Framing Corequisite Reform
Examining Staff Perceptions and Buy-in of a Statewide Dev-ed Reform Mandate
Bibliographic Data
| ID | 9008739 |
|---|---|
| Authors | Lauren Schudde (0000-0003-3851-1343, The University of Texas at Austin, corresponding author), Kamil Q Brown (The University of Texas at Austin), Catherine S Ramírez (0000-0002-1666-1984, The University of Texas at Austin), Catherine Ramirez (The University of Texas at Austin) |
| Year | 2024 |
| Volume | 96 |
| Issue | 2 |
| Pages | 279-305 |
| Publication date | 2024-04-16 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.2024.2341592 |
| PMID | 39990968 |
| OpenAlex | W4394841240 |
| Language | EN |
| Citations received | 1 |
| References cited | 26 |
States and colleges nationwide are adopting corequisite reforms, where students assessed as not meeting college-readiness standards concurrently enroll in developmental and college-level coursework. Leveraging frame analysis—an approach drawn from collective action research—and interviews with 49 actors at 16 community colleges implementing a statewide corequisite mandate, we examine how institutional actors construct meaning of the status quo and reformed dev-ed systems and how they assign responsibility for solving identified problems. Examining the microprocesses experienced by institutional agents may explain the lack of buy-in among college personnel responsible for implementing dev-ed reform—surprising given growing evidence of the effectiveness of corequisites—and variation in reform take-up. Our findings on the frames used by implementing actors illuminate individual-level processes underlying lags in reform implementation and, for policymakers and administrators, can inform potential counterframes to spur further action and overcome resistance
Collective action · Construct (python library · Coursework · Framing (construction · Mandate · Pedagogy · Political science · Public relations · Sociology · Status quo · Evaluation and Performance Assessment · Higher Education Research Studies · Public Administration · School Choice and Performance
Referral, enrollment, and completion in developmental education sequences in community colleges
Managing in the Middle
A Revolution in One Classroom
The Perceptions and Experiences of Faculty Implementing Florida’s Developmental Education Reform
On the Same Page
Comprehensive Developmental Education Reform in Florida
Students’ Sense Making of Higher Education Policies During the Vertical Transfer Process
Framing the Problem of Reading Instruction
Teaching Approaches of Community College Mathematics Faculty
Qualitative Data Analysis
Frame Alignment Processes, Micromobilization, and Movement Participation
The Unintended Consequences of Stigma-Free Remediation
Framing Processes and Social Movements
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |