capitalism. However, through the educational point of view, the policy is appropriate for it aims at enabling teachers in the global society to practice educational programs that utilize skills to include the minority students (less-benefiting and disabled student groups) for equality outcomes matching those of students of stable backgrounds (Thomas, et al. 2012).
The observation study implements on the inclusion and retention of students through mainstreaming (education) policy among other academic-based policies. These are argued the best in ensuring a balance of all factors that serve for the effective reach of the minority and disabled groups of students. The development of understanding for retention programs targets to devolve equity in the enrollment and retention of minority groups of the society who face neglect or other individual factors as barriers to pursuing post-secondary studies. Minority and disabled post-secondary students are vulnerable to lack in college or university enrollment; thus, education programs should enquire for the inclusion of the groups through special programs and unique institutional plans (Lord, and Hutchison, 2007).
This retrospect may deter barriers of inclusion and the minority groups would be acquired in educational facilities. The policy best connotes that the world is a single society and the prevailing differences in beliefs and norms should not dupe credibility in empowerment of all human beings in spite of the inequities in societal backgrounds or behavioral characteristics (Gross, Torres, & Zerquera, 2013). Through the inclusion of different people of the society as one and the ideology of sharing the same facilities, the global society would reach the desired platform of devolution since students from diverse orientations would realize the benefits of post-secondary education (Thomas, et al. 2012). Thomas, et al. (2012) research indicates that there are tremendous changes to the occurrence of biased inclusion programs with the female gender being the most affected by the institutional barriers. Mainly, the bias prevails amidst cognitive, psychosocial, and other fundamentally developed measures to implore changes, which would include individuals to the necessary academic programs.
The implementation of this project is essential to acquainting scholars and other interested parties with knowledge on the issues that are common during the development of inclusion programs. The inclusion phases of retention and development of minority students programs witness challenges, but the measures are inevitable and crucial. Mainly, the framework implements a basis for testing the student groups behavioral outcomes in intelligence and physical education tests (Kuh, et al. 2011). After observing that scholars accord minimal attention to this social group, the information amassed is certainly overwhelming since it denotes the importance of all issues in occurrence.
According to the long-serving researchers, the difficulty in minority students inclusion has been associated with emptiness to the extent that the affected groups of male and female genders often lack self-esteem whenever they are unable to secure enrollment or choose the right course in post-secondary institutions. Viewing minority student groups as insignificant is a mistake. Arguably, the issue restrains the groups determination and they may often lose their self-control hence ending up being involved in unethical and immoral affairs (Thomas, et al. 2012). Therefore, the issue is a setback to those affected negatively and an advantage to realizing ones capabilities to those affected positively (Gross, Torres, & Zerquera, 2013). It is argued that the sufficient issue of inclusion and retention of minority groups determines the education and academic levels of success levels in any society. In turn, this affects the social welfare because of the existing correlation between different student groups via institutional education changes.
The program holds that, private channels exhibit accountability at the long run and are more likely to deliver the desired satisfaction to the minority individuals compared to the public owned channels (Gross, Torres, & Zerquera, 2013). The community is yet to establish the accountability of such units in the country and to the extent that they possibly serve to the benefit of the affected minority individuals. The adoption online fundraising platform in the social media would lead to the collection of the $50,000 required for the initial pilot program.
Project formative Assessment
Research indicates that minority groups often are advantaged to reduced psychosocial risks. The period leads to a prolonged occurrence of intellectual changes. Therefore, this group is immune to bias or societal indifferences compared to those people in adulthood. Further, post-secondary students in early teenage or young adulthood seem to be advantaged compared to post-secondary groups in the mature ages. The society excludes the issues of studies that sought to establish how factors such as gender, race, and class affect minority students. This exclusion serves to render minority individuals incapable of competing with the entire society; thus, they fall short of achieving the desired career goals with the college and university courses (Gross, Torres, & Zerquera, 201...
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