促进农村生源大学生就业的对策

由于大学生就业难的状况存在多年,作为大学生中的相对弱势的群体——农村生源大学生就业更困难。在社会主义新农村建设背景下,在新农村建设人才短缺和大学生就业难并存的态势下,通过转变就业观念、制度创新和人才资源的有效配置等探索,引导鼓励农村生源大学生参与新农村建设,到农村去就业创业,赢取人生。这既是促进就业的现实选择,也是加快新农村建设的重要举措,对大学生和农村来说是双赢的。     

浅析农村籍大学生就业风险分析及对策研究

近年来,大学生生源比例逐渐上升,就业形势严峻,尤其是农村籍大学生与城市大学生相比在就业过程中,面临更多风险,承担更多的就业压力。大多数农村籍大学生因出身贫困、社会排挤、户籍歧视等不利因素,进一步挫伤了他们的教育积极性,进而影响社会的和谐。因此更大力度帮助毕业生实现就业,是解决农村籍大学生就业问题的当务之急。     

家庭社会资本对大学生农村就业意愿的影响

家庭是影响大学生农村就业的一个重要因素,因而家庭社会资本与大学生农村就业行为有密切的关系。家庭社会资本对大学生去农村的就业意愿、最低工资价位和职业选择的影响显著。母亲的受教育程度、家庭年收入越高,大学生去农村的就业意愿越高,大学生去农村的最低心理工资价位越高;父母的受教育程度越高,大学生去农村更愿意选择从政。     

关于2009年浙江省大学生就业状况的调查

如何解决大学生"就业难"的问题,早已成为我国政府、高校和社会公众普遍关注的社会问题.金融风暴袭来,面对复杂的经济形势,浙江省政府出台了一系列积极、宽松的就业政策,努力帮助大学生解决就业问题.大学生们以积极的态度应对就业压力,在激烈的竞争中寻求生存与发展.     

论高校应如何帮助大学生就业

大学生具有较高的知识水平和综合素质,是祖国前进发展的中坚力量。但如今,大学生面临着严峻的就业压力,就业难成为了当前大学生的头等难题,而大学生的就业问题已成为社会所关注的热点话题之一。为了促进大学生充分就业,提高大学生就业率,高校应积极采取措施,加强职业教育规划引导,帮助学生提高自身综合素质及实践能力,适应当前社会的人才需求,帮助学生实现就业观的转变,提高就业心理素质,拓展就业渠道,从而促进大学生就业。     

农村大学生的四大就业尴尬

祖居地是农村,父母是农民……很显然,这些是与大学生就业没有关联的。可在“最难就业季”,因为缺乏社会资源、人力资源,一些仓促来到就业市场的农村大学生成了大学生就业群体中的弱势人群。
　　大学生面临求职门槛
　　【案例】居家农村的本科毕业张某,就读某大学文学院史学系,毕业后一直没有找到用人单位。找专业对口的岗位没有可能,她在一劳务市场应聘一营销岗位,被以无工作经验拒之门外。后又去一私立辅导学校竞聘教师岗位,虽然每个星期工作只有星期六、星期天这两天,每天只工作两个小时,还是被以“非名校毕业”为由拒之于门外。无奈,她只能去饭店传菜、去超市送货,干些力所能及的零活。     

高职农村籍学生就业困境与对策分析

在我国就业市场人才供求矛盾不断凸显的形势下,毕业生就业问题愈加突出,已成为政府、社会和高校关注的焦点。高职农村籍学生就业难,既有自身的原因,如第一次就业期望值过高、自负自卑交织以及家庭背景等因素,也与人才市场就业机制不够健全有关。本文从学生思想教育引导、职业生涯规划指导以及特定专业订单培养等途径入手,对高职农村籍大学生就业困境产生的原因进行分析,并提出相应对策,希望为解决高职农村籍大学生充分就业问题提供借鉴与参考。     

农村籍大学生就业问题的探讨

我国是一个农业大国,农业人口占绝大多数,每年从农村考入大学的学生占高校录取学生数的大部分。随着高校连续数这个高校大学生中为数不少的群体,在就业中面临着特殊的困境与艰难,其不能就业给家庭、社会所带来的后果值得关注。如何更好地解决农村籍大学生这个弱势群体的就业问题,是摆在我们面前的一项紧迫任务。本文分析了大学生目前就业问题并且提出了一些解决这个问题的一些建议。     

大学生同性恋群体调查报告

大学生是国家的未来,而同性恋群体则是游离于主流文化的亚文化群体。作为两者交集的大学生同性恋群体在逐渐浮出＂水面＂的过程中已经获得了越来越多来自社会的关注。本文旨在根据笔者参与的2007年度C市大学生同性恋群体生存状况调查的基本数据和访谈资料,从多维视角出发,运用定量—定性研究相结合的方法,通过对大学生同性恋群体自我身份认同、性爱观念、同性性交易情况的分析,探求大学生同性恋群体在当今社会的真实生存状态,并据此提出一些可行性建议。     

大学生新农村就业困境及出路探索——以河北省为例

大学生到农村就业,可以起到＂种子＂和＂酵母＂作用,为农村的建设和发展提供内生性持续动力。然而大学生到基层就业这一计划在推行过程中出现了种种困境,文章在分析原因的基础上提出了相应的对策。     

The Impact of Living in Co-ed Resident Halls on Risk-taking Among College Students

Abstract

Objective: Although previous research has suggested that college housing impacts student behavior and outcomes, recent research linking college housing to risk-taking has been limited. In this study, we investigate if patterns of risk behavior differ based on the type of college housing environment students reside in. Participants: This study utilizes 510 college students living in on-campus college housing. Methods: Students were recruited from 5 college sites across the United States. Participants responded to survey items online that measured current risk-taking behaviors such as binge drinking and sexual activity. Results: After controlling for an assortment of demographic and psychological variables, results indicated that students living in co-ed housing were more likely than students living in gender-specific housing to binge drink and consume alcohol, have more permissive sexual attitudes, and have more recent sexual partners. Conclusions: On-campus housing environments impact college student risk behaviors. Implications are discussed in light of the decline of in loco parentis on most college campuses.     

Social Capital and Residential Decision Making Among Rural and Nonrural College Graduates

Due to the low demand for highly educated workers in rural areas, high‐achieving rural students have been portrayed as having to pick between staying close to home and facing limited economic opportunities or leaving to pursue higher education and socioeconomic advancement. But what of those who want both—college degree and return to rural living? Comparing the experiences of rural graduates who returned to rural locales with those who out‐migrated and nonrural graduates across one predominantly rural state, this study explores how social capital matters in the residential decision‐making process. Proximity to work and family were the primary factors determining adult residence. Sense of place—but not attachment to a specific community—also mattered, especially for rural graduates. Family, school, and community social capital were more likely to play a role in career development for rural students, as career aspirations during adolescence followed by career‐driven college choices created pathways for rural return. Findings underscore the importance of analyzing rural return from a regional lens, as respondents reframed lifestyle elements researchers tend to portray as mutually exclusive—rural lifestyle, proximity to family, and professional career—as compatible by employing broad and flexible definitions of proximity and place.     

Social Capital,Place of Residence,and College Attendance1

The relationship between social interaction and college attendance is examined across varying types of communities. Structural arrangements and interaction patterns that foster positive relationships are regarded as social capital and are conceptualized as investments that can yield human capital returns in terms of higher educational attainment. Logistic regression procedures are employed to analyze data from the High School and Beyond Longitudinal Study. The social capital model of college attendance is estimated for the full sample and separately for high school students living in urban, suburban, and rural communities. Predicted probabilities of attending college for students with high and low social capital are obtained. Results of these analyses indicate that parental expectation of college attendance is the most powerful predictor of subsequent college attendance among variables examined. Measures of community social capital and parental human capital also strongly predict attendance.     

Parental financial support and filial responsibility in emerging adulthood: a comparative study between the United States and South Korea

Why do parents provide considerable financial support to their children in college? How do college students feel about their parental financial support and how does it differ between American and Korean cultural contexts? Based on multiple group analysis, we tested the impact of family income and parents’ education on parental tuition and living expenses supports, which in turn affects college students’ perception of filial responsibility across the United States and South Korea. Participants included 179 American college (AC) students from Syracuse University and 268 Korean college (KC) students from Yonsei University Wonju. We found that family income was significantly related to an increase in parental tuition and living expenses supports for both AC and KC students. However, parents’ education was significantly related to an increase in parental tuition and living expenses supports for AC students, but not for KC students. In addition, parental tuition support was related to an increase for filial responsibility, and parental living expenses were related to a decrease in filial responsibility in KC students, but not for AC students. These results indicate that the association between parental financial support and college students’ perception of filial responsibility differs across American and Korean cultural contexts.     

Rural Students’ Social Capital in the College Search and Application Process

Although the growing mandate for higher education creates challenges for students in rural areas, rural high school graduates currently attend college at a rate similar to their peers in other locale types. Prior research has attributed this accomplishment to family, school, and community social capital, yet the processes through which students translate social capital into educational attainment remain unspecified. This study examines how successful rural students access and engage various forms of social capital during the college search and application process. Analysis of semistructured interviews with 30 college graduates from communities throughout one predominantly rural state showed that family social capital provided most students with generalized support, but college‐specific guidance tended to correlate with parental education and income. Most students benefited from school social capital, primarily through pro‐college climate, peer networks, teachers, guidance counselors, and academic tracking. Students accessed community social capital through supportive youth and adult interactions, extended family ties, and a caring community, but these forms of social capital did not explicitly support the college search process. Although quantitative studies have operationalized family, school, and community social capital as distinct concepts, this study argues that these constructs cannot be disentangled given the interconnectedness of rural families, schools, and communities.     

新疆乌鲁木齐县大学生“村官”政策实施情况调查分析

选聘高校毕业生到农村任职政策,一是着眼于为新农村建设培养骨干力量,改善党政干部来源,二是缓解大学生就业压力。实现新疆跨越式发展和长治久安,重点和难点都在农村,需要一大批优秀青年,充实农村建设队伍。文章在实证调研的基础上,分析了大学生"村官"政策实施中出现的突出问题,提出了应对之策。     

“We Don't Know How to Do This”: Rural Parents' Perspectives on and Roles in Enrollment at a Private,Selective Liberal Arts College

Rural youth trail their non-rural counterparts in college enrollment and attainment, especially for degrees from selective schools; these gaps further spatial inequality in the United States. Much research has focused on rural parents as impediments to rural college-going: many rural parents did not attend college, and their educational aspirations for their children are lower than those of urban parents. However, every year, thousands of rural students do head to college, even to selective schools, and little is known about their parents' influence on their enrollment. This qualitative study focuses on rural parents without a bachelors degree, investigating the roles they play in their children's aspirations and enrollment at a private, selective liberal arts college and examining their perspectives on this type of school. The results suggest that parents are an important source of social capital, supporting aspirations and enrollment. They also show that these parents see a liberal arts education as a path to a remunerative and rewarding career, and, in supporting their children's college choice, they value factors—financial aid, proximity, and a welcoming school culture—that mitigate the social, cultural, and moral boundaries separating home from college.     

高职院校学生绿色消费行为研究

通过对深圳职业技术学院学生的实证调查,发现高职院校大学生对绿色消费具有较高的认知度和很强的正面态度,但在绿色消费的水平上相对偏低,尤其在重复使用、分类回收以及环保选购方面。多元回归分析结果显示,绿色消费态度、是否具有中共党员身份对大学生绿色行为有着显著的影响。外部障碍因素如不便利、外部环境缺乏、生活习惯等会影响具有正面态度的高职院校大学生进行绿色消费。     

大学生网络订外卖现象及影响因素

O2O生活服务平台跨界覆盖高校学生学习、生活、课内外活动,网上订购外卖已经成为越来越多大学生的餐饮消费习惯。对上海大学生网上订购外卖现象的研究发现,大学生网上订购外卖的频率受到性别、上网时间、"宅"的程度、作息规律程度等因素的综合性影响。