Depressive Symptoms and Mental Health Treatment in an Ethnoracially Diverse College Student Sample

ERIC Educational Resources Information Center

Herman, Steve; Archambeau, Olga G.; Deliramich, Aimee N.; Kim, Bryan S. K.; Chiu, Pearl H.; Frueh, B. Christopher

2011-01-01

Objectives: To study (a) the prevalence of depressive symptoms and (b) the utilization of mental health treatment in an ethnoracially diverse sample consisting primarily of Asian Americans, European Americans, Native Hawaiians, and Pacific Islanders. Participants: Five hundred eighty-nine college students. Method: A questionnaire packet that…

African-American Female Students and STEM: Principals' Leadership Perspectives

NASA Astrophysics Data System (ADS)

Sampson, Kristin Morgan

As the U.S. becomes more diverse, school leaders, major corporations, and areas of national defense continue to investigate science, technology, engineering and math (STEM) education issues. African-American female students have historically been underrepresented in STEM fields, yet educational leadership research, examining this population is limited. The purpose of this qualitative study was to explore how principals support African-American female students in schools with a STEM program. The Critical Race Theory (CRT)was used as a theoretical framework to highlight the inadequacies to support educational inequalities. The application of the CRT in this study is due to the embedded inequality practices within the educational system, that have resulted in the underrepresentation of African-American female students in STEM. To complement CRT, the transformative leadership model was also utilized to examine the emancipatory leadership practices principals utilized. These theories framed the context of this study by recognizing the need to address how support is actualized to African-American female students in STEM by their principals. A case study approach was an appropriate method to answer the two research questions, 1) How do principals feel they support African-American female students in their STEM programs? and 2) What practices do principals engage in that support underrepresented students in STEM? This approach intended to uncover how a principal leads a multifaceted population of underrepresented students in STEM programs. Two principals of STEM schools, where more than 50% of the population were African-American, were interviewed and observed completing daily operations at community-wide events. The STEM Coordinators and a teacher were also interviewed, and test scores were examined to provide further information about the STEM program, and public records were obtained to analyze the principals' means of communication. I found that principals supported African-American female students by engaging the community, and exhibiting leadership practices that align with the school culture. The results of this research bring voice to principals who lead schools with thriving STEM programs with majority African American female students. Leaders that exhibit transformative leadership practices by acknowledging race, and recognizing obstacles students of color face, support negating color-blinding ideologies that could impede the progress of all students.

Social anxiety and mental health service use among Asian American high school students

PubMed Central

Brice, Chad; Warner, Carrie Masia; Okazaki, Sumie; Ma, Pei-Wen Winnie; Sanchez, Amanda; Esseling, Petra; Lynch, Chelsea

2014-01-01

Asian American adults endorse more symptoms of social anxiety (SA) on self-report measures than European Americans, but demonstrate lower prevalence rates of social anxiety disorder in epidemiological studies. These divergent results create ambiguity concerning the mental health needs of Asian Americans. The present study is the first to investigate this issue in adolescents through assessment of self-reported SA in Asian American high school students. Parent and self-ratings of impairment related to SA and self-reported mental health service use for SA were also measured. Asian American students endorsed a greater number of SA symptoms and scored in the clinical range more frequently than other ethnic groups. Also, Asian American and Latino students endorsed more school impairment related to SA than other ethnic groups. No differences in parent-reported impairment or service utilization were identified. Implications for future research and treatment for SA among Asian American adolescents are discussed. PMID:25300193

Social Anxiety and Mental Health Service Use Among Asian American High School Students.

PubMed

Brice, Chad; Masia Warner, Carrie; Okazaki, Sumie; Ma, Pei-Wen Winnie; Sanchez, Amanda; Esseling, Petra; Lynch, Chelsea

2015-10-01

Asian American adults endorse more symptoms of social anxiety (SA) on self-report measures than European Americans, but demonstrate lower prevalence rates of SA disorder in epidemiological studies. These divergent results create ambiguity concerning the mental health needs of Asian Americans. The present study is the first to investigate this issue in adolescents through assessment of self-reported SA in Asian American high school students. Parent and self-ratings of impairment related to SA and self-reported mental health service use for SA were also measured. Asian American students endorsed a greater number of SA symptoms and scored in the clinical range more frequently than other ethnic groups. Also, Asian American and Latino students endorsed more school impairment related to SA than other ethnic groups. No differences in parent-reported impairment or service utilization were identified. Implications for future research and treatment for SA among Asian American adolescents are discussed.

Afro-Caribbean and African American Students, Family Factors, and the Influence on Science Performance in the United States: The Untold Story

ERIC Educational Resources Information Center

Pinder, Patrice Juliet

2012-01-01

The primary objectives of this research were to explore achievement pattern differences and the influence of family factors on the achievement patterns of Afro-Caribbean and African American students within the United States (U.S.). The study utilized two research designs; a causal-comparative and a correlational design. A student family…

Examining the Academic Persistence Behaviors of American Indian Transfer Students and the Implications of These on the Pursuit of a Bachelor's Degree

ERIC Educational Resources Information Center

Bass, James Michael

2013-01-01

The purpose of this qualitative study was to examine the experiences of American Indian college students and graduates while transferring from a community college to a university. Utilizing a combination of data requests and faculty recommendations, three groups of students were recruited for participation in the study. Online surveys and…

Understanding Physical Activity Behavior in African American and Caucasian College Students: An Application of the Theory of Planned Behavior

ERIC Educational Resources Information Center

Blanchard, Chris; Fisher, Janet; Sparling, Phil; Nehl, Erich; Rhodes, Ryan; Courneya, Kerry; Baker, Frank

2008-01-01

Only 30% of college students meet the recommended amount of physical activity (PA) for health benefits, and this number is lower for African American students. Moreover, the correlates of PA may vary by ethnicity. Objective: In the present study, the authors tested the utility of the theory of planned behavior for explaining PA intentions and…

The Academic Success of East Asian American Youth: The Role of Shadow Education

PubMed Central

Byun, Soo-yong; Park, Hyunjoon

2013-01-01

Using data from the Education Longitudinal Study, this study assessed the relevance of shadow education to the high academic performance of East Asian American students by examining how East Asian American students differed from other racial/ethnic students in the prevalence, purpose, and effects of using the two forms – commercial test preparation service and private one-to-one tutoring – of SAT coaching, defined as the American style of shadow education. East Asian American students were most likely to take a commercial SAT test preparation course for the enrichment purpose, and benefited most from taking this particular form of SAT coaching. However, this was not the case for private SAT one-to-one tutoring. While black students were most likely to utilize private tutoring for the remedial purpose, the impact of private tutoring was trivial for all racial/ethnic groups including East Asian American students. The authors discussed broader implications of the findings on racial/ethnic inequalities in educational achievement beyond the relevance of shadow education for the academic success of East Asian American students. PMID:24163483

A Phenomenological Study of the International Student Experience at an American College

ERIC Educational Resources Information Center

Exposito, Julie Anderson

2015-01-01

This applied dissertation was designed to explore and provide a better understanding of students of international background enrolled in an English for Academic Purposes (EAP) at a 4-year public American college in Southeast Florida. This study utilized a qualitative phenomenological design for data collection and analysis. The interview protocol…

Understanding the African-American Student Experience in Higher Education through a Relational Dialectics Perspective

ERIC Educational Resources Information Center

Simmons, Jake; Lowery-Hart, Russell; Wahl, Shawn T.; McBride, M. Chad

2013-01-01

In this study, we sought to understand African-American students' higher-education experiences in predominantly White universities. We utilized Baxter's relational dialectics theory to study components of focus-group discussions in order to understand the discourse and meaning-making process of participants. Our findings provide insight into the…

Culturally Responsive Collegiate Mathematics Education: Implications for African American Students

ERIC Educational Resources Information Center

Jett, Christopher C.

2013-01-01

In this article, the author utilizes the culturally congruent work of Gay (2010) and Ladson-Billings (2009) to highlight culturally responsive teaching as a viable option for African American students in higher education mathematics spaces. He offers translations of Gay and Ladson-Billings' work to Africana mathematics and argues that these…

"I Want to Do the Right Thing but What Is It?": White Teachers' Experiences with African American Students

ERIC Educational Resources Information Center

Henfield, Malik S.; Washington, Ahmad R.

2012-01-01

This qualitative study examines 26 White middle school teachers' perceptions of their experiences in a predominantly White middle school with a growing African American student population. Utilizing in-depth focus group interviews, teachers elaborated on their experiences with navigating racial, ethnic and cultural boundaries as they attempted to…

Measuring Five Preconditions of Success for African American Male Students in Community Colleges

ERIC Educational Resources Information Center

McManus, Kimberly Ozella

2017-01-01

The purpose of this study was to measure and compare five preconditions for success of African American male community college students at community colleges by determining if there is a relationship between a) GPA and credits earned, utilizing Wood and Harris' (2012; 2016) Community College Survey of Men (CCSM, 2014) and Community College Success…

Does Ethno-Cultural Betrayal in Trauma Affect Asian American/Pacific Islander College Students' Mental Health Outcomes? An Exploratory Study

ERIC Educational Resources Information Center

Gómez, Jennifer M.

2017-01-01

Objectives: Interpersonal trauma has deleterious effects on mental health, with college students experiencing relatively high rates of lifetime trauma. Asian American/Pacific Islanders (AAPIs) have the lowest rate of mental healthcare utilization. According to cultural betrayal trauma theory, societal inequality may impact within-group violence in…

Teaching Introduction to American Government/Politics: What We Learn from the Visual Images in Textbooks

ERIC Educational Resources Information Center

Allen, Marcus D.; Wallace, Sherri L.

2010-01-01

Political science students learn the fundamental principles and values about the American political system from American government/politics textbooks. Most of the major textbooks used in these courses utilize the traditional institutional and behavioral approaches to the study of American government and politics, which examines institutions and…

"I Worry about My Community": African American Women Utilizing Communal Notions of Citizenship in the Social Studies Classroom

ERIC Educational Resources Information Center

Vickery, Amanda E.

2016-01-01

This qualitative multiple case study utilizes a Black feminist ethic of caring (Collins, 2009; Thompson, 1998) to explore how three African American women social studies teachers draw on their personal and community knowledge to conceptualize and teach the construct of citizenship to their students of color. Instead of conveying traditional…

The relationship between Mexican American cultural values and resilience among Mexican American college students: a mixed methods study.

PubMed

Morgan Consoli, Melissa L; Llamas, Jasmin D

2013-10-01

The current study investigated the role of cultural values in the resilience of Mexican American college students. Utilizing mixed methodology, 124 self-identified Mexican American college students were asked to complete an online survey, including a demographic questionnaire, the Resilience Scale, Mexican American Cultural Values Scale, and 2 open-ended questions concerning overcoming adversity and cultural values. As hypothesized, Mexican American traditional cultural values (Familismo, Respeto, Religiosidad, and Traditional Gender Roles) predicted resilience, with Familismo accounting for the majority of the variance. Consensual qualitative research (Hill, Thompson, & Nutt Williams, 1997) was used to identify emergent domains and themes within the open-ended question responses. Traditional Mexican American Value themes included Familismo, Ethnic Identity, Religiosidad, Perseverance, and Respeto. Results highlight the important role that certain Mexican American cultural values play in providing strength for overcoming adversities.

Support Systems for Educationally Disadvantaged Students and Assuring Practitioner Competence

ERIC Educational Resources Information Center

Griffiths, Kenneth A.

1977-01-01

Student support systems developed and utilized in a three-year training effort with more than 104 Native American social work students at the School of Social Work, University of Utah are assessed. Focus is on recruitment, communication, modeling, counseling, follow-up, student involvement, and discrimination education. (Author/LBH)

Using a modified Learning Potential Assessment Device and Mediated Learning Experiences to Assess Minority Student Progress and Program Goals in an Undergraduate Research Based Geoscience Program Serving American Indians

NASA Astrophysics Data System (ADS)

Mitchell, L. W.

2002-12-01

During the initiation of a new program at the University of North Dakota designed to promote American Indians to engage in geoscience research and complete geoscience related degrees, an evaluation procedure utilizing a modified Learning Potential Assessment Device (LPAD) and Mediated Learning Experiences (MLE) to assess minority student progress was implemented. The program, called Indians Into Geosciences (INGEOS), utilized a modified form of the Learning Potential Assessment Device first to assess cultural factors, determination, and other baseline information, and second, utilized a series of Mediated Learning Experiences to enhance minority students' opportunities in a culturally appropriate, culturally diverse, and scientifically challenging manner in an effort to prepare students for competitive research careers in the geosciences. All of the LPADs and MLEs corresponded directly to the three goals or eight objectives of INGEOS. The three goals of the INGEOS program are: 1) increasing the number of American Indians earning degrees at all levels, 2) engaging American Indians in challenging and technically based scientific research, and 3) preparing American Indians for successful geoscience careers through multicultural community involvement. The eight objectives of the INGEOS program, called the Eight Points of Success, are: 1) spiritual health, 2) social health, 3) physical health, 4) mental health, 5) financial management, 6) research involvement, 7) technical exposure, and 8) multicultural community education. The INGEOS program goals were evaluated strictly quantitatively utilizing a variety of data sources such as grade point averages, number of credits earned, research project information, and developed products. The INGEOS Program goals reflected a combined quantitative score of all participants, whereas the objectives reflected qualitative measures and are specific for each INGEOS participant. Initial results indicate that those participants which show progress through Mediated Learning Experiences within all of the Eight Points of Success, have a higher likelihood of contributing to all three of the INGEOS programs goals.

Effects of an Intellectually Caring Model on Urban African American Alternative High School Students' Conceptual Change and Achievement in Chemistry

ERIC Educational Resources Information Center

Wood, Lynda C.; Ebenezer, Jazlin; Boone, Relena

2013-01-01

The purpose of this article is to study the effects of an intellectually caring model of teaching and learning on alternative African American high school students' conceptual change and achievement in a chemistry unit on acids and bases. A mixed-methods approach using retrospective data was utilized. Data secured from the teacher were the…

A Comprehensive Stress Education and Reduction Program Utilizing a Well-Being Model: Incorporating the ASCA Student Standards

ERIC Educational Resources Information Center

Tarabochia, Dawn S.

2013-01-01

The American School Counselor Association developed national standards for students to provide a framework for a holistic approach to student academic, career, and personal/social development. While the ASCA Student Standards are comprehensive, little attention is given to stress. Adolescents are experiencing greater stress associated with…

Evaluation of a Cardio Pulmonary Resuscitation Curriculum for Junior and Senior High School Students.

ERIC Educational Resources Information Center

Vanderschmidt, Hannelore Falk

An adaptation of the standard American Heart Association training program was utilized to teach secondary school students cardiopulmonary Resuscitation (CPR) procedures. Students, at both junior and senior high levels, were randomly assigned to practice and no-practice groups, of ten students each. All were taught CPR procedures didactically, but…

Mexican Americans in Higher Education: Cultural Adaptation and Marginalization as Predictors of College Persistence Intentions and Life Satisfaction

ERIC Educational Resources Information Center

Ojeda, Lizette; Castillo, Linda G.; Rosales Meza, Rocío; Piña-Watson, Brandy

2014-01-01

This study examined how college persistence intentions and life satisfaction influenced by acculturation, enculturation, White marginalization, and Mexican American marginalization among 515 Mexican American college students. The utility of a path analysis model was supported. Enculturation positively predicted persistence and life satisfaction.…

Leadership Practices that Enhance Reading Achievement for African American Males: A Case Study

ERIC Educational Resources Information Center

Dawson, Dawnay Ardrean

2010-01-01

The purpose of this study was to examine leadership practices that lead to improving academic achievement for African American males. Specifically, this study examined cultural insensitivity and its impact on educating African American male students in reading. The study utilized several techniques to determine what practices educators used to…

Academic and Career Trajectories of African American Males in San Bernardino

ERIC Educational Resources Information Center

Lyles, Lolita Laree

2013-01-01

A qualitative grounded theory approach is utilized to study the academic and career trajectories of twenty African American male collegiate students living in San Bernardino, California. There is limited research that explores the positive educational experiences of young adult African American males. Therefore, the aim of the present study is to…

In Her Own Voice: A Narrative Study of the Persistence Strategies of Eight African American Women Vice Presidents for Student Affairs at Predominately White Institutions

ERIC Educational Resources Information Center

Hylton, Dahlia Gabrielle

2012-01-01

This narrative study explored the personal and professional experiences of eight African American women vice presidents for student affairs (VPSA) employed at predominately White institutions (PWIs) and the persistence strategies they used while working at a PWI. Through the use of narrative inquiry methods, I utilized a purposeful sample of eight…

A Study of Mathematics and Science Achievement Scores among African American Students and the Impact of Teacher-Oriented Variables on Them through the Educational Longitudinal Study, 2002 (ELS: 2002) Data

ERIC Educational Resources Information Center

Walker, Valentine

2011-01-01

The purpose of this dissertation was to utilize the ELS: 2002 longitudinal data to highlight the achievement of African American students relative to other racial sub-groups in mathematics and science and to highlight teacher oriented variables that might influence their achievement. Various statistical tools, including descriptive statistics,…

Perceptions & Experiences in Higher Education: A National Study of Multiracial Asian American and Latino/a Students in Psychology

PubMed Central

Smith, Tara D.; Maton, Kenneth I.

2014-01-01

Demographic trends suggest increasing numbers of multiple racial heritage students attending US campuses and universities, a change reflected within psychology. However, there is little empirical investigation into the educational experiences and needs of multiracials. The current study (the second in a series of studies to utilize data from a national survey of psychology graduate and undergraduate students) compared two multiracial groups, Asian American/European American and Latino/a/European Americans, to their single heritage counterparts on several variables of interest – academic supports and barriers; linkage between barriers faced and ethnicity; and perceived cultural diversity. Results indicated that multiracial groups reported more of a link between academic barriers experienced and their ethnicity than European American students, but less of a link than their monoracial minority peers. No differences between groups were found related to academic supports, academic barriers, and perceived cultural diversity. Study limitations, future research and implications are discussed. PMID:25111546

Perceptions of teaching African American students who succeed during science testing: A hermeneutic phenomenological study

NASA Astrophysics Data System (ADS)

Harris, Tevis Tramaine

The purpose of this hermeneutic phenomenological research was to explore the perceptions of teachers as they instruct African American students who are successful on the North Carolina End-of-Grade Science test. The study identified thoughts, feelings, emotions, and challenges that teachers faced when instructing successful African American students from Title I schools in rural community classrooms. The research study analysis utilized NVivo10RTM software and identified common themes in the data. Five themes emerged from interviews with five fifth- and eighth-grade science teachers. Based on the teachers' perceptions, the findings revealed: (a) teachers experience an emotional journey in high poverty schools; (b) investments encompass sacrificing whatever is needed to help students become successful; (c) relationships should be developed between the teacher and student; (d) intentionality is a part of teachers' daily interaction with students; and (e) teachers encounter a challenging opportunity instructing African American students in science. This study provides valuable data in understanding the experiences of teachers as they instruct successful African American students and the challenges, obstacles, and triumphs teachers face when working with this population of students. The implications of the study suggest that educational leaders provide emotional support to help teachers manage the plethora of emotions experienced on a daily basis. Future study of successful teachers of African American students may further inform the dearth of literature surrounding the experience of successful teachers of minority students.

A Social Tool: Why and How ESOL Students Use Facebook

ERIC Educational Resources Information Center

Mitchell, Kathleen

2012-01-01

English language learners in the United States and abroad have begun to utilize Facebook, a social networking site, which since its inception in 2004 has been extremely popular with American college students. This qualitative case study with participants from an intensive English program in the US explores seven ESOL students' motivations for…

Employing Noncognitive Variables to Improve Admissions, and Increase Student Diversity and Retention

ERIC Educational Resources Information Center

Kalsbeek, David; Sandlin, Michele; Sedlacek, William

2013-01-01

Today, a growing number of North American postsecondary institutions are incorporating the use of noncognitive variables into their requirements for a holistic admissions process. Why is there more and more interest in utilizing these nonacademic variables for students who are applying to these institutions? It is all about student success and…

Examination of Achievement Gaps among Fourth Grade Students in a Selected Louisiana School District

ERIC Educational Resources Information Center

LeJeune, Kevin Scott

2010-01-01

A major concern for educators is that student achievement is disproportionate and not increasing for all groups at the same rate. This applied dissertation addressed the problem of unequal achievement for African American, economically disadvantaged, and academically at-risk students. This quantitative study utilized a correlational design to…

Multicultural Music Instruction in the Elementary School: What Can Be Achieved?

ERIC Educational Resources Information Center

Edwards, Kay L.

1998-01-01

Investigates fourth-grade students' achievement following a model unit on American Indian music that utilized four different instructional approaches. Suggests implications for instruction with American Indian music regarding instructional approach, authenticity of instrument materials, learning from a native guest artist, and music teacher…

American College Test Assessment of Educational Hierarchies and Scholastic Survival at the University of the Philippines.

ERIC Educational Resources Information Center

Mercado, Aurea Adrias

The purpose of this study was to ascertain if the American College Test (ACT) that is widely used for student assessment in American colleges and universities can be used as a screening instrument at the University of the Philippines. The design utilized correlational and discriminatory techniques for data involving academic factors, and computer…

Teaching Scientific Writing: Measuring Student Learning in an Intensive APA Skills Course

ERIC Educational Resources Information Center

Luttrell, Vickie R.; Bufkin, Jana L.; Eastman, Valerie J.; Miller, Robin

2010-01-01

The "Publication Manual of the American Psychological Association" (American Psychological Association [APA], 2010) provides a widely utilized template for preparing research reports in the behavioral sciences. Because learning APA style is integral to disciplinary socialization, our department recently implemented a 1-hr course in scientific…

Teaching American Indian History: An Interdisciplinary Approach. (A Curriculum Guide).

ERIC Educational Resources Information Center

Vantine, Larry

Utilizing an interdisciplinary approach, anthropological and historical, this curriculum guide provides activities and instructional objectives which are "value-oriented". Emphasis is on Indian values, their cultural relativity, and their comparison with Euro-American concepts. An inventory of the values held by both groups allows the student to…

The Spaces between Us: A Queer?Intersectional Analysis of the Narratives of Black Gay International Students

ERIC Educational Resources Information Center

Hubain, Bryan S.

2017-01-01

The experiences of international students along the lines of race and ethnicity, sexuality, gender, and nationality are virtually unknown. This study utilizes experience-centered narrative inquiry to explore the experiences of Black gay international students, and how they are racialized and sexualized in American higher education. Using a Queer…

A study of mathematics and science achievement scores among African American students and the impact of teacher-oriented variables on them through the Educational Longitudinal Study, 2002 (ELS: 2002) data

NASA Astrophysics Data System (ADS)

Walker, Valentine

The purpose of this dissertation was to utilize the ELS: 2002 longitudinal data to highlight the achievement of African American students relative to other racial sub-groups in mathematics and science and to highlight teacher oriented variables that might influence their achievement. Various statistical tools, including descriptive statistics, ANOVA, Multiple Regression were used to analyze data that was derived from the students', teachers' and administrations' questionnaires compiled in the base year of the study (2002) as well as the first follow-up transcript study (2006). The major findings are as follows: African American students performed lower than all other major racial subgroups in mathematics and science; Parental variables including SES and parental education were strong correlates of achievement in mathematics and science: The amount and type of mathematics and science courses students took were strong predictors of achievement in mathematics and science; Teachers' race, experience, certification status, graduate courses completed and professional development influenced African American students' achievement in mathematics and science; Aspects of classroom climate including teacher-pupil relationship, classroom management, students' perception of quality instructions, praise and rewards system might influence African American students' achievement in mathematics and science; Teachers' beliefs pertaining to students' background and intellectual ability might influence their educational expectation of African American students and subsequently student achievement in mathematics and science; Teaching strategies such as reviewing, lecturing and using graphing calculators had a positive influence on mathematics achievement while using computers, discussion and using other books than mathematics textbooks had negative influences on mathematics achievement; Computer use in science had positive influence on science achievement while homework had a positive influence on mathematics and science achievement among African American students. The application of these findings in settings populated with African American students might be important in increasing mathematics and science achievement among them.

A Research Experience for American Indian Undergraduates: Utilizing an Actor-Partner Interdependence Model to Examine the Student-Mentor Dyad

ERIC Educational Resources Information Center

Griese, Emily R.; McMahon, Tracey R.; Kenyon, DenYelle Baete

2017-01-01

The majority of research examining Undergraduate Research Experiences focuses singularly on student-reported outcomes, often overlooking assessment of the mentor role in student learning and outcomes after these experiences. The goal of the current study was to examine the student-mentor dyad at the beginning and end of a 10-week summer research…

Acculturative and Psychological Predictors of Academic-Related Outcomes Among Cambodian American High School Students

PubMed Central

Dinh, Khanh T.; Weinstein, Traci L.; Kim, Su Yeong; Ho, Ivy K.

2009-01-01

This study examined the acculturative and psychosocial predictors of academic-related outcomes among Cambodian American high school students from an urban school district in the state of Massachusetts. Student participants (N = 163) completed an anonymous survey that assessed demographic characteristics, acculturative experiences, intergenerational conflict, depression, and academic-related outcomes. The main results indicated that acculturative and psychosocial variables were significant predictors of academic-related outcomes. Specifically, students' Cambodian cultural orientation was positively associated with their beliefs about the utility of education and sense of school membership, while students' Anglo/White cultural orientation was positively associated with their grade point average, educational aspirations, and sense of school membership. Results also indicated that Cambodian cultural orientation was negatively associated with intergenerational conflict, which in turn was associated with depression. This study provides important information to developers of school-based and family-based prevention and intervention programs by highlighting the acculturative challenges and how academic success can be fostered for Cambodian American students. PMID:20011458

Evaluating Effects of Developmental Education for College Students Using a Regression Discontinuity Design

ERIC Educational Resources Information Center

Moss, Brian G.; Yeaton, William H.

2013-01-01

Background: Annually, American colleges and universities provide developmental education (DE) to millions of underprepared students; however, evaluation estimates of DE benefits have been mixed. Objectives: Using a prototypic exemplar of DE, our primary objective was to investigate the utility of a replicative evaluative framework for assessing…

Happiness, Work Engagement, and Perception of Organizational Support of Student Affairs Professionals

ERIC Educational Resources Information Center

Hempfling, Michele Sheets

2015-01-01

Little research has been conducted on the work engagement, subjective happiness, or perceived organizational support of student affairs professionals. In this study, 299 professionals in the American College Personnel Association were surveyed utilizing the Utrecht Work Engagement Scale, the Subjective Happiness Scale, and the Survey of Perceived…

Using Culturally Responsive Stories in Mathematics: Responses from the Target Audience

ERIC Educational Resources Information Center

Corp, Amy

2017-01-01

This study examined how Black students responded to the utilization of culturally responsive stories in their mathematics class. All students in the two classes participated in mathematics lessons that began with an African American story (culturally responsive to this population), followed by mathematical discussion and concluded with solving…

Internationalization at Home for Counseling Students: Utilizing Technology to Expand Global and Multicultural Horizons

ERIC Educational Resources Information Center

Bhat, Christine Suniti; McMahon, Mary

2016-01-01

Advances in information and communications technology have created increased avenues to internationalize educational experiences for students on their home campuses. This article reports on a teaching strategy that used Blackboard to provide an "Internationalization at Home" online exchange experience for Australian and American graduate…

Using ACT Subscores to Identify at Risk Students in Business Statistics and Principles of Management Courses

ERIC Educational Resources Information Center

Welborn, Cliff Alan; Lester, Don; Parnell, John

2015-01-01

The American College Test (ACT) is utilized to determine academic success in business core courses at a midlevel state university. Specifically, subscores are compared to subsequent student grades in selected courses. The results indicate that ACT Mathematics and English subscores are a valid predictor of success or failure of business students in…

"Applying anatomy to something I care about": Authentic inquiry learning and student experiences of an inquiry project.

PubMed

Anstey, Lauren M

2017-11-01

Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry-based approach to learning human gross anatomy. Utilizing a case-study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group-based investigation. Results were further considered in context of theoretical frameworks of inquiry-based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538-548. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Contraceptive usage patterns in North American medical students

PubMed Central

Rowen, Tami S.; Smith, James F.; Eisenberg, Michael L.; Breyer, Benjamin N.; Drey, Eleanor A.; Shindel, Alan W.

2013-01-01

Background Previous studies indicate that the sexual beliefs and mores of students in medical professions may influence their capacity to care for patients’ sexuality and contraception issues. Students also represent a large sample of reproductive-age individuals. In this study, we examined contraceptive usage patterns in North American medical students. Study Design Students using online medical student social and information networks enrolled in allopathic and osteopathic medical schools in North America between February and July of 2008 were invited to participate via email and published announcements in an Internet-based survey consisting of a questionnaire that assessed ethnodemographic factors, year in school and sexual history. We also collected information about current use of contraceptive and barrier methods. Descriptive statistics and logistic regression were utilized to analyze responses. Results Among our 2269 complete responses, at least one form of contraception was being utilized by 71% of men and 76% of women. Condoms were the most popular form of contraceptive, utilized by 1011 respondents (50% of men and 40% of women). Oral contraceptive pills were the contraceptive of choice for 34% of men and 41% of women. Decreased rates of contraception use were associated with being black or Asian, not being in a relationship and having more sexual dysfunction in female respondents. Students who reported comfort discussing sexual issues with patients were more likely to use effective contraceptive methods themselves. Ten percent of this of sexually active medical students was not currently using contraception. Conclusions There are significant differences in contraceptive use based on demographics, even at the highest education levels. The personal contraception choices of medical students may influence their ability to accurately convey information about contraception to their patients. In addition, medical students may personally benefit from improved knowledge of effective contraceptive practices. PMID:21477690

Contraceptive usage patterns in North American medical students.

PubMed

Rowen, Tami S; Smith, James F; Eisenberg, Michael L; Breyer, Benjamin N; Drey, Eleanor A; Shindel, Alan W

2011-05-01

Previous studies indicate that the sexual beliefs and mores of students in medical professions may influence their capacity to care for patients' sexuality and contraception issues. Students also represent a large sample of reproductive-age individuals. In this study, we examined contraceptive usage patterns in North American medical students. Students using online medical student social and information networks enrolled in allopathic and osteopathic medical schools in North America between February and July of 2008 were invited to participate via email and published announcements in an Internet-based survey consisting of a questionnaire that assessed ethnodemographic factors, year in school and sexual history. We also collected information about current use of contraceptive and barrier methods. Descriptive statistics and logistic regression were utilized to analyze responses. Among our 2269 complete responses, at least one form of contraception was being utilized by 71% of men and 76% of women. Condoms were the most popular form of contraceptive, utilized by 1011 respondents (50% of men and 40% of women). Oral contraceptive pills were the contraceptive of choice for 34% of men and 41% of women. Decreased rates of contraception use were associated with being black or Asian, not being in a relationship and having more sexual dysfunction in female respondents. Students who reported comfort discussing sexual issues with patients were more likely to use effective contraceptive methods themselves. Ten percent of this of sexually active medical students was not currently using contraception. There are significant differences in contraceptive use based on demographics, even at the highest education levels. The personal contraception choices of medical students may influence their ability to accurately convey information about contraception to their patients. In addition, medical students may personally benefit from improved knowledge of effective contraceptive practices. Copyright © 2011 Elsevier Inc. All rights reserved.

Volatile Substance Misuse Among High School Students in South America

PubMed Central

Hynes-Dowell, Marya; Mateu-Gelabert, Pedro; Barros, Helena Maria Taunhauser; Delva, Jorge

2012-01-01

This article summarizes data from a 2004 study of over 300,000 high school students (aged 13–18 years) in nine South American countries. A probabilistic sample targeted urban secondary schools, utilizing a self-administered questionnaire on prevalence and frequency of substance use. Multivariate analysis showed that volatile substances were the first or second most commonly reported substances used after alcohol and cigarettes in all countries (lifetime prevalence range: 2.67% [Paraguay] to 16.55% [Brazil]). Previous studies have highlighted volatile substance misuse among street children, whereas this study demonstrates that it is common among South American high school students. PMID:21609142

Use of Student Field-Based Consulting in Business Education: A Comparison of American and Australian Business Schools

ERIC Educational Resources Information Center

Sciglimpaglia, Donald; Toole, Howard R.

2010-01-01

This study reports the results of a comparative study of American business schools and Australian schools of commerce regarding utilization of field-based consultancy and associated critical variables. Respondents in the survey were 141 deans of Association to Advance Collegiate Schools of Business (AACSB) accredited business schools in the United…

Collecting and Utilizing Evaluation Research for Public Good and on Behalf of African American Children

ERIC Educational Resources Information Center

Thomas, Veronica G.; McKie, Brooke K.

2006-01-01

A study indicates that researchers entrusted with evaluating the educational outcomes of African American children must engage their practice for the public good and on behalf of these students. The Howard University Evaluation Training Institute is used as a guide to describe the steps for conducting quality evaluations, and to highlight the…

A Qualitative Study of East Asian Students in American High Schools: Experiences and Perspectives of Cultural Transition, Adjustment, and Personal Growth

ERIC Educational Resources Information Center

Winton, Sherrie

2013-01-01

A number of schools in the United States currently utilize multiple strategies to attract a large and multicultural high school student population. As in many other states, Maine's high schools have been recruiting international students to add richness and diversity to their educational settings and surrounding communities. Yet there is minimal…

Environmental Science: Activities with Plants of the Southwest.

ERIC Educational Resources Information Center

Hackley, Sharon; Hackley, Mike

In this book for students of all ages, the author introduces unusual recipe ideas for the prickly, odd, and pestiferous plants of the American southwestern desert. Students are involved in cooking activities designed to spark interest in ecology, trigger logical thinking, utilize math skills, and build sound environmental concepts. Care was taken…

A Kindergarten Curriculum Guide for Indian Children: A Bilingual-Bicultural Approach.

ERIC Educational Resources Information Center

National Association for the Education of Young Children, Washington, DC.

A bilingual and bicultural approach is presented for teaching Navajo Indian students by enhancing and utilizing the familiar while broadening and enriching the students' experiences related to the larger American culture. Information is given on the significance of early learning, physical and mental aspects of the five year old, articulation of…

The Hidden Academic Opportunity Gaps among Asian Americans and Pacific Islanders: What Disaggregated Data Reveals in Washington State. iCount: A Data Quality Movement for Asian Americans and Pacific Islanders

ERIC Educational Resources Information Center

Nguyen, Bach Mai Dolly; Nguyen, Mike Hoa; Teranishi, Robert T.; Hune, Shirley

2015-01-01

Utilizing disaggregated data from the Office of the Superintendent of Public Instruction (OSPI) and the Educational Research Data Center (ERDC), this report offers a deeper and more nuanced perspective on the educational realities of Asian Americans and Pacific Islander (AAPI) students and reinforces the need for disaggregated data to unmask the…

Validating the Assessment for Measuring Indonesian Secondary School Students Performance in Ecology

NASA Astrophysics Data System (ADS)

Rachmatullah, A.; Roshayanti, F.; Ha, M.

2017-09-01

The aims of this current study are validating the American Association for the Advancement of Science (AAAS) Ecology assessment and examining the performance of Indonesian secondary school students on the assessment. A total of 611 Indonesian secondary school students (218 middle school students and 393 high school students) participated in the study. Forty-five items of AAAS assessment in the topic of Interdependence in Ecosystems were divided into two versions which every version has 21 similar items. Linking item method was used as the method to combine those two versions of assessment and further Rasch analyses were utilized to validate the instrument. Independent sample t-test was also run to compare the performance of Indonesian students and American students based on the mean of item difficulty. We found that from the total of 45 items, three items were identified as misfitting items. Later on, we also found that both Indonesian middle and high school students were significantly lower performance with very large and medium effect size compared to American students. We will discuss our findings in the regard of validation issue and the connection to Indonesian student’s science literacy.

The Attainment of a Science Degree by African American College Students at Arizona State University: An Investigation to Identify The Barriers and Affordances

NASA Astrophysics Data System (ADS)

Boyce, Quintin

Historically, African American students have been underrepresented in the fields of science, technology, engineering and mathematics (STEM). If African American students continue to be underrepresented in STEM fields, they will not have access to valuable and high-paying sectors of the economy. Despite the number of African Americans in these fields being disproportionately low, there are still individuals that persist and complete science degrees. The aim of this study was to investigate African American students who excel in science at Arizona State University and examine the barriers and affordances that they encounter on their journey toward graduation. Qualitative research methods were used to address the research question of the study. My methodology included creating a case study to investigate the experiences of eight African American undergraduate college students at Arizona State University. These four male and four female students were excelling sophomores, juniors, or seniors who were majoring in a science field. Two of the males came from lower socioeconomic status (SES) backgrounds, while two of the males were from higher SES backgrounds. The same applied to the four female participants. My research utilized surveys, semistructured interviews, and student observations to collect data that was analyzed and coded to determine common themes and elements that exist between the students. As a result of the data collection opportunities, peer support and financial support were identified as barriers, while, parental support, financial support, peer support, and teacher support were identified as affordances. In analyzing the data, the results indicated that for the student subjects in this study, sex and SES did not have any relationship with the barriers and affordances experienced.

Reasons for living, social support, and Afrocentric worldview: assessing buffering factors related to Black Americans' suicidal behavior.

PubMed

Wang, Mei-Chuan; Joel Wong, Y; Tran, Kimberly K; Nyutu, Pius N; Spears, Angela

2013-01-01

This study utilized an ecological framework to explore the role of 4 culturally relevant protective factors-reasons for living, Afrocentric worldview, family support, and friend support-in protecting Black American college students from suicidal behavior. Participants were 289 Black American college students. We hypothesized that these 4 culturally relevant factors would exert indirect protective effects on suicidal behavior through their association with reduced depressive symptoms. Results indicated that reasons for living, perceived supportive behaviors from family, and Afrocentric worldview exerted indirect protective effects on suicidal behaviors through their negative associations with depressive symptoms. The mediation effect from friend support to depression and suicidal behavior was not significant.

Mental health symptoms and treatment utilization among trauma-exposed college students.

PubMed

Artime, Tiffany M; Buchholz, Katherine R; Jakupcak, Matthew

2018-05-21

Universities have demonstrated growing awareness of students impacted by interpersonal violence (e.g., sexual and physical assault) and veterans/service-members with combat-related trauma because of their sizable presence on campuses and unique vulnerabilities. This study sought to describe impacts of these two forms of trauma exposure on students' mental health and academic functioning and to compare mental health service utilization among students based on their experiences of trauma exposure. To acquire a large, national sample of college students, we examined archival data from the Fall 2015 American College Health Association National College Health Assessment, a yearly, web-based survey which represented a sample of 19,861 students from 40 institutions. Twenty percent of the students had experienced interpersonal victimization in the last 12 months, combat exposure, or both. Compared with other groups, interpersonal violence survivors reported the most negative impacts on mental health and interference with academic performance. Service utilization rates among trauma-exposed students ranged from 52% to 84%, and students who had experienced recent interpersonal violence were the most likely to have received services. With a national sample, this study confirms that trauma-exposed students report poor mental health. Service utilization is high among this population, but campus-based mental health services appear to remain underutilized. Outreach efforts by student life professionals and campus clinicians targeting demographic subgroups could enhance utilization and accessibility of campus resources. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Self-Esteem and Academic Achievement: A Comparative Study of Adolescent Students in England and the United States

ERIC Educational Resources Information Center

Booth, Margaret Zoller; Gerard, Jean M.

2011-01-01

Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and…

Using Self-Management Interventions to Address General Education Behavioral Needs: Assessment of Effectiveness and Feasibility

ERIC Educational Resources Information Center

Briesch, Amy M.; Daniels, Brian

2013-01-01

A comprehensive self-management intervention was utilized to increase the on-task behavior of three African American students within an urban middle-school setting. The intervention was designed to necessitate minimal management on the part of the general education classroom teacher by utilizing an electronic prompting device, as well as a…

Identifying the Value of the ACT Score as a Predictor of Student Success in Respiratory Care, Radiography, and Nursing at Southeast Kentucky Community and Technical College

ERIC Educational Resources Information Center

Parrott-Robbins, Rebecca Jon

2010-01-01

The purpose of this study was to investigate--by utilizing data obtained from the Kentucky Community and Technical College System (KCTCS) PeopleSoft database-- whether the American College Testing (ACT) assessment was a predictor of student success for students who had graduated from respiratory, radiography, and nursing programs at Southeast…

Analyzing the Effects of a Mathematics Problem-Solving Program, Exemplars, on Mathematics Problem-Solving Scores with Deaf and Hard-of-Hearing Students

ERIC Educational Resources Information Center

Chilvers, Amanda Leigh

2013-01-01

Researchers have noted that mathematics achievement for deaf and hard-of-hearing (d/hh) students has been a concern for many years, including the ability to problem solve. This quasi-experimental study investigates the use of the Exemplars mathematics program with students in grades 2-8 in a school for the deaf that utilizes American Sign Language…

Joint Venture Marketing Training: Development Marketing Plans Utilizing Foreign and American Students.

ERIC Educational Resources Information Center

Steele, David; Jones, Kevin

This paper describes a workshop prepared and presented by the Business Administration Department of the University of Wisconsin-Eau Claire, that is designed to provide training in evaluating a European market for an American product and preparing a plan for marketing the product in Europe. It is noted that the program can work with both students…

Assessing the Watson-Barker Listening Test (WBLT)-Form C in Measuring Listening Comprehension of Post-Secondary Hispanic-American Students

ERIC Educational Resources Information Center

Worthington, Debra L.; Keaton, Shaughan; Cook, John; Fitch-Hauser, Margaret; Powers, William G.

2014-01-01

The Watson-Barker Listening Test (WBLT) is one of the most popular measures of listening comprehension. However, participants in studies utilizing this scale have been almost exclusively Anglo-American. At the same time, previous research questions the psychometric properties of the test. This study addressed both of these issues by testing the…

Linear equations and rap battles: how students in a wired classroom utilized the computer as a resource to coordinate personal and mathematical positional identities in hybrid spaces

NASA Astrophysics Data System (ADS)

Langer-Osuna, Jennifer

2015-03-01

This paper draws on the constructs of hybridity, figured worlds, and cultural capital to examine how a group of African-American students in a technology-driven, project-based algebra classroom utilized the computer as a resource to coordinate personal and mathematical positional identities during group work. Analyses of several vignettes of small group dynamics highlight how hybridity was established as the students engaged in multiple on-task and off-task computer-based activities, each of which drew on different lived experiences and forms of cultural capital. The paper ends with a discussion on how classrooms that make use of student-led collaborative work, and where students are afforded autonomy, have the potential to support the academic engagement of students from historically marginalized communities.

Is There a Relationship between Family Structure and Substance Use among Public Middle School Students?

ERIC Educational Resources Information Center

Paxton, Raheem J.; Valois, Robert F.; Drane, J. Wanzer

2007-01-01

We investigated the relationship between family structure and substance use in a sample of 2,138 public middle school students in a southern state. The CDC Middle School Youth Risk Behavior Survey was utilized and adjusted logistic regression models were created separately for four race/gender categories (African American females/males, and…

Subjective Discipline and the Social Control of Black Girls in Pipeline Schools

ERIC Educational Resources Information Center

Martin, Jennifer; Smith, Julia

2017-01-01

Using an intersectional feminist critical race lens, we utilized the Education Longitudinal Study (2002) data comparing tenth grade African American girls to White girls, analyzing whether the student was ever held back, teacher reports of problem behaviors in classrooms, and whether the student did not graduate from high school in the four years…

The State of the Union: Sexual Health Disparities in a National Sample of US College Students

ERIC Educational Resources Information Center

Buhi, Eric R.; Marhefka, Stephanie L.; Hoban, Mary T.

2010-01-01

Objective: To examine sexual health disparities between blacks and whites in a national sample of US college students. Participants and Method Summary: Analyses utilized secondary data from 44,165 nonmarried undergraduates (aged 18-24; M = 20.1) responding to the Spring 2007 American College Health Association-National College Health Assessment;…

The Lived Experiences of L2 Chinese Graduate Students in American Higher Education: A Phenomenological Narrative Inquiry

ERIC Educational Resources Information Center

Zhou, Yalun

2010-01-01

The dilemmas, struggles, and conflicts of international students are ongoing research topics across disciplines. Utilizing a small culture approach that understands the "making and remaking" process (Holliday, 1999, p.247) of second language users/learners, this phenomenological narrative study explores the experiences of five L2 Chinese graduate…

Getting Medieval on American History Research: A Method to Help Students Think Historically

ERIC Educational Resources Information Center

Burkholder, Peter

2010-01-01

In an attempt to increase college history majors' ability to analyze primary sources, the author set up a unique research project designed to tap into his students' personal interests, and which would utilize a specific method requiring them to grapple with primary source materials in an unfamiliar, though hopefully more profitable fashion. The…

The distributional preferences of an elite.

PubMed

Fisman, Raymond; Jakiela, Pamela; Kariv, Shachar; Markovits, Daniel

2015-09-18

We studied the distributional preferences of an elite cadre of Yale Law School students, a group that will assume positions of power in U.S. society. Our experimental design allows us to test whether redistributive decisions are consistent with utility maximization and to decompose underlying preferences into two qualitatively different tradeoffs: fair-mindedness versus self-interest, and equality versus efficiency. Yale Law School subjects are more consistent than subjects drawn from the American Life Panel, a diverse sample of Americans. Relative to the American Life Panel, Yale Law School subjects are also less fair-minded and substantially more efficiency-focused. We further show that our measure of equality-efficiency tradeoffs predicts Yale Law School students' career choices: Equality-minded subjects are more likely to be employed at nonprofit organizations. Copyright © 2015, American Association for the Advancement of Science.

Pathways to Success at a Historically Black College and University: An Examination of the Experiences of First Generation African American Male Students

ERIC Educational Resources Information Center

Andrews, Curdedra N.

2017-01-01

Over the past two decades First Generation African American (FGAA) males have been underrepresented in America's colleges and universities. Nearly 67% of those enrolled, specifically at Historically Black Colleges and Universities (HBCUs), have failed to obtain a 4-year degree. Therefore, I utilized a phenomenological design with Astin, Spady,…

The Relationship between Library Use and Academic Achievement of English and Spanish-Speaking Hispanic American Students

ERIC Educational Resources Information Center

Park, Hae Seong; Yau, Jenny

2014-01-01

The purpose of this study is to examine the relationship between school library use and academic achievement of Hispanic students. This study utilizes data from the base-year and the first follow-up of the Education Longitudinal Study: 2002/06. A series of hierarchical regression analysis is incorporated to examine the nature of associations among…

Kinvolved: Utilizing Technology to Communicate, Evaluate, and Advocate for Improved Attendance and Family and Community Engagement

ERIC Educational Resources Information Center

Altman, Miriam; Meis, Alexandra

2013-01-01

The American K-12 grade education system is experiencing a truancy crisis. Nationally, 15%, or 7.5 million students, miss an entire month of school annually [1], with that rate frequently doubling or even tripling among students from underserved communities [2]. Research has identified attendance as one of three primary indicators of high school…

Utilizing Multidimensional Measures of Race in Education Research: The Case of Teacher Perceptions

PubMed Central

Irizarry, Yasmiyn

2015-01-01

Education scholarship on race using quantitative data analysis consists largely of studies on the black-white dichotomy, and more recently, on the experiences of student within conventional racial/ethnic categories (white, Hispanic/Latina/o, Asian, black). Despite substantial shifts in the racial and ethnic composition of American children, studies continue to overlook the diverse racialized experiences for students of Asian and Latina/o descent, the racialization of immigration status, and the educational experiences of Native American students. This study provides one possible strategy for developing multidimensional measures of race using large-scale datasets and demonstrates the utility of multidimensional measures for examining educational inequality, using teacher perceptions of student behavior as a case in point. With data from the first grade wave of the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998–1999, I examine differences in teacher ratings of Externalizing Problem Behaviors and Approaches to Learning across fourteen racialized subgroups at the intersections of race, ethnicity, and immigrant status. Results show substantial subgroup variation in teacher perceptions of problem and learning behaviors, while also highlighting key points of divergence and convergence within conventional racial/ethnic categories. PMID:26413559

Utilizing Multidimensional Measures of Race in Education Research: The Case of Teacher Perceptions.

PubMed

Irizarry, Yasmiyn

2015-10-01

Education scholarship on race using quantitative data analysis consists largely of studies on the black-white dichotomy, and more recently, on the experiences of student within conventional racial/ethnic categories (white, Hispanic/Latina/o, Asian, black). Despite substantial shifts in the racial and ethnic composition of American children, studies continue to overlook the diverse racialized experiences for students of Asian and Latina/o descent, the racialization of immigration status, and the educational experiences of Native American students. This study provides one possible strategy for developing multidimensional measures of race using large-scale datasets and demonstrates the utility of multidimensional measures for examining educational inequality, using teacher perceptions of student behavior as a case in point. With data from the first grade wave of the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998-1999, I examine differences in teacher ratings of Externalizing Problem Behaviors and Approaches to Learning across fourteen racialized subgroups at the intersections of race, ethnicity, and immigrant status. Results show substantial subgroup variation in teacher perceptions of problem and learning behaviors, while also highlighting key points of divergence and convergence within conventional racial/ethnic categories.

Northwest Tribal Interaction with Washington State University: Research and Education Opportunities Afforded Through the Center for Multiphase Environmental Research

NASA Astrophysics Data System (ADS)

Rumburg, B.; Yonge, D.; Jacob, J.

2003-12-01

The under-representation of Native Americans in engineering and science at the student and practicing engineer or scientist level is a national problem. To begin addressing this problem Washington State University (WSU) has initiated discussio with local Native American tribes to strengthen the relationship between WSU and the tribes and to improve the educational opportunities available to tribal members. The Center for Multiphase Environmental Research (CMER) received a 1999 National Science Foundation (NSF) Integrative Graduate Education and Research Training (IGERT) grant to train Ph.D. students. The main goal of the program is to foster multidisciplinary research and education for future scientists and engineers in the broad field of study that incorporates the fate and transport of environmentally significant species between interfaces. We are also focused on recruiting and educating Native American students. CMER is committed to cultivating its relationship with Native American tribes by identifying the environmental concerns of the tribes and developing collaborative research efforts utilizing CMER's infrastructure. Through these collaborative projects the CMER hopes to better understand the social and cultural aspects important to the tribes and develop the familiarity needed to effectively enhance student recruitment. This poster highlights the CMER's interdisciplinary research and teaching efforts and focuses on Native American recruitment.

Profiles of African American College Students' Alcohol Use and Sexual Behaviors: Associations With Stress, Racial Discrimination, and Social Support.

PubMed

Metzger, Isha W; Cooper, Shauna M; Ritchwood, Tiarney D; Onyeuku, Chisom; Griffin, Charity Brown

2017-01-01

Though studies show that alcohol use and sexual activity increase during emerging adulthood, few studies examine within-ethnic group differences, particularly among African American college students. This investigation utilized a latent class analytic methodology to identify risk behavior profiles of alcohol use (frequency and amount of alcohol consumed), sexual activity (number of intimate partners), and co-occurring risk behaviors (drinking before sexual intercourse) among 228 African American college students. This investigation also examined whether identified risk behavior profiles were associated with stress (interpersonal, intrapersonal, academic, and environmental), experiences of racial discrimination, and social support (from family, friends, and the college community). Results identified five distinct profiles within this sample: (a) High Sexual Risk-above-average sexual activity; (b) Abstainers-below-average alcohol use and sexual activity; (c) Low Risk-average alcohol use and sexual activity; (d) Alcohol Risk-above-average alcohol use and below-average sexual activity; and (e) Co-Occurring Risk-above-average alcohol use and sexual activity. Identified profiles differed across interpersonal and environmental stress, and self-reported frequency of experiences with racial discrimination. Implications for prevention programs and interventions aimed at reducing alcohol and sexual activity for African American college students are discussed.

Out of sight, out of mind: Do repeating students overlook online course components?

PubMed

Holland, Jane; Clarke, Eric; Glynn, Mark

2016-11-01

E-Learning is becoming an integral part of undergraduate medicine, with many curricula incorporating a number of online activities and resources, in addition to more traditional teaching methods. This study examines physical attendance, online activity, and examination outcomes in a first-year undergraduate medical program. All 358 students who completed the Alimentary System module within the first semester of the program were included, 30 of whom were repeating the year, and thus the module. This systems-based, multidisciplinary module incorporated didactic lectures, cadaveric small group tutorials and additional e-Learning resources such as online histology tutorials. Significant differences were demonstrated in physical attendance and utilization of online resources between repeating students and those participating in the module for the first time. Subsequent analyses confirmed that physical attendance, access of online lecture resources, and utilization of online histology tutorials were all significantly correlated. In addition, both physical attendance and utilization of online resources significantly correlated with summative examination performance. While nonattendance may be due to a variety of factors, our data confirm that significant differences exist in both physical attendance and online activity between new entrants and repeating students, such that all students repeating a module or academic year should be routinely interviewed and offered appropriate supports to ensure that they continue to engage with the program. While the development of complex algorithmic models may be resource intensive, using readily available indices from virtual learning environments is a straightforward, albeit less powerful, means to identify struggling students prior to summative examinations. Anat Sci Educ 9: 555-564. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

"I am Not a Statistic": Identities of African American Males in Advanced Science Courses

NASA Astrophysics Data System (ADS)

Johnson, Diane Wynn

The United States Bureau of Labor Statistics (2010) expects new industries to generate approximately 2.7 million jobs in science and technology by the year 2018, and there is concern as to whether there will be enough trained individuals to fill these positions. A tremendous resource remains untapped, African American students, especially African American males (National Science Foundation, 2009). Historically, African American males have been omitted from the so called science pipeline. Fewer African American males pursue a science discipline due, in part; to limiting factors they experience in school and at home (Ogbu, 2004). This is a case study of African American males who are enrolled in advanced science courses at a predominantly African American (84%) urban high school. Guided by expectancy-value theory (EVT) of achievement related results (Eccles, 2009; Eccles et al., 1983), twelve African American male students in two advanced science courses were observed in their science classrooms weekly, participated in an in-depth interview, developed a presentation to share with students enrolled in a tenth grade science course, responded to an open-ended identity questionnaire, and were surveyed about their perceptions of school. Additionally, the students' teachers were interviewed, and seven of the students' parents. The interview data analyses highlighted the important role of supportive parents (key socializers) who had high expectations for their sons and who pushed them academically. The students clearly attributed their enrollment in advanced science courses to their high regard for their science teachers, which included positive relationships, hands-on learning in class, and an inviting and encouraging learning environment. Additionally, other family members and coaches played important roles in these young men's lives. Students' PowerPoint(c) presentations to younger high school students on why they should take advanced science courses highlighted these African American males' interest, motivation, and enjoyment for science. They also focused on the personal importance they placed on doing well on a task (attainment value), or how useful the students believe the course relates to their current or future goals (utility value). Students who strongly or moderately identified with science were more likely to stress the value of the advanced science course(s), in terms of enjoyment, utility for their futures, and personal importance, and to downplay the work involved. Students who had low or no identification with science were more likely to stress the social enjoyment of the course they were enrolled in, relating to the other students, the fun activities, the teacher, and more likely to address the difficulty of the course. However, all of the students stressed the value of the course for their future as college students. Regardless of the level of identification with science, students were effusive in their respect for and praise of their science teacher(s) and the role he and/or she played in their interest in the subject matter, providing interesting and engaging work in class. The teacher as a role model, especially the Black male teacher, was critical to the learning of science for these students. Parents of all of these African American males conveyed the importance of academic achievement, and participated in school events as well as monitored their students' activities outside of school. All of the parents of the students in this study were supportive of their sons and had high expectations for academic success, regardless of whether they had attended college or completed a degree. In contrast to the literature on African American males, these students had a sense of academic excellence, high self-esteem, and their families and science teachers had high academic expectations for them. This study addresses a group often missing from the literature: successful African American male high school students. The study highlights the critical role of knowledgeable, well prepared teachers who connected with students and provided high quality, stimulating science experiences and role models, especially the Black male science teacher. Additionally, the high expectations and involvement of parents was key to driving the success of these males, as well as their socially-fueled desire not to become "a statistic." Ever mindful of their role as successful Black males, these students were achieving for more than themselves, but as role models for Black males in society. This was a major factor underlying their motivation to succeed, and seemed to trump the hard work involved in the challenging academic choices they made. These Black males were beating the stereotypes by being well dressed, successful scholar athletes. (Abstract shortened by UMI.).

Indian Health Career Handbook and Report on Ned Hatathli Seminar for Southern Arizona Indian Students (5th, Tucson, Arizona, February 6-7, 1975).

ERIC Educational Resources Information Center

Taylor, Arnold, Ed.; And Others

Utilizing comments from teachers, professionals, college and high school students, this report is derived from the 5th Ned Hatathli Seminar, sponsored by the Navajo Health Authority, and presents factual information relative to American Indian participation in Indian Health careers. The following major speeches are presented: (1) "The Practice of…

Listening to Their Voices: An In-Depth Study of Language Anxiety and Cultural Adjustment among Taiwanese Graduate Students in the United States

ERIC Educational Resources Information Center

Huang, Yi-Wen

2009-01-01

The goal of this study is to understand ten Taiwanese graduate students' personal experiences with language anxiety and cultural adjustment while studying in an American university. This study focuses not only on language anxiety but also on cultural factors in participants' daily lives inside and outside of the classroom. The study utilized an…

A Collaboration Between University and High School in Preparing Physics Teachers: Chicago State University's Teacher Immersion Institutea)

NASA Astrophysics Data System (ADS)

Sabella, Mel S.; Van Duzor, Andrea G.; Passehl, Jennie; Weisenburger, Kara

2012-05-01

Because of the diverse character of colleges and universities throughout the United States, it is naive to believe that a one-size-fits-all model of teacher preparation aligns with specific resources and student population needs. Exploring innovative models that challenge traditional programs is now being encouraged by organizations such as the American Association of Physics Teachers and the American Physical Society. Chicago State University (CSU) is now exploring exciting changes to its physics teacher preparation program by utilizing the expertise of Chicago Area teachers and early teaching experiences for students interested in, but not yet committed to, the physics teaching profession.

Recruitment and retention of Alaska natives into nursing: elements enabling educational success.

PubMed

Rearden, Annette K

2012-01-01

In response to the underrepresentation of Alaska Native/American Indian nurses, nursing programs have implemented recruitment and retention efforts to support undergraduate Alaska Native/American Indian nursing students. The objective of this project was to provide graduates from the Recruitment and Retention of Alaska Natives into Nursing (RRANN) program the opportunity to identify program elements important to achieving academic success, levels of satisfaction, and make recommendations for future program direction. Findings suggest RRANN graduates viewed the program as vital to academic success. Recommendations include utilizing former graduates in recruitment and retention efforts, as mentors, and extending the program to benefit graduate students.

Predicting academic success among deaf college students.

PubMed

Convertino, Carol M; Marschark, Marc; Sapere, Patricia; Sarchet, Thomastine; Zupan, Megan

2009-01-01

For both practical and theoretical reasons, educators and educational researchers seek to determine predictors of academic success for students at different levels and from different populations. Studies involving hearing students at the postsecondary level have documented significant predictors of success relating to various demographic factors, school experience, and prior academic attainment. Studies involving deaf and hard-of-hearing students have focused primarily on younger students and variables such as degree of hearing loss, use of cochlear implants, educational placement, and communication factors-although these typically are considered only one or two at a time. The present investigation utilizes data from 10 previous experiments, all using the same paradigm, in an attempt to discern significant predictors of readiness for college (utilizing college entrance examination scores) and classroom learning at the college level (utilizing scores from tests in simulated classrooms). Academic preparation was a clear and consistent predictor in both domains, but the audiological and communication variables examined were not. Communication variables that were significant reflected benefits of language flexibility over skills in either spoken language or American Sign Language.

Health care utilization in patients with gout: a prospective multicenter cohort study.

PubMed

Singh, Jasvinder A; Bharat, Aseem; Khanna, Dinesh; Aquino-Beaton, Cleopatra; Persselin, Jay E; Duffy, Erin; Elashoff, David; Khanna, Puja P

2017-05-31

All published studies of health care utilization in gout have been cross-sectional to date, and most used a patient-reported diagnosis of gout. Our objective was to assess health care utilization and its predictors in patients with physician-confirmed gout in a prospective cohort study. In a multi-center prospective cohort study of U.S. veterans with rheumatologist-confirmed gout (N = 186; two centers), we assessed patient self-reported overall and gout-specific health care utilization with the Gout Assessment Questionnaire (GAQ) every 3-months for a 9-month period. Comparisons were made using the student's t test or the chi-square, Wilcoxon rank sum test or Fisher exact test, as appropriate. Mixed effects Poisson regression was used to assess potential correlates of gout-related health care utilization. Mean age was 64.6 years, 98% were men, 13% Hispanic or Latino, 32% were African-American, 6% did not graduate high school, mean serum urate was 8.3 and mean Deyo-Charlson score was 3.1. During the past year, mean gout-related visits were as follows: rheumatologist, 1.5; primary care physician, 2 visits; ≥1 inpatient visits, 7%; ≥1 ER visits, 26%; and urgent care/walk-in visit, 33%. In longitudinal analyses, African-American race and gout flares in the last 3 months were associated with significantly higher rate ratio of gout-related outpatient visits. African-American race and lack of college education were associated with significantly higher rate ratio for gout-related urgent visits and overnight stays. African-American race and recent gout flares were associated with higher outpatient utilization and African-American race and no college education with higher urgent or inpatient utilization. Future studies should examine whether modifiable predictors of utilization can be targeted to reduce healthcare utilization in patients with gout.

The perspectives of Caribbean high school students' experiences in American science classrooms

NASA Astrophysics Data System (ADS)

Ferguson, Renae Luenell

The purpose of this study was to describe the perspectives of Caribbean high school students' experiences in American science classrooms. Research suggests that psychological, cultural, and socioeconomic perspectives influence the science experiences of African Americans or Blacks; the result of which is under-representation (Lewis et al., 2000). Nonetheless, what is uncertain is if these and other perspectives are similar to the science experiences of Caribbeans who also are majority black by race and rank as the 3 rd largest immigrant population in America's schools (Suarez-Orozco, 2000). Questions guiding this study were: (1) What are the perspectives of Caribbean high school students' experiences in American science classrooms? (2) What can we learn from the perspectives of Caribbean high school students' science experiences that may address issues of participation and interest; consequently, influencing the overall performance of ethnic minorities in school science? Sociocultural theory provides the framework for the analysis of the study. Four Caribbean born students in an American high school participated in this naturalistic qualitative research. A constant comparative method was used to categorize and analyze the data and uncover meaningful patterns that emerged from the four interviews and written documents. Although there were similarities between African Americans' science experiences as documented in the literature and that of Caribbeans in this study, the Caribbean participants relied on prior native experiences to dictate their perspectives of their science experiences in America. According to Caribbean students, American science high schools classrooms utilize an objective style of assessments; are characterized by a lack of teacher support; allow behavioral problems in the classroom; and function through different communication styles than the native Caribbean science classroom environment. This study implies science educators should be sensitive to the sociocultural nuances of Caribbeans, as well as to all other students. Educators should also understand and value students' individual backgrounds, cultural patterns, and specific influences which impinge students in science and may result in underachievement. In addition, educators should not only discuss issues of under-representation in science but also they should begin to initiate the implementation of strategies addressed in this study in order to bring awareness and resolution to these pressing issues.

Hispanic-Serving Community Colleges

ERIC Educational Resources Information Center

Waller, Lee; Glasscock, Herlinda M.; Glasscock, Ronnie L.; Fulton-Calkins, Patsy J.

2006-01-01

The article examines student tuition, ad valorem property taxes, and state appropriations utilizing a revenue-per-contact-hour model to identify disparities in the Texas' community college funding mechanism. Methodology is presented to identify differences between and among Caucasian-serving, African-American-serving, Hispanic-serving, and other…

Does ethno-cultural betrayal in trauma affect Asian American/Pacific Islander college students' mental health outcomes? An exploratory study.

PubMed

Gómez, Jennifer M

2017-01-01

Interpersonal trauma has deleterious effects on mental health, with college students experiencing relatively high rates of lifetime trauma. Asian American/Pacific Islanders (AAPIs) have the lowest rate of mental healthcare utilization. According to cultural betrayal trauma theory, societal inequality may impact within-group violence in minority populations, thus having implications for mental health. In the current exploratory study, between-group (interracial) and within-group (ethno-cultural betrayal) trauma and mental health outcomes were examined in AAPI college students. Participants (N = 108) were AAPI college students from a predominantly white university. Data collection concluded in December 2015. Participants completed online self-report measures. A multivariate analysis of variance revealed that when controlling for interracial trauma, ethno-cultural betrayal trauma significantly impacted dissociation, hallucinations, posttraumatic stress symptoms, and hypervigilance. The results have implications for incorporating identity, discrimination, and ethno-cultural betrayal trauma victimization into assessments and case conceptualizations in therapy.

An exploration of the impact of family background factors on the science achievement of Afro-Caribbean and African American students in the United States

NASA Astrophysics Data System (ADS)

Pinder, Patrice J.

Ogbu and Simons (1998) defined voluntary immigrants as individuals who chose to migrate to the United States (U.S.). Involuntary immigrants are defined as individuals whose ancestors were brought to the U.S. by force (Obgu & Simons, 1998). There have been recent reports indicating that voluntary immigrants are outperforming involuntary immigrants (Fisher, 2005; Williams, Fleming, Jones, & Griffin, 2007). There seems to be a trend in voluntary immigrants exhibiting a higher academic achievement pattern than involuntary immigrants (Fisher, 2005; Rong & Preissle, 1998; Williams et al., 2007). However, the reason for the groups' differences in achievement has not been extensively explored. The primary objective of this research study was to explore the impact of family background on the academic achievement patterns of Afro-Caribbean and African American students in the United States. The study utilized two research designs; a causal-comparative and a correlational design. A questionnaire was distributed to a sample of eighty-seven high school students. Eighteen of the participants were Afro-Caribbean students, and sixty-seven were African American students. Chemistry test scores for the students were also provided. The results of the study indicated that Afro-Caribbean students outperformed African American students on the test of science achievement. The difference was statistically significant (t= 2.43, p<0.05). Additionally, results suggested that there were a few significant differences in Afro-Caribbean and African American students' family backgrounds. Moreover, the findings of this study suggest that the positive impact of arrival status on the first-generation of Afro-Caribbean immigrants may be influencing their children's academic success in science. The present study holds a few implications for parents and teachers of immigrant minority students. Additionally, the current researcher has offered several implications for future research on ethnicity, immigration pattern, parenting, and achievement.

The office of student wellness: innovating to improve student mental health.

PubMed

Seritan, Andreea L; Rai, Gurmeet; Servis, Mark; Pomeroy, Claire

2015-02-01

Despite increasing mental health needs among medical students, few models for effective preventive student wellness programs exist. This paper describes a novel approach developed at the University of California (UC) Davis School of Medicine: the Office of Student Wellness (OSW). Improved access and mental health service utilization have been documented, with over half of all students receiving support and clinical care. UC Davis student satisfaction mean scores on the Association of American Medical Colleges Graduation Questionnaire wellness questions have reached or exceeded national average over the last 4 years, since the OSW was founded. This program may serve as a blueprint for other medical schools in developing effective student wellness programs.

What is taking place in science classrooms?: A case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning

NASA Astrophysics Data System (ADS)

Norman, Lashaunda Renea

This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes emerged from this research data: (1) The participating teachers based their research-based teaching strategies used in the classroom on all of the students' learning styles, abilities, attitudes towards science, and motivational levels about learning science, with no emphasis on the African American student population; (2) The participating teachers taught the state content standards simultaneously using the same instructional model daily, incorporating other content areas when possible; (3) The participating African American students believed their seventh-grade science teachers used a variety of teaching strategies to ensure science learning took place, that science learning was fun, and that science learning was engaging; (4) The participating African American students genuinely liked their teacher; (5) The participating African American students revealed high self-efficacy; (6) The African American student participants' parents value education and moved to Success Middle School district for better educational opportunities; and (7) Teachers were not familiar with the term "culturally responsive teaching," but there was evidence that several aspects of it were present in the seventh-grade science classroom environment. Critical Race Theory (CRT) was the framework for analysis and interpretation of this research study. The findings support the following tenets of CRT: (a) racism is normal, (b) interest-convergence or colorblindness, (c) contextual-historical analysis, (d) storytelling or counterstorytelling, and (e) social transformation. These findings indicate that racial inequalities remain an issue in the underachievement of African Americans and may be the solution to improving science learning of African Americans. The outcome of this study contributes to the limited research on utilizing culturally responsive teaching along with best teaching strategies to improve academic achievement of African American students, and CRT exposes the issues that contribute to the Black-White achievement gap in science widening.

Spiritual vs. Religious: Perspectives from Today's Undergraduate Catholics

ERIC Educational Resources Information Center

Overstreet, Dawn V.

2010-01-01

Contemporary American college students simultaneously express both increased interest in spirituality and declining interest in traditional religion. Recent research recognizes the trend of young adults separating spirituality from religion, but utilizes varied definitions of each term developed by the researchers. This study asks students…

Ethnic Identity, Gender, and Adolescent Attitude toward School: Adaptive Perspectives in Diverse Settings

PubMed Central

Booth, Margaret Zoller; Curran, Erin M.; Frey, Christopher J.; Gerard, Jean M.; Collet, Bruce; Bartimole, Jennifer

2015-01-01

The relationships between adolescent ethnic identity and attitudes toward school and school climate are investigated in a small, multiracial/multiethnic city in the Great Lakes region with ethnically diverse adolescents taught by primarily White teachers. The mixed methods investigation of 986 eighth through eleventh grade students during the 2010–2011 academic year suggests that the relationship between ethnic identity and attitude toward school is a complex interaction among individual characteristics of ethnicity/race, ethnic identity, gender, and ecological context. Quantitative results reveal that White female and Hispanic and African American male students exhibit strong ethnic identity that correlates positively with school attitude; however, qualitative results indicate very different paths in getting to those outcomes. Hispanic students appear to benefit from a strong ethnic identity that assists with positive relationships at school, while African American male students utilize parental cultural socialization as a protective function in school. The results emphasize the implications of positive school climates for all students. PMID:25866457

Considering Student Voices: Examining the Experiences of Underrepresented Students in Intervention Programs.

PubMed

Gibau, Gina Sanchez

2015-01-01

Qualitative studies that examine the experiences of underrepresented minority students in science, technology, engineering, and mathematics fields are comparatively few. This study explores the self-reported experiences of underrepresented graduate students in the biomedical sciences of a large, midwestern, urban university. Document analysis of interview transcripts from program evaluations capture firsthand accounts of student experiences and reveal the need for a critical examination of current intervention programs designed to reverse the trend of underrepresentation in the biomedical sciences. Findings point to themes aligned around the benefits and challenges of program components, issues of social adjustment, the utility of supportive relationships, and environmental impacts. © 2015 G. S. Gibau. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Counseling Services for Asian, Latino/a, and White American Students: Initial Severity, Session Attendance, and Outcome

PubMed Central

Kim, Jin E.; Park, Samuel S.; La, Amy; Chang, Jenss; Zane, Nolan

2015-01-01

Objective The current study examined racial/ethnic differences in initial severity, session attendance, and counseling outcomes in a large and diverse sample of Asian American, Latino/a, and White student clients who utilized university counseling services between 2008 and 2012. Method We used archival data of 5,472 clients (62% female; M age = 23.1, SD = 4.3) who self-identified their race/ethnicity as being Asian American (38.9%), Latino/a (14.9%), or White (46.2%). Treatment engagement was measured by the number of counseling sessions attended; initial severity and treatment outcome were measured using the Outcome Questionnaire-45. Results Asian American clients, particularly Chinese, Filipino/a, Korean, and Vietnamese Americans, had greater initial severity compared to White clients. Asian Indian, Korean, and Vietnamese American clients used significantly fewer sessions of counseling than White clients after controlling for initial severity. All racial/ethnic minority groups continued to have clinically significant distress in certain areas (e.g., social role functioning) at counseling termination. Conclusions These findings highlight the need to devote greater attention to the counseling experiences of racial/ethnic minority clients, especially certain Asian American groups. Further research directions are provided. PMID:26390372

Counseling services for Asian, Latino/a, and White American students: Initial severity, session attendance, and outcome.

PubMed

Kim, Jin E; Park, Samuel S; La, Amy; Chang, Jenss; Zane, Nolan

2016-07-01

The current study examined racial/ethnic differences in initial severity, session attendance, and counseling outcomes in a large and diverse sample of Asian American, Latino/a, and White student clients who utilized university counseling services between 2008 and 2012. We used archival data of 5,472 clients (62% female; M age = 23.1, SD = 4.3) who self-identified their race/ethnicity as being Asian American (38.9%), Latino/a (14.9%), or White (46.2%). Treatment engagement was measured by the number of counseling sessions attended; initial severity and treatment outcome were measured using the Outcome Questionnaire-45. Asian American clients, particularly Chinese, Filipino/a, Korean, and Vietnamese Americans, had greater initial severity compared with White clients. Asian Indian, Korean, and Vietnamese American clients used significantly fewer sessions of counseling than White clients after controlling for initial severity. All racial/ethnic minority groups continued to have clinically significant distress in certain areas (e.g., social role functioning) at counseling termination. These findings highlight the need to devote greater attention to the counseling experiences of racial/ethnic minority clients, especially certain Asian American groups. Further research directions are provided. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Involvement of African-American Girls in Science, Technology, Engineering, and Mathematics (STEM) Education

NASA Astrophysics Data System (ADS)

Nkere, Nsidi

A qualitative case study was conducted by examining the perceptions of fifth-grade African American girls about their experiences with science, technology, engineering and mathematics (STEM) education and potential for STEM as a future career. As the United States suffers from waning participation across all demographics in STEM and a high level of underrepresentation of African American women in STEM, the proposed study examined data collected through open-ended interviews with fifth-grade African American girls to explore how their current experiences and perceptions might relate to the underrepresentation of African American women in the STEM fields. Participants were selected from Miracle Elementary School (pseudonym), and consisted of all five students in a small class of high-achieving fifth-grade girls. Data were collected through in-class observations and open-ended interviews, and were analyzed using computer content analysis. The most important key results threaded through the data were related to the importance and role of the teacher, the importance of math to students, the role of experimentation and discovery, and hands-on and personal experience. Future studies are encouraged to utilize longitudinal design to follow students from elementary to university level in an effort to develop and understand the perception, persistence, and experience of all girls in STEM programs.

Religiosity and substance use among Asian American college students: moderated effects of race and acculturation.

PubMed

Luk, Jeremy W; Emery, Rebecca L; Karyadi, Kenny A; Patock-Peckham, Julie A; King, Kevin M

2013-06-01

Religiosity is a well-established protective factor against substance use among Caucasians, but limited research has examined its role among Asian Americans. The purposes of this study were (1) to examine whether the associations between religiosity and substance use outcomes differed across Caucasians and Asian Americans, and (2) to test whether acculturation moderated the associations between religiosity and substance use outcomes among Asian Americans. We utilized a large and diverse cross-sectional sample of 839 college students to test whether race moderated the associations between religiosity and substance use outcomes (Study 1). We then replicated and extended our findings in a separate college sample of 340 Asian Americans, and examined the moderating role of acculturation on the associations between religiosity and substance use outcomes (Study 2). Controlling for age, gender, and paternal education, religiosity was protective against alcohol use, alcohol problems, and marijuana use among Caucasians but was unrelated to these outcomes among Asian Americans in Study 1. In Study 2, religiosity was protective against alcohol problems only at high levels of acculturation. Moreover, religiosity was protective against marijuana use at both high and mean levels of acculturation, but not at low levels of acculturation. The protective effects of religiosity on alcohol use and problems varied across Caucasian and Asian American college students, and religiosity protected against alcohol problems and marijuana use only among more acculturated Asian Americans. These findings underscore the need to examine culturally-specific correlates of substance use outcomes among Asian Americans. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Emergent Bilinguals: Framing Students as Statistical Data?

ERIC Educational Resources Information Center

Koyama, Jill; Menken, Kate

2013-01-01

Immigrant youth who are designated as English language learners in American schools--whom we refer to as "emergent bilinguals"--are increasingly framed by numerical calculations. Utilizing the notion of assemblage from actor-network theory (ANT), we trace how emergent bilinguals are discursively constructed by officials, administrators,…

Some Problems of American Students in Mastering Persian Phonology.

NASA Astrophysics Data System (ADS)

Ghadessy, Esmael

1988-12-01

An adult learning to speak a foreign language normally retains an "accent" which may affect the intelligibility of certain sounds, but more often simply conveys the fact that the speaker is a non-native speaker. Various scholars have experimented and discussed the elements involved in a foreign accent. However, in Iran very few researchers have attempted to verify scientifically what are the phonetic and phonological aspects of an "accent." This author tried to determine whether or not a selected group of words, emphasizing stop voicing, produced by native speakers of Persian had significant phonetic and phonemic differences from those achieved by the American students. Subjects for the experiments were three groups of students, one Iranian, two American. A contrastive analysis of the Persian and the English stop consonants was made. An identical measurement test for all three groups was administered. Utilized was a Kay Sona-graph for acoustic analysis, and all spoken data from the Iranian group were compared with those of the American groups. An examination of acoustic correlates of Tehran stops produced by American students shows that the phonetically different but similar feature of /voice/ found in Tehran, Persian and English stops is intuitive to the Americans, and that the language learner cannot readily disassociate a phonological feature from habits of articulation. The results of this research support using the phonetic method for adult learners who want to improve their pronunciation ability. Further research and experimentation is necessary on the effect of the suprasegmental elements on a foreign accent and the most effective teaching materials and methods and to explore other possible techniques in the teaching process.

Improvements in anatomy knowledge when utilizing a novel cyclical "Observe-Reflect-Draw-Edit-Repeat" learning process.

PubMed

Backhouse, Mark; Fitzpatrick, Michael; Hutchinson, Joseph; Thandi, Charankumal S; Keenan, Iain D

2017-01-01

Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe-Reflect-Draw-Edit-Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER-SAP) at a United Kingdom medical school in which a cross-over trial with pre-post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER-SAP, medical student (n = 154) pre-post knowledge test scores were significantly greater (P < 0.001) with standard anatomy learning methods (3.26, SD = ±2.25) than with ORDER-SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self-directed gross anatomy online interactive tutorial (ORDER-IT) for participating first year medical students (n = 55). Student performance was significantly greater (P < 0.001) with ORDER-IT (2.71 ± 2.17) when compared to a control tutorial (1.31 ± 2.03). Performances of students with visual and artistic preferences when using ORDER were not significantly different (P > 0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research-led, innovative, time and cost-effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7-22. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

A Treasure Chest: Stories and Surprises.

ERIC Educational Resources Information Center

Soto, Rosalina

Produced by the Connecticut Migratory Children's Program, this workbook is directed toward Puerto Rican American students to provide the necessary involvement to stimulate the pupils' interest in reading by using stories with Puerto Rican characters. The illustrated workbook is designed to be utilized by the teacher for supplementary work on both…

Increasing the Success of Online Students

ERIC Educational Resources Information Center

Harrell, Ivan L., II

2008-01-01

The introduction of the Internet has dramatically changed the process of information transmission as well as practically every other aspect of American society, including the higher education system. Many colleges and universities have taken advantage of the utility of the Internet and instituted online courses and online degree and certificate…

To Accept One's Fate or Be Its Master: Culture, Control, and Workplace Choice.

PubMed

Eisen, Charis; Ishii, Keiko; Miyamoto, Yuri; Ma, Xiaoming; Hitokoto, Hidefumi

2016-01-01

Utilizing three student (Study 1) and non-student samples (Study 2), we examined cultural differences in workplace choice for North Americans, Germans, and Japanese. We focused on the desire for control as a potential mediator (i.e., the underlying mechanism) to explain cultural differences in this important life decision. Given culturally divergent embodiments of independent vs. interdependent models of agency, we expected and found that, compared to North Americans and Germans, Japanese were more likely to prefer a workplace with a payment system that maintains social order rather than one that rewards individual achievement. Furthermore, we found that Japanese tend to give greater consideration to family opinions in their choice of workplace. As predicted, desire for control (i.e., the motivation to have control over various events) was stronger for North Americans and Germans than Japanese, and explained cultural differences in choice of workplace.

To Accept One’s Fate or Be Its Master: Culture, Control, and Workplace Choice

PubMed Central

Eisen, Charis; Ishii, Keiko; Miyamoto, Yuri; Ma, Xiaoming; Hitokoto, Hidefumi

2016-01-01

Utilizing three student (Study 1) and non-student samples (Study 2), we examined cultural differences in workplace choice for North Americans, Germans, and Japanese. We focused on the desire for control as a potential mediator (i.e., the underlying mechanism) to explain cultural differences in this important life decision. Given culturally divergent embodiments of independent vs. interdependent models of agency, we expected and found that, compared to North Americans and Germans, Japanese were more likely to prefer a workplace with a payment system that maintains social order rather than one that rewards individual achievement. Furthermore, we found that Japanese tend to give greater consideration to family opinions in their choice of workplace. As predicted, desire for control (i.e., the motivation to have control over various events) was stronger for North Americans and Germans than Japanese, and explained cultural differences in choice of workplace. PMID:27445904

Violence, schools, and dropping out: racial and ethnic disparities in the educational consequence of student victimization.

PubMed

Peguero, Anthony A

2011-12-01

Without a doubt, exposure to violence and victimization can be profoundly detrimental to the overall well-being and development of all youth. Moreover, violence and victimization that occurs within a school context is particularly alarming because a successful educational process is essential toward establishing socioeconomic success later in life. The educational consequence of exposure to violence and victimization at school is uncertain for racial and ethnic minority students. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniques to examine the impact of violence and victimization at school on dropping out. The results indicate Black/African Americans and Latino American students who are victimized at school are at higher risk of dropping out. The implications of the evident racial and ethnic disparities in the relationship between victimization and dropping out within the U.S. school system are discussed.

After-hours/on-call experience during primary care nurse practitioner education utilizing standard scenarios and simulated patients.

PubMed

Kelly, Michelle M; Blunt, Elizabeth; Nestor, Kelly

2017-12-01

Few nurse practitioner (NP) programs include an after-hours/on-call component in their clinical preparation of NP students. This role is expected in many primary and specialty care practices, and is one that students feel unprepared to competently navigate. Utilizing simulated callers as patients or parents, NP students participated in a simulated after-hours/on-call experience that included receiving the call, managing the patient, and submitting documentation of the encounter. Students completed pre- and postparticipation evaluations, and were evaluated by the simulated patient callers and faculty using standardized evaluation tools. NP students rated the experience as an educationally valuable experience despite feeling anxious and nervous about the experience. Several essential skills were identified including critical thinking, clear communication, self-confidence, and access to resources. After participation NP students were more receptive to an NP position with an on-call component. Inclusion of a simulated on-call experience is a feasible component of NP education and should be added to the NP curriculum. ©2017 American Association of Nurse Practitioners.

Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence.

PubMed

Wentzel, Kathryn R

2002-01-01

This study examined the utility of parent socialization models for understanding teachers' influence on student adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to Baumrind's parenting dimensions of control, maturity demands, democratic communication, and nurturance. Student adjustment was defined in terms of their social and academic goals and interest in class, classroom behavior, and academic performance. Based on information from 452 sixth graders from two suburban middle schools, results of multiple regressions indicated that the five teaching dimensions explained significant amounts of variance in student motivation, social behavior, and achievement. High expectations (maturity demands) was a consistent positive predictor of students' goals and interests, and negative feedback (lack of nurturance) was the most consistent negative predictor of academic performance and social behavior. The role of motivation in mediating relations between teaching dimensions and social behavior and academic achievement also was examined; evidence for mediation was not found. Relations of teaching dimensions to student outcomes were the same for African American and European American students, and for boys and girls. The implications of parent socialization models for understanding effective teaching are discussed.

Perceived utility of emotion: the structure and construct validity of the Perceived Affect Utility Scale in a cross-ethnic sample.

PubMed

Chow, Philip I; Berenbaum, Howard

2012-01-01

This study introduces a new measure of the perceived utility of emotion, which is the degree to which emotions are perceived to be useful in achieving goals. In this study, we administered this new measure, the Perceived Affect Utility Scale (PAUSe), to a sample of 142 European American and 156 East Asian American college students. Confirmatory factor analyses provided support for a new, culturally informed parsing of emotion and for perceived utility of emotion to be distinguishable from ideal affect, a related but separate construct. Next, we explored the potential importance of perceived utility of emotion in cultural research. Through path analyses, we found that: (a) culturally relevant variables (e.g., independence) played a mediating role in the link between ethnic group and perceived utility of emotion; and (b) perceived utility of emotion played a mediating role in the link between culturally relevant variables and ideal affect. In particular, perceived utility of self-centered emotions (e.g., pride) was found to be associated with independence and ideal affect of those same emotions. In contrast, perceived utility of other-centered emotions (e.g., appreciation) was found to be associated with interdependence, dutifulness/self-discipline, and ideal affect of those same emotions. Implications for perceived utility of emotion in understanding cultural factors are discussed.

Teaching STEM as a Second Language: Utilizing SLA to Develop Equitable Learning for All Students

ERIC Educational Resources Information Center

Collier, Shartriya; Burston, Betty; Rhodes, Aarika

2016-01-01

Purpose: A review of current initiatives to increase science, technology, engineering and mathematics (STEM) achievement among American youth and young adults reveals the presence of "IQism". That is, whether such interventions are directed toward low-income minorities and/or the disproportionate number of higher-income youth who have…

Feminisms at the Door: Gender and Sex at a Women's College

ERIC Educational Resources Information Center

Overton, Susan Chappell

2013-01-01

This dissertation is a qualitative study of early 21st century American female college students' experiences of their gender, sexuality, and racial identities, and of institutional politics as their single-sex college transitioned to co-education. It is an ethnography that utilizes feminist theorizing to understand tensions between feminists…

Design for a Study of American Youth.

ERIC Educational Resources Information Center

Flanagan, John C.; And Others

Project TALENT is a large-scale, long-range educational research effort aimed at developing methods for the identification, development, and utilization of human talents, which has involved some 440,000 students in 1,353 public, private, and parochial secondary schools in all parts of the country. Data collected through teacher-administered tests,…

Urban Elementary Single-Sex Math Classrooms: Mitigating Stereotype Threat for African American Girls

ERIC Educational Resources Information Center

Bowe, Anica G.; Desjardins, Christopher D.; Covington Clarkson, Lesa M.; Lawrenz, Frances

2017-01-01

This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students (n = 77 sixth graders, n = 4 teachers, n = 2 principals).…

"It's on the MCAT for a Reason": Premedical Students and the Perceived Utility of Sociology

ERIC Educational Resources Information Center

Olsen, Lauren D.

2016-01-01

Biomedical socialization and premed culture have been shown to promote reductionist and depersonalized approaches to understanding human difference, a serious problem in contemporary health care. In 2015, the Association for American Medical Colleges (AAMC) launched a new version of its Medical College Admission Test (MCAT) that included material…

Family Involvement in Children's Mathematics Education Experiences: Voices of Immigrant Chinese American Students and Their Parents

ERIC Educational Resources Information Center

Liang, Senfeng

2013-01-01

This study examines ways in which Chinese immigrant families are involved in their children's mathematics education, particularly focusing on how different types of families utilize different forms of capital to support their children's mathematics education. The theoretical framework defines four types of Chinese immigrant families--working…

What is a Community? Taking Documentary Photographs of Urban Americans into the Middle School Classroom.

ERIC Educational Resources Information Center

Faires, Nora; Harkness, Bruce

1996-01-01

Describes a Michigan social studies curriculum enrichment project that combines historical analysis with documentary photographs of urban residents. The project utilizes photographs, public history, and oral histories to introduce middle school students to the concept of community. Includes photographs of urban activities and discussion questions.…

Reading?...Pah! (I Got It!): Innovative Reading Techniques for Successful Deaf Readers.

ERIC Educational Resources Information Center

Schimmel, Connie (Ruth) S.; Edwards, Sandra G.; Prickett, Hugh T.

1999-01-01

A reading program utilizing five components (a shortcut to phonemic awareness, Adapted Dolch words, Bridge lists and the Bridging process, reading comprehension, and American Sign Language development/language experience stories) resulted in dramatic gains in the reading levels of 48 elementary students at a residential school for the deaf.…

Ethnic Differences in Completion Rates as a Function of School Size in Texas High Schools

ERIC Educational Resources Information Center

Fitzgerald, Kim; Gordon, Teandra; Canty, Antoinette; Stitt, Ruth E.; Onwuegbuzie, Anthony J.; Frels, Rebecca K.

2013-01-01

The purpose of this study was to investigate differences in high school completion rates among White, African American, and Hispanic students enrolled in different school sizes--small, medium, and large. For this causal-comparative research design, this study utilized archival data from the Texas Education Association's Academic Excellence…

The University of Minnesota Morris (UMM) STEP Program: an initiative to encourage the participation of Native Americans in the sciences

NASA Astrophysics Data System (ADS)

Cotter, J. F.

2009-12-01

The goal of the UMM STEP program is to increase the number of graduates in STEM fields through innovative curricular, recruiting and mentoring strategies. A unique focus of the UMM STEP program is increasing the number of Native American science majors. The STEP program fosters a summer research environment where peer interaction and mentoring creates a web of support. To do so we will establish a supportive and fulfilling pipeline that: 1) Identifies Native American students and involves them in research while they are high school; 2) Mentors and prepares participants for university academics the summer before their freshman year; 3) Provides a complete tuition waiver, mentoring and a support network throughout their undergraduate career; and 4) Involves participants in an active and dynamic summer undergraduate research environment where under-represented individuals are in the majority. The third and fourth components of this pipeline are in very good shape. The Morris campus was originally established as an Indian School in 1887. When the federal government deeded the Indian school campus to the University of Minnesota a stipulation was that Native American students attend the college for free. At present, 196 Native Americans are enrolled at UMM (50 are STEM majors). The UMM STEP research experience provides the unique opportunity to interact with a scientific community that both breaks down a number of traditional barriers and aids in the maturation of these students as scientists. In Summer 2008, 4 students were involved in summer research and in 2009 seven Native American students participated. Early efforts of the UMM STEP program are encouraging. UMM Admissions staff used the UMM STEP program to recruit Native American students and the P.I. phoned “uncommitted admits”, visited reservations and hosted reservation student visits. The result was an increase in freshman Native American Science majors from 7 in Fall 2007, 15 in fall 2008 and 20 in fall 2009. Overall, Native American Science majors increased from 33 (2007) to 39 (2008) and now 50 (2009). One UMM STEP participant from summer of 2008 graduated and is now in the University of Wisconsin Pharmacy Program. The biggest challenge to date for the UMM STEP program is making contact with rising junior and senior High School students. As a result, the envisioned UMM STEP “pipeline” remains without a solid foundation. Strategies employed to resolve this situation include: 1) writing to all educators with announcements and advertisements for summer opportunities for High School Juniors, 2) contacting alumni who educators in school districts with a significant number of Native American students, 3) utilizing the UMM STEP review board to make additional contacts in reservations, and 4) bringing UMM STEP students to High Schools to talk about their experiences and answer questions about UMM. This research is funded by the NSF STEP program (NSF/DUE-0653063).

DOE Office of Scientific and Technical Information (OSTI.GOV)

Rychel, Dwight

The Permian Basin Carbon Capture, Utilization and Storage (CCUS) Training Center was one of seven regional centers formed in 2009 under the American Recovery and Reinvestment Act of 2009 and managed by the Department of Energy. Based in the Permian Basin, it is focused on the utilization of CO 2 Enhanced Oil Recovery (EOR) projects for the long term storage of CO 2 while producing a domestic oil and revenue stream. It delivers training to students, oil and gas professionals, regulators, environmental and academia through a robust web site, newsletter, tech alerts, webinars, self-paced online courses, one day workshops, andmore » two day high level forums. While course material prominently features all aspects of the capture, transportation and EOR utilization of CO 2, the audience focus is represented by its high level forums where selected graduate students with an interest in CCUS interact with Industry experts and in-house workshops for the regulatory community.« less

Profiles of African American College Students’ Alcohol Use and Sexual Behaviors: Associations With Stress, Racial Discrimination, and Social Support

PubMed Central

Metzger, Isha W.; Cooper, Shauna M.; Ritchwood, Tiarney D.; Onyeuku, Chisom; Griffin, Charity Brown

2017-01-01

Though studies show that alcohol use and sexual activity increase during emerging adulthood, few studies examine within–ethnic group differences, particularly among African American college students. This investigation utilized a latent class analytic methodology to identify risk behavior profiles of alcohol use (frequency and amount of alcohol consumed), sexual activity (number of intimate partners), and co-occurring risk behaviors (drinking before sexual intercourse) among 228 African American college students. This investigation also examined whether identified risk behavior profiles were associated with stress (interpersonal, intraperso-nal, academic, and environmental), experiences of racial discrimination, and social support (from family, friends, and the college community). Results identified five distinct profiles within this sample: (a) High Sexual Risk—above-average sexual activity; (b) Abstainers—below-average alcohol use and sexual activity; (c) Low Risk—average alcohol use and sexual activity; (d) Alcohol Risk—above-average alcohol use and below-average sexual activity; and (e) Co-Occurring Risk—above-average alcohol use and sexual activity. Identified profiles differed across interpersonal and environmental stress, and self-reported frequency of experiences with racial discrimination. Implications for prevention programs and interventions aimed at reducing alcohol and sexual activity for African American college students are discussed. PMID:27215314

Increasing persistence in undergraduate science majors: a model for institutional support of underrepresented students.

PubMed

Toven-Lindsey, Brit; Levis-Fitzgerald, Marc; Barber, Paul H; Hasson, Tama

2015-01-01

The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most "gatekeeper" chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap. © 2015 B. Toven-Lindsey et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Proposal for a university-community-hospice partnership to address organizational barriers to cultural competence.

PubMed

Reese, Dona J

2011-02-01

Models of culturally competent hospice services have been developed, but they are not generally being used. This article describes a participatory action research project which is addressing organizational barriers to cultural competence through a university-community-hospice partnership. The intervention plan is to develop a connection with the African American community, increasing community knowledge, and hospice staff cultural competence through a social work student field placement. It is hoped that, if successful, this model will be replicated to address the problem of African American utilization and access to hospice.

Evidence of the Value of the Smoking Media Literacy Framework for Middle School Students.

PubMed

Bier, Melinda C; Zwarun, Lara; Sherblom, Stephen A

2016-10-01

Susceptibility to future smoking, positive beliefs about smoking, and perceptions of antismoking norms are all factors that are associated with future smoking. In previous research, smoking media literacy (SML) has been associated with these variables, even when controlling for other known risk factors for smoking. However, these studies were performed with older teenagers, often in high school, not younger teens at a crucial developmental point with respect to the decision to begin smoking. This study uses survey data collected from 656 American public middle school students representing multiple zip codes, schools, and school districts. Smoking media literacy levels for middle school students were similar to those of high school students in earlier studies. Higher SML levels were associated with lower susceptibility to future smoking and predicted susceptibility to smoke when controlling for other risk factors. This suggests that the same relationships found with teenagers may exist with middle school students. Although follow-up studies using larger and more controlled administrations of the SML scale are warranted, this study suggests the utility of the SML framework and scale in the development and investigation of media literacy as a prevention strategy in students this age. © 2016, American School Health Association.

Analysis of traditional versus three-dimensional augmented curriculum on anatomical learning outcome measures.

PubMed

Peterson, Diana Coomes; Mlynarczyk, Gregory S A

2016-11-01

This study examined whether student learning outcome measures are influenced by the addition of three-dimensional and digital teaching tools to a traditional dissection and lecture learning format curricula. The study was performed in a semester long graduate level course that incorporated both gross anatomy and neuroanatomy curricula. Methods compared student examination performance on material taught using lecture and cadaveric dissection teaching tools alone or lecture and cadaveric dissection augmented with computerized three-dimensional teaching tools. Additional analyses were performed to examine potential correlations between question difficulty and format, previous student performance (i.e., undergraduate grade point average), and a student perception survey. The results indicated that students performed better on material in which three-dimensional (3D) technologies are utilized in conjunction with lecture and dissection methodologies. The improvement in performance was observed across the student population primarily on laboratory examinations. Although, student performance was increased, students did not perceive that the use of the additional 3D technology significantly influenced their learning. The results indicate that the addition of 3D learning tools can influence long-term retention of gross anatomy material and should be considered as a beneficial supplement for anatomy courses. Anat Sci Educ 9: 529-536. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Using the jigsaw cooperative learning method to teach medical students about long-term and postacute care.

PubMed

Buhr, Gwendolen T; Heflin, Mitchell T; White, Heidi K; Pinheiro, Sandro O

2014-06-01

Since many of the frailest and most vulnerable Americans reside in nursing homes, medical students need focused education and training pertaining to this setting. A unique cooperative learning experience utilizing the jigsaw method was developed to engage and expose students to the institutional long-term and postacute care (LTPAC) setting and the roles of personnel there. To accomplish these goals, small groups of medical students interviewed LTPAC personnel about their role, generally, and in relation to a specific patient case. These groups were then rearranged into new groups containing 1 student from each of the original groups plus a faculty facilitator. Each student in the new groups taught about the role of the LTPAC professional they interviewed. To assess the effectiveness of this learning experience, students and LTPAC personnel provided written feedback and rated the activity using a 5-point Likert scale (1 = worst; 5 = best). Students also took a knowledge test. The activity received ratings from students of 3.65 to 4.12 (mean = 3.91). The knowledge test results indicated that students understood the roles of the LTPAC personnel. In general, the jigsaw exercise was well-received by participants and provided an effective means of introducing medical students to the nursing home environment. Copyright © 2014 American Medical Directors Association, Inc. Published by Elsevier Inc. All rights reserved.

How to Make "The Fourth Revolution". Human Factors in the Adoption of Electronic Instructional Aids. Memorandum Number 73/5.

ERIC Educational Resources Information Center

Demerath, Nicholas J.; Daniels, Lois A.

The prospects and problems associated with getting American higher education to utilize more fully electronic technologies are examined. Part I surveys the diversity of higher education and its students and concludes that technological applications will have to be correspondingly varied, despite the tendency to "massification". Part II, consisting…

Report Critique: The Utility of Dual Enrollment in Institutional Strategic Enrollment Management and Student College Access

ERIC Educational Resources Information Center

Martinez, Nicole

2018-01-01

A recent collaboration between the professional organization of the American Association of Collegiate Registrars and Admissions Officers (AACRAO), with support from research partner Hobsons, resulted in a November 2016 report which seeks to examine college perceptions of dual enrollment as an enrollment management initiative. According to AACRAO,…

Are Dimensions of Parenting Differentially Linked to Substance Use Across Caucasian and Asian American College Students?

PubMed

Luk, Jeremy W; Patock-Peckham, Julie A; King, Kevin M

2015-01-01

Parental warmth and autonomy granting are commonly thought of as protective factors against substance use among Caucasians. However, limited research has examined whether associations between parenting dimensions and substance use outcomes are the same or different among Asian Americans. A final analytic sample of 839 college students was used to test whether race (Caucasian vs. Asian American) moderated the relations between parenting dimensions and substance use outcomes across Caucasians and Asian Americans. We utilized the Parental Bonding Instrument (Parker, Tupling, & Brown, 1979) to measure maternal and paternal warmth, encouragement of behavioral freedom, and denial of psychological autonomy. Multivariate regression models controlling for covariates including age, gender, and paternal education indicated four significant parenting by race interactions on alcohol problems and/or marijuana use. Specifically, maternal warmth was inversely associated with both alcohol problems and marijuana use among Caucasians but not among Asian Americans. Both maternal and paternal denial of psychological autonomy were positively associated with alcohol problems among Caucasians but not among Asian Americans. Consistent with emerging cross-cultural research, the associations between parenting dimensions and substance use behaviors observed in Caucasian populations may not be readily generalized to Asian Americans. These findings highlight the importance of considering different parenting dimensions in understanding substance use etiology among Asian Americans. Future research should use longitudinal data to replicate these findings across development and seek to identify other parenting dimensions that may be more relevant for Asian American youth.

A social and academic enrichment program promotes medical school matriculation and graduation for disadvantaged students.

PubMed

Keith, L; Hollar, D

2012-07-01

This study assessed the impact of a pre-medical pipeline program on successful completion of medical school and the capacity of this program to address achievement gaps experienced by disadvantaged students. The University of North Carolina (USA) Medical Education Development (MED) program provides intensive academic and test skills preparation for admission to medical, dental, and other allied health professions schools. This retrospective study evaluated the academic progress of a longitudinal sample of 1738 disadvantaged college students who completed MED between 1974 and 2001. Data sources included MED participant data, medical school admissions data for the host school, aggregate data from the Association of American Medical Colleges (AAMC), and individual MED participant data from AAMC. Methods of analysis utilized Chi-square, independent samples t test, and logistic regression to examine associations between factors. Of the 935 students in MED from 1974 to 2001, who had indicated an interest in medical school, 887 (94.9%) successfully matriculated and 801 (85.7%) successfully earned the MD degree. Using logistic regression, factors that were significantly correlated with earning the medical degree included the student's race, college undergraduate total and science grade point averages, with Hispanic, African American, and Native American participants earning the medical degree at rates comparable to Caucasian participants. MED students successfully earned the MD degree despite having significantly lower Medical College Admissions Test (MCAT) scores and undergraduate grade point averages compared to all United States medical school applicants: MCAT scores had little relationship with student's success. These findings suggest that an intensive, nine-week, pre-medical academic enrichment program that incorporates confidence-building and small-group tutoring and peer support activities can build a foundation on which disadvantaged students can successfully earn matriculation to and graduation from medical school.

Music therapists' research activity and utilization barriers: a survey of the membership.

PubMed

Waldon, Eric G

2015-01-01

Music therapists have access to a rapidly expanding body of research supporting the use of music-based interventions. What is not known is the extent to which music therapists access these resources and what factors may prevent them from incorporating research findings into clinical work. After constructing the Music Therapists' Research Activity and Utilization Barrier (MTRAUB) database, the purposes of this study involved: assessing the extent to which American Music Therapy Association (AMTA) members engage in certain research-related activities; and identifying respondents' perceived barriers to integrating research into clinical practice. This study employed a quantitative, non-experimental approach using an online survey. Respondents included professional, associate, student/graduate student, retired, inactive, and honorary life members of AMTA. Instrumentation involved a researcher-designed Background Questionnaire as well as the Barriers to Research Utilization Scale (BARRIERS; Funk, Champagne, Wiese, & Tornquist, 1991), a tool designed to assess perceived barriers to incorporating research into practice. Of the 3,194 survey invitations distributed, 974 AMTA members replied (a response rate of 30%). Regarding research-related activities, descriptive findings indicate that journal reading is the most frequently reported research-related activity while conducting research is the least frequently reported activity. Results from the BARRIERS Scale indicated that Organizational and Communication factors are perceived as interfering most prominently with the ability to utilize research in clinical practice. Findings suggest that research-related activity and perceived barriers vary as a function of educational attainment, work setting, and occupational role. The author discusses these differential findings in detail, suggests supportive mechanisms to encourage increased research activity and utilization, and offers recommendations for further analysis of the MTRAUB data. © the American Music Therapy Association 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students

PubMed Central

Toven-Lindsey, Brit; Levis-Fitzgerald, Marc; Barber, Paul H.; Hasson, Tama

2015-01-01

The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most “gatekeeper” chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap. PMID:25828403

Racial discrimination, racial identity, and impostor phenomenon: A profile approach.

PubMed

Bernard, Donte L; Hoggard, Lori S; Neblett, Enrique W

2018-01-01

This study examined the association between racial discrimination and the impostor phenomenon (IP) and the moderating influence of racial identity on this relationship. One hundred fifty-seven African American college students (68% female; mean age = 18.63) completed measures of racial discrimination, racial identity, and IP during 2 waves of data collection. Utilizing latent profile analyses, 4 patterns of racial identity were identified: Undifferentiated, Multiculturalist, Race-Focused, and Humanist. Racial discrimination predicted higher subsequent levels of IP. Racial identity did not moderate the impact of racial discrimination; however, students in the Multiculturalist and Humanist groups reported the lowest and highest levels of IP at Wave 2, respectively. IP is influenced by racial discrimination experiences as well as by the significance and meaning that individuals ascribe to being African American. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

[Re]Conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence Be Utilized to Achieve Inclusion and Equity for African American Students?

ERIC Educational Resources Information Center

Zion, Shelley D.; Blanchett, Wanda

2011-01-01

Background/Context: Even though not fully realized, in legislation and theory, the requirements of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act have created pressure to address the historical inequity in educational opportunity, achievement, and outcomes, as well as disparities in achievement between…

Increasing Fluency in Disabled Middle School Readers: Repeated Reading Utilizing above Grade Level Reading Passages

ERIC Educational Resources Information Center

Paige, David D.

2006-01-01

This study examined the effects of repeated reading using above grade level narrative passages on: (a) reading rate as measured in words per minute (wpm) and (b) reading miscues. A single group, pretest-posttest design was used to measure the treatment effects. The study group consisted of 11, sixth grade African-American students with learning…

Student Perceived and Determined Knowledge of Biology Concepts in an Upper-Level Biology Course.

PubMed

Ziegler, Brittany; Montplaisir, Lisa

2014-01-01

Students who lack metacognitive skills can struggle with the learning process. To be effective learners, students should recognize what they know and what they do not know. This study examines the relationship between students' perception of their knowledge and determined knowledge in an upper-level biology course utilizing a pre/posttest approach. Significant differences in students' perception of their knowledge and their determined knowledge exist at the beginning (pretest) and end (posttest) of the course. Alignment between student perception and determined knowledge was significantly more accurate on the posttest compared with the pretest. Students whose determined knowledge was in the upper quartile had significantly better alignment between their perception and determined knowledge on the pre- and posttest than students in the lower quartile. No difference exists between how students perceived their knowledge between upper- and lower-quartile students. There was a significant difference in alignment of perception and determined knowledge between males and females on the posttest, with females being more accurate in their perception of knowledge. This study provides evidence of discrepancies that exist between what students perceive they know and what they actually know. © 2014 B. Ziegler and L. Montplaisir. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Urban High School Student Engagement Through CincySTEM iTEST Projects

NASA Astrophysics Data System (ADS)

Beckett, Gulbahar H.; Hemmings, Annette; Maltbie, Catherine; Wright, Kathy; Sherman, Melissa; Sersion, Brian

2016-12-01

This paper focuses on the notable heightening of underrepresented students' engagement in STEM education through project-based learning CincySTEM iTEST projects. The projects, funded by an iTEST NSF grant, were designed and facilitated by teachers at a new STEM urban public high school serving low-income African-American students. Student engagement conceptualized as a psychological process involving affective and behavioral participation in classroom activities was evaluated through a mixed-methods approach. Findings indicate that affective and behavioral participation was significantly enhanced when project activities utilized digital devices in hands-on investigations of real-world project activities. Explanations for the success of CincySTEM iTEST projects are presented in the conclusion along with challenges for sustainability.

Moving to higher ground: Closing the high school science achievement gap

NASA Astrophysics Data System (ADS)

Mebane, Joyce Graham

The purpose of this study was to examine the perceptions of West High School constituents (students, parents, teachers, administrators, and guidance counselors) about the readiness and interest of African American students at West High School to take Advanced Placement (AP) and International Baccalaureate (IB) science courses as a strategy for closing the achievement gap. This case study utilized individual interviews and questionnaires for data collection. The participants were selected biology students and their parents, teachers, administrators, and guidance counselors at West High School. The results of the study indicated that just over half the students and teachers, most parents, and all guidance counselors thought African American students were prepared to take AP science courses. Only one of the three administrators thought the students were prepared to take AP science courses. Between one-half and two-thirds of the students, parents, teachers, and administrators thought students were interested in taking an AP science course. Only two of the guidance counselors thought there was interest among the African American students in taking AP science courses. The general consensus among the constituents about the readiness and interest of African American students at West High School to take IB science courses was that it is too early in the process to really make definitive statements. West is a prospective IB school and the program is new and not yet in place. Educators at the West High School community must find reasons to expect each student to succeed. Lower expectations often translate into lower academic demands and less rigor in courses. Lower academic demands and less rigor in courses translate into less than adequate performance by students. When teachers and administrators maintain high expectations, they encourage students to aim high rather than slide by with mediocre effort (Lumsden, 1997). As a result of the study, the following suggestions should be implemented at West High School: (1) Have high expectations for all students. (2) Encourage students to take advanced science courses and help them succeed in these advanced science courses. (3) Improve communications among students, parents, teachers, administrators, and guidance counselors regarding procedures, policies, programs, and goals at the school. (4) Assign guidance counselors per grade level rather than across grade levels. (5) Have procedures in place so information from guidance counselors is consistent. (6) Increase parental involvement in the school. Simply increasing the number of and variety of AP science and IB science courses will not result in closing the achievement gap. All constituents must be positive about both preparation and interest of African American students in completing advanced science courses if these courses are indeed to narrow the achievement gap.

Evaluating the Impact of Internships - Longitudinal Participant Tracking in the Soars Program

NASA Astrophysics Data System (ADS)

Haacker, R.; Sloan, V.

2014-12-01

While there is widespread agreement about the benefits of research internship experiences for students, long-term tracking of student progress beyond the summer experience is challenging. Coordinated tracking can effectively document program impact, inform programmatic improvement, and identifying gaps in the internship effort. Tracking can also strengthen diversity efforts and the retention of students from underrepresented groups. Continuous follow-up and guidance can only be provided to students if we know where they are, what they are doing and what they need in order to stay engaged in the field. The SOARS Program at the National Center for Atmospheric Research has supported undergraduate students for over 18 years to enter and succeed in graduate school. Over 85% of SOARS participants have transitioned to geoscience graduate programs or the STEM workforce. The SOARS mission is to broaden participation in the atmospheric and related sciences by engaging students from groups historically under-represented in science, including Black or African-American, American Indian or Alaska Native, Hispanic or Latino, female, first-generation college students, and students with disabilities. SOARS relies on proven intervention strategies such as multi-year research experiences, multifaceted mentoring, and a strong learning community. Fostering relationships developed during this time using a wider range of technologies and program longevity play important roles in tracking participants over time. This presentation will highlight significant program results and share the tracking and evaluation techniques utilized in SOARS.

Assessing mental health and violence on college campuses using the vulnerability model.

PubMed

Ponsford, Lisa R

2016-04-01

Violence on college campuses has become increasingly more common than in previous years. Nearly 73% of students with a mental health condition living on campus experience a mental health crisis. College students arriving on campuses today come with different needs, expectations for services, and with different risk factors than in previous years. Advanced practice registered nurses (APRNs) in college health settings have the ability to recognize these changing trends and assist with improving the mental health of this population. A critical analysis of an exemplar college campus is explored using the vulnerability model to assess risks that can lead to unnecessary and preventable violence on college campuses. The vulnerability model is a comprehensive approach utilized to guide an assessment to identify both individual and community risk factors influencing health and healthcare environments. The use of the vulnerability model illustrated in this article reveals its usefulness in identifying the risk and needs for this population. APRNs and student health centers are positioned well to utilize the vulnerability model in assessing the needs of college campuses to improve outcomes of students. ©2016 American Association of Nurse Practitioners.

The experiences of African-American students majoring in engineering: Cognitive, non-cognitive and situational aspects

NASA Astrophysics Data System (ADS)

Hill, Gloria Pinckney

1997-12-01

To understand the causes for the disproportionately high rate of attrition among ethnic minority students, it is important to consider not only how they differ from the majority population, but what differences exist in personal qualities and academic preparation within groups at particular types of institutions, and within particular majors. The purpose of this study is to examine the experiences of African-American students enrolled in engineering at a predominately white, selective research university to determine which cognitive, non-cognitive and situational variables impact their progress towards graduation. The goal was to see how African-American students who meet or exceed the minimum criteria for admission perceive their experience on campus, and what strategies they use to manage their day-to-day existence. The study was conducted using personal interviews guided by an open-ended questionnaire. The qualitative methodology allowed students to assess the college experience through their own cultural lens, and to identify the cognitive, non-cognitive, and situational variables important to them. Responses were sorted by class and gender, tabulated and grouped into categories. Interpretation was primarily descriptive. Consistencies, inconsistencies, patterns and relationships to concepts in the literature and to the research questions were discussed. Findings indicate that well prepared students become less confident about their commitment to engineering and their ability to succeed academically after they begin matriculating rather than before, and that redefinition of what it means to be academically successful is an effective coping mechanism to sustain the effort required to master courses. The study suggests that the current focus on the impact of the freshman year transition on student retention should be expanded to include the sophomore year. This is particularly true for institutions where engineering students spend the first year in a core curriculum, then move into specific disciplines as sophomores. The perception of their ability among non-minority peers, assertively utilizing resources and services, the absence of a critical mass of African-American students, and participation in study groups were among the variables thought to influence their success.

A Mobile-Based Surgical Simulation Application: A Comparative Analysis of Efficacy Using a Carpal Tunnel Release Module.

PubMed

Amer, Kamil M; Mur, Taha; Amer, Kamal; Ilyas, Asif M

2017-05-01

The utilization of surgical simulation continues to grow in medical training. The TouchSurgery application (app) is a new interactive virtual reality smartphone- or tablet-based app that offers a step-by-step tutorial and simulation for the execution of various operations. The purpose of this study was to compare the efficacy of the app versus traditional teaching modalities utilizing the "Carpal Tunnel Surgery" module. We hypothesized that users of the app would score higher than those using the traditional education medium indicating higher understanding of the steps of surgery. A total of 100 medical students were recruited to participate. The control group (n = 50) consisted of students learning about carpal tunnel release surgery using a video lecture utilizing slides. The study group (n = 50) consisted of students learning the procedure through the app. The content covered was identical in both groups but delivered through the different mediums. Outcome measures included comparison of test scores and overall app satisfaction. Test scores in the study group (89.3%) using the app were significantly higher than those in the control group (75.6%). Students in the study group rated the overall content validity, quality of graphics, ease of use, and usefulness to surgery preparation as very high (4.8 of 5). Students utilizing the app performed better on a standardized test examining the steps of a carpal tunnel release than those using a traditional teaching modality. The study findings lend support for the use of the app for medical students to prepare for and learn the steps for various surgical procedures. This study provides useful information on surgical simulation, which can be utilized to educate trainees for new procedures. Copyright © 2017 American Society for Surgery of the Hand. Published by Elsevier Inc. All rights reserved.

Drawing on student knowledge of neuroanatomy and neurophysiology.

PubMed

Slominski, Tara N; Momsen, Jennifer L; Montplaisir, Lisa M

2017-06-01

Drawings are an underutilized assessment format in Human Anatomy and Physiology (HA&P), despite their potential to reveal student content understanding and alternative conceptions. This study used student-generated drawings to explore student knowledge in a HA&P course. The drawing tasks in this study focused on chemical synapses between neurons, an abstract concept in HA&P. Using two preinstruction drawing tasks, students were asked to depict synaptic transmission and summation. In response to the first drawing task, 20% of students ( n = 352) created accurate representations of neuron anatomy. The remaining students created drawings suggesting an inaccurate or incomplete understanding of synaptic transmission. Of the 208 inaccurate student-generated drawings, 21% depicted the neurons as touching. When asked to illustrate summation, only 10 students (roughly 4%) were able to produce an accurate drawing. Overall, students were more successful at drawing anatomy (synapse) than physiology (summation) before formal instruction. The common errors observed in student-generated drawings indicate students do not enter the classroom as blank slates. The error of "touching" neurons in a chemical synapse suggests that students may be using intuitive or experiential knowledge when reasoning about physiological concepts. These results 1 ) support the utility of drawing tasks as a tool to reveal student content knowledge about neuroanatomy and neurophysiology; and 2 ) suggest students enter the classroom with better knowledge of anatomy than physiology. Collectively, the findings from this study inform both practitioners and researchers about the prevalence and nature of student difficulties in HA&P, while also demonstrating the utility of drawing in revealing student knowledge. Copyright © 2017 the American Physiological Society.

Comparison of Body Mass Index (BMI) Categories Based on Asian and Universal Standards and Language Spoken at Home among Asian American University Students

ERIC Educational Resources Information Center

Ng, Tiffany; McMahan, Shari; Mouttapa, Michele; Tanjasiri, Sora Park; Beam, William

2009-01-01

Background: The World Health Organization released lower Body Mass Index (BMI) cutoff points for Asian individuals to account for increased body fat percentage (BF%) and risk of obesity-related conditions at a lower body mass index. Purpose: This preliminary study: (1) explores the impact of utilizing Asian BMI standards (compared to universal…

Methods of Academic Course Planning for Cancer Biology PhD Students to Enhance Knowledge of Clinical Oncology.

PubMed

Mattes, Malcolm D; Swart, Elizabeth; Markwell, Steven M; Wen, Sijin; Vona-Davis, Linda C

2017-09-15

Little is known about how clinical oncology concepts are taught to PhD students or the most effective methods of doing so. In this study, electronic surveys were sent to faculty and students at PhD training programs, assessing their institution's methods of clinical oncology education and their perspective on optimal approaches to clinical oncology education. Only 40.0% of students reported any clinical oncology component to their institution's training, and only 26.5% had a clinician on their graduate advisory committee. Forty-three percent of students believed that they had a good understanding for translating basic science research into clinical practice, and 77.2% of all participants believed dual degree MD/PhD students were superior to PhD students in this regard. Lectures on clinical oncology research topics were the most valuable type of experience for all participants and were also the most common type of experience utilized. Working with a clinician to develop a clinical trial with correlative endpoints was also highly valued, but was only utilized by approximately 10% of programs. Faculty rated the value of nearly all types of clinical oncology exposure significantly lower than did students. Inclusion of the approaches identified in this study is likely to enhance PhD training in oncology-related disciplines. Cancer Res; 77(18); 4741-4. ©2017 AACR . ©2017 American Association for Cancer Research.

Exploring the Link between Self-Construal and Distress among African American and Asian American College Students

ERIC Educational Resources Information Center

Christopher, Michael S.; Skillman, Gemma D.

2009-01-01

The authors investigated ethnicity, self-construal, and distress among African American and Asian American college students. African American students expressed more salient independent self-construals, whereas Asian American students expressed more salient interdependent self-construals. As hypothesized, among African American participants,…

Association of MDMA/ecstasy and other substance use with self-reported sexually transmitted diseases among college-aged adults: a national study.

PubMed

Wu, L-T; Ringwalt, C L; Patkar, A A; Hubbard, R L; Blazer, D G

2009-08-01

MDMA/ecstasy use among college students has increased and reportedly leads to risky sexual behaviours. However, little is known about its association with sexually transmitted diseases (STDs). To evaluate this public health concern, this study examined the association between substance use (particularly MDMA) and self-reported STDs (chlamydia, gonorrhoea, herpes and syphilis) among college students and non-students aged 18-22 years (n=20,858). A cross-sectional data analysis of a national survey. Data were drawn from the 2005-2006 National Surveys on Drug Use and Health; a nationally representative survey of non-institutionalized Americans. Self-reported STDs and substance use were assessed by the audio computer-assisted self-interviewing method. The association between MDMA use and STDs was determined while taking into account young adults' use of other substances, healthcare utilization and sociodemographic characteristics. Overall, 2.1% of college students and 2.5% of non-students reported contracting an STD in the past year. MDMA use in the past year was not associated with STDs. Among non-students, onset of MDMA use before 18 years of age increased the odds of past-year STDs. In both groups, alcohol use, marijuana use, female gender and African American race increased the odds of both past-year and lifetime STDs. Additional analyses indicated that, regardless of college-attending status, greater odds of past-year STDs were noted among users of alcohol and drugs, and users of alcohol alone, but not among users of drugs alone. Alcohol use is a robust correlate of STDs. Irrespective of college-attending status, young women and African Americans have a higher rate of STDs than young men and Whites.

The synthesis map is a multidimensional educational tool that provides insight into students' mental models and promotes students' synthetic knowledge generation.

PubMed

Ortega, Ryan A; Brame, Cynthia J

2015-01-01

Concept mapping was developed as a method of displaying and organizing hierarchical knowledge structures. Using the new, multidimensional presentation software Prezi, we have developed a new teaching technique designed to engage higher-level skills in the cognitive domain. This tool, synthesis mapping, is a natural evolution of concept mapping, which utilizes embedding to layer information within concepts. Prezi's zooming user interface lets the author of the presentation use both depth as well as distance to show connections between data, ideas, and concepts. Students in the class Biology of Cancer created synthesis maps to illustrate their knowledge of tumorigenesis. Students used multiple organizational schemes to build their maps. We present an analysis of student work, placing special emphasis on organization within student maps and how the organization of knowledge structures in student maps can reveal strengths and weaknesses in student understanding or instruction. We also provide a discussion of best practices for instructors who would like to implement synthesis mapping in their classrooms. © 2015 R. A. Ortega and C. J. Brame et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Associations between depression, distress tolerance, delay discounting, and alcohol-related problems in European American and African American college students.

PubMed

Dennhardt, Ashley A; Murphy, James G

2011-12-01

Although levels of heavy drinking and alcohol-related problems are high in college students, there is significant variability in the number and type of problems experienced, even among students who drink heavily. African American students drink less and experience fewer alcohol-related problems than European American students, but are still at risk, and little research has investigated the potentially unique patterns and predictors of problems among these students. Depression, distress tolerance, and delay discounting have been implicated in adult substance abuse and may be important predictors of alcohol problem severity among college students. We examined the relationship between these variables and alcohol-related problems among African American and European American students (N = 206; 53% female; 68% European American; 28% African American) who reported recent heavy drinking. In regression models that controlled for drinking level, depression, distress tolerance, and delay discounting were associated with alcohol problems among African American students, but only depression was associated with alcohol problems among European American students. These results suggest that negative affect is a key risk factor for alcohol problems among college student drinkers. For African American students, the inability to tolerate negative emotions and to organize their behavior around future outcomes may also be especially relevant risk factors.

African American perspectives: A qualitative study of an informal science enrichment program

NASA Astrophysics Data System (ADS)

Simpson, Jamila Rashida

The purposes of this study were to determine what program characteristics African American parents consider when they enroll their children into an informal science education enrichment program, the parents' evaluation of a program called Jordan Academy in which they enrolled their children, and the alignment of the parents' perspectives with Black Cultural Ethos (BCE). BCE refers to nine dimensions posited by Wade Boykin, a psychologist, as comprising African American culture. Participants were parents of students that attended Jordan Academy, an informal science enrichment program designed for third through sixth grade students from underserved populations. Qualitative methodologies were utilized to perform a thorough assessment of parents' perspectives. Data sources included classroom observations, student surveys, academy curriculum, photos and video-taped class sessions. Data included teachers and parents' responses to semi-structured, audio recorded interviews and students' written responses to open-ended items on the program's evaluation instrument. The data were analyzed for themes and the findings compared to Black Cultural Ethos. Findings revealed that the participants believed that informal science education offered their children opportunities not realized in the formal school setting - a means of impacting their children holistically. The parents expressed the academic, cultural, and personal development of their children in their characterizations of the ideal informal science education experience and in their evaluations of Jordan Academy. Overall, the parents' views emphasized the BCE values of harmony, affect, verve, movement, orality and communalism. The study has important implications for practices within and research on informal science education.

Utilization of Mental Health Services in School-Based Health Centers.

PubMed

Bains, Ranbir M; Cusson, Regina; White-Frese, Jesse; Walsh, Stephen

2017-08-01

We summarize utilization patterns for mental health services in school-based health centers. Administrative data on school-based health center visits in New Haven, Connecticut were examined for the 2007-2009 school years. Relative frequencies of mental health visits by age were calculated as a percentage of all visits and were stratified by sex, ethnicity/race, and insurance status. Mental health visits accounted for the highest proportion of visits (31.8%). The proportion of mental health visits was highest at 8 years (42.8%) and at 13 years (39.0%). The proportion of mental health visits among boys (38.4%) was higher than among girls (26.7%). Hispanic students had a lower proportion of mental health visits than black students (23.5% vs 35.8%) in all but 2 age groups. Students in the white/other ethnicity category had higher proportions of mental health visits than Hispanic and black students between ages 12 and 15. Students with no health insurance (22.5%) had lower proportions of mental health visits than students covered by Medicaid (34.3%) or private insurance (33.9%). The percentage of mental health visits by students with private insurance was highest (37.2%-49%) in the 13-15 age range. Usage patterns for mental health issues show pronounced, nonrandom variation relative to age and other demographic characteristics especially with 8-year-old boys. © 2017, American School Health Association.

Violent Behaviors, Weapon Carrying, and Firearm Homicide Trends in African American Adolescents, 2001-2015.

PubMed

Khubchandani, Jagdish; Price, James H

2018-04-07

African American youths have the highest risk for firearm and other weapon related homicides. This study utilized the national Youth Risk Behavior Surveys from 2001 to 2015 to assess trends in violence related behaviors and weapon carrying of African American adolescents. Our analyses found statistically significant reductions in physical fighting and weapon carrying among African American male adolescents from 2007 to 2015. Planning suicide increased in both male and female African American adolescents since 2007. In addition, the number of firearm homicides increased in African American males. African American females and males had groups of items highly predictive of weapon carrying behaviors: alcohol, tobacco, and other drug use and violent risk behaviors. Both female and male students who made mostly A's or B's in school were significantly less likely to carry weapons in and out of school. Our findings indicate that firearm homicides have increased in African American adolescents, but weapon carrying in school going adolescents has significantly declined. School engagement and satisfactory school performance seems to have a significant protective effect on firearm homicides and violent behavior risks in African American adolescents.

Learning surgically oriented anatomy in a student-run extracurricular club: an education through recreation initiative.

PubMed

Ullah, Shahnoor M; Bodrogi, Andrew; Cristea, Octav; Johnson, Marjorie; McAlister, Vivian C

2012-01-01

Didactic and laboratory anatomical education have seen significant reductions in the medical school curriculum due, in part, to the current shift from basic science to more clinically based teaching in North American medical schools. In order to increase medical student exposure to anatomy, with clinical applicability, a student-run initiative called surgically oriented anatomy prosectors (SOAP) club was created within the extracurricular program at the Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Canada. SOAP invites surgeons and residents from various surgical specialties to demonstrate, on a cadaver, a surgical procedure of their choosing. During the demonstration, the anatomy, as it relates to the surgical procedure, is discussed. The students then break into smaller groups to examine the relevant anatomy on the cadavers, during which time the discussion is broadened. The group continues the conversation in a social environment with refreshments. SOAP is one of the most popular extracurricular clubs with 65% of first and second year medical students registered as members. The high demand for SOAP, along with the positive participant feedback, may be due to its utilization of the principle of education through recreation, which seeks to provide opportunities for learning seamlessly throughout all facets of life. It also demonstrates the desire, amongst certain medical students, to learn applied anatomy, particularly within a surgical context. Copyright © 2012 American Association of Anatomists.

Self-esteem and academic achievement: a comparative study of adolescent students in England and the United States

PubMed Central

Booth, Margaret Zoller; Gerard, Jean M.

2012-01-01

Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and academic achievement from the beginning to the end of their academic year during their 11th–12th year of age. For both samples, quantitative results demonstrated that fall self-esteem was related to multiple indicators of later year academic achievement. While country differences emerge by the end of the year, math appears to have a consistent relationship with self-esteem in both country contexts. Qualitative analyses found some support for British students’ self-perceptions as more accurately reflecting their academic experience than the students from the United States. PMID:24068853

Exploring the contexts of urban science classrooms. Part 1: Investigating corporate and communal practices

NASA Astrophysics Data System (ADS)

Emdin, Christopher

2007-04-01

In this paper, I discuss the existence of varying ideologies and perspectives within urban science classrooms and uncover the importance of focusing on student and teacher practices as a means to bridge these disconnections. Specifically, I describe the existence of corporate and communal ideologies and the dynamics that create the misalignment between groups that hold allegiances to these varying belief systems. Utilizing three allied theoretical frames, this paper provides a multi layered and timely analysis of the teaching of science in an urban high school in New York City. I conjoin Bourdieu's sociocultural theory, an analysis of social life through the use of the structure|agency dialectic, and a theorizing of corporate and communal practice to embark on a journey into how African American and Latino/a students' ways of knowing and being can be utilized to meet the goal of improving their success in science.

Green education: Where are African American elementary school students

NASA Astrophysics Data System (ADS)

Sawyer, Debra T.

Problems resulting from pollution and the destruction of Earth's natural environments have prompted initiatives to educate individuals on the importance of participating in environmental education related activities. These activities are generally constructed to help individuals become aware of how their activity, or the lack thereof, could affect the state of the natural environment in the near and distant futures. This knowledge and activity are especially critical for the nation's youth - as they are the future caretakers of Earth. Present efforts, however, depict that, even though there are visible efforts that cater to children, there is little presence of African American elementary school students. Some have assumed that the lack of role models was a contributing factor, while others have asserted that African Americans were too consumed with problems of everyday survival and have little time to be concerned with environmental issues. There was little research and evidence, though, to substantiate those suppositions. This study utilized qualitative case study interviews to gather authentic data from parents of African American elementary school-aged children (ages 6-10) regarding their views about the natural environment and participation in environmentally related activities. Results of this study helped to support and alleviate some assumptions and laid a foundation for further studies on the topic.

New Media and Models for Engaging Under-Represented Students in Science

NASA Astrophysics Data System (ADS)

Mayhew, Laurel M.; Finkelstein, Noah D.

2008-10-01

We describe the University of Colorado Partnerships for Informal Science Education in the Community (PISEC) program in which university students participate in classroom and after school science activities with local precollege children. Across several different formal and informal educational environments, we use new technological tools, such as stop action motion (SAM) movies [1] to engage children so that they may develop an understanding of science through play and "show and tell". This approach provides a complementary avenue for reaching children who are otherwise underrepresented in science and under-supported in more formal educational settings. We present the model of university community partnership and demonstrate its utility in a case study involving an African American third grade student learning about velocity and acceleration.

Help-Seeking Experiences and Attitudes among African American, Asian American, and European American College Students

ERIC Educational Resources Information Center

Masuda, Akihiko; Anderson, Page L.; Twohig, Michael P.; Feinstein, Amanda B.; Chou, Ying-Yi; Wendell, Johanna W.; Stormo, Analia R.

2009-01-01

The study examined African American, Asian American, and European American college students' previous direct and indirect experiences of seeking professional psychological services and related attitudes. Survey data were collected from 254 European American, 182 African American and 82 Asian American college students. Results revealed that fewer…

Struggles of agency and structure as cultural worlds collide as urban African American youth learn physics

NASA Astrophysics Data System (ADS)

Elmesky, Rowhea

This critical ethnography focused on five urban African American students, coming from economically disadvantaged homes in Philadelphia, who were considered at risk with regard to their position within society as well as within the small learning community of their low-academically performing school. As participants in the study, they were employed from June 11, 2001 from 9:00 AM until 1:00 PM and continuing until September 7, 2001 at $7.50 per hour under research grants from the Spencer Foundation and the National Science Foundation. Through this study, these five youth were provided with traditional and nontraditional opportunities to build understandings of some of the most essential concepts of physics as learners. Moreover, they also had the chance to work as research assistants, teacher educators and curriculum developers. The findings of the research conclusively reveal that African American, urban youth from some of the most challenging situations are capable of learning physics concepts. Moreover, the most success resulted when students' strategies of action were directed towards the objective of learning although, in the process of meaning-making, their personal goals unrelated to science were also met. In addition, the research results show that urban African American students come to school with strategies of action replete with cultural practices, symbols and their underlying meanings from fields outside of school including both the home and the neighborhood. These cultural resources, when triggered, then become apparent within learning environments and can powerfully assist learning when the desired outcomes of the student(s) are in tune with the objective of learning physics. Through the physics teaching and learning that occurred within this study, as well as their work as researchers, teacher educators and curriculum developers, April, Ebony, Markist, Pierre and Ya-Meer had opportunities to utilize their cultural capital to build new knowledge schemas and to develop access to new resources. Consequently, evidence of agency on multiple levels was found to arise as they have shown demonstrated that poverty stricken African American urban youth can be changed by science and science too can be changed by them.

Psychometric properties of a brief version of the Penn State Worry Questionnaire in African Americans and European Americans.

PubMed

DeLapp, Ryan C T; Chapman, L Kevin; Williams, Monnica T

2016-05-01

The reliable and valid assessment of chronic worry in African Americans is vital when attempting to draw cross-cultural comparisons between African Americans and other ethnic groups. As such, the current study examined the psychometric properties of a brief version of a gold standard assessment of chronic worry, specifically the Penn State Worry Questionnaire-Abbreviated (PSWQ-A; Hopko et al., 2003) in a college sample of African Americans (n = 100) and European Americans (n = 121). Results indicated that the PSWQ-A total score has good internal consistency and convergent validity with another measure of anxiety, but less than favorable discriminant validity with a measure of depression in African American and European American students. Also, the 1-factor solution for the 8-item PSWQ-A had excellent model fit in our full sample and was partially invariant between ethnic groups. Collectively, the present study provides evidence that the PSWQ-A is a psychometrically sound option for assessing chronic worry and suggests that this brief measure may enhance the time efficiency and clinical utility of research and clinical assessments in ethnically diverse samples. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Impostor feelings as a moderator and mediator of the relationship between perceived discrimination and mental health among racial/ethnic minority college students.

PubMed

Cokley, Kevin; Smith, Leann; Bernard, Donte; Hurst, Ashley; Jackson, Stacey; Stone, Steven; Awosogba, Olufunke; Saucer, Chastity; Bailey, Marlon; Roberts, Davia

2017-03-01

This study investigated whether impostor feelings would both moderate and mediate the relationship between perceived discrimination and mental health in a sample of diverse ethnic minority college students (106 African Americans, 102 Asian Americans, 108 Latino/a Americans) at an urban public university. African American students reported higher perceived discrimination than Asian American and Latino/a American students, while no racial/ethnic group differences were reported for impostor feelings. Analyses revealed that among African American students, high levels of impostor feelings moderated the perceived discrimination and depression relationship and mediated the perceived discrimination and anxiety relationship. Among Asian American students, impostor feelings mediated the relationship between perceived discrimination and both depression and anxiety. Among Latino/a American students low levels of impostor feelings moderated the relationship between perceived discrimination and both depression and anxiety, and partially mediated the relationship between perceived discrimination and anxiety. Multigroup path analyses revealed a significantly stronger impact of impostor feelings on depression among African American students and a stronger impact of perceived discrimination on impostor feelings among African American and Latino/a American students. Clinical implications and future research directions are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Impact of Ethnic Identity Stage Development on the Intercultural Sensitivity of African-American Students during Study Abroad

ERIC Educational Resources Information Center

Dinani, Thandiwe T.

2016-01-01

African-American students represent 12% of the 14 million students enrolled in higher education institutions (National Center for Education Statistics, 2013). However, African-American students participate in study-abroad programs at a much lower percentage; African-American students represent 5% of the total number of students who study abroad…

Learning from human cadaveric prosections: Examining anxiety in speech therapy students.

PubMed

Criado-Álvarez, Juan Jose; González González, Jaime; Romo Barrientos, Carmen; Ubeda-Bañon, Isabel; Saiz-Sanchez, Daniel; Flores-Cuadrado, Alicia; Albertos-Marco, Juan Carlos; Martinez-Marcos, Alino; Mohedano-Moriano, Alicia

2017-09-01

Human anatomy education often utilizes the essential practices of cadaver dissection and examination of prosected specimens. However, these exposures to human cadavers and confronting death can be stressful and anxiety-inducing for students. This study aims to understand the attitudes, reactions, fears, and states of anxiety that speech therapy students experience in the dissection room. To that end, a before-and-after cross-sectional analysis was conducted with speech therapy students undertaking a dissection course for the first time. An anonymous questionnaire was administered before and after the exercise to understand students' feelings and emotions. State-Trait Anxiety Inventory questionnaires (STAI-S and STAI-T) were used to evaluate anxiety levels. The results of the study revealed that baseline anxiety levels measured using the STAI-T remained stable and unchanged during the dissection room experience (P > 0.05). Levels of emotional anxiety measured using the STAI-S decreased, from 15.3 to 11.1 points (P < 0.05). In the initial phase of the study, before any contact with the dissection room environment, 17% of students experienced anxiety, and this rate remained unchanged by end of the session (P > 0.05). A total of 63.4% of students described having thoughts about life and death. After the session, 100% of students recommended the dissection exercise, giving it a mean score of 9.1/10 points. Anatomy is an important subject for students in the health sciences, and dissection and prosection exercises frequently involve a series of uncomfortable and stressful experiences. Experiences in the dissection room may challenge some students' emotional equilibria. However, students consider the exercise to be very useful in their education and recommend it. Anat Sci Educ 10: 487-494. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Simulating the multi-disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound-anchored interprofessional session.

PubMed

Luetmer, Marianne T; Cloud, Beth A; Youdas, James W; Pawlina, Wojciech; Lachman, Nirusha

2018-01-01

Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi-disciplinary care team. This study aimed to create a modified team-based learning (TBL) environment utilizing ultrasound technology during an interprofessional learning activity to enhance musculoskeletal anatomy knowledge of first year medical (MD) and physical therapy (PT) students. An ultrasound demonstration of structures of the upper limb was incorporated into the gross anatomy courses for first-year MD (n = 53) and PT (n = 28) students. Immediately before the learning experience, all students took an individual readiness assurance test (iRAT) based on clinical concepts regarding the assigned study material. Students observed while a physical medicine and rehabilitation physician demonstrated the use of ultrasound as a diagnostic and procedural tool for the shoulder and elbow. Following the demonstration, students worked within interprofessional teams (n = 14 teams, 5-6 students per team) to review the related anatomy on dissected specimens. At the end of the session, students worked within interprofessional teams to complete a collaborative clinical case-based multiple choice post-test. Team scores were compared to the mean individual score within each team with the Wilcoxon signed-rank test. Students scored higher on the collaborative post-test (95.2 ±10.2%) than on the iRAT (66.1 ± 13.9% for MD students and 76.2 ±14.2% for PT students, P < 0.0001). Results suggest that this interprofessional team activity facilitated an improved understanding and clinical application of anatomy. Anat Sci Educ 11: 94-99. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Broadening Participation in the Life Sciences with Social-Psychological Interventions.

PubMed

Tibbetts, Yoi; Harackiewicz, Judith M; Priniski, Stacy J; Canning, Elizabeth A

Randomized controlled trials (RCTs) have recently documented the positive effects of social-psychological interventions on the performance and retention of underrepresented students in the life sciences. We review two types of social-psychological interventions that address either students' well-being in college science courses or students' engagement in science content. Interventions that have proven effective in RCTs in science courses (namely, utility-value [UV] and values-affirmation [VA] interventions) emphasize different types of student values-students' perceptions of the value of curricular content and students' personal values that shape their educational experiences. Both types of value can be leveraged to promote positive academic outcomes for underrepresented students. For example, recent work shows that brief writing interventions embedded in the curriculum can increase students' perceptions of UV (the perceived importance or usefulness of a task for future goals) and dramatically improve the performance of first-generation (FG) underrepresented minority students in college biology. Other work has emphasized students' personal values in brief essays written early in the semester. This VA intervention has been shown to close achievement gaps for women in physics classes and for FG students in college biology. By reviewing recent research, considering which interventions are most effective for different groups, and examining the causal mechanisms driving these positive effects, we hope to inform life sciences educators about the potential of social-psychological interventions for broadening participation in the life sciences. © 2016 Y. Tibbetts et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Effects of a research-infused botanical curriculum on undergraduates' content knowledge, STEM competencies, and attitudes toward plant sciences.

PubMed

Ward, Jennifer Rhode; Clarke, H David; Horton, Jonathan L

2014-01-01

In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors' courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers' field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students' knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules' assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact. © 2014 J. R. Ward et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

An ecological perspective on smoking among Asian American college students: the roles of social smoking and smoking motives.

PubMed

Otsuki, Michiko; Tinsley, Barbara J; Chao, Ruth K; Unger, Jennifer B

2008-12-01

Using electronic diaries, the present study examined the roles of social smoking and smoking motives in relation to cigarette use patterns among Asian American college smokers. Multilevel modeling results showed that participants smoked more cigarettes when smoking with peers than when smoking alone. Participants' coping (but not social) motives moderated the within-person associations between smoking with peers and the cigarettes smoked during a smoking episode. The findings support the utility of an ecological perspective in examining the dynamic interaction between smoking motives and the social settings of cigarette use, and call for further research on the social smoking behaviors in diverse populations. 2008 APA, all rights reserved

An Investigation of Faculty Relationships as a Source of Motivation for STEM Undergraduates at a Historically Black University

NASA Astrophysics Data System (ADS)

Mitchell, Aquila

2011-12-01

The expansion of STEM education and career opportunities among underrepresented populations is a national priority. Therefore, more research is needed that examines the institutional, instructional and individual factors related to African American students' success in these fields. This dissertation study was drawn from a larger mixed-methods longitudinal study (Freeman and Winston, 2007). It utilized a concurrent embedded design of mixed methods (Creswell, 2009), to investigate faculty relationships as a source of motivation for STEM undergraduates at a HBCU. Bandura's (1986) social cognitive theory was the theoretical basis for this study. The following research questions were examined: (a) What is the nature of student-faculty relationships among STEM undergraduates attending an HBCU; (b) How does the nature of faculty student relationships vary by gender and STEM major; (c) How do student-faculty relationships influence students' persistence in STEM, self-concept of ability in mathematics and in science and grade point average; and (d) Does the influence of student-faculty relationships on self-concept of ability in mathematics and in science and grade point average vary by gender and STEM major? Freshman college students (N=167) who had a declared major in STEM fall 2009 were participants in this study. Students were predominately Black/African American (82%) and predominately female (71%). The Student-Professor Interaction Scale (SPIS) was used to measure various dimensions of student-faculty interactions (Cokley, Komarraju, Rosales, et al., 2006). The Experiences with Faculty Scale (Pace & Kuh, 1998) was used to measure the frequency of student's experiences with faculty. Self-Concept of Ability Scales in Mathematics and in Science (Marsh, 1999) was used to measure students' global perception of their abilities. An open-ended question was designed to expand and provide breadth to the quantitative results. Findings indicated that student-faculty relationships had a statistically significant influence on students self concept of ability in mathematics and in science, GPA and persistence. In addition, gender moderated the relationship between respectful interactions and self-concept of ability in mathematics. This study adds to the scholarly body of research by providing a perspective on African American student achievement and success within STEM and the role the HBCU professor plays in their motivation and achievement.

International and American Students' Perceptions of Informal English Conversations

ERIC Educational Resources Information Center

Lee, Eun Jeong

2016-01-01

This study investigated international and American students' perceptions of structured but informal English conversations with each other. American and international students perceived the effects of these conversations differently. While the international students claimed increased linguistic and cultural competence, the Americans identified…

A Comparative Study of Student Engagement, Satisfaction, and Academic Success among International and American Students

ERIC Educational Resources Information Center

Korobova, Nadia; Starobin, Soko S.

2015-01-01

This study examines the relationship between student engagement, student satisfaction, and the academic success of international and American students using 2008 National Survey of Student Engagement (NSSE) data. It was found that international students scored slightly higher than American students on enriching educational experiences and…

Prevalence of health-risk behaviors among Asian American and Pacific Islander high school students in the U.S., 2001-2007.

PubMed

Lowry, Richard; Eaton, Danice K; Brener, Nancy D; Kann, Laura

2011-01-01

We provided national prevalence estimates for selected health-risk behaviors for Asian American and Pacific Islander high school students separately, and compared those prevalence estimates with those of white, black, and Hispanic students. We analyzed data from the Youth Risk Behavior Surveillance System. To generate a sufficient sample of Asian American and Pacific Islander students, we combined data from four nationally representative surveys of U.S. high school students conducted in 2001, 2003, 2005, and 2007 (total n = 56,773). Asian American students were significantly less likely than Pacific Islander, white, black, or Hispanic students to have drunk alcohol or used marijuana. Asian American students also were the least likely to have carried a weapon, to have been in a physical fight, to have ever had sexual intercourse, or to be currently sexually active. Once sexually active, Asian American students were as likely as most other racial/ethnic groups to have used alcohol or drugs at last sexual intercourse or to have used a condom at last sexual intercourse. Pacific Islander students were significantly more likely than Asian American, white, black, or Hispanic students to have seriously considered or attempted suicide. The prevalence estimates of health-risk behaviors exhibited by Asian American students and Pacific Islander students are very different and should be reported separately whenever feasible. To address the different health-risk behaviors exhibited by Asian American and Pacific Islander students, prevention programs should use culturally sensitive strategies and materials.

Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students' study strategies, class performance, and reported VARK learning styles.

PubMed

Husmann, Polly R; O'Loughlin, Valerie Dean

2018-03-13

The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, , Improve Acad. 11:137-155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students' VARK learning styles are correlated with course outcomes regardless of the students' study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

The normative environment for substance use among American Indian students and white students attending schools on or near reservations.

PubMed

Swaim, Randall C; Stanley, Linda R; Beauvais, Fred

2013-01-01

American Indian and White students who attended the same schools located on or near reservations were surveyed to determine the comparative normative environment for substance use. Descriptive norms increased and student injunctive norms decreased across grade in school. Female students reported higher levels of descriptive norms compared to male students. For marijuana use, a substantial decrease in student injunctive norms occurred between grades 8 and 10. Adult injunctive norms were perceived by female students to be higher than those perceived by male students, particularly among American Indian females. Somewhat surprisingly, 8th grade White female students reported high descriptive norms for inhalant use compared to 8th grade American Indian students. Overall, however, higher descriptive norms and lower injunctive norms among American Indian youth suggested that their risk for substance use is higher compared to White students because of the normative environment created by peers, family, and other adults. © 2013 American Orthopsychiatric Association.

Differential effects of the classroom on African American and non-African American's mathematics achievement.

PubMed

Schenke, Katerina; Nguyen, Tutrang; Watts, Tyler W; Sarama, Julie H; Clements, Douglas H

2017-08-01

We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income families. Three observed dimensions of the classroom (teacher expectations and developmental appropriateness; teacher confidence and enthusiasm; and support for mathematical discourse) were evaluated in a sample of 1,238 preschool students in 101 classrooms. Using multigroup multilevel mediation where African American students were compared to non-African American students, we found that teachers in the intervention condition had higher ratings on the observed dimensions of the classroom compared with teachers in the control condition. Further, ratings on teacher expectations and developmental appropriateness had larger associations with the achievement of African American students than for non-African Americans. Findings suggest that students within the same classroom may react differently to that learning environment and that classroom learning environments could be structured in ways that are beneficial for students who need the most support.

Unraveling the Race Paradox of Achievement and Self-Views

ERIC Educational Resources Information Center

Eccleston, Collette P.; Smyth, Joshua M.; Lopoo, Leonard M.

2010-01-01

Considerable evidence indicates that African American students achieve less academically than European American students. Yet, African American students hold more positive self-views than their European American counterparts. Previous studies that address these seemingly paradoxical findings focus on students in a relatively narrow age range…

An Exploration of African American Students' Attitudes toward Online Learning

ERIC Educational Resources Information Center

Okwumabua, Theresa M.; Walker, Kristin M.; Hu, Xiangen; Watson, Andrea

2011-01-01

The current work presents exploratory research findings concerning African American students' attitudes toward online learning. The Online Tutoring Attitudes Scale (OTAS; Graff, 2003) was administered to 124 African American students in a positive youth development program. Findings suggest that African American students' attitudes toward…

Will they stay or will they go? International graduate students and their decisions to stay or leave the U.S. upon graduation.

PubMed

Han, Xueying; Stocking, Galen; Gebbie, Matthew A; Appelbaum, Richard P

2015-01-01

The U.S. currently enjoys a position among the world's foremost innovative and scientifically advanced economies but the emergence of new economic powerhouses like China and India threatens to disrupt the global distribution of innovation and economic competitiveness. Among U.S. policy makers, the promotion of advanced education, particularly in the STEM (Science, Technology, Engineering and Mathematics) fields, has become a key strategy for ensuring the U.S.'s position as an innovative economic leader. Since approximately one third of science and engineering post-graduate students in the U.S. are foreign born, the future of the U.S. STEM educational system is intimately tied to issues of global competitiveness and American immigration policy. This study utilizes a combination of national education data, a survey of foreign-born STEM graduate students, and in-depth interviews of a sub-set of those students to explain how a combination of scientists' and engineers' educational decisions, as well as their experience in school, can predict a students' career path and geographical location, which can affect the long-term innovation environment in their home and destination country. This study highlights the fact that the increasing global competitiveness in STEM education and the complex, restrictive nature of U.S. immigration policies are contributing to an environment where the American STEM system may no longer be able to comfortably remain the premier destination for the world's top international students.

Asian American Student Engagement in Student Leadership and Activism

ERIC Educational Resources Information Center

Manzano, Lester J.; Poon, OiYan A.; Na, Vanessa S.

2017-01-01

Conceptual models for understanding the ways in which Asian American students engage in leadership and activism are interrogated. The chapter provides a discussion of implications for student affairs professionals working with Asian American student leaders and activists.

A Comparative Study of Personal Time Perspective Differences between Korean and American College Students

ERIC Educational Resources Information Center

Kim, Oi-Sook; Geistfeld, Loren V.

2007-01-01

This article compares the personal time perspectives of Korean and American college students. The results indicate American students have a personal time perspective that is different from their Korean counterparts. Implications for working with Koreans and Americans as foreign students are considered. (Contains 5 tables.)

Cambodian-American College Students: Cultural Values and Multiple Worlds

ERIC Educational Resources Information Center

Chhuon, Vichet; Hudley, Cynthia; Macias, Roseanne

2006-01-01

Educational policy usually overlooks Cambodian American students as a unique ethnic group, attending instead to the positive statistics that aggregate Asian American students into a single group of successful students. Reflecting the reality of underachievement in this population, much of the existing research on Cambodian Americans has focused on…

Mentoring and Professional Identity Development for African American Female Doctoral Students: An Exploratory Study

ERIC Educational Resources Information Center

Curry, Nettavia Doreen

2011-01-01

This dissertation examines the impact mentoring relationships, between African American women doctoral students and faculty members, has on the students' professional identity development. Of particular interest is an examination of whether matched mentoring relationships between African American women doctoral students and African American female…

Cultural in-group advantage: emotion recognition in African American and European American faces and voices.

PubMed

Wickline, Virginia B; Bailey, Wendy; Nowicki, Stephen

2009-03-01

The authors explored whether there were in-group advantages in emotion recognition of faces and voices by culture or geographic region. Participants were 72 African American students (33 men, 39 women), 102 European American students (30 men, 72 women), 30 African international students (16 men, 14 women), and 30 European international students (15 men, 15 women). The participants determined emotions in African American and European American faces and voices. Results showed an in-group advantage-sometimes by culture, less often by race-in recognizing facial and vocal emotional expressions. African international students were generally less accurate at interpreting American nonverbal stimuli than were European American, African American, and European international peers. Results suggest that, although partly universal, emotional expressions have subtle differences across cultures that persons must learn.

Depression in Asian-American and Caucasian undergraduate students.

PubMed

Young, Christina B; Fang, Daniel Z; Zisook, Sidney

2010-09-01

Depression is a serious and often under-diagnosed and undertreated mental health problem in college students which may have fatal consequences. Little is known about ethnic differences in prevalence of depression in US college campuses. This study compares depression severity in Asian-American and Caucasian undergraduate students at the University of California San Diego (UCSD). Participants completed the nine item Patient Health Questionnaire and key demographic information via an anonymous online questionnaire. Compared to Caucasians, Asian-Americans exhibited significantly elevated levels of depression. Furthermore, Korean-American students were significantly more depressed than Chinese-American, other minority Asian-American, and Caucasian students. In general, females were significantly more depressed than males. Results were upheld when level of acculturation was considered. The demographic breakdown of the student population at UCSD is not representative to that of the nation. These findings suggest that outreach to female and Asian-American undergraduate students is important and attention to Korean-American undergraduates may be especially worthwhile. 2010 Elsevier B.V. All rights reserved.

Performance of African American Preschool and Kindergarten Students on the Expressive Vocabulary Test

ERIC Educational Resources Information Center

Thomas-Tate, Shurita; Washington, Julie; Craig, Holly; Packard, Mary

2006-01-01

Purpose: To examine the validity of the Expressive Vocabulary Test (EVT; K. Williams, 1997) for assessing the expressive vocabulary skills of African American students. Method/Results: One hundred sixty-five African American preschool and kindergarten students were administered the EVT. The mean EVT score for these African American students was…

Successfully Educating Our African-American Students

ERIC Educational Resources Information Center

Moncree-Moffett, Kareem

2013-01-01

The purpose of this empirical study was to explore the lived experiences of African American retired female teachers who have prior experience with educating urban African American students in public schools. Also explored are the experiences of active African American female teachers of urban African American students and comparisons are…

Is No Child Left Behind "Wise Schooling" for African American Male Students?

ERIC Educational Resources Information Center

McMillian, M. Monique

2004-01-01

To improve achievement among African American students, education professionals must pay special attention to African American male achievement and reframe the academic achievement gap as a treatment gap. Engagement studies suggest that African American students, and African American boys in particular, are susceptible to academic disengagement.…

An investigation of African American and European American students' perception of teaching behavior.

PubMed

Cauley, Bridget; Immekus, Jason C; Pössel, Patrick

2017-12-01

Teaching behaviors are associated with a range of student academic and mental health outcomes. Substantial academic, school disciplinary, and mental health disparities across African American and European American students suggest that diverse students may view and interpret teaching behaviors differently. The Teaching Behavior Questionnaire measures students' perceptions of teaching behaviors. The purpose of the current study was to examine the scale's factor structure among European American high school students using exploratory factor analysis and, subsequently, cross-validate using confirmatory factor analysis based on African American student data. Results supported reconceptualizing the scale according to a three-factor model in both groups. Implications related to the interpretation and use of scores are discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

A mediation model of professional psychological help seeking for suicide ideation among Asian American and white American college students.

PubMed

Wong, Joel; Brownson, Chris; Rutkowski, Leslie; Nguyen, Chi P; Becker, Marty Swanbrow

2014-01-01

This study examined professional psychological help seeking among 1,045 white American and Asian American students from 70 U.S. colleges and universities who had seriously considered attempting suicide. The authors found that Asian American college students had lower rates of professional psychological help seeking for their suicide ideation than White American college students. Guided by social network perspectives on professional psychological help seeking, the authors also tested mediators of this racial disparity. Relative to white Americans, Asian Americans were advised by fewer people (especially fewer family members) to seek professional help, which was, in turn, associated with lower rates of professional psychological help seeking for suicide ideation. These findings underscore the importance of gatekeeping as a suicide prevention strategy for Asian American college students.

Clinical Pharmacy Consultations Provided by American and Kenyan Pharmacy Students During an Acute Care Advanced Pharmacy Practice Experience

PubMed Central

Pastakia, Sonak D.; Manji, Imran; Kamau, Evelyn; Schellhase, Ellen M.

2011-01-01

Objective To compare the clinical consultations provided by American and Kenyan pharmacy students in an acute care setting in a developing country. Methods The documented pharmacy consultation recommendations made by American and Kenyan pharmacy students during patient care rounds on an advanced pharmacy practice experience at a referral hospital in Kenya were reviewed and classified according to type of intervention and therapeutic area. Results The Kenyan students documented more interventions than American students (16.7 vs. 12.0 interventions/day) and provided significantly more consultations regarding human immunodeficiency virus (HIV) and antibiotics. The top area of consultations provided by American students was cardiovascular diseases. Conclusions American and Kenyan pharmacy students successfully providing clinical pharmacy consultations in a resource-constrained, acute-care practice setting suggests an important role for pharmacy students in the reconciliation of prescriber orders with medication administration records and in providing drug information. PMID:21655396

Wrestling with Expectations: An Examination of How Asian American College Students Negotiate Personal, Parental, and Societal Expectations

ERIC Educational Resources Information Center

Samura, Michelle

2015-01-01

This research draws on a broader study that situates Asian American college students within larger sociohistorical and political contexts. I examined Asian American college students' experiences and what it means to be "Asian American" in and through these experiences. Two types of expectations emerged from the data: students' internal…

Challenging the Model Minority Myth: Engaging Asian American Students in Research on Asian American College Student Experiences

ERIC Educational Resources Information Center

Suyemoto, Karen L.; Kim, Grace S.; Tanabe, Miwa; Tawa, John; Day, Stephanie C.

2009-01-01

In this article, the authors introduce a method of understanding the experiences and needs of Asian American students on college campuses through the research process. Specifically, the authors offer a students-as-researchers approach to connect the transformative educational aims of Asian American studies to the scholarship, service, and lived…

Removing the College Involvement "Research Asterisk": Identifying and Rethinking Predictors of American Indian College Student Involvement

ERIC Educational Resources Information Center

Garland, John L.

2010-01-01

The purpose of this study was to identify campus environmental predictors of American Indian college student involvement. The American Indian research asterisk, or not including American Indian data, has prevailed over student development research for decades. As a result, student affairs professionals have been limited in their ability to develop…

Less is more: development and evaluation of an interactive e-atlas to support anatomy learning.

PubMed

Guy, Richard; Pisani, Heather R; Rich, Peter; Leahy, Cathy; Mandarano, Giovanni; Molyneux, Tom

2015-01-01

An Interactive electronic Atlas (IeA) was developed to assist first-year nursing students with interpretation of laboratory-based prosected cadaveric material. It was designed, using pedagogically sound principles, as a student-centered resource accessible to students from a wide range of learning backgrounds. It consisted of a highly simplified interactive interface limited to essential anatomical structures and was intended for use in a blended learning situation. The IeA's nine modules mirrored the body systems covered in a Nursing Biosciences course, with each module comprising a maximum of 10 pages using the same template: an image displaying a cadaveric specimen and, in most cases, a corresponding anatomical model with navigation panes (menus) on one side. Cursor movement over the image or clicking the menu highlighted the structure with a transparent overlay and revealed a succinct functional description. The atlas was complemented by a multiple-choice database of nearly 1,000 questions using IeA images. Students' perceptions of usability and utility were measured by survey (n = 115; 57% of the class) revealing mean access of 2.3 times per week during the 12-week semester and a median time of three hours of use. Ratings for usability and utility were high, with means ranging between 4.24 and 4.54 (five-point Likert scale; 5 = strongly agree). Written responses told a similar story for both usability and utility. The role of providing basic computer-assisted learning support for a large first-year class is discussed in the context of current research into student-centered resources and blended learning in human anatomy. © 2014 American Association of Anatomists.

Gifted Native American Students: Underperforming, Under-Identified, and Overlooked

ERIC Educational Resources Information Center

Gentry, Marcia; Fugate, C. Matthew

2012-01-01

There has been limited focus among researchers on the nature and needs of gifted Native American students in the past 30 years, and the work that has been done frequently generalizes findings across Native American cultures. This article reviews recent literature on Native American youth and on gifted Native American students; examines the current…

Cultural Models of Education and Academic Performance for Native American and European American Students

ERIC Educational Resources Information Center

Fryberg, Stephanie A.; Covarrubias, Rebecca; Burack, Jacob A.

2013-01-01

We examined the role of cultural representations of self (i.e., interdependence and independence) and positive relationships (i.e., trust for teachers) in academic performance (i.e., self-reported grades) for Native American ("N"?=?41) and European American ("N"?=?49) high school students. The Native American students endorsed…

Purple drank prevalence and characteristics of misusers of codeine cough syrup mixtures.

PubMed

Agnich, Laura E; Stogner, John M; Miller, Bryan Lee; Marcum, Catherine D

2013-09-01

A mixture of codeine cough syrup with alcohol and/or a soft drink known as "purple drank" has gained media attention in recent years as a drug associated with professional athletes and southern rap music. The existing research on purple drank consumption has primarily utilized samples of African Americans residing in the Houston, Texas area. This is the first scholarly study of purple drank use outside of the Houston, Texas area among a general population of young adults, and indicates that purple drank use is not limited to African American males. The findings depict higher odds of the use of purple drank among other racial and ethnic groups, males, and homosexual, bisexual, and transgender college students from urban areas. Published by Elsevier Ltd.

Transgender College Students: Academic Resilience and Striving to Cope in the Face of Marginalized Health.

PubMed

Messman, Jenna B; Leslie, Leigh A

2018-04-19

To examine health behavior and outcome disparities between transgender, female, and male participants in a national sample of US college students. Participants and Method Summary: Analyses utilized secondary data from 32,964 undergraduate and graduate students responding to the Fall 2013 American College Health Association-National College Health Assessment; 65.8% were female, 0.4% were transgender, 67.9% were white, and 90.4% were heterosexual. Transgender students reported more mental health diagnoses, trauma, and suicidality; experienced more violence and less safety, reported more sex partners and sexually transmitted infections (STIs); higher rates of illicit and non-prescription substance use and binge drinking use while engaging in less harm reduction behavior; and reported more barriers to academic success. There is an established need for college clinicians and health educators to reduce these disparate outcomes once students arrive on campus through professional training and culturally competent campus prevention and intervention efforts to promote health equity.

Affiliations of community health centers with the accredited schools and colleges of optometry in the states and territories of the United States.

PubMed

2008-10-01

In 2006, the American Optometric Association Community Health Center Committee surveyed schools/colleges of optometry in the United States and its territories to assess collaborations between community health centers and optometric institutions. The survey investigated the number and structure of affiliations that existed between Federally Qualified Health Centers and schools/colleges of optometry in the United States. The survey reached the schools through the American Optometric Association Faculty Relations Committee or personal contact (Inter-American University of Puerto Rico). The survey showed wide variation in affiliations of community health centers with optometry programs. Six schools had no affiliations, whereas the remaining 11 ranged from 1 to 14. Information relating to 37 community health centers was reported. Results showed that schools utilized community health centers for fourth-year students in 5 schools, and both third- and fourth-year students in the remaining 6 schools. Schools vary regarding how precepting is managed with either full-time faculty (64.9%) or adjunct faculty. Business models also vary between schools. Affiliations between school/colleges of optometry and community health centers differ considerably. Optometric affiliations with community health centers can result in increased access to eye care for underserved populations and increased clinical experience for optometry students and residents. Opportunities exist to establish additional affiliations. Educational benefits and costs associated with affiliations should be explored before entering into a collaborative model of eye care delivery.

Japanese and American College Students' Perceptions and Attitudes towards Maternal Employment.

ERIC Educational Resources Information Center

Luck, Lisa; And Others

This study investigated American and Japanese college students' attitudes towards maternal employment. A total of 248 American students at Ursinus College in Pennsylvania and 98 Japanese students at Tohokugakuin University in Japan participated in the study. Students answered a questionnaire about the consequences of maternal employment for…

Objective Measurements in Assessing a Black Music Course of Study.

ERIC Educational Resources Information Center

Taylor, Frederick J.

1990-01-01

A study of 80 eighth grade students investigated whether incorporation of a African-American music program would have special benefits for African-American students, music-experienced students, or high-musical-ability students. African-American students, taught material consistent with their heritage, performed better than whites. It is concluded…

Detraditionalisation: Japanese Students in the USA.

ERIC Educational Resources Information Center

Ueno, Junko

2001-01-01

Focuses on the identity formation of Japanese students temporarily living in the United States. The students were enrolled in Japanese Saturday school and in American public schools. Student interviews reveal a mixture of Japanese and American characteristics. Suggests Japanese students do not reject either culture--Japanese or American--but that…

Borderless STEM Education: A Study of Both American Students and Foreign Students

ERIC Educational Resources Information Center

Komura, Kiriko

2013-01-01

This study explores the current status of borderless education in STEM through surveys of two populations of STEM students: American students who studied abroad and foreign students who were studying in the U.S. It was undertaken in response to the U.S. government's desires to strengthen STEM education and to develop American students' global…

Students' Perspectives: A Qualitative Study of African American Community College Students' Experiences with Placement Testing

ERIC Educational Resources Information Center

Henderson, Cecial Nicole

2017-01-01

Remediation has become one of the greatest barriers to student success and disproportionately affects the persistence and retention rates of African American community college students. Nearly 70% of the African American students at community colleges required remediation, which results in low persistence and graduation rates for these students.…

It's not that Difficult: An Interrater Reliability Study of the DSM–5 Section III Alternative Model for Personality Disorders

DOE PAGES

Garcia, Darren J.; Skadberg, Rebecca M.; Schmidt, Megan; ...

2018-03-05

The Diagnostic and Statistical Manual of Mental Disorders (5th ed. [DSM–5]; American Psychiatric Association, 2013) Section III Alternative Model for Personality Disorders (AMPD) represents a novel approach to the diagnosis of personality disorder (PD). In this model, PD diagnosis requires evaluation of level of impairment in personality functioning (Criterion A) and characterization by pathological traits (Criterion B). Questions about clinical utility, complexity, and difficulty in learning and using the AMPD have been expressed in recent scholarly literature. We examined the learnability, interrater reliability, and clinical utility of the AMPD using a vignette methodology and graduate student raters. Results showed thatmore » student clinicians can learn Criterion A of the AMPD to a high level of interrater reliability and agreement with expert ratings. Interrater reliability of the 25 trait facets of the AMPD varied but showed overall acceptable levels of agreement. Examination of severity indexes of PD impairment showed the level of personality functioning (LPF) added information beyond that of global assessment of functioning (GAF). Clinical utility ratings were generally strong. Lastly, the satisfactory interrater reliability of components of the AMPD indicates the model, including the LPF, is very learnable.« less

It's not that Difficult: An Interrater Reliability Study of the DSM–5 Section III Alternative Model for Personality Disorders

DOE Office of Scientific and Technical Information (OSTI.GOV)

Garcia, Darren J.; Skadberg, Rebecca M.; Schmidt, Megan

The Diagnostic and Statistical Manual of Mental Disorders (5th ed. [DSM–5]; American Psychiatric Association, 2013) Section III Alternative Model for Personality Disorders (AMPD) represents a novel approach to the diagnosis of personality disorder (PD). In this model, PD diagnosis requires evaluation of level of impairment in personality functioning (Criterion A) and characterization by pathological traits (Criterion B). Questions about clinical utility, complexity, and difficulty in learning and using the AMPD have been expressed in recent scholarly literature. We examined the learnability, interrater reliability, and clinical utility of the AMPD using a vignette methodology and graduate student raters. Results showed thatmore » student clinicians can learn Criterion A of the AMPD to a high level of interrater reliability and agreement with expert ratings. Interrater reliability of the 25 trait facets of the AMPD varied but showed overall acceptable levels of agreement. Examination of severity indexes of PD impairment showed the level of personality functioning (LPF) added information beyond that of global assessment of functioning (GAF). Clinical utility ratings were generally strong. Lastly, the satisfactory interrater reliability of components of the AMPD indicates the model, including the LPF, is very learnable.« less

Minoritized Students In STEM Pathways at Community Colleges

NASA Astrophysics Data System (ADS)

Babcock, Michael Jason

Community colleges are a prominent academic pathway for future scientists, engineers, and mathematicians, and serve as a gateway to higher education for traditionally marginalized student populations. Because of this, community colleges are uniquely positioned to combat the underrepresentation of African American, Latino/a, Native American, and Pacific Islander students in STEM. Research on students of color in STEM, however, has traditionally focused on K-12 schools and four-year colleges and universities, leaving a gap in our understanding about the role of community colleges in shaping student intentions to pursue STEM careers. To address that gap, this study examined students as they pursued a degree in STEM at a community college, for the purposes of contributing to our understandings of students of color in these environments. Utilizing science identity framing and longitudinal multi-case study methods, this study followed thirteen students as they navigated the community college and made decisions regarding their pursuit of a future in STEM fields. Specifically, this study illuminates the racialized nature of STEM at a community college, student thinking around choices to opt into or out of STEM, and the decision-making around choices to persist. Insight into the social and contextual factors underlying students' persistence demonstrates that students of color (especially women of color) do encounter hostile experiences within STEM contexts at community colleges, but how they respond to those hostilities influences persistence. Students who attribute hostilities such as micro-aggressions to the biases of others are more likely to persist. Students who do not attribute those hostilities to others are more likely to assume their experiences are attributable to the fact they do not belong in STEM. The findings establish the importance of recognizing and acknowledging the racialized and gendered nature of STEM, both in academic settings and at home, for those working to find belonging in fields where they have traditionally been excluded.

Cultural acceptability and personal willingness of Iranian students toward cadaveric donation.

PubMed

Abbasi Asl, Jamal; Nikzad, Hossein; Taherian, Aliakbar; Atlasi, Mohammad Ali; Naderian, Homayoun; Mousavi, Gholamabbas; Kashani, Milad Motalebi; Omidi, Abdollah

2017-03-01

Cadaver dissection stands as a crucial component in medical curricula around the world, although computer-based multimedia programs have been introduced in order to replace the need for cadaver donations. Due to a decrease in the number of unclaimed bodies and rather few donations, there is an insufficient number of cadavers for anatomical studies in Iran. This study was carried out to evaluate medical students' awareness and willingness regarding body donation in Kashan University of Medical Sciences, Iran. In this study, a questionnaire was designed to focus on the cultural acceptability and personal willingness to donate one's body after death. Students from the university's anatomy classes (n = 331) participated in this study. Seventy-seven percent of the students expressed their agreement toward the idea of utilizing body donation services, though only 25.4% of participants were willing to donate their own bodies. None of the demographic factors were associated with cultural acceptability or personal willingness towards body donation. These findings indicated that besides "payment", other factors were associated with students' willingness to become donors. All factors of awareness except "previous awareness of organization" were associated with cultural acceptability. In this study, students suggested that encouraging people to register for body donation using mass media (25.6%) and teaching students to respect cadavers in the dissection environment (24.8%) were the best solutions for addressing the lack of cadavers. These findings indicated that a lack of awareness about body donation might be the main factor responsible for unwillingness towards body donation; therefore, improving the public's awareness and addressing the willingness of students regarding body donation may help overcome the current lack of donated cadavers. Anat Sci Educ 10: 120-126. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

African-American students' perceptions of their majors, future professions, and the dietetics major and profession: a qualitative analysis.

PubMed

Felton, Teena M; Nickols-Richardson, Sharon M; Serrano, Elena; Hosig, Kathy W

2008-07-01

African-American professionals are underrepresented in the profession of dietetics. This preliminary qualitative study identified African-American students' perceptions of their majors, future professions, and the dietetics major/profession to understand why they did or did not enter dietetics. It was hypothesized that dietetics students chose dietetics primarily for altruistic reasons, whereas students in other fields of study did not choose dietetics due to lack of awareness of dietetics. To learn students' views, African-American college students engaged in elicitation interviews or focus group discussions. Twenty-eight women and 12 men participated. Phenomenologic analysis identified common themes and meanings: African-American students selected their majors for a variety of reasons, including desire to help people, interest in the field, recommendation from an adult, and family influence. African-American students in fields of study other than dietetics believed that the dietetics major was not selected due to lack of awareness about dietetics. Both dietetics students and students in other fields of study perceived versatility, ability to work with/help people, and to have an influence as positive qualities about their future professions. Advanced degree and training requirements, lack of diversity, and low salary were identified as negative qualities about future professions. African-American students in fields of study other than dietetics had not been exposed to the dietetics major, careers, and profession. Recruitment efforts should begin early to increase the number of African-American students in dietetics.

Language and Literacy: The Effectiveness of the MELD on CST Scores for Black American Students

ERIC Educational Resources Information Center

Wider, Elizabeth Joy

2012-01-01

This quantitative correlational study examines the role of African American English (AAE) and literacy for Black American students who speak AAE. No previous research regarding Black American students who speak AAE has set out to determine whether or not viewing Black students who speak AAE as English second language learners (L2) would improve…

An evaluation of outcomes following the replacement of traditional histology laboratories with self-study modules.

PubMed

Thompson, Andrew R; Lowrie, Donald J

2017-06-01

Changes in medical school curricula often require educators to develop teaching strategies that decrease contact hours while maintaining effective pedagogical methods. When faced with this challenge, faculty at the University of Cincinnati College of Medicine converted the majority of in-person histology laboratory sessions to self-study modules that utilize multiple audiovisual modalities and a virtual microscope platform. Outcomes related to this shift were investigated through performance on in-house examinations, results of the United States Medical Licensing Examination ® (USMLE ® ) Step 1 Examination, and student feedback. Medical School College Admissions Test ® (MCAT ® ) scores were used as a covariate when comparing in-house examinations. Results revealed no significant change in performance on in-house examinations when the content being assessed was controlled (F(2, 506) = 0.676, P = 0.51). A significant improvement in overall practical examination grade averages was associated with the self-study modules (F(6, 1164) = 10.213, P < 0.01), but gradual changes in examination content may explain this finding. The histology and cell biology portion of USMLE Step 1 Examination remained consistent throughout the time period that was investigated. Student feedback regarding the self-study modules was positive and suggested that features such as instructor narrated videos were an important component of the self-study modules because they helped recreate the experience of in-person laboratory sessions. Positive outcomes from the student perspective and no drop in examination performance suggests that utilizing self-study modules for histology laboratory content may be an option for educators faced with the challenge of reducing contact hours without eliminating content. Anat Sci Educ 10: 276-285. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Smokeless Tobacco Consumption by Mexican-American High School Students.

ERIC Educational Resources Information Center

Lopez, Linda C.; Hamlin, Penelope A.

A survey of 208 female and 191 male students attending a public high school in southwestern New Mexico assessed the extent of student use of smokeless tobacco products. The sample included 179 Mexican-American and 26 Anglo-American females, as well as 152 Mexican-American and 26 Anglo-American males. The average age of both female and male…

The mediating role of parental expectations in culture and well-being.

PubMed

Oishi, Shigehiro; Sullivan, Helen W

2005-10-01

In two studies, we examined the role of perceived fulfillment of parental expectations in the subjective well-being of college students. In Study 1, we found that American college students reported having higher levels of life satisfaction and self-esteem than did Japanese college students. American college students also reported having fulfilled parental expectations to a greater degree than did Japanese college students. Most importantly, the cultural difference in well-being was mediated by perceived fulfillment of parental expectations. In Study 2, we replicated the mediational finding with Asian American and European American college students. Asian American participants also perceived their parents' expectations about their academic performance to be more specific than did European Americans, which was associated with the cultural difference in perceived fulfillment of parental expectations. In short, perceived parental expectations play an important role in the cultural difference in the well-being of Asians and European Americans.

Comparing the Ethnic Identity and Well-Being of Adopted Korean Americans with Immigrant/U.S.-Born Korean Americans and Korean International Students

PubMed Central

Lee, Richard M.; Yun, Andrea Bora; Yoo, Hyung Chol; Nelson, Kim Park

2010-01-01

This study compared the ethnic identity and well-being of Korean Americans who were adopted internationally with immigrant/U.S.-born Korean Americans and Korean international students, as well as the relationship between ethnic identity and well-being for each group. One-hundred and seven college students completed measures of ethnic identity and subjective well-being. Immigrant/U.S.-born Korean Americans had higher ethnic identity scores than the other two groups. Immigrant/U.S.-born Korean Americans also had higher positive affect scores than international students. Ethnic identity was positively correlated with positive affect for all three groups (r’s = .27 – .34), but was negatively correlated with negative affect for international students (r = −.44). Overall, the results suggest that ethnic identity, although slightly lower than non-adopted peers, is relevant to the well-being of adopted Korean American college students. PMID:20694190

General Dissociation Scale and Hypnotizability with African American College Students.

ERIC Educational Resources Information Center

Sapp, Marty; Hitchcock, Kim

The purpose of this study was to assess the reliability of the General Dissociation Scale with African American college students, and provide additional data on how to assess hypnotizability with these students. Two-hundred and two undergraduate African American college students participated in this study. Students completed the HGSHS:A, a measure…

The Impact of International Students on American Students and Faculty at an Appalachian University

ERIC Educational Resources Information Center

Jourdini, My Mustapha

2012-01-01

This study examined the effects of exposure to international students on American student and faculty perceptions at a regional Appalachian University. A revised and improved version of Jaleh Shabahang's (1993) "International Education Opinionnaire" was used to survey American students and faculty regarding their perceptions of the…

Chinese-American Student Life-Styles: A Comparative Study.

ERIC Educational Resources Information Center

Kuo, Shih-Yu; Spees, Emil R.

1983-01-01

Compared characteristics and life styles of American college students (N=190) and Chinese students (N=197) in Taiwan. Survey results showed Chinese students were more likely to rate personal knowledge as a goal and be influenced by family. American students were more oriented toward financial security and influenced by peers. (Author/JAC)

How American and Chinese Journalism Students Prioritize Values: A Comparative Approach

ERIC Educational Resources Information Center

Yang, Jin; Arant, David

2016-01-01

This study found that Chinese journalism students and American journalism students are more different than similar in their value systems. Overall, American students give greater weight to social-interaction values and self-improvement values, and Chinese students give greater importance to morality-oriented values and competency-oriented values.…

African American student perception of persistence in engineering at a predominantly white institution

NASA Astrophysics Data System (ADS)

Bennett, Sean T.

This study examines African American student perceptions of persistence in engineering. The research design is methodologically qualitative using a purposefully selected population of engineering students. Semi-structured interviews were designed to develop an in-depth understanding of what completion of the engineering degree means to African American engineering students. This research seeks insight into the linkages between African American student perceptions of persistence as it relates to both the academic and social culture of the engineering department. Vincent Tinto's model of Institutional Departure (1975, 1987) is one of the most commonly cited models of persistence in higher education (Braxton, Milem, Sullivan, 2000). Tinto's model was leveraged in this study to understand perceptions obtained through student interviews. Tinto suggests that exploration of student goal commitment and perceptions of institutional commitment are key to understanding student persistence. Results of this study suggest that African American students have perceptions about the university that may influence the decision to persist in engineering. Ultimately, this study may prove useful to researchers and administrators interested in improving access and success for African American engineering students.

Will They Stay or Will They Go? International Graduate Students and Their Decisions to Stay or Leave the U.S. upon Graduation

PubMed Central

Han, Xueying; Stocking, Galen; Gebbie, Matthew A.; Appelbaum, Richard P.

2015-01-01

The U.S. currently enjoys a position among the world’s foremost innovative and scientifically advanced economies but the emergence of new economic powerhouses like China and India threatens to disrupt the global distribution of innovation and economic competitiveness. Among U.S. policy makers, the promotion of advanced education, particularly in the STEM (Science, Technology, Engineering and Mathematics) fields, has become a key strategy for ensuring the U.S.’s position as an innovative economic leader. Since approximately one third of science and engineering post-graduate students in the U.S. are foreign born, the future of the U.S. STEM educational system is intimately tied to issues of global competitiveness and American immigration policy. This study utilizes a combination of national education data, a survey of foreign-born STEM graduate students, and in-depth interviews of a sub-set of those students to explain how a combination of scientists’ and engineers’ educational decisions, as well as their experience in school, can predict a students’ career path and geographical location, which can affect the long-term innovation environment in their home and destination country. This study highlights the fact that the increasing global competitiveness in STEM education and the complex, restrictive nature of U.S. immigration policies are contributing to an environment where the American STEM system may no longer be able to comfortably remain the premier destination for the world’s top international students. PMID:25760327

High school students' learning and perceptions of phylogenetics of flowering plants.

PubMed

Bokor, Julie R; Landis, Jacob B; Crippen, Kent J

2014-01-01

Basic phylogenetics and associated "tree thinking" are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K-12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels. © 2014 J. R. Bokor et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Formal faculty observation and assessment of bedside skills for 3rd-year neurology clerks.

PubMed

Thompson Stone, Robert; Mooney, Christopher; Wexler, Erika; Mink, Jonathan; Post, Jennifer; Jozefowicz, Ralph F

2016-11-22

To evaluate the feasibility and utility of instituting a formalized bedside skills evaluation (BSE) for 3rd-year medical students on the neurology clerkship. A neurologic BSE was developed for 3rd - year neurology clerks at the University of Rochester for the 2012-2014 academic years. Faculty directly observed 189 students completing a full history and neurologic examination on real inpatients. Mock grades were calculated utilizing the BSE in the final grade, and number of students with a grade difference was determined when compared to true grade. Correlation was explored between the BSE and clinical scores, National Board of Medical Examiners (NBME) scores, case complexity, and true final grades. A survey was administered to students to assess their clinical skills exposure and the usefulness of the BSE. Faculty completed and submitted a BSE form for 88.3% of students. There was a mock final grade change for 13.2% of students. Correlation coefficients between BSE score and clinical score/NBME score were 0.36 and 0.35, respectively. A statistically significant effect of BSE was found on final clerkship grade (F 2,186 = 31.9, p < 0.0001). There was no statistical difference between BSE score and differing case complexities. Incorporating a formal faculty-observed BSE into the 3rd year neurology clerkship was feasible. Low correlation between BSE score and other evaluations indicated a unique measurement to contribute to student grade. Using real patients with differing case complexity did not alter the grade. © 2016 American Academy of Neurology.

Applied neuroanatomy elective to reinforce and promote engagement with neurosensory pathways using interactive and artistic activities.

PubMed

Dao, Vinh; Yeh, Pon-Hsiu; Vogel, Kristine S; Moore, Charleen M

2015-01-01

One in six Americans is currently affected by neurologic disease. As the United States population ages, the number of neurologic complaints is expected to increase. Thus, there is a pressing need for more neurologists as well as more neurology training in other specialties. Often interest in neurology begins during medical school, so improving education in medical neural courses is a critical step toward producing more neurologists and better neurology training in other specialists. To this end, a novel applied neuroanatomy elective was designed at the University of Texas Health Science Center at San Antonio (UTHSCSA) to complement the traditional first-year medical neuroscience course and promote engagement and deep learning of the material with a focus on neurosensory pathways. The elective covered four neurosensory modalities (proprioception/balance, vision, auditory, and taste/olfaction) over four sessions, each with a short classroom component and a much longer activity component. At each session, students reviewed the neurosensory pathways through structured presentations and then applied them to preplanned interactive activities, many of which allowed students to utilize their artistic talents. Students were required to complete subjective pre-course and post-course surveys and reflections. The survey results and positive student comments suggest that the elective was a valuable tool when used in parallel with the traditional medical neuroscience course in promoting engagement and reinforcement of the neurosensory material. © 2014 American Association of Anatomists.

Understanding At-Risk Korean American Youth

ERIC Educational Resources Information Center

Suh, Suhyun; Satcher, Jamie

2005-01-01

Researchers have identified characteristics that place students at risk for school dropout, as well as characteristics specific to Asian American students that influence school maladjustment. Although the Korean American population is growing, little research has been conducted specific to Korean American students who may be at risk for dropping…

Parental Attachments and Psychological Distress among African American College Students

ERIC Educational Resources Information Center

Love, Keisha McGhee

2008-01-01

African American college students attending predominately White institutions often encounter stressors that their Caucasian peers do not experience. Because of these unique stressors, African American students are more prone to experience psychological distress. Identifying factors that counteract psychological distress among these students is…

Characterizing the learning styles and testing the science-related attitudes of African American middle school students: Implications for the underrepresentation of African Americans in the sciences

NASA Astrophysics Data System (ADS)

Perine, Donald Ray

African Americans, Hispanics, Native Americans and women are underrepresented among the population of scientists and science teachers in the United States. Specifically, the shortage of African Americans teaching math and science at all levels of the educational process and going into the many science-related fields is manifested throughout the entire educational and career structure of our society. This shortage exists when compared to the total population of African Americans in this country, the population of African American students, and to society's demand for more math and science teachers and professionals of all races. One suggestion to address this problem is to update curricular and instructional programs to accommodate the learning styles of African Americans from elementary to graduate school. There is little in the published literature to help us understand the learning styles of African American middle school students and how they compare to African American adults who pursue science careers. There is also little published data to help inform us about the relationship between learning styles of African American middle school students and their attitudes toward science. The author used a learning styles inventory instrument to identify the learning style preferences of the African American students and adults. The preferences identified describe how African American students and African American adult science professionals prefer to function, learn, concentrate, and perform in their educational and work activities in the areas of: (a) immediate environment, (b) emotionality, (c) sociological needs, and (d) physical needs. The learning style preferences for the students and adults were not significantly different in key areas of preference. A Test of Science-Related Attitudes (TOSRA) was used to measure seven distinct science-related attitudes of the middle school students. A comparison of the profile of the mean scores for the students in this study to a national norm, comprised of students of all races, showed no significant differences. The attitudes that African American middle school students have toward science are influenced by science professionals (role models), their parents, and their teachers. This correlates directly with the high preference for Parent Motivated and Teacher Motivated learning style preferences.

Perceptions of Climate and Student-Faculty Interactions amongst African American Persisters in a Business Program at a Predominantly-White Institution

ERIC Educational Resources Information Center

Allen, Monica E.

2017-01-01

While representation of African American students in freshmen enrollment has improved, degree attainment of African Americans and other minority groups continue to lag behind the White and Asian American populations. Compounding the issue of lower attainment is the issue of degree major. African American students are highly concentrated in…

Optimism/pessimism and future orientation as predictors of suicidal ideation: Are there ethnic differences?

PubMed

Yu, Elizabeth A; Chang, Edward C

2016-10-01

The present study sought to test the generalizability of Chang et al.'s (2013) model, which suggests that optimism/pessimism and future orientation function as additive and interactive predictors of suicidal risk, to specific ethnic minority college student groups (i.e., Asian Americans, African Americans, and Latino Americans). The present study used Chang et al.'s (2013) model to predict suicidal ideation among 81 (34 male and 47 female) Asian-American, 71 (22 male and 49 female) African-American adults, and 83 (34 male and 49 female) Latino-American college students. Our results indicated that this model did not predict suicidal ideation well for Asian-American college students; however, it did work well to predict suicidal ideation for African-American and Latino-American college students. Our findings indicate that optimism/pessimism and future orientation are important positive cognitions involved with suicidal ideation for African-American and Latino-American college students. Further research is needed to better understand the cultural underpinnings of how these positive cognitions work to predict suicide-related outcomes. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Freshman-year experiences for African-American students in engineering

NASA Astrophysics Data System (ADS)

Chapple, Bernadette Maria

1998-12-01

The purpose of this study was to discover (a) why African American students choose to persist as an engineering major and (b) why students choose to leave engineering as a major. A total of 17 students from a large land-grant university participated in this study that was both quantitative and qualitative in design. This research will assist both the College of Engineering and the University in understanding the educational experiences of the matriculating African American pre-engineering student. In an effort to provide reasons and rationale for why African American engineering students choose to stay in this major and why other African American engineering student majors choose to leave, the researcher examined an undergraduate engineering program at a large land-grant institution in the South. The College of Engineering at this institution was able to institute several programs designed to increase the number of African American students choosing engineering as a major. Although initiatives for pre-collegiate students are important in the retention of African American students, it is the retention of those students once accepted into a program of study that the institution focuses on most. It is the intent of this study to offer a better understanding of such a retention initiative. Due to the decline of African American students pursuing majors in science and mathematics in general and in engineering in particular, an important research concern is to offer more insight into the experiences of the freshman engineering student in an attempt to develop fundamental reasons for why students remain in engineering and why some students leave. To assist the College of Engineering and the University in understanding the educational experiences of the matriculating African American pre-engineering student the data were collected from both a quantitative and qualitative approach. Results indicated that (a) students who chose to persist in the engineering program where highly committed and motivated to achieve their educational goals and (b) students who decided to switch out of the engineering curriculum simply felt unprepared for the demands of the engineering curriculum and, upon further exploration of the curriculum, discovered that engineering was not the career they initially desired.

A Phenomenological Investigation on the Role of Mentoring in the Academic Development of African American Male Secondary Students

NASA Astrophysics Data System (ADS)

Inge, Jillian

The purpose of this phenomenological study was to examine how the construct of mentoring by African American males can support the academic development of African American male students. Since African American male students perform significantly lower in academic subjects than their counterparts of other ethnicities, there is an exigent need for change in this area. Built upon the conceptual framework of communal interactions and identity, the inquiry questioned the experiences of mentors for African American male secondary students, and their perceptions of the influence of a mentoring relationship when the mentor and mentee are of similar backgrounds. Participants in this study were 7 African American males who had mentored or were currently mentoring African American male students. Data, obtained through semi structured interviews and focus group interviews, were coded for themes that reflected the experiences of mentors in mentoring African American males. Mentors in this study reported that students with whom they share similar backgrounds and experiences were better able to relate to them than those who had dissimilar backgrounds and experiences. In addition, mentors reported their mentees were more likely to envision themselves in professional areas beyond their perceived cultural norm when they routinely interact with successful African American males from various fields; thus, it was important for mentors to provide opportunities for students to interact with professionals. Contributions to social change will emerge as African American male mentors understand and employ their roles as a fundamental component in the academic development of African American male secondary students and thus empower this population of students to achieve academic success and to serve in a capacity that nurtures their immediate surroundings.

A Study of Teachers, Students, and Parents' Perceptions of How School Climate Affects African-American and Latino Students

ERIC Educational Resources Information Center

Taylor, Susan M.

2009-01-01

Nationally, educational disparities have resulted in a significant achievement gap among African American and Latino students compared to European American students. Cognitive theorists including Piaget, Bruner, and Vygotsky believe that one's environment has an effect on learning. This qualitative case study examined teacher, student, and parent…

Development through Business: What Do American Business Students Know about Emerging Markets and Opportunities in Africa?

ERIC Educational Resources Information Center

Moore, Kelli N.

2010-01-01

This article investigates how Africa is taught in business and examines African and American student perspectives on business in Africa. Conclusions find that African students, business students or not, had more knowledge about business and economic structures than American business students; however, learning about successful case studies on…

The Roles and Ethics of Journalism: How Chinese Students and American Students Perceive Them Similarly and Differently

ERIC Educational Resources Information Center

Yang, Jin; Arant, David

2014-01-01

This study compares how American and Chinese journalism students view the importance of various journalistic roles and the difficulties of ethical dilemmas faced by journalists. Chinese students perceive greater difficulty in resolving conflict of interests and making a fair representation of the news while American students find greater…

Help-Seeking Attitudes among African American College Students

ERIC Educational Resources Information Center

So, Dominicus W.; Gilbert, Stefanie; Romero, Sergio

2005-01-01

Traditionally, African American students display a low-rate of seeking mental health treatment. Issues such as mistrust of White therapists, attitudes toward mental health problems, and African American spirituality affect their help-seeking behavior. The present study examined a sample of 134 African American students at a Historically Black…

Racial-Ethnic Differences in Social Anxiety among College Students

ERIC Educational Resources Information Center

LeSure-Lester, G. Evelyn; King, Nancy

2004-01-01

The present study investigated racial-ethnic differences in social anxiety among college students in two-year colleges. The sample consisted of 189 Asian American, African American, White American, and Hispanic American students from two colleges in the Southeast. Participants completed a questionnaire measure of social anxiety. The results…

Planning Academic Programs for American Indian Success: Learning Strategies Workshop.

ERIC Educational Resources Information Center

Goin, Linda

This paper presents an overview of American Indian students' learning styles, world views, and communication styles, with implications for classroom techniques and teaching styles. Research has shown that American Indian and African American students are primarily right-brained in learning styles, while Anglo and Asian students are primarily…

When hope and fear collide: Expectations and experiences of first-year doctoral students in the natural sciences

NASA Astrophysics Data System (ADS)

Robinson, C. Sean

Although there is a significant body of research on the process of undergraduate education and retention, much less research exists as it relates to the doctoral experience, which is intended to be transformational in nature. At each stage of the process students are presented with a unique set of challenges and experiences that must be negotiated and mastered. However, we know very little about entering students' expectations, beliefs, goals, and identities, and how these may or may not change over time within a doctoral program. Utilizing a framework built upon socialization theory and cognitive-ecological theory, this dissertation examines the expectations that incoming doctoral students have about their programs as well as the actual experiences that these students have during their first year. Interviews were conducted with twelve students from the departments of Botany, Chemistry, and Physics prior to matriculation into their respective doctoral programs. These initial interviews provided information about students' expectations. Interviews were then conducted approximately every six to eight weeks to assess students' perceptions about their actual experiences throughout their first year. The findings of this study showed that new doctoral students tend to have uninformed and naive expectations about their programs. In addition, many of the specific policies or procedures necessary for navigation through a doctoral program were unknown to the students. While few differences existed in terms of students' expectations based on gender or discipline, there were significant differences in how international students described their expectations compared to American students. The two primary differences between American and international students revolved around the role of faculty members and the language barrier. It is clear that the first year of doctoral study is indeed a year of transition. The nature and clarity of the expectations associated with the role of 'graduate student' can have demonstrable effects on the lives of students. In addition, the behavior of graduate students is related to how they define or interpret their roles as students. There are numerous implications for both policy & practice to assist doctoral students in developing clear and informed expectations, and to help them navigate through their first year.

Authoritarian Parenting and Asian Adolescent School Performance: Insights from the US and Taiwan

PubMed Central

Pong, Suet-ling; Johnston, Jamie; Chen, Vivien

2014-01-01

Our study re-examines the relationship between parenting and school performance among Asian students. We use two sources of data: wave I of the Adolescent Health Longitudinal Survey (Add Health), and waves I and II of the Taiwan Educational Panel Survey (TEPS). Analysis using Add Health reveals that the Asian-American/European-American difference in the parenting–school performance relationship is due largely to differential sample sizes. When we select a random sample of European-American students comparable to the sample size of Asian-American students, authoritarian parenting also shows no effect for European-American students. Furthermore, analysis of TEPS shows that authoritarian parenting is negatively associated with children's school achievement, while authoritative parenting is positively associated. This result for Taiwanese Chinese students is similar to previous results for European-American students in the US. PMID:24850978

Authoritarian Parenting and Asian Adolescent School Performance: Insights from the US and Taiwan.

PubMed

Pong, Suet-Ling; Johnston, Jamie; Chen, Vivien

2010-01-01

Our study re-examines the relationship between parenting and school performance among Asian students. We use two sources of data: wave I of the Adolescent Health Longitudinal Survey (Add Health), and waves I and II of the Taiwan Educational Panel Survey (TEPS). Analysis using Add Health reveals that the Asian-American/European-American difference in the parenting-school performance relationship is due largely to differential sample sizes. When we select a random sample of European-American students comparable to the sample size of Asian-American students, authoritarian parenting also shows no effect for European-American students. Furthermore, analysis of TEPS shows that authoritarian parenting is negatively associated with children's school achievement, while authoritative parenting is positively associated. This result for Taiwanese Chinese students is similar to previous results for European-American students in the US.

Stories of Success: Understanding Academic Achievement of Hispanic Students in Science

NASA Astrophysics Data System (ADS)

Harris, Amanda

A review of the literature shows that there is much evidence to suggest the challenges facing Hispanic students in American public schools. Hispanic enrollment in K--12 public schools has increased from 6 to 19% in the last thirty years, yet schools have not made adequate adjustments to accommodate this changing population. Issues such as remedial tracking and cultural differences have led to low high school graduate rates for Hispanic students and inequities in schooling experiences (Gay, 2000). Particularly in the area of science, Hispanic students struggle with academic success (Cole & Espinoza, 2008). Despite these obstacles, some Hispanic students are academically successful (Rochin & Mello, 2007; Merisotis & Kee, 2006). This dissertation tells the stories of these Hispanic students who have been successful in science in secondary public schools. This study followed a grounded theory methodology and utilized individual interviews to collect data about Hispanics who have demonstrated achievement in the area of science. Through the analysis of these interviews, factors were identified which may have contributed to the success of these Hispanics in the field of science. Implications for future practice in public schools are also discussed.

Experiences and Perspectives of African-American, Latina/o, Asian-American and European-American Psychology Graduate Students: A National Study

PubMed Central

Maton, Kenneth I.; Wimms, Harriette E.; Grant, Sheila K.; Wittig, Michele A.; Rogers, Margaret R.; Vasquez, Melba J. T.

2013-01-01

A national, web-based survey of 1,222 African-American, Latina/o, Asian-American and European-American psychology graduate students revealed both similarities and differences in experiences and perspectives. Mentoring was found to be the strongest predictor of satisfaction across groups. Academic supports and barriers, along with perceptions of diversity were also important predictors of satisfaction. Students of color differed from European-American students in perceptions of fairness of representation of their ethnic group within psychology, and in aspects of the graduate school experience perceived as linked to ethnicity. Limitations of the study and implications for future research and action are discussed. PMID:21341899

Experiences and perspectives of African American, Latina/o, Asian American, and European American psychology graduate students: A national study.

PubMed

Maton, Kenneth I; Wimms, Harriette E; Grant, Sheila K; Wittig, Michele A; Rogers, Margaret R; Vasquez, Melba J T

2011-01-01

A national, Web-based survey of 1,219 African American, Latina/o, Asian American, and European American psychology graduate students revealed both similarities and differences in experiences and perspectives. Mentoring was found to be the strongest predictor of satisfaction across groups. Academic supports and barriers, along with perceptions of diversity within the academic environment, were also important predictors of satisfaction. Students of color perceived less fairness of representation of their ethnic group within psychology than European American students, and a greater linkage between aspects of the graduate school experience and their ethnicity. Limitations of the study and implications for future research and action are discussed.

Reducing the Grade Disparities between American Indians and Euro-American Students in Introduction to Psychology through Small-Group, Peer-Mentored, Supplemental Instruction

ERIC Educational Resources Information Center

Okun, Morris Alan; Berlin, Anna; Hanrahan, Jeanne; Lewis, James; Johnson, Kathryn

2015-01-01

Supplemental instruction (SI) is a small-group, peer-mentored programme which is compatible with the learning preferences of American Indian students. We tested the hypothesis that SI is a compensatory strategy that reduces the differences in the grades earned in introduction to psychology by Euro-American and American Indian students. The sample…

The STEM Lecture Hall: A Study of Effective Instructional Practices for Diverse Learners

NASA Astrophysics Data System (ADS)

Reimer, Lynn Christine

First-generation, low-income, underrepresented minority (URM) and female undergraduates are matriculating into science, technology, engineering, and math (STEM) majors at unprecedented levels. However, a disproportionate number of these students end up graduating in non-STEM disciplines. Attrition rates have been observed to spike in conjunction with introductory STEM courses in chemistry, biology, and physics. These "gateway" courses tend to be housed in large, impersonal lecture halls. First-generation and URM students struggle in this environment, possibly because of instructors' reliance on lecture-based content delivery and rote memorization. Recent social psychological studies suggest the problem may be related to cultural mismatch, or misalignment between independent learning norms typical of American universities and interdependent learning expectancies for first-generation and URM students. Value-affirming and utility-value interventions yield impressive academic achievement gains for these students. These findings overlap with a second body of literature on culturally responsive instruction. Active gateway learning practices that emphasize interactive instruction, frequent assessment, and epistemological instruction can be successful because of their propensity to incorporate values affirming and utility-value techniques. The present study observed instruction for gateway STEM courses over a three-year period at the University of California, Irvine (N = 13,856 undergraduates in 168 courses). Exploratory polychoric factor analysis was used to identify latent variables for observational data on gateway STEM instructional practices. Variables were regressed on institutional student data. Practices implemented in large lecture halls fall into three general categories: Faculty-Student Interaction, Epistemological Instruction, and Peer Interaction . The present study found that Faculty-Student Interaction was negatively associated with student outcomes for female and first-generation students; and Epistemological Instruction was negatively associated with student outcomes for Hispanic students. More importantly, Peer Interaction was positively associated with student outcomes for female, first-generation, and Hispanic students. Study implications and limitations are discussed with reference to the research literature.

The Impact of Face on Chinese Students' Simulated Negotiation Practices with Americans

ERIC Educational Resources Information Center

Shi, Xingsong

2011-01-01

Through scrutinizing three simulated negotiation cases of Chinese MBA students in an American business school, the study illustrates how Chinese face ideology functioned to orient and complicate the students' (pseudo-)business communications with Americans. The students' bone-deep sensitivity to maintaining harmony and interrelationships in the…

Promoting Resiliency among Native American Students to Prevent Dropouts

ERIC Educational Resources Information Center

Thornton, Bill; Sanchez, Jafeth E.

2010-01-01

This paper provides a brief review of the literature on resiliency and highlights aspects from a resiliency of American Indian high school students. Current efforts to promote student resiliency for successful educational outcomes are addressed in light of educational outcomes, such as dropout rates, for Native American students. Further, a…

An Examination of Mature Interpersonal Relationships among International and American College Students

ERIC Educational Resources Information Center

Aidoo, Bona

2012-01-01

Educating students to relate harmoniously with people from different backgrounds has become an important agenda for student affairs professional because of the increasingly diverse nature of the American society. The purpose of this study was to assess how American and international college students develop mature interpersonal relationship…

The Influence of Persistence Factors on American Indian Graduate Students

ERIC Educational Resources Information Center

Heavy Runner-Rioux, Aislinn; O'Reilly, Frances L.; Matt, John

2018-01-01

The underrepresentation of American Indian students continues to exist at the undergraduate and graduate levels of postsecondary education despite increases of American Indian student enrollment. The purpose of this quantitative study is to identify correlations between academic factors and graduate student persistence, as well as to understand…

Faculty as Contributors to Learning for Native American Students

ERIC Educational Resources Information Center

Lundberg, Carol A.; Lowe, Shelly C.

2016-01-01

With a national sample of 700 Native American students who took the National Survey of Student Engagement (NSSE), this study tested the ways faculty interaction and inclusion of diverse perspectives in the classroom contributed to learning for Native American students. Significant predictors of learning were quality academic advising, faculty…

Reconsidering Asian American Student Development

ERIC Educational Resources Information Center

Kodama, Corinne M.; Maramba, Dina C.

2017-01-01

This chapter addresses the applicability of student development theories in light of empirical research on Asian American college students through a twofold approach: (a) revisiting the relevance of Kodama, McEwen, Liang, and Lee's (2001, 2002) theoretical work on Asian American student development; and (b) using Jones' and Stewart's (2016)…

Impact of disability and other physical health issues on academic outcomes among American Indian and Alaskan Native college students: an exploratory analysis.

PubMed

Patterson Silver Wolf Adelv Unegv Waya, David A; Vanzile-Tamsen, Carol; Black, Jessica; Billiot, Shanondora M; Tovar, Molly

2015-01-01

This study investigated whether self-identified disabilities among American Indian and Alaskan Native college students impact academic performance and persistence to graduation and explored the differences in health and academic grades between American Indian and Alaskan Native students and students of other racial and ethnic identities using the National College Health Assessment. Findings indicate that American Indian or Alaskan Native students have significantly lower grades than White and Asian students, and American Indian and Alaskan Native women report the highest incidence of health problems of any demographic group. Exploratory results point to future research to determine the full impact of disabilities and poor health on academic success.

Cultures in Conflict: Arab Students in American Universities.

ERIC Educational Resources Information Center

Helms, Anne

Cultural differences between Arabs and Americans may cause misunderstandings when Arab students come to study in American universities. As part of the author's plan to write a guidebook for Arab students who are new to American university life, this paper presents preliminary analysis of differences in the two cultures. The author hopes her…

American Indian Students Speak out: What's Good Citizenship?

ERIC Educational Resources Information Center

Martin, Leisa A.; Chiodo, John J.

2008-01-01

For much of our country's history, citizenship has eluded American Indian people. With this in mind, the authors conducted a study to determine the perceptions of eighth and eleventh grade American Indian students regarding citizenship. We wanted to find out what American Indian students believe are the attributes of a good citizen; what…

Retaining African Americans in Higher Education: Challenging Paradigms for Retaining Students, Faculty and Administrators.

ERIC Educational Resources Information Center

Jones, Lee, Ed.

This collection discusses some of the issues surrounding the retention of African Americans in higher education, and it challenges traditional paradigms for retaining African American students, administrators, and faculty at predominantly White colleges. The chapters of part 1, "Retaining African-American Students," are: (1) "Creating an Affirming…

A Cross-Cultural Comparison of the Worldviews of Educators and Students in Social Work

ERIC Educational Resources Information Center

Watson, Jerry; Simmons, Christopher

2017-01-01

This study explored the worldviews of social work educators and two groups of social work students (European Americans and African Americans) using the Scale to Assess World Views to examine similarities and differences between the three groups. Within-group comparisons revealed African American and European American students showed similar…

Culturally Relevant Science Instruction of K-8 Teachers of American Indian Children

ERIC Educational Resources Information Center

Cloud, Karen L.

2017-01-01

American Indian/Alaska Native students are at the bottom of educational achievement, particularly in science where few American Indians enter into science, technology, engineering, and mathematics (STEM) careers. To meet the needs of American Indian students, teachers must understand the sociocultural nature of learning as it relates to students'…

Recruitment Is Not Enough: Retaining African American Students in Gifted Education

ERIC Educational Resources Information Center

Moore, James L., III; Ford, Donna Y.; Milner, H. Richard

2005-01-01

In public school systems all around the country, educators--teachers, counselors, and administrators--have made significant progress in identifying and recruiting diverse populations in gifted and enrichment programs. Despite the efforts, too many African American students and other students of color (e.g., Hispanic Americans and Native Americans)…

A Phenomenological Study of African-American Community College Students in the Baltimore County Area

ERIC Educational Resources Information Center

Osborne, Taneisha L.

2012-01-01

Numerous empirical studies have been conducted to examine the factors that influence African American community college students' decisions to pursue a higher education. Studies have also examined the causes of the achievement gap between African-Americans and European American community college students. However, there is limited research about…

African American Enrollment in Independent Schools, 1988-89. Research Notes on Education. No. 6.

ERIC Educational Resources Information Center

Institute for Independent Education, Inc., Washington, DC.

This report discusses the enrollment of African-American students in independent neighborhood schools across the country. Students in these schools constitute the second largest group of African-Americans outside the nation's public school systems. Over 52,000 African-American students are enrolled in independent schools. Data for African-American…

Do gender differences in help avoidance vary by ethnicity? An examination of African American and European American students during early adolescence.

PubMed

Ryan, Allison M; Shim, S Serena; Lampkins-Uthando, Shawn A; Thompson, Geneene N; Kiefer, Sarah M

2009-07-01

The present research examined whether the nature of gender differences varies by race for two types of academic engagement in the classroom (help avoidance and voice with the teacher) in a sample of early adolescents (N = 456; 55% female, 60% African American and 40% European American) making the transition to middle school. Growth curve analyses indicated that help avoidance increased over time, voice remained stable, and achievement declined. In line with hypotheses based on cultural variations in the female role, there were no gender differences in help avoidance for African American students, whereas for European American students, girls were lower in help avoidance than were boys. For African American students, there were no gender differences in voice with the teacher, whereas for European American students, girls were higher than were boys. These group differences were present at all 3 waves. For all students, increases in help avoidance negatively predicted changes in achievement, whereas increases in voice positively predicted achievement. Results underscore the importance of examining gender and ethnicity together to understand academic adjustment during early adolescence.

A Prescription for Success.

ERIC Educational Resources Information Center

Oros, Tia

1993-01-01

Describes the Native American Pharmacy Program at North Dakota State University (Fargo), which recruits Native American students into the field of pharmacy, offers summer enrichment programs for Native American secondary and college students and provides scholarships and student support services. (LP)

Longitudinal Relationships between Bullying and Moral Disengagement among Adolescents.

PubMed

Wang, Cixin; Ryoo, Ji Hoon; Swearer, Susan M; Turner, Rhonda; Goldberg, Taryn S

2017-06-01

Moral disengagement is a series of cognitive processes used to disengage moral standards to achieve absolved guilt and permit immoral conduct and has been found to be an important connection to bullying and aggressive behaviors among adolescents. This study examined the longitudinal relationship between moral disengagement and bullying behavior among a group of adolescents from fifth grade to ninth grade (n = 1180, mean age = 12.2, SD = 1.29, 46.5 % female, 80.2 % Caucasian/White, 7.1 % Black/African American, 5.4 % Latino/Hispanic, 2.4 % Asian American, and 1.7 % other) over three semesters. The objectives were to investigate (a) whether moral disengagement was a precursor to bullying behavior, vice versa, or whether the relationship was reciprocal and (b) whether gender and grade predicted moral disengagement and bullying behavior. The results showed that moral disengagement predicted bullying perpetration 6 months later. Also, older students and males utilized more moral disengagement than younger students and females and younger students and males engaged in greater bullying perpetration. Indirect paths linking gender and grade to bullying via moral disengagement at previous time points were identified and implications for bullying prevention are discussed. The findings underscore the importance of examining moral disengagement when studying bullying and across gender and development.

Advancing Minorities and Women to the PhD in Physics and Astronomy

NASA Astrophysics Data System (ADS)

Stassun, Keivan

2017-01-01

We briefly review the current status of underrepresented minorities in physics and astronomy: The underrepresentation of Black-, Hispanic-, and Native-Americans is an order of magnitude problem. We then describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a successful model for addressing this problem. Since 2004 the program has admitted 110 students, 90% of them underrepresented minorities (50% female), with a retention rate of 90%. The program has become the top producer of African American master's degrees in physics, and is now one of the top producers of minority PhDs in astronomy, materials science, and physics. We summarize the main features of the program including its core strategies: (1) replacing the GRE in admissions with indicators that are better predictive of long-term success, (2) partnering with a minority-serving institution for student training through collaborative research, and (3) using the master's degree as a deliberate stepping stone to the PhD. We show how misuse of the GRE in graduate admissions may by itself in large part explain the ongoing underrepresentation of minorities in PhD programs, and we describe our alternate methods to identify talented individuals most likely to succeed. We describe our mentoring model and toolkit which may be utilized to enhance the success of all PhD students.

Sociodemographic characterization of ECT utilization in Hawaii.

PubMed

Ona, Celia M; Onoye, Jane M; Goebert, Deborah; Hishinuma, Earl; Bumanglag, R Janine; Takeshita, Junji; Carlton, Barry; Fukuda, Michael

2014-03-01

Minimal research has been done on sociodemographic differences in utilization of electroconvulsive therapy (ECT) for refractory depression, especially among Asian Americans and Pacific Islanders. This study examined sociodemographic and diagnostic variables using retrospective data from Hawaii, an island state with predominantly Asian Americans and Pacific Islanders. Retrospective data were obtained from an inpatient and outpatient database of ECT patients from 2008 to 2010 at a tertiary care community hospital on O'ahu, Hawaii. There was a significant increase in overall ECT utilization from 2008 to 2009, with utilization remaining stable from 2009 to 2010. European Americans (41%) and Japanese Americans (29%) have relatively higher rates of receiving ECT, and Filipino Americans and Native Hawaiians have relatively lower rates in comparison with their population demographics. Japanese Americans received significantly more ECT procedures than European Americans. Electroconvulsive therapy is underutilized by certain sociodemographic groups that may benefit most from the treatment. There are significant differences in ECT usage based on ethnicity. Such differences may be related to help-seeking behavior, economic differences, and/or attitudes regarding mental illness. Further research is needed to elucidate the reasons for differences in utilization.

Cross-cultural similarities and differences in North Americans' geographic location judgments.

PubMed

Friedman, Alinda; Kerkman, Dennis D; Brown, Norman R; Stea, David; Cappello, Hector M

2005-12-01

We examined some potential causes of bias in geographic location estimates by comparing location estimates of North American cities made by Canadian, U.S., and Mexican university students. All three groups placed most Mexican cities near the equator, which implies that all three groups were influenced by shared beliefs about the locations of geographical regions relative to global reference points. However, the groups divided North America into different regions and differed in the relative accuracy of the estimates within them, which implies that there was an influence of culture-specific knowledge. The data support a category-based system of plausible reasoning, in which biases in judgments are multiply determined, and underscore the utility of the estimation paradigm as a tool in cross-cultural cognitive research.

Developing a Hybrid Model to Predict Student First Year Retention in STEM Disciplines Using Machine Learning Techniques

ERIC Educational Resources Information Center

Alkhasawneh, Ruba; Hargraves, Rosalyn Hobson

2014-01-01

The purpose of this research was to develop a hybrid framework to model first year student retention for underrepresented minority (URM) students comprising African Americans, Hispanic Americans, and Native Americans. Identifying inputs that best contribute to student retention provides significant information for institutions to learn about…

A Cross-Cultural Study of Anxiety among Chinese and Caucasian American University Students

ERIC Educational Resources Information Center

Xie, Dong; Leong, Frederick T. L.

2008-01-01

This study investigated the cross-cultural differences on state, trait, and social anxiety between Chinese and Caucasian American university students. Chinese students reported higher levels of social anxiety than did Caucasian American students. Correlations between trait and state anxiety were compared in light of the trait model of…

"Sankofa" Teaching and Learning: Evaluating Relevance for Today's African-American Student

ERIC Educational Resources Information Center

Talpade, Medha; Talpade, Salil

2014-01-01

The intent of this project was to identify and relate the values and perceptions of today's African American students to culturally relevant teaching and learning practices. The reason for relating student culture with teaching practices is to improve pedagogical processes for African American students. Culturally relevant pedagogy, according to…

A Physics-Oriented College Motivation Program for Minority Students.

ERIC Educational Resources Information Center

Chappell, Willard R.; Baur, James F.

The objective of the Colorado Mexican-American Student Program was to motivate capable Mexican American students to consider the possibility of attending college. Students for the program were selected according to the following criteria: (1) Mexican American ancestry, (2) completion of at least grade 10, (3) promising academic potential, and (4)…

Alcohol Use and American Indian/Alaska Native Student Academic Performance among Tribal Colleges

ERIC Educational Resources Information Center

Cometsevah, Cecelia L.

2013-01-01

Student academic performance, persistence, and graduation among American Indian/Alaska Native students in higher education are very low compared to other racial groups. Studies have shown that American Indian students enter higher education with a lack of academic preparedness, financial challenges, lack of social skills development, and lack of…

School Administrators' Perceptions of the Achievement Gap between African American Students and White Students

ERIC Educational Resources Information Center

Royle, Jonathan; Brown, Casey Graham

2014-01-01

This study included an analysis of principal perceptions of the achievement gap between African American and White students. School administrators from campuses with a substantial number of African American students within the subgroup were interviewed to explore their perceptions of the achievement gap. The study revealed factors within the…

2011 Montana Youth Risk Behavior Survey: American Indian Students in Urban Schools

ERIC Educational Resources Information Center

Montana Office of Public Instruction, 2011

2011-01-01

This report presents the 2011 Montana Youth Risk Behavior Survey high school student frequency distributions for American Indian students in urban schools. These frequency distributions are based upon surveys with 808 high school American Indian students in urban schools during February of 2011. Frequency distributions may not total 808 due to…

Onward and Upward: Characteristics of African American Senior Student Affairs Officers

ERIC Educational Resources Information Center

Hammonds, MarTeze D.

2012-01-01

The journey of African American student affairs professionals has evolved throughout the history of higher education and student affairs. This study examined the career profiles of ten African American Senior Student Affairs Officers (SSAOs) at predominately White institutions (PWIs) throughout the United States. By using the curriculum vitae and…

African American Students' Graphic Understanding of the Derivative: Critical Case Studies

ERIC Educational Resources Information Center

Stringer, Eddy W., III.

2011-01-01

Data suggests that a significant loss of African American students from STEM majors occur between their freshmen and sophomore year. This attrition corresponds to the time period when students encounter the calculus sequence. For this reason, calculus persists as a serious barrier preventing African American students from entering STEM fields.…

Comparing Student Perceptions of the Classroom Climate Created by U.S. American and International Teaching Assistants

ERIC Educational Resources Information Center

Meyer, Kevin R.; Mao, Yuping

2014-01-01

Previous studies have revealed that American undergraduate students complain about International Teaching Assistants' (ITAs) lack of English proficiency and rate ITAs lower than American Teaching Assistants (ATAs) on teaching evaluations. This study investigates student perceptions of classroom climate to discover how ITAs might overcome students'…

A Breath of Fresh Air: Students' Perceptions of Interactions with African American Faculty

ERIC Educational Resources Information Center

Neville, Kathleen M.; Parker, Tara L.

2017-01-01

In this phenomenological study we relied on classroom observations and 22 in-depth interviews with students as they interacted with African American faculty. Findings reveal the meaning students made from these classroom interactions and the ways African American faculty, significantly and positively, influenced the student experience. More…

Close relationships between Asian American and European American college students.

PubMed

Chen, C; Edwards, K; Young, B; Greenberger, E

2001-02-01

The authors examined attitudes and behaviors regarding close relationships between European and Asian Americans, with a particular emphasis on 5 major subgroups of Asian Americans (Chinese, Japanese, Korean, Vietnamese, and Filipino Americans). Participants were 218 Asian American college students and 171 European American college students attending a culturally diverse university. The European Americans did not differentiate among the various subgroups of Asian Americans. Their attitudes regarding close relationships were less positive toward Asian Americans than toward Mexican and African Americans, a finding contrary to the prediction of social exchange theory (H. Tajfel, 1975). In contrast to the European Americans' view of homogeneity among Asian Americans, the 5 major subgroups of Asian Americans expressed a distinctive hierarchy of social preference among themselves. Results are discussed in terms of their implications for future research on interethnic relations involving Asian Americans.

Perceptions of Co-Curricular Involvement and Counseling Use among Incoming Asian and Pacific and Latino American College Students. Report No. 7-96.

ERIC Educational Resources Information Center

Liu, William M.; Sedlacek, William E.

Latinos and Asian Pacific Americans (APAs) are increasing in numbers throughout the United States. This study reports on a survey administered to 350 APA and 119 Latino American students entering a large east coast university. Significant differences between APA and Latino students emerged: (1) APA students were less likely than Latino students to…

Psychocultural Correlates of Mental Health Service Utilization Among African American and European American Girls

PubMed Central

Hipwell, Alison E.; Stepp, Stephanie D.; Keenan, Kate

2015-01-01

Structural equation modeling was used to examine the effects of cultural factors (ethnic identity, perceived discrimination), family relations, and child problem type on mental health service utilization in a community sample of 1,480 adolescent girls (860 African American, 620 European American) between ages 15 and 17 years enrolled in the Pittsburgh Girls Study. Results revealed ethnic identity, caregiver attachment, and conduct disorder were related to service use among African American girls. Among European American girls, correlate patterns differed by clinical need. Findings highlight the need for research on health disparities to examine racially specific influences on service utilization. PMID:25380787

Mentors' Perceptions of a University-School Partnership through a Student African American Mentoring Initiative

ERIC Educational Resources Information Center

Gilman, Amanda

2014-01-01

The participants in this study were 10 African American male college mentors at Indiana State University who participated in the Indiana State University Student African American Male Mentor Program, one school counselor, and two members of the Student African American Brotherhood administration. The study examined potential benefits to mentors,…

Instructional Methods within the Elementary-School Science Classroom Related to Improved Academic Performance

ERIC Educational Resources Information Center

Baum, Lisa

2013-01-01

There is gap in passing rates on the standardized science assessment between European American and Hispanic American students. The purpose of this study was to examine student performance in science and the closing of the achievement gap between European American and Hispanic American students based upon receipt of an inquiry or noninquiry…

African-American Stories and Literary Responses: Does a Child's Ethnicity Affect the Focus of a Response?

ERIC Educational Resources Information Center

Altieri, Jennifer L.

1993-01-01

Examines the written responses of Hispanic, African-American and Caucasian elementary students after listening to various African-American stories to see whether engagement with text is related to student's ethnicity. Finds that students were equally capable of engagement in the African-American stories regardless of their ethnicity. (RS)

Cultural In-Group Advantage: Emotion Recognition in African American and European American Faces and Voices

ERIC Educational Resources Information Center

Wickline, Virginia B.; Bailey, Wendy; Nowicki, Stephen

2009-01-01

The authors explored whether there were in-group advantages in emotion recognition of faces and voices by culture or geographic region. Participants were 72 African American students (33 men, 39 women), 102 European American students (30 men, 72 women), 30 African international students (16 men, 14 women), and 30 European international students…

African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School

ERIC Educational Resources Information Center

Edwards, Anntwanique DeVonne

2012-01-01

African-American males are overwhelmingly represented in the nation's dropout rates. Dropping out of school has serious social and economic consequences for our society. The dropout rate is overwhelmingly represented by African-American male students, but limited attention is given to student voice. This study examines African-American male…

Recruiting and Retaining African American Students for Gifted Education and Accelerated Programs in Middle School: A Qualitative Case Study

ERIC Educational Resources Information Center

Roberson, Ivory S.

2017-01-01

Recruiting and retaining African American students in middle school gifted education continues to be challenging in American schools. African American students continue to be underrepresented in middle school gifted education and accelerated programs, even when they qualify to be gifted education participants. The case study that follows focuses…

The Afro-American Gospel Choir: Achieving a Positive Campus Climate for African American Students

ERIC Educational Resources Information Center

Pope, Myron L.; Moore, Cynthia

2004-01-01

For African American students, matriculation at a predominantly White institution of higher education can be quite intimidating. Religion is important in providing comfort and encouragement for many of these students. This article describes the Afro-American gospel choir at the University of Alabama and its role in providing a more positive campus…

Unpacking Racial Identities: The Salience of Ethnicity in Southeast Asian-American Youth's Schooling Experience

ERIC Educational Resources Information Center

Uy, Phitsamay Sychitkokhong

2018-01-01

This article reconceptualizes white teachers' notion of their Asian-American students' racial identity. Forty urban Southeast Asian-American (SEAA) students and seven of their white European-American teachers were examined to determine how the students responded to the white teachers' assumptions about their identity. This study provides an…

Connecting Social Disorganization Theory to African-American Outcomes to Explain the Achievement Gap

ERIC Educational Resources Information Center

Madyun, Na'im H.

2011-01-01

African-American student achievement outcomes have been and continue to be a critical concern for education researchers. Much of the framing of African-American student outcomes centers on what is known as achievement gaps that exist between African-American and White students. Unfortunately, these gaps have remained roughly the same since the…

Teaching White Students Black History: The African-American Experience in the Classroom

ERIC Educational Resources Information Center

Burrell, Leon F.; Walsh, Robert L.

2001-01-01

Many white students are barely exposed to African-American history throughout their schooling. When students do examine the other side of American history, the one not generally found in their textbooks, they often wonder why they have not learned this before. An understanding of African-American history is central to any effort to eliminate…

Motivation and Mathematics Achievement: A Comparative Study of Asian-American, Caucasian-American, and East Asian High School Students.

ERIC Educational Resources Information Center

Chen, Chuansheng; Stevenson, Harold W.

1995-01-01

Examined academic achievement under a cultural motivational framework. Asian American students' performance in mathematics was found to be between that of Chinese and Japanese students and that of Caucasian Americans. Suggests that academic achievement reflects a cultural heritage that emphasizes education and the ability of all persons to benefit…

Availability of Asthma Quick Relief Medication in Five Alabama School Systems

PubMed Central

Stroupe, Nancy; McClure, Leslie A.; Wheeler, Lani; Gerald, Lynn B.

2012-01-01

Objectives This paper documents individual asthma action plan presence and quick relief medication (albuterol) availability for elementary students enrolled in five Alabama school systems. Patients and Methods Data were obtained during baseline data collection (fall 2005) of a school-based supervised asthma medication trial. All students attended 1 of 36 participating elementary schools across five school systems in Jefferson County, Alabama. In addition, they had to have physician-diagnosed asthma requiring daily controller medication. Each school system had its own superintendent and elected school board. Asthma action plan presence and albuterol availability was confirmed by study personnel. Asthma action plans had to contain daily and acute asthma management instructions. Predictors of asthma action plan presence and albuterol availability were also investigated. Associations between albuterol availability and self-reported characteristics including health care utilization prior to study enrollment and outcomes during the study baseline period were also investigated. Results Enrolled students had a mean (SD) age of 11.0 (2.1) years, 91% were African American, and 79% had moderate persistent asthma. No student had a complete asthma action plan on file and only 14% had albuterol physically available at school. Albuterol availability was not predicted by gender, race, insurance status, second-hand smoke exposure, need for pre-exercise albuterol, asthma severity, or self-reported health care utilization prior to study enrollment. Albuterol availability did not predict school absences, red/yellow peak flow recordings, or medication adherence during the study's baseline period. Conclusion Despite policies permitting students to possess albuterol, few elementary students across five independent school systems in Alabama actually had it readily available at school. PMID:22454787

Interassociation Consensus Statement on Cardiovascular Care of College Student-Athletes.

PubMed

Hainline, Brian; Drezner, Jonathan A; Baggish, Aaron; Harmon, Kimberly G; Emery, Michael S; Myerburg, Robert J; Sanchez, Eduardo; Molossi, Silvana; Parsons, John T; Thompson, Paul D

2016-06-28

Cardiovascular evaluation and care of college student-athletes is gaining increasing attention from both the public and medical communities. Emerging strategies include screening of the general athlete population, recommendations of permissible levels of participation by athletes with identified cardiovascular conditions, and preparation for responding to unanticipated cardiac events in athletic venues. The primary focus has been sudden cardiac death and the utility of screening with or without advanced cardiac screening. The National Collegiate Athletic Association convened a multidisciplinary task force to address cardiovascular concerns in collegiate student-athletes and to develop consensus for an interassociation statement. This document summarizes the task force deliberations and follow-up discussions, and includes available evidence on cardiovascular risk, pre-participation evaluation, and the recognition of and response to cardiac arrest. Future recommendations for cardiac research initiatives, education, and collaboration are also provided. Copyright © 2016 American College of Cardiology Foundation. Published by Elsevier Inc. All rights reserved.

Associations between the five-factor model of personality and health behaviors among college students.

PubMed

Raynor, Douglas A; Levine, Heidi

2009-01-01

In fall 2006, the authors examined associations between the five-factor model of personality and several key health behaviors. College students (N = 583) completed the American College Health Association-National College Health Assessment and the International Personality Item Pool Big Five short-form questionnaire. Highly conscientious individuals were more likely to wear seat belts, utilize alcohol-related harm reduction, exercise, get enough sleep, and consume fruits and vegetables. They were also less likely to smoke cigarettes, consume alcohol, and binge drink. Highly extraverted individuals were more likely to smoke cigarettes, consume alcohol, binge drink, and have multiple sexual partners, and they were less likely to engage in alcohol-related harm reduction, use condoms, and get enough sleep. These findings are supportive of a growing body of evidence indicating that conscientiousness and extraversion are robust concomitants of health behaviors among college students.

University-Community-Hospice Partnership to Address Organizational Barriers to Cultural Competence.

PubMed

Reese, Dona J; Buila, Sarah; Cox, Sarah; Davis, Jessica; Olsen, Meaghan; Jurkowski, Elaine

2017-02-01

Research documents a lack of access to, utilization of, and satisfaction with hospice care for African Americans. Models for culturally competent hospice services have been developed but are not in general use. Major organizational barriers include (1) lack of funding/budgeting for additional staff for community outreach, (2) lack of applications from culturally diverse professionals, (3) lack of funding/budgeting for additional staff for development of culturally competent services, (4) lack of knowledge about diverse cultures, and (5) lack of awareness of which cultural groups are not being served. A participatory action research project addressed these organizational barriers through a multicultural social work student field placement in 1 rural hospice. The effectiveness of the student interventions was evaluated, including addressing organizational barriers, cultural competence training of staff, and community outreach. Results indicated that students can provide a valuable service in addressing organizational barriers through a hospice field placement.

Extension of the behavioral model of healthcare utilization with ethnically diverse, low-income women.

PubMed

Keenan, Lisa A; Marshall, Linda L; Eve, Susan

2002-01-01

Psychosocial vulnerabilities were added to a model of healthcare utilization. This extension was tested among low-income women with ethnicity addressed as a moderator. Structured interviews were conducted at 2 points in time, approximately 1 year apart. The constructs of psychosocial vulnerability, demographic predisposing, barriers, and illness were measured by multiple indicators to allow use of Structural Equation Modeling to analyze results. The models were tested separately for each ethnic group. Community office. African-American (N = 266), Euro-American (N = 200), and Mexican-American (N = 210) women were recruited from the Dallas Metropolitan area to participate in Project Health Outcomes of Women, a multi-year, multi-wave study. Face-to-face interviews were conducted with this sample. Participants had been in heterosexual relationships for at least 1 year, were between 20 and 49 years of age, and had incomes less than 200% of the national poverty level. Healthcare utilization, defined as physician visits and general healthcare visits. Illness mediated the effect of psychosocial vulnerability on healthcare utilization for African Americans and Euro-Americans. The model for Mexican Americans was the most complex. Psychosocial vulnerability on illness was partially mediated by barriers, which also directly affected utilization. Psychosocial vulnerabilities were significant utilization predictors for healthcare use for all low-income women in this study. The final models for the 2 minority groups, African Americans and Mexican Americans, were quite different. Hence, women of color should not be considered a homogeneous group in comparison to Euro-Americans.

Fifteen years of portfolio assessment of dental hygiene student competency: lessons learned.

PubMed

Gadbury-Amyot, Cynthia C; Bray, Kimberly Krust; Austin, Kylie J

2014-10-01

Adoption of portfolio assessment in the educational environment is gaining attention as a means to incorporate self-assessment into the curriculum and to use evidence to support learning outcomes and to demonstrate competency. Portfolios provide a medium for students to demonstrate and document their personal and professional growth across the curriculum. The purpose of this literature review is to discuss the drivers for portfolio education, the benefits to both students and program faculty/administrators, the barriers associated with portfolio use, and suggested solutions that have been determined through several years of "lessons learned." The University of Missouri Kansas City School of Dentistry, Division of Dental Hygiene department has been utilizing portfolio assessment for over 15 years and has collected data related to portfolio performance since 2001. Results from correlational statistics calculated on the 312 dental hygiene students that graduated from 2001 to 2013 demonstrate a positive and significant relationship between portfolio performance and overall GPA as well as portfolio performance and NBDHE scores. Copyright © 2014 The American Dental Hygienists’ Association.

Factors associated with uninvestigated dyspepsia in students at 4 Latin American schools of medicine: A multicenter study.

PubMed

Talledo-Ulfe, L; Buitrago, O D; Filorio, Y; Casanova, F; Campos, L; Cortés, F; Mejia, C R

2018-04-26

Dyspepsia is a multifactorial disease that can involve alcohol, tobacco, or nonsteroidal anti-inflammatory drug use, as well as lifestyle, diet, socioeconomic elements, or psychologic factors. The aim of the present article was to establish the frequency of uninvestigated dyspepsia and determine its associated factors in students at 4 Latin American schools of medicine. A cross-sectional, analytic study was conducted, in which a survey made up of closed-ended questions was applied at just one point in time. The association between the variables was then analyzed. A new questionnaire for the diagnosis of dyspepsia was one of the tests utilized to diagnose uninvestigated dyspepsia. Generalized linear models were used for the bivariate and multivariate analyses, employing the Poisson model with the log link function, obtaining crude prevalence ratios, adjusted prevalence ratios, and their 95% confidence intervals. Of the 1,241 individuals surveyed, 54% (841) were females and the median age was 21 years (range: 19-23 years). Prevalence of uninvestigated dyspepsia was 46%. The factors that had a direct association with dyspepsia were: depression, difficulty sleeping, and coffee consumption. On the contrary, eating regularly in a boarding house and the male sex had an inverse association. Uninvestigated dyspepsia frequency was high in students at 4 Latin American schools. Depression, difficulty sleeping, and steady coffee drinking were factors directly associated with dyspepsia, whereas male sex and eating out at regular hours were factors with a reverse association. Therefore, we recommend that universities implement early detection programs for this highly preventable pathology. Publicado por Masson Doyma México S.A.

The Effectiveness of a School-Based Intervention for Adolescents in Reducing Disparities in the Negative Consequences of Substance Use Among Ethnic Groups.

PubMed

Stewart, David G; Moise-Campbell, Claudine; Chapman, Meredith K; Varma, Malini; Lehinger, Elizabeth

2017-06-01

Ethnic minority youth are disproportionately affected by substance use-related consequences, which may be best understood through a social ecological lens. Differences in psychosocial consequences between ethnic majority and minority groups are likely due to underlying social and environmental factors. The current longitudinal study examined the outcomes of a school-based motivational enhancement treatment intervention in reducing disparities in substance use consequences experienced by some ethnic minority groups with both between and within-subjects differences. Students were referred to the intervention through school personnel and participated in a four-session intervention targeting alcohol and drug use. Participants included 122 youth aged 13-19 years. Participants were grouped by ethnicity and likelihood of disparate negative consequences of substance use. African American/Hispanic/Multiethnic youth formed one group, and youth identifying as White or Asian formed a second group. We hypothesized that (1) there would be significant disparities in psychosocial, serious problem behavior, and school-based consequences of substance use between White/Asian students compared to African American/Hispanic/Multiethnic students at baseline; (2) physical dependence consequences would not be disparate at baseline; and (3) overall disparities would be reduced at post-treatment follow-up. Results indicated that African American/Hispanic/Multiethnic adolescents demonstrated statistically significant disparate consequences at baseline, except for physical dependency consequences. Lastly, significant reductions in disparities were evidenced between groups over time. Our findings highlight the efficacy of utilizing school-based substance use interventions in decreasing ethnic health disparities in substance use consequences.

Evaluative concerns and personal standards perfectionism as predictors of body dissatisfaction in Asian and European American female college students.

PubMed

Chang, Edward C; Yu, Tina; Chang, Olivia D; Jilani, Zunaira

2016-10-01

The present study examined perfectionism (viz, evaluative concerns and personal standards) and ethnicity as predictors of body dissatisfaction in female college students. Participants were 298 female college students sampled by December of 2013. A self-report survey with measures of body dissatisfaction, perfectionism, and demographics was conducted. Regression analyses indicated that evaluative concerns perfectionism (ECP) was a significant predictor of body dissatisfaction. The inclusion of ethnicity was found to further augment the prediction model. Moreover, we found support for an ECP × Ethnicity interaction effect in predicting body dissatisfaction. Specifically, among high-ECP female students, European Americans, compared with Asian Americans, reported the highest level of body dissatisfaction. High ECP represents a potential marker of body dissatisfaction in female college students. However, the presence of high ECP is a more critical predictor of body dissatisfaction in European American female students, compared with Asian American female students.

Differences in school climate and student engagement in China and the United States.

PubMed

Bear, George G; Yang, Chunyan; Chen, Dandan; He, Xianyou; Xie, Jia-Shu; Huang, Xishan

2018-06-01

The purpose of this study was to examine differences between American and Chinese students in their perceptions of school climate and engagement in school, and in the relation between school climate and engagement. Confirmatory factor analyses were used to support the factor structure and measurement invariance of the two measures administered: The Delaware School Climate Survey-Student and the Delaware Student Engagement Scale. Differences in latent means were tested, and differences in relations between variables were examined using multilevel hierarchical linear modeling. Participants consisted of 3,176 Chinese and 4,085 American students, Grades 3-5, 7-8, and 10-12. Chinese students perceived school climate more favorably than American students, particularly beyond elementary school. Findings were more complex for student engagement. In elementary school, American students reported greater cognitive-behavioral and emotional engagement, and especially the former. In middle school and high school, Chinese students reported greater emotional engagement; however, no significant differences were found for cognitive-behavioral engagement. Most intriguing were results of multilevel hierarchical modeling that examined associations between school climate and student engagement: They were significant in American schools but not Chinese schools. Chinese students, compared with American students, perceived the climate of their schools more favorably, especially after elementary school. However, among Chinese students, their perceptions of school climate were unrelated to their self-reported engagement in school-school climate did not seem to matter as much. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Increasing Opportunities and Success in Science, Math, Engineering and Technology Through Partnerships and Resource Convergence

NASA Astrophysics Data System (ADS)

Huebner, P.

2003-12-01

Bridging the geographic boundaries and providing educational opportunities is the goal of American Indian Programs at Arizona State University East. Since its inception in 1997, American Indian Programs has established programs and partnerships to provide opportunities and resources to Tribal communities throughout Arizona. From educational programs to enhance student achievement at the K-12 level to recruitment and retention of American Indian students at the post secondary level, American Indian Programs provides the resources to further the success of students in science, math, engineering and technology. Resource convergence is critical in providing opportunities to ensure the success of Indian students in science, math, engineering and technology. American Indian Programs has built successful programs based on partnerships between federal grant programs, corporate, federal and state agencies. Providing professional development for teachers, school assessment, science and math curriculum and data collection are the primary efforts at the K-12 level to increase student achievement. Enrichment programs to enhance K-12 activities include the development of the Arizona American Indian Science and Engineering Fair (the only State fair for American Indiana's in the country) supported entirely through corporate support, summer residential programs, after school activities and dual enrollment programs for high school students. ASU East's retention rate for first year students is 92 percent and 1in 6 graduating students enter graduate programs. American Indian Programs strives to build student relationships with federal, state and corporate agencies through internships and coops. This effort has led to the development of an E-mentoring program that allows students (and K-12 teachers) to work directly with practicing scientists, and engineers in research activities. New programs look to increase technology not only in Tribal schools but increase technology in the homes of students as well.

African American and Latina(o) Community College Students' Social Capital and Student Success

ERIC Educational Resources Information Center

Sandoval-Lucero, Elena; Maes, Johanna B.; Klingsmith, Libby

2014-01-01

Using a framework of social and cultural capital, this study examined successful African American and Latina/o community college students. Based on focus group interviews with twenty two African American and Latina/o undergraduates at an urban community college, the authors reveal how social and cultural capital gained from students' relationships…

Transforming the First Year of College for Students of Color. The First-Year Experience Monograph Series No. 38

ERIC Educational Resources Information Center

Rendon, Laura I., Ed.; Garcia, Mildred, Ed.; Person, Dawn, Ed.

2004-01-01

"Transforming the First Year of College for Students of Color" addresses some of the unique challenges and transition issues for African-American, Latino/a, Asian-Pacific American, American Indian/Alaska Native, and multiracial college students. Chapters address specific strategies for working with these student populations to ensure their success…

How African-American Elementary Students in High-Poverty Schools Experience Creative Expression: A Case Study Approach

ERIC Educational Resources Information Center

Willis, Belinda F.

2016-01-01

Literature that addresses how the arts enhance student learning through creative expression is minimal. This is especially true for African-American elementary students from high-poverty backgrounds. The purpose of this study was to employ a case study design to explore how African-American elementary students in high-poverty schools experience…

"I Am because We Are:" Collectivism as a Foundational Characteristic of African American College Student Identity and Academic Achievement

ERIC Educational Resources Information Center

Carson, Leslie R.

2009-01-01

This study extends current research on African American college student achievement by focusing on collectivism, a key characteristic of African American racial identity. Collectivism serves as the framework for analysis of students' beliefs about the purpose of higher education, conceptualization of their roles and responsibilities as students,…

Academic Self-Concept and Academic Achievement of African American Students Transitioning from Urban to Rural Schools

ERIC Educational Resources Information Center

Bacon, La Shawn Catrice

2011-01-01

The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to…

An Investigation of High-Achieving African-American Students Attending Community Colleges: A Mixed Methods Research Study

ERIC Educational Resources Information Center

Gipson, John; Mitchell, Donald, Jr.; McLean, Carolyn

2018-01-01

While much more research has been conducted about African-American college students in recent decades, there still exists a need for further explorations concerning factors related to student success and retention. For example, articles often explore the experiences of African-American students at four-year institutions and often use deficit…

The African American Student Network: Creating Sanctuaries and Counterspaces for Coping with Racial Microaggressions in Higher Education Settings

ERIC Educational Resources Information Center

Grier-Reed, Tabitha L.

2010-01-01

African American college students face a number of race-related stressors on predominantly White campuses. The African American Student Network is described as a potential humanistic counterspace to provide a sanctuary for these students when coping with racial microaggressions. The development and study of future humanistic interventions in this…

2011 Montana Youth Risk Behavior Survey: American Indian Students on or near a Reservation

ERIC Educational Resources Information Center

Montana Office of Public Instruction, 2011

2011-01-01

This report presents the 2011 Montana Youth Risk Behavior Survey high school student frequency distributions for American Indian students on or near a reservation. These frequency distributions are based upon surveys with 720 high school American Indian students on or near a reservation in Montana during February of 2011. Frequency distributions…

Faculty Perceptions of, and Experiences with, African American Male Students at a Community College

ERIC Educational Resources Information Center

Jenkins, Shantelle K.

2013-01-01

Many studies involving African American male students have focused on achievement gaps and student retention models of those attending four-year institutions. However, there are limited investigations of African American male students at the community college and very few that focus on faculty perceptions. This study employed a mixed Delphi…

The Experiences of American International Students in a Large Irish University

ERIC Educational Resources Information Center

O'Reilly, Aileen; Hickey, Tina; Ryan, Dermot

2015-01-01

Growing numbers of American students are travelling overseas to study abroad and enroll in full degree programs. Despite this trend, relatively little is known about the experiences of United States (U.S.) students abroad. The aim of this research was to examine the experiences of American international students in Ireland. Findings suggest that…

The Characteristics and Education Outcomes of American Indian Students in Grades 6-12 in North Carolina. REL 2017-202

ERIC Educational Resources Information Center

Fuller, Sarah Crittenden; Davis, Cassandra R.

2016-01-01

In the 2012/13 school year American Indian students accounted for 1.1 percent of K-12 students nationwide and 1.4 percent of K-12 students in North Carolina (U.S. Department of Education, n.d.). Research has identified substantial achievement gaps between American Indian and other students on national tests, in graduation rates, and in…

American Indian Education Opportunities Program. Supplement 9

NASA Technical Reports Server (NTRS)

Molin, Paulette F.

1997-01-01

Activities of the American Indian Educational Opportunities Program (AIEOP) at Hampton University for this reporting period included the establishment of a student chapter of the American Indian Science & Engineering Society (AISES), a move to new office space, hosting events on campus for visiting students from the American Indian Education Program of Oxon Hill, Maryland and Onondaga Community College in Syracuse, New York, collaboration with the Multicultural Leadership Team at NASA Langley Research Center for a Native American elder to serve as a speaker, participation in Native American conferences and other events, and continuing efforts to recruit and retain American Indian students.

Factors Influencing Positive Interactions across Race for African American, Asian American, Latino, and White College Students

ERIC Educational Resources Information Center

Saenz, Victor B.; Ngai, Hoi Ning; Hurtado, Sylvia

2007-01-01

This study explores the various factors that promote positive interactions across race for African American, Asian American, Latino, and White college students. A longitudinal survey was administered to all incoming students at nine public institutions (with a follow-up survey given at the end of their second year), examining activities related to…

The Discipline Gap: Teachers' Views on the Over-Representation of African American Students in the Discipline System

ERIC Educational Resources Information Center

Gregory, Anne; Mosely, Pharmicia M.

2004-01-01

While the achievement gap between African American students and white and Asian students is discussed widely in the media (e.g. Schemo, 2003), the gap in discipline between African Americans and these groups has gained much less attention. Few studies have explored teacher processes that affect the over-representation of African American students…

"A Tug of War for Our Minds:" African American High School Students' Perceptions of Their Academic Identities and College Aspirations

ERIC Educational Resources Information Center

Howard, Tyrone Caldwell

2003-01-01

The research examining African American high school students' perceptions of their academic identities has been limited. Yet, multitudes of other sources have contributed to the discussion on how to reverse the perennial underachievement of many African American students. This qualitative study attempts to provide a space for African American high…

Near-peer teaching in an anatomy course with a low faculty-to-student ratio.

PubMed

Durán, Claudia Elisa Pámanes; Bahena, Eduardo Navarro; Rodríguez, María de Los Ángeles García; Baca, Guillermo Jacobo; Uresti, Antonio Sánchez; Elizondo-Omaña, Rodrigo Enrique; López, Santos Guzmán

2012-01-01

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near-peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios. Copyright © 2012 American Association of Anatomists.

Cradle to third life: An autobiography of an African-American science educator

NASA Astrophysics Data System (ADS)

Caruthers-Jackson, Sarah

This inquiry used reflective autobiographical research to reveal my beliefs, values, and practices of science teaching by using participatory action research with two students of my science tutoring organization. Also, I conducted an ethnographic inquiry using African-American teachers to understand how my early schooling experiences influenced my beliefs, values, and science practices. I collected data for this inquiry from three African-American teachers through interview-conversation that were videotaped and audiotaped. In addition, I audiotaped two African-American students' tutoring practices along with students' and researcher's journals. The findings indicate that African-American teachers during the school years 1942-1954 used families, churches, and communities to secure teaching resources to provide equal education for their African-American students who received limited resources from the board of education. Also indicated was how African-American teachers instilled in their African-American students a level of motivation that remained with some African-American students for their future endeavors. This researcher's beliefs/values similar to those of her segregated teachers emerged from this action research. Researcher's additional beliefs/values arose out of emerging technologies in teaching science. However, I, as the researcher, believe that the origin of my beliefs/values occurred during those segregated, public school experiences at Monitor Schools during the school years 1942-1954.

Borderless STEM education: A study of both American students and foreign students

NASA Astrophysics Data System (ADS)

Komura, Kiriko

This study explores the current status of borderless education in STEM through surveys of two populations of STEM students: American students who studied abroad and foreign students who were studying in the U.S. It was undertaken in response to the U.S. government's desires to strengthen STEM education and to develop American students' global competencies. The purpose was to understand how international experiences can be enhanced in order to increase American STEM students' interest in study abroad programs and in earning advanced STEM degrees and to understand how to attract more foreign STEM students to study in the United States. Issues of particular focus were: the impacts of gender, race/ethnicity, and nationality on STEM students' motivation to participate in, and responses to study abroad programs, and the value of Information and Communication Technologies (ICTs) in borderless STEM education. Several different forms of multivariate analyses were performed on data from surveys at seven public and private colleges and universities in the Southern California area. The results indicated that among American students, greater value was placed on social and cultural experiences gained through studying abroad. In contrast, among foreign students greater value was placed on enhancement of their academic and professional development opportunities. American students whose study abroad included research experiences had a greater interest in international research and teaching in the future. Foreign graduate students majoring in computer science, engineering and biology are the most likely to seek opportunities to study and work in the US. Finally, ICTs were valued by American students as platforms for social interactions and by foreign students for facilitating professional networks. The analyses lead to several recommendations, including: STEM faculty should be made aware of the critical importance of their advising and mentoring in motivating students to choose to study abroad and, minority students gain more confidence about working in STEM fields and seeking advanced STEM degrees as a result of studying abroad.

Body-part metaphors: a cross-cultural survey of the perception of translatability among Americans and Japanese.

PubMed

Sakuragi, Toshiyuki; Fuller, Judith W

2003-07-01

What kinds of linguistic resources do people utilize when they try to translate metaphors into a foreign language? This investigation of the perception of translatability of body-part metaphors examined the effects of the following factors: the similarity between the human body part and the metaphorical expression (e.g., "eye" in "electric eye") in appearance and function; the frequency of the use of the metaphor in the native language; and the perceived distance between the first language and the target language. The results of a survey of American (n = 151) and Japanese (n = 116) university students showed that both Similarity in Appearance and Similarity in Function correlated positively with Translatability, while the effect of the former was stronger than the latter. Frequency correlated positively with Translatability for the Americans, although the correlation was weaker when the target language is "distant" (Japanese or Chinese) than when the target language is "close" (Spanish). Among the Japanese, Frequency did not correlate with translatability regardless of the target language.

Prioritizing the school environment in school violence prevention efforts.

PubMed

Johnson, Sarah Lindstrom; Burke, Jessica G; Gielen, Andrea C

2011-06-01

Numerous studies have demonstrated an association between characteristics of the school environment and the likelihood of school violence. However, little is known about the relative importance of various characteristics of the school environment or their differential impact on multiple violence outcomes. Primarily African-American students (n = 27) from Baltimore City high schools participated in concept mapping sessions, which produced interpretable maps of the school environment's contribution to school violence. Participants generated statements about their school environment's influence on school violence and, with the assistance of quantitative methods, grouped these statements according to their similarity. Participants provided information about the importance of each of these statements for the initiation, cessation, and severity of the violence that occurs at school. More than half of the 132 statements generated by students were rated as school environment characteristics highly important for the initiation, cessation, and/or severity of school violence. Participants identified students' own actions, expectations for disruptive behavior, and the environment outside the school as the characteristics most important for the initiation and increased severity of violence that occurs in school. Participants had a more difficult time identifying school environment characteristics important for the cessation of school violence. This study provides support from students for the role of the school environment in school violence prevention, particularly in preventing the initiation and reducing the severity of school violence. Schools can utilize the information presented in this article to begin discussions with students and staff about prioritizing school environment changes to reduce school violence. © 2011, American School Health Association.

Rehabilitation at work.

PubMed

Rouco, Emilio; Myers, Deborah

2011-01-01

As increased opportunities for consumers to directly access health care providers continue, clinicians and their professional associations are progressively utilizing marketing and communications to showcase their capabilities and relevance. In 2007, the American Physical Therapy Association-which represents more than 77,000 member physical therapists, physical therapy assistants and students-embarked on a multi-year initiative to elevate the profession. APTA partnered with public relations and marketingfirm CRT/tanaka to conduct a comprehensive study to determine how patients and prospective patients view physical therapists, and to develop and implement a new branding strategy.

Selected correlates of white nursing students' attitudes toward black American patients.

PubMed

Morgan, B S

1983-01-01

Multivariate analyses were used to examine the relationships between white nursing students' attitudes toward black American patients and variables selected within a theoretical framework of prejudice which included socialization factors and personality-based factors. The variables selected were: authoritarianism and self-esteem (personality-based factors), parents' attitudes toward black Americans, peer attitudes toward black Americans, interracial contact and socioeconomic status (socialization factors). The study also examined the differences in the relationship among white nursing students enrolled in baccalaureate degree, associate degree and diploma nursing programs. Data were collected from 201 senior nursing students enrolled in the three types of nursing programs in Rhode Island during the late fall and winter of 1979-1980. Although baccalaureate degree, associate degree and diploma students were similar in terms of peer attitudes toward black Americans, fathers' attitudes toward black Americans, self-esteem and attitudes toward black American patients, they were significantly different in terms of age, socioeconomic status, mothers' attitudes toward black Americans, interracial contact and authoritarianism. The major findings of this study indicate that the socialization explanation of prejudice is more significant than the personality-based explanation. The variables socioeconomic status, interracial contact and peer attitudes toward black Americans (all socialization variables) accounted for 22.0% of the total variance in attitudes toward black American patients for the total sample of nursing students. However, this relationship was not generalizable across the three different types of nursing programs.

Applying mathematical concepts with hands-on, food-based science curriculum.

PubMed

Roseno, Ashley T; Carraway-Stage, Virginia G; Hoerdeman, Callan; Díaz, Sebastián R; Eugene, Geist; Duffrin, Melani W

2015-01-01

This article addresses the current state of the mathematics education system in the United States and provides a possible solution to the contributing issues. As a result of lower performance in primary mathematics, American students are not acquiring the necessary quantitative literacy skills to become successful adults. This study analyzed the impact of the FoodMASTER Intermediate curriculum on fourth-grade student's mathematics knowledge. The curriculum is a part of the FoodMASTER Initiative, which is a compilation of programs utilizing food, a familiar and necessary part of everyday life, as a tool to teach mathematics and science. Students exposed to the curriculum completed a 20-item researcher-developed mathematics knowledge exam (Intervention n=288; Control n=194). Overall, the results showed a significant increase in mathematics knowledge from pre- to post-test. These findings suggest that students engaged in food-based science activities provided them with the context in which to apply mathematical concepts to an everyday experience. Therefore, the FoodMASTER approach was successful at improving students' mathematics knowledge while building a foundation for becoming quantitatively literate adults.

Guide to Financial Aid for American Indian Students.

ERIC Educational Resources Information Center

Thurber, Hanna J., Ed.; Thomason, Timothy C., Ed.

This directory compiles information on college financial aid for American Indian and Alaska Native students. Information is provided on approximately 175 programs exclusively for American Indian and Alaska Native students, including private scholarships and fellowships, school-specific programs and scholarships, state financial aid, tribal…

Perfectionism and Ethnicity: Implications for Depressive Symptoms and Self-Reported Academic Achievement.

ERIC Educational Resources Information Center

Castro, Jennifer R.; Rice, Kenneth G.

2003-01-01

Examines ethnic differences in perfectionism among Asian American, African American, and Caucasian American college students. Analyses revealed that Asian American students scored significantly higher than the other groups on perfectionism subscales. Perfectionism explained significant variations in depressive symptoms for Asian Americans and…

Achievement Gap Patterns of Grade 8 American Indian and Alaska Native Students in Reading and Math. Issues & Answers. REL 2009-No. 073

ERIC Educational Resources Information Center

Nelson, Steven; Greenough, Richard; Sage, Nicole

2009-01-01

Focusing on student proficiency in reading and math from 2003-04 to 2006-07, this report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and Alaska Native students. In response to a request by…

A comparison of the leisure lifestyles of Chinese and American graduate students at The Pennsylvania State University

Treesearch

Huan Li; Garry Chick

2007-01-01

The purpose of the research is to examine the leisure lives of Chinese graduate students at Penn State University as they compare with those of American graduate students. Current and desired leisure activities, perceived constraints, and feasible improvements were addressed for both cultural groups. Both Chinese and American male and female graduate students showed...

Welcome to My House: African American and European American Students' Responses to Virginia Hamilton's "House of Dies Drear."

ERIC Educational Resources Information Center

Spears-Bunton, Linda A.

1990-01-01

Addresses the relationship between reader response and culture. Presents portraits of a teacher and her Black students and White students as they studied a series of African American literary texts, including Virginia Hamilton's "House of Dies Drear" (1968). The reading of this text marked a turning point for the teacher and students.…

Teaching Them All: An Exploratory Mixed Methods Study of African American Students' Perceptions of Their Middle School's Culture

ERIC Educational Resources Information Center

Hankerson, Henry

2009-01-01

Research indicates school culture impacts student achievement. At Teach Them All Middle School (TTA), an achievement gap exists between African American and White students. The purpose of the current study was to examine the perceptions of African American students concerning the school culture at TTA. The research questions explored the…

A Description and Analysis of the Perspectives on Leadership Effectiveness of African-American Student Leaders at the University of New Mexico. A Qualitative Research Study.

ERIC Educational Resources Information Center

Kustaa, Friedrich Freddy

This report concerns a qualitative study on African-American leadership effectiveness as perceived and defined by African-American student leaders at the University of New Mexico (Albuquerque). Six African-American student leaders (three males and three females) participated in-depth interviews. The interviews were audiorecorded and transcribed.…

The Influence of Institutional Culture on Institutional Choice and Post-Freshman Persistence of American Indian/Alaska Native Students at a Bible College.

ERIC Educational Resources Information Center

Saggio, Joseph J.

This study examined American Indian and Alaska Native students' college choice and persistence beyond the freshman year at American Indian College. Focus groups and interviews were conducted with 29 students from 18 tribes attending American Indian College, a very small Bible college affiliated with the Assemblies of God and located in Phoenix,…

Reading Achievement and In-Grade Retention Rate Differentials for Mexican-American and Black Students in Selected States of the Southwest.

ERIC Educational Resources Information Center

Casavantes, Edward Joseph

Two sets of data from the U.S. Commission on Civil Rights' Mexican American Education Study were selected for analysis in the areas of (1) comparative reading achievement rates of Mexican Americans and black students; and (2) differential in-grade retention rates of Anglo, Mexican American, and black students. Two separate issues were examined.…

Instructional Factors that Contribute to Achievement in Reading for African American Male Students in Grades K-5 in an Urban School in Georgia

ERIC Educational Resources Information Center

Robinson, Isaac, III

2010-01-01

According to the National Assessment of Educational Progress, reading skills for African American male students in Grades 4 and 8 have improved over the past decade. However, a significant reading achievement gap still exists between African American male students and their European American counterparts. The purpose, as well as the central…

The Attainment of a Science Degree by African American College Students at Arizona State University: An Investigation to Identify the Barriers and Affordances

ERIC Educational Resources Information Center

Boyce, Quintin

2012-01-01

Historically, African American students have been underrepresented in the fields of science, technology, engineering and mathematics (STEM). If African American students continue to be underrepresented in STEM fields, they will not have access to valuable and high-paying sectors of the economy. Despite the number of African Americans in these…

Overweight and Physical Inactivity Among African American Students at a Historically Black University.

PubMed

Sa, Jaesin; Heimdal, James; Sbrocco, Tracy; Seo, Dong-Chul; Nelson, Beatrice

2016-02-01

Little is known about correlates of overweight, obesity, and physical inactivity among African American students at historically Black colleges and universities. To assess overweight, obesity, and physical inactivity among African American college students at a historically Black university in Maryland in the USA. Data were collected from 268 African American college students in 2013. Data were analyzed with percentage difference z-tests, chi-square tests, and multiple logistic regression. Cross-sectional survey (student response rate = 49.9%). The overweight/obesity rate of participants was 47.5%, which was higher than that of the U.S. college student population overall (34.1%) and a representative sample of African American college students (38.3%). When age and sex were controlled, a family history of obesity, skipping breakfast, drinking caffeinated drinks, lower family income, and smoking a pipe, cigars, or cigarettes daily were significant correlates of overweight (obesity included). The percentage of physical inactivity was 68.3, and physical inactivity was higher among women and overweight or obese students. Given the high overweight and obesity prevalence among African American college students, historically Black colleges and universities in the USA should increase health promotion efforts targeting weight-related behaviors, particularly physical activity. Copyright © 2016. Published by Elsevier Inc.

American Indian and White College Student Preferences for Counselor Characteristics.

ERIC Educational Resources Information Center

Bennett, Sandra K.; BigFoot-Sipes, Dolores Subia

1991-01-01

Surveyed 73 American Indian and 81 white college students to determine preferences for counselor characteristics when facing academic or personal problems. Found both groups most preferred counselor with similar attitudes and values. Similar ethnicity appeared more important to American Indian students. Dissimilar characteristics were consistently…

Academic and Career Development: Rethinking Advising for Asian American Students

ERIC Educational Resources Information Center

Kodama, Corinne M.; Huynh, Jill

2017-01-01

Academic and career development for Asian American students is complicated by cultural influences, interdependence with family, and racial stereotyping. This chapter highlights research, theory, and practice to help educators rethink traditional advising approaches to more appropriately work with Asian American students as they navigate their…

Effective Counseling with American Indian Students.

ERIC Educational Resources Information Center

Wetsit, Deborah

Counseling has always been a part of American Indian culture. Only recently has the European American counseling establishment recognized the role of culture in counseling. Developing a historical understanding of American Indians is important to working with American Indian students. It is also important for school counselors to recognize the…

American Food and World Hunger.

ERIC Educational Resources Information Center

Czarra, Fred R.; Long, Cathryn J., Eds.

1983-01-01

Describes activities to help students in grades 7-9 learn about American food production and distribution. Students learn about the American diet over the centuries; the production of American Corn; the meaning of the term hunger; and the need for protein. (CS)

Personal gambling expectancies among Asian American and White American college students.

PubMed

Chan, Alan Ka Ki; Zane, Nolan; Wong, Gloria M; Song, Anna V

2015-03-01

Many college students are involved in gambling behavior as a recreational activity. Their involvement could potentially develop into problem gambling, an issue of increasing concern to student health. At the same time, evidence suggests that Asian Americans are overrepresented amongst problem gamblers in this age period. Research on factors related to initiation and development of problem gambling in college students is necessary to inform the development of effective and culturally-sensitive prevention efforts against gambling. The relationships between personal gambling expectancies at two levels of specificity (two general and six specific types of expectancies) and college student gambling at two levels of behavior (initiation and problems) were examined in a sample of 813 Asian American and White American college students. The study aimed to address (a) whether expectancies explained ethnic differences in gambling, (b) ethnic similarities and differences in the pattern of relationships between expectancies and gambling, and (c) whether expectancies that emerged in both ethnic groups have a greater risk or protective effect for one group than another. Results showed that Asian American students reported more problem gambling than White American students, but expectancies did not account for this group difference. Risk and protective factors for initiation were relatively similar between groups, but different patterns of risk emerged for each group for problem gambling. Implications for college primary prevention and harm reduction programs are discussed.

Personal Gambling Expectancies among Asian American and White American College Students

PubMed Central

Chan, Alan Ka Ki; Zane, Nolan; Wong, Gloria; Song, Anna

2013-01-01

Many college students are involved in gambling behavior as a recreational activity. Their involvement could potentially develop into problem gambling, an issue of increasing concern to student health. At the same time, evidence suggests that Asian Americans are overrepresented amongst problem gamblers in this age period. Research on factors related to initiation and development of problem gambling in college students is necessary to inform the development of effective and culturally-sensitive prevention efforts against gambling. The relationships between personal gambling expectancies at two levels of specificity (two general and six specific types of expectancies) and college student gambling at two levels of behavior (initiation and problems) were examined in a sample of 813 Asian American and White American college students. The study aimed to address (a) whether expectancies explained ethnic differences in gambling, (b) ethnic similarities and differences in the pattern of relationships between expectancies and gambling, and (c) whether expectancies that emerged in both ethnic groups have a greater risk or protective effect for one group than another. Results showed that Asian American students reported more problem gambling than White American students, but expectancies did not account for this group difference. Risk and protective factors for initiation were relatively similar between groups, but different patterns of risk emerged for each group for problem gambling. Implications for college primary prevention and harm reduction programs are discussed. PMID:23832755

The role of the student professional association in mentoring dental hygiene students for the future.

PubMed

Furgeson, Danielle; George, Mary; Nesbit, Samuel; Peterson, Charlotte; Peterson, Diane; Wilder, Rebecca S

2008-01-01

The purpose of this study was to determine the role of the Student American Dental Hygienists' Association (SADHA) in mentoring/developing dental hygiene students for the future. This project also assessed attitudes and practices of SADHA advisors towards the utilization of SADHA as a mechanism for mentoring dental hygiene students' professional development to meet the oral health needs of the public, and the goals of the ADHA. These goals include promotion of education beyond the baccalaureate level to develop qualified faculty, encouraging dental hygiene research, and promoting leadership. The study also evaluated if geographic region and academic setting impacted the utilization of SADHA. After IRB exemption, a pilot-tested questionnaire was administered using Survey Monkey, an online survey website, to 277 individual contacts at Commission on Dental Accreditation (CODA) accredited dental hygiene programs. A response rate of 68% was achieved with 186 individual responses. Eighty percent of respondents indicated offering no mentoring opportunities outside of the curriculum, while incongruously, 58.3% felt they actively mentor through SADHA. When asked what the main focus of SADHA should be, SADHA advisors ranked community service/philanthropy as number one. SADHA chapters at institutions that offer a Bachelor of Science in Dental Hygiene (BSDH) degree completion program offer more mentoring opportunities (p= or <.001). Programs offering the BSDH offer a wider variety of topics from guest speakers (p=.038). SADHA chapters in Western states have a higher graduate membership conversion rate than other regions (p=.018). SADHA advisors do not agree on how SADHA should be utilized. The majority of SADHA chapters are not offering mentoring opportunities outside of the traditional curriculum for leadership and career development. What is clear is that both students and advisors desire more interaction with the local ADHA components and constituents. In order to address these issues, efforts should be made to provide networking support among SADHA advisors and increase faculty perception of the importance of the professional association and the role of students in its future. The ADHA should consider developing a mentoring program that builds strong partnerships among all state constituent and components and SADHA.

Not just black and white: peer victimization and the intersectionality of school diversity and race.

PubMed

Fisher, Sycarah; Middleton, Kyndra; Ricks, Elizabeth; Malone, Celeste; Briggs, Candyce; Barnes, Jessica

2015-06-01

Although bullying is a prevalent issue in the United States, limited research has explored the impact of school diversity on types of bullying behavior. This study explores the relationship between school diversity, student race, and bullying within the school context. The participants were African American and Caucasian middle school students (n = 4,581; 53.4% female). Among the participants, 89.4% were Caucasian and 10.6% were African American. The research questions examined the relationship between school diversity, student race and bullying behaviors, specifically race-based victimization. The findings suggested that Caucasian middle school students experience more bullying than African American students generally, and specifically when minorities in school settings. Caucasian students also experienced almost three times the amount of race-based victimization than African American students when school diversity was held constant. Interestingly, African American students experienced twice the amount of race-based victimization than Caucasian students when in settings with more students of color. The present study provides insight into bullying behaviors across different contexts for different races and highlights the need to further investigate interactions between personal and environmental factors on the bulling experiences of youth.

Understanding the Psycho-Social and Cultural Factors That Influence the Experience of Attention-Deficit/Hyperactivity Disorder (ADHD) in Chinese American College Students: A Systems Approach

ERIC Educational Resources Information Center

Young, Edmund Wong Din-Mond

2012-01-01

A review of the extant research literature reveals limited data on college students with Attention-Deficit/Hyperactivity Disorder (ADHD). Even less information is known in regards to minority populations living with ADHD, specifically Asian American college student. This research project was focused on Chinese American college students with ADHD.…

African American Female Secondary School Educators: Their Teacher-Student Relationships, and How Their Relationships with Their Students' Parents, Colleagues, and Administrators Affect the Teacher-Student Relationships

ERIC Educational Resources Information Center

Warren, Kathryn E.

2017-01-01

This qualitative research study described African American female secondary educators' challenges in their educational working relationships. The purpose was to truly understand the challenges that African American female secondary teachers experienced in the classroom, outside of the classroom, in their dealings with their students' parents,…

"Peas 'N Rice" or "Rice 'N Peas"-- Which One Are We Really Ordering?: The Plight of African American Male Students Engaged in Educational Exchange Processes.

ERIC Educational Resources Information Center

White-Johnson, Adair F.

2001-01-01

Explored the perceptions of African American male students who chose to leave a traditional academic setting for an alternative education program within the same setting. Data from students, parents, and teachers indicated that teachers and educational leaders failed to incorporate the relevancy of African American male students into the classroom…

African-American Students and Foreign Language Learning. ERIC Digest.

ERIC Educational Resources Information Center

Davis, James J.

The performance and attitudes of African-American students of foreign languages are discussed in this digest. Three major areas are reported: (1) Black English and foreign language learning, including theories of language deficiency, sociolinguistic research, phonology and syntax; (2) research on the performance of African-American students of…

Hispanic-American Students and Learning Style. ERIC Digest.

ERIC Educational Resources Information Center

Griggs, Shirley; Dunn, Rita

This digest identifies cultural values that may affect the learning processes of Hispanic-American students, reviews research on the learning styles of Hispanic-American students, and discusses the implications of this research for counseling and teaching Hispanic youth. One cultural value that is of paramount importance in most Hispanic cultures…

Victimization and Substance Use among Native American College Students

ERIC Educational Resources Information Center

Fish, Jillian; Livingston, Jennifer A.; VanZile-Tamsen, Carol; Patterson Silver Wolf, David A.

2017-01-01

According to Tribal Critical Race Theory, Native American students have low retention rates due to the structural barriers and racism inherent in colleges and universities. Similarly, structural barriers and racism could put Native American students at risk for victimization and substance use, thus influencing their academic success. The purposes…

Asian American Transfer Students: The Intersection of Race & Class

ERIC Educational Resources Information Center

Lui, Joyce

2013-01-01

There has been a limited body of research on Asian American students, specifically regarding community college attendance and the transfer process. The purpose of this qualitative study was to explore and understand how Asian American transfer students navigate the community college, their transfer processes, as well as their post-transfer…

A Mirror Image African American Student Reflections

ERIC Educational Resources Information Center

Cannon Dawson, Candice

2012-01-01

This dissertation is a narrative inquiry research project that focuses on the collegiate experiences of African American students at both historically black colleges and universities (HBCUs) and predominantly white institutions (PWIs). I look at how African American college students who engage in race or culturally specific activities, the degree…

Relations between Instructional Practices and On-Task Behavior in Classrooms Serving American Indian Students

ERIC Educational Resources Information Center

McComas, Jennifer J.; Downwind, Ida; Klingbeil, David A.; Petersen-Brown, Shawna; Davidson, Katherine M.; Parker, David C.

2017-01-01

Achievement disparities between American Indian students and non-American Indian peers are persistent and well documented. Student engagement is a promising target for intervention given its relation to academic achievement. This study investigated the relation between specific teacher practices (opportunities to respond [OTRs], praise, and…

Measuring Urban Teachers' Beliefs about African American Students: A Psychometric Analysis

ERIC Educational Resources Information Center

Natesan, Prathiba; Kieftenbeld, Vincent

2013-01-01

Understanding urban teachers' beliefs about African American students has become important because (a) many teachers are reluctant to teach students from other cultures, and (b) most teachers are European American. To construct a psychometrically sound measure of teacher beliefs, the authors investigate the measurement properties of a teacher…

Native Americans and Minority Access to the Health Professions.

ERIC Educational Resources Information Center

Watts, Thomas D.; Lecca, Pedro J.

1991-01-01

Examines trends in minority enrollments in health professions schools since the early 1970s, comparing the situation for Native American students to those of African Americans and Hispanics. Discusses enrollments, financial assistance for disadvantaged students, and recruitment of minority students in schools of medicine, dentistry, optometry,…

Teaching Reading to Bidialectal English-Speaking Caribbean American Students

ERIC Educational Resources Information Center

David Rodriguez, Ingrid

2012-01-01

There is little research on bidialectal teacher preparation for teaching bidialectal English-speaking Caribbean American students. The purpose of this qualitative case study was to understand teachers' perception of reading difficulties of Caribbean American children in a local district that has a large percentage of these students who demonstrate…

1995 Summer Opportunities for American Indian Students.

ERIC Educational Resources Information Center

ORBIS Associates, Washington, DC.

This document contains information on summer academic programs offered to American Indian and Alaska Native junior high and high school students. Included are mathematics and science summer programs offered to high school students by the American Indian Science and Engineering Society at universities in Oklahoma, New Mexico, Wisconsin, Iowa,…

African-American College Students' Perceptions Of Sexual Coercion

ERIC Educational Resources Information Center

Mouzon, LaTonya D.; Battle, Alicia; Clark, Kevin P.; Coleman, Stephanie; Ogletree, Roberta J.

2005-01-01

While the phenomenon of sexual coercion has been studied extensively, little is known about African-American college students' perceptions about verbal sexual coercion. Using a phenomenological approach, the researchers conducted five focus group interviews with 39 African-American students (20 females, 19 males) at a large Midwestern university…

Resiliency Instructional Tactics: African American Students with Learning Disabilities

ERIC Educational Resources Information Center

Jones, Vita L.

2011-01-01

Schools and classrooms, if well conceived, can serve as protective environments for the positive development of African American students with learning disabilities (LD) (Keogh & Weisner, 1993). Many African American students who lack resiliency often struggle with life's challenges and may be predisposed to negative outcomes in life, so the focus…

Native American Transfer Students from Tribal Institutions in Montana

ERIC Educational Resources Information Center

Brown, Lindsey

2017-01-01

Nationally, and within Montana, Native American college student retention and graduation rates are significantly lower than those of their majority counterparts. Native American high school students have the highest dropout rates, lowest college enrollment rates, and lowest percentage distribution of degrees conferred of any minority population in…

Examining the relationship of ethnicity, gender and social cognitive factors with the academic achievement of first-year engineering students

NASA Astrophysics Data System (ADS)

Carr, Bruce Henry

The purpose of the study was to examine the relationships of social cognitive factors and their influence on the academic performance of first-year engineering students. The nine social cognitive variables identified were under the groupings of personal support, occupational self-efficacy, academic self-efficacy, vocational interests, coping, encouragement, discouragement, outcome expectations, and perceived stress. The primary student participants in this study were first-year engineering students from underrepresented groups which include African American, Hispanic American students and women. With this in mind, the researcher sought to examine the interactive influence of race/ethnicity and gender based on the aforementioned social cognitive factors. Differences in academic performance (university GPA of first-year undergraduate engineering students) were analyzed by ethnicity and gender. There was a main effect for ethnicity only. Gender was found not to be significant. Hispanics were not found to be significantly different in their GPAs than Whites but Blacks were found to have lower GPAs than Whites. Also, Pearson correlation coefficients were used to examine the relationship between and among the nine identified social cognitive variables. The data from the analysis uncovered ten significant correlations which were as follows: occupational self-efficacy and academic self-efficacy, occupational self-efficacy and vocational interest, occupational self-efficacy and perceived stress, academic self-efficacy and encouragement, academic self-efficacy and outcome expectations, academic self-efficacy and perceived stress, vocational interest and outcome expectations, discouragement and encouragement, coping and perceived stress, outcome expectations and perceived stress. Next, a Pearson correlation coefficient was utilized to examine the relationship between academic performance (college GPA) of first-year undergraduate engineering students and the nine identified social cognitive variables. The data analysis revealed three significant correlations which were as follows academic performance and occupational self-efficacy, academic performance and academic self-efficacy, and academic performance and encouragement. Finally, a Pearson correlation coefficient was used to examine the relationship between high school GPA and the nine identified social cognitive variables. The Pearson correlational coefficient indicated that there was one statistically significant correlation which was high school GPA and academic self-efficacy. Recommendations for further study included (a) future research involving investigations that compare a variety of institutions in different regions of the country; (b) further investigations utilizing open-ended responses from engineering students based on interviews; (c) a replicated study in 5 to 10 years to evaluate whether differences emerged relating to ethnicity and gender due to possible societal or cultural changes; and (d) a study involving a pretest and posttest of students' self-efficacy beliefs. Finally, the researcher recommends a qualitative study specifically involving interview questions aimed at students with moderate level grades and SAT scores who exhibited above average academic performance. (Abstract shortened by UMI.).

Data Visualization and Storytelling: Students Showcasing Innovative Work on the NASA Hyperwall

NASA Astrophysics Data System (ADS)

Hankin, E. R.; Hasan, M.; Williams, B. M.; Harwell, D. E.

2017-12-01

Visual storytelling can be used to quickly and effectively tell a story about data and scientific research, with powerful visuals driving a deeper level of engagement. In 2016, the American Geophysical Union (AGU) launched a pilot contest with a grant from NASA to fund students to travel to the AGU Fall Meeting to present innovative data visualizations with fascinating stories on the NASA Hyperwall. This presentation will discuss the purpose of the contest and provide highlights. Additionally, the presentation will feature Mejs Hasan, one of the 2016 contest grand prize winners, who will discuss her award-winning research utilizing Landsat visual data, MODIS Enhanced Vegetation Index data, and NOAA nightlight data to study the effects of both drought and war on the Middle East.

Feeling the beat: the meaning of rap music for ethnically diverse Midwestern college students--a phenomenological study.

PubMed

Iwamoto, Derek K; Creswell, John; Caldwell, Leon

2007-01-01

Despite its national and international appeal, rap is considered one of the most controversial of music genres. Given the political charge it generates, rap music has spawned research across the social and health sciences. The majority of the research has investigated its impact on African Americans. Further, the research has tended to focus on negative aspects of the music; there has been a dearth of in-depth qualitative studies that explore how rap impacts the listener. Our phenomenological study explores that impact on ethnically diverse college students. Results indicate a profound psychological and educational effect and the discussion goes on to highlight the potential and innovative ways rap music can be utilized with adolescents in fields such as education, risk reduction programs, and counseling psychology.

Health risk behaviors among college youths: a cross-cultural comparison.

PubMed

Khallad, Yacoub

2010-09-01

The present study examined the frequency of smoking, seatbelt use, and vehicular speeding among American and Jordanian college students, and assessed the relationship between these risk behaviors and gender, socioeconomic status, and religiosity. Significantly more Jordanian students were smokers. Jordanian students were less likely than American students to buckle up, but American students were more likely to engage in vehicular speeding. Female students, especially among Jordanians, were less likely than male students to engage in risky behaviors. Among Jordanian participants, smoking and passenger seatbelt use were positively associated with indices of socioeconomic status, and smoking was negatively associated with religiosity.

The Impact of Institutional Support Services, Policies, and Programs on the Completion and Graduation of African American Students Enrolled at Select Two-Year Colleges in Ohio

ERIC Educational Resources Information Center

Harmon, Martino

2013-01-01

According to the American Association of Community Colleges (2010), more than 40% of all African American students enrolled in postsecondary education are enrolled in two-year colleges. A review of the literature indicated that improving persistence and completion rates for African American students is a challenge that two-year colleges face. This…

Persistence among African American Males in the Honors College

ERIC Educational Resources Information Center

Anderson Goins, Johnell Roxann

2014-01-01

Retaining African American students, specifically African American males, is an issue that plagues the American higher education system. Research shows that African American male students are the lowest represented group in the gifted studies programs (Ford, 2010). Lockie and Burke (1999); Chen and DeJardins (2010) and Bell (2010a) found that…

Developing a Native American Studies Program.

ERIC Educational Resources Information Center

Whiteman, Henrietta V.

The development of Native American Studies (NAS) is an attempt at self-awareness and an exercise in self-determination. One area of concern in the development of a program for Native Americans is their high attrition rate in college. Specially designed programs for the Native American student could offer (1) Native American student orientation…

34 CFR 648.9 - What definitions apply?

Code of Federal Regulations, 2011 CFR

2011-07-01

... Alaskan Native, American Indian, Asian-American, Black (African-American), Hispanic American, Native... institution of higher education in which the students are enrolled; and (vi) Has necessary research resources not otherwise readily available in the institutions in which students are enrolled. Fees mean non...

34 CFR 648.9 - What definitions apply?

Code of Federal Regulations, 2014 CFR

2014-07-01

... Alaskan Native, American Indian, Asian-American, Black (African-American), Hispanic American, Native... institution of higher education in which the students are enrolled; and (vi) Has necessary research resources not otherwise readily available in the institutions in which students are enrolled. Fees mean non...

34 CFR 648.9 - What definitions apply?

Code of Federal Regulations, 2012 CFR

2012-07-01

... Alaskan Native, American Indian, Asian-American, Black (African-American), Hispanic American, Native... institution of higher education in which the students are enrolled; and (vi) Has necessary research resources not otherwise readily available in the institutions in which students are enrolled. Fees mean non...

34 CFR 648.9 - What definitions apply?

Code of Federal Regulations, 2013 CFR

2013-07-01

... Alaskan Native, American Indian, Asian-American, Black (African-American), Hispanic American, Native... institution of higher education in which the students are enrolled; and (vi) Has necessary research resources not otherwise readily available in the institutions in which students are enrolled. Fees mean non...

International exchange program: findings from Taiwanese graduate nursing students.

PubMed

Shieh, Carol

2004-01-01

This study explored Taiwanese graduate nursing students' transcultural experiences in the United States during an international exchange program. A qualitative method with content analysis was used to analyze journal entries on perceptions of American culture, American nursing, and reflections on personal and professional growth written by nine graduate nursing students from Taiwan. The mean age of the participants was 32 (range, 29-45). Taiwanese nursing students perceived American culture as full of hospitality and patriotism, valuing human rights and social welfare, and favoring direct and expressive affection. American nursing was viewed as a combination of independence, confidence, autonomy, and knowledge, with caring being the core element, fostered by an environment conducive to patient care. In personal and professional growth, three themes surfaced: reinforcement of holistic care, nursing without borders, and lifelong learning and changing. American culture and nursing were perceived by Taiwanese students as a paradigm of Western culture valuing individual rights, autonomy, and independence. A caring and supportive patient care environment was a positive perception of American nursing; it was the desired practice standard that was lacking in these students' homeland. Overall, the exchange program was thought by these students to foster their personal and professional growth.

Giving back or giving up: Native American student experiences in science and engineering.

PubMed

Smith, Jessi L; Cech, Erin; Metz, Anneke; Huntoon, Meghan; Moyer, Christina

2014-07-01

Native Americans are underrepresented in science, technology, engineering, and math (STEM) careers. We examine communal goal incongruence-the mismatch between students' emphasis on communal work goals and the noncommunal culture of STEM-as a possible factor in this underrepresentation. First, we surveyed 80 Native American STEM freshmen and found they more highly endorsed communal goals than individualistic work goals. Next, we surveyed 96 Native American and White American students in STEM and non-STEM majors and confirmed that both Native American men and women in STEM highly endorsed communal goals. In a third study, we conducted a follow-up survey and in-depth interviews with a subset of Native American STEM students in their second semester to assess their experiences of belonging uncertainty, intrinsic motivation, persistence intentions, and perceived performance in STEM as a function of their initial communal work goals. Results demonstrate the prominence of communal goals among incoming Native American freshman (especially compared with White male STEM majors) and the connection between communal goals and feelings of belonging uncertainty, low motivation, and perceived poor performance 1 semester later. The interview data illustrate that these issues are particularly salient for students raised within tribal communities, and that a communal goal orientation is not just a vague desire to "help others," but a commitment to helping their tribal communities. The interviews also highlight the importance of student support programs for fostering feelings of belonging. We end by discussing implications for interventions and institutional changes that may promote Native American student retention in STEM.

Teaching and Learning for Intercultural Sensitivity: A Cross-Cultural Examination of American Domestic Students and Japanese Exchange Students

ERIC Educational Resources Information Center

Sakurauchi, Yoko Hwang

2014-01-01

Global student mobility has become a dynamic force in American higher education. Integrating international students into diverse campus environments provides domestic as well as foreign students with enriched learning opportunities. However, a diverse campus climate itself will not make college students interculturally competent. Intentional…

Culturally Responsive Teaching in an Oglala Lakota Classroom

ERIC Educational Resources Information Center

Stowe, Rebeka

2017-01-01

In response to the widening academic achievement gap between Native American students and other students in the United States, a culturally responsive approach was used in a Native American social studies class with positive results. Eighth-grade Oglala Lakota students in an American History classroom experienced a unit infused with lessons that…

Acculturation, Enculturation, and Asian American College Students' Mental Health and Attitudes toward Seeking Professional Psychological Help

ERIC Educational Resources Information Center

Miller, Matthew J.; Yang, Minji; Hui, Kayi; Choi, Na-Yeun; Lim, Robert H.

2011-01-01

In the present study, we tested a theoretically and empirically derived partially indirect effects acculturation and enculturation model of Asian American college students' mental health and attitudes toward seeking professional psychological help. Latent variable path analysis with 296 self-identified Asian American college students supported the…

In Their Own Words: Perceived Barriers to Achievement by African American and Latino High School Students

ERIC Educational Resources Information Center

Vega, Desireé; Moore, James L., III; Miranda, Antoinette H.

2015-01-01

Drawing on a larger study, this qualitative investigation explored the factors that African American and Latino high school students perceived as barriers to positive educational opportunities. Eighteen African American and Latino urban high school students comprised the sample. The findings indicated that perceived barriers to positive…

Following Their Dreams: Native American Students Pursuing Medical School.

ERIC Educational Resources Information Center

Boswell, Evelyn

1997-01-01

Four Native American first-year medical school students from Montana discuss their career choice and their goals for establishing medical practices in Native American communities. A regional program has enabled the students to take their first year of classes at Montana State University-Bozeman and to complete their studies at the University of…

The Role of Ethnicity in Mexican American and Non-Hispanic White Students' Experience of Sexual Harassment

ERIC Educational Resources Information Center

Kearney, Lisa K.; Gilbert, Lucia Albino

2012-01-01

This study explored dimensions of a social phenomenon not often investigated among Mexican American college students, namely sexual harassment. Mexican American (n = 261) and non-Hispanic White female students (n = 111) from three southwestern universities responded to scales assessing experiences of sexually harassing behaviors, harassment…

Positive Psychology and Mexican American College Students' Subjective Well-Being and Depression

ERIC Educational Resources Information Center

Vela, Javier C.; Lu, Ming-Tsan P.; Lenz, A. Stephen; Savage, Miranda C.; Guardiola, Rebekah

2016-01-01

Positive psychology is a useful framework to understand Mexican American college students' complete mental health. In the current study, we examined how presence of meaning in life, search for meaning in life, hope, mindfulness, and grit influenced 130 Mexican American college students' life satisfaction and depression. Within the first regression…

Effects of Teacher Certification on the Educational Achievement of African American Students

ERIC Educational Resources Information Center

Wheeler-Davenport, Veronica

2014-01-01

The purpose of this nonexperimental quantitative study was to explore the effects of teachers' certification on the achievement of African American students. The impetus for this exploration resided in the reading achievement disparities between African American and Caucasian students in the study district. Guided by the principles of total…

Perceptions of Teacher Expectations by African American High School Students

ERIC Educational Resources Information Center

Pringle, Beverley E.; Lyons, James E.; Booker, Keonya C.

2010-01-01

African American high school students are performing behind their White classmates regardless of whether they are in majority or minority populations at school. Teacher expectations, among school-related factors that can impact the academic achievement of African American high school students, are the focus of this study. Interviews were conducted…

Sisters in the Struggle: African American Female Graduate Students Coping with Racism and Racism-Related

ERIC Educational Resources Information Center

Foster, Kelsie

2013-01-01

This study examined if coping was predictive of perceived racism and racism related stress of African American female graduate students. Participants were 217 African American female graduate students attending Predominantly White Institutions (PWIs), Hispanic Serving Institutions (HSIs) and Historically Black Colleges and Universities (HBCUs) and…

Asian American College Students' Mathematics Success and the Model Minority Stereotype

ERIC Educational Resources Information Center

Jo, Lydia

2012-01-01

The often aggregated reports of academic excellence of Asian American students as a whole, compared to students from other ethnic groups offers compelling evidence that Asian Americans are more academically successful than their ethnic counterparts, particularly in the area of mathematics. These comparative data have generated many topics of…

African American College Students at Predominantly White and Historically Black Colleges and Universities

ERIC Educational Resources Information Center

McDonald, Nicole L.

2011-01-01

The purpose of this study was to more fully understand the socialization experiences of African American college students, and to investigate and/or uncover new information that can offer meaningful insight for transforming institutional barriers that interfere with the success of African American college students. The existing literature…

Silence as Weapons: Transformative Praxis among Native American Students in the Urban Southwest

ERIC Educational Resources Information Center

San Pedro, Timothy

2015-01-01

This article explores the benefits of verbal conflicts--contested storied spaces--in a Native American literature classroom composed of a multi-tribal and multicultural urban student body. Students in this course engage in whole-class verbal discussions focusing on contemporary and historical issues concerning Native American tribes and…

Welcoming Taye: How His English Teacher Embraced an African American Transfer Student in an Affluent Suburb

ERIC Educational Resources Information Center

Hill, K. Dara

2014-01-01

This case study narrative examines the circumstances underlying problems of residency in an affluent Midwest suburb experiencing an unexpected influx of working class African American students. Dilemmas engender a cultural mismatch between teachers and students and discomfort with African-American males. In a controversial climate where students…

African American High School Students' Perceptions of Their College Counseling Experience

ERIC Educational Resources Information Center

Turner, LaTonya M.

2017-01-01

This study looked at high school African American students' perceptions of their college counseling experiences. Much research has been done to highlight the views and/or perceptions of various stakeholders regarding college counseling with respect to African American students (Cabrera & La Nasa, 2000; Hossler & Stage, 1992; Ng,…

Racial Identity Development and Academic Achievement of Academically Gifted African American Students: Implications for School Counselors

ERIC Educational Resources Information Center

Spencer, Natalie F.; Dowden, Angel Riddick

2014-01-01

Gifted African American students are underrepresented and underserved in gifted education. The current article provides an overview of proper identification, racial identity development implications, psycho-social concerns and the importance of family involvement in the development of gifted African American students. A case study is presented to…

More Than Just Style and Delivery: Recasting Public Speaking Courses for African American Students.

ERIC Educational Resources Information Center

Nance, Teresa A.

Recognizing that too often, African American students in communication courses are confronted with communication principles which to them seem inappropriate, unrealistic, and simply false, this paper analyzes the conceptual foundation of the public speaking course and suggests how it might be made more relevant for African American students. The…

Strategies for the Recruitment and Retention of Native American Students. Executive Summary.

ERIC Educational Resources Information Center

Thomason, Timothy C.; Thurber, Hanna J.

This paper describes issues involved in increasing the number of Native American students in higher education, with a specific focus on psychology and rehabilitation training programs. The paper also describes many specific strategies for use by colleges and universities to recruit, retain, and graduate Native American students. Three sections…

Factors of Persistence for African American Men in a Student Support Organization

ERIC Educational Resources Information Center

Simmons, Lamont D.

2013-01-01

The purpose of this qualitative study is to examine factors of persistence for two African American men involved in the Project Empowerment (PE, pseudonym) student organization at a predominantly White institution. The participants are undergraduate student members of PE, a campus-based organization designed to enhance African American male…

Safe Havens for African American Students: Finding Support on a White Campus. Draft.

ERIC Educational Resources Information Center

Davis, R. Deborah

This study examined comments from a qualitative study regarding African American students' level of adjustment at predominantly white institutions. A phenomenological approach and ethno-methodology provided the framework to focus on what African American students experience and how they interpret their experiences in what they perceive as a…

The HISD Class of 1991: American College Testing Program (ACT).

ERIC Educational Resources Information Center

Ronacher, Karl; And Others

This report analyzes the performance of students in the graduating class of 1991 of the Houston (Texas) Independent School District (HISD) who took the American College Testing Program (ACT) test. Eleven percent of the class of 1991, 796 students, graduated with ACT scores. Houston White, Black, and Mexican American students obtained higher…

Adjustment Difficulties of American Students in Israeli Institutions of Higher Learning.

ERIC Educational Resources Information Center

Halpern, Jacob I.; Hodinko, Bernard A.

This paper examines the extent to which American undergraduate students find problems adjusting to study in Israeli colleges, universities, and yeshivot with respect to the Hebrew language, academic matters, personal situations, and living arrangements. The study asked 671 undergraduate American students studying in Israel how difficult it was for…

Identifying Gifted and Talented American Indian Students: An Overview. ERIC Digest.

ERIC Educational Resources Information Center

Florey, Janice; Tafoya, Nancy

A 1982 study revealed that American Indians comprise .8% of public school students, but only .3% of those participating in gifted programs, whereas respective White figures are 73.3% and 82%. Factors contributing to the inappropriateness of standardized assessment tools for identification of gifted American Indian students are neglect of…

Withstanding Our Status as Outsiders-Within: Professional Counterspaces for African American Women Student Affairs Administrators

ERIC Educational Resources Information Center

West, Nicole M.

2017-01-01

Although engagement in social and academic counterspaces has been studied as a strategy used by African American college students to withstand racially inhospitable campus climates, very little research documents the impact of professional counterspaces on African American women student affairs administrators. The purpose of this basic…

Voices of African Students in America: "We're Not from the Jungle"

ERIC Educational Resources Information Center

Traore, Rosemary

2006-01-01

Negative stereotypes about Africa abound in American schools and in the media, making it virtually impossible for newly arrived African students, whether immigrants or refugees, to accomplish their goals of getting a quality education. African students arrive on American shores with vibrant hope and expectancy that their American education will…

Grammaire francaise pour etudiants americains (French Grammar for American Students): Workbook and Answers.

ERIC Educational Resources Information Center

Giauque, Gerald S.

This workbook in French grammar, intended for American college students, provides instruction and practice in French morphology, syntax, vocabulary, punctuation, and language style at the intermediate level. It is also designed to increase or reinforce the students' understanding of English grammar, based on the assumption that American students…

What African American College Students Perceive as Contributive Factors in Their Academic Success?

ERIC Educational Resources Information Center

Ransom, Brandi S.

2016-01-01

This study explored what African American college students perceives as contributing to their Academic success. This study moved to determine what factors significantly influence or impact how African American college students advance in their academic journey, which was hypothesized as an important component related to academic success and degree…

Knowledge about Hepatitis B and Predictors of Hepatitis B Vaccination among Vietnamese American College Students

ERIC Educational Resources Information Center

Hwang, Jessica P.; Huang, Chih-Hsun; Yi, Jenny K.

2008-01-01

Asian American college students are at high risk for hepatitis B virus (HBV). Participants and Methods: Vietnamese American students completed a questionnaire assessing HBV knowledge and attitudes. The authors performed statistical analyses to examine the relationship between HBV knowledge and participant characteristics. They also performed…

African American Learners in Special Education: A Closer Look at Milwaukee

ERIC Educational Resources Information Center

Obiakor, Festus E.; Harris, Mateba K.; Offor, MaxMary T.; Beachum, Floyd D.

2010-01-01

Problems facing African American students with special needs are numerous and complex. Although processes and procedures are in place to properly serve these students, far too many become ensnared in webs of bureaucracy and benign neglect. This article examines African American students? experiences with special education in Milwaukee Public…

Comparison of Selected Physical Parameters between American and Chinese Male College Students.

ERIC Educational Resources Information Center

Ho, Kwok W.; Chai, Dennis X.

The physical fitness status of Chinese college students was evaluated, and selected physical fitness characteristics were compared between American and Chinese college students. Male college freshmen (112 Americans, mostly Caucasian, from a university in the Midwest and 261 Chinese from a college in southern China) were the subjects. All subjects…

Ethnic and Gender Differences in Identifying Gifted Students: A Multi-Cultural Analysis

ERIC Educational Resources Information Center

Sarouphim, Ketty M.; Maker, C. June

2010-01-01

The purpose of this study was to examine ethnic and gender differences in using DISCOVER, a performance-based assessment, for identifying gifted students. The sample consisted of 941 students from grades K-5 belonging to six ethnicities: White Americans, African-Americans, Hispanics, Native-Americans, South Pacific/Pacific Islanders, and Arabs.…

Zoonoses in Veterinary Students: A Systematic Review of the Literature

PubMed Central

Sánchez, Antonio; Prats-van der Ham, Miranda; Tatay-Dualde, Juan; Paterna, Ana; de la Fe, Christian; Gómez-Martín, Ángel; Corrales, Juan C.; Contreras, Antonio

2017-01-01

Background Veterinary students face diverse potential sources of zoonotic pathogens since the first years of their academic degree. Such sources include different animal species and pathologic materials which are used at university facilities as well as commercial clinics, farms and other external facilities. Objectives The present study utilizes a systematic review of the literature to identify zoonoses described in veterinary students. Data sources Web of Science and PubMed. Results Of the 1,254 titles produced by the bibliographic search, 62 were included in this review. Whereas 28 of these articles (45.2%) described individual cases or outbreaks, the remaining 34 (54.8%) reported serological results. The zoonotic etiological agents described were bacteria, in 39 studies (62.9%), parasites, in 12 works (19.4%), virus, in 9 studies (14.5%) and fungi, in 2 (3.2%) of the selected articles. The selected literature included references from 24 different countries and covered the time period of the last 55 years. Limitations The fact that common cases of disease or cases of little clinical importance without collective repercussions are not usually published in peer-reviewed journals limits the possibility to reach conclusions from a quantitative point of view. Furthermore, most of the selected works (66.1%) refer to European or North American countries, and thus, the number of cases due to pathogens which could appear more frequently in non-occidental countries might be underestimated. Conclusions/implications The results of the present systematic review highlight the need of including training in zoonotic diseases since the first years of Veterinary Science degrees, especially focusing on biosecurity measures (hygienic measures and the utilization of the personal protective equipment), as a way of protecting students, and on monitoring programs, so as to adequately advise affected students or students suspicious of enduring zoonoses. PMID:28052113

Zoonoses in Veterinary Students: A Systematic Review of the Literature.

PubMed

Sánchez, Antonio; Prats-van der Ham, Miranda; Tatay-Dualde, Juan; Paterna, Ana; de la Fe, Christian; Gómez-Martín, Ángel; Corrales, Juan C; Contreras, Antonio

2017-01-01

Veterinary students face diverse potential sources of zoonotic pathogens since the first years of their academic degree. Such sources include different animal species and pathologic materials which are used at university facilities as well as commercial clinics, farms and other external facilities. The present study utilizes a systematic review of the literature to identify zoonoses described in veterinary students. Web of Science and PubMed. Of the 1,254 titles produced by the bibliographic search, 62 were included in this review. Whereas 28 of these articles (45.2%) described individual cases or outbreaks, the remaining 34 (54.8%) reported serological results. The zoonotic etiological agents described were bacteria, in 39 studies (62.9%), parasites, in 12 works (19.4%), virus, in 9 studies (14.5%) and fungi, in 2 (3.2%) of the selected articles. The selected literature included references from 24 different countries and covered the time period of the last 55 years. The fact that common cases of disease or cases of little clinical importance without collective repercussions are not usually published in peer-reviewed journals limits the possibility to reach conclusions from a quantitative point of view. Furthermore, most of the selected works (66.1%) refer to European or North American countries, and thus, the number of cases due to pathogens which could appear more frequently in non-occidental countries might be underestimated. The results of the present systematic review highlight the need of including training in zoonotic diseases since the first years of Veterinary Science degrees, especially focusing on biosecurity measures (hygienic measures and the utilization of the personal protective equipment), as a way of protecting students, and on monitoring programs, so as to adequately advise affected students or students suspicious of enduring zoonoses.

Flaws in Fellowships: Institutional Support Essential to Boosting Number of African American Doctoral Students.

ERIC Educational Resources Information Center

Manzo, Kathleen Kennedy

1994-01-01

An analysis of student financial aid for African American doctoral students combines discussion of problems in student recruitment and persistence, particularly for financial reasons, with data on patterns of minority group graduate student enrollment, financial aid, debt, and degree awards. (MSE)

Discordant Voices in the Urban Community College.

ERIC Educational Resources Information Center

Weis, Lois

1992-01-01

Describes a one-year ethnographic study of the cultural conflicts evident at an urban community college, providing quotes from interviews that explain tensions between African-American and white students, between African-American students and African-American faculty, and between African-American men and women. (DMM)

Inclusion of African American Students in Mathematics Classrooms: Issues of Style, Curriculum, and Expectations.

ERIC Educational Resources Information Center

Rowser, Jacqueline Frazier; Koontz, Trish Yourst

1995-01-01

Attempts to help teachers reflect on classroom practices to encourage more participation in mathematics by all students, especially African Americans. Discusses learning styles of African Americans, culture-fair curriculum, and teacher expectations of African Americans. (14 references) (MKR)

Patient attitudes regarding healthcare utilization and referral: a descriptive comparison in African- and Caucasian Americans with chronic pain.

PubMed Central

Green, Carmen R.; Baker, Tamara A.; Ndao-Brumblay, S. Khady

2004-01-01

The purpose of this study was to evaluate healthcare utilization and referral patterns for pain management services in a racially and ethnically diverse population. A study-specific mail survey was directed at African- (N=324) and Caucasian Americans (N=300) receiving chronic pain treatment at a tertiary care pain center to address their healthcare access, referral, and utilization patterns. Overall, 46% (N=286) responded, with the majority of respondents being Caucasian Americans (57%) and women (68%). The majority (58%) reported asking their physicians to refer them to a pain physician. African Americans were more likely to report that chronic pain was a major reason for financial problems. They made significantly more visits to the emergency room for pain care. African Americans agreed more that ethnicity and culture affected access to healthcare and pain management. They also tended to agree more than Caucasian Americans that pain medication could not control pain. These results demonstrate significant differences in healthcare utilization, access, and attitudes amongst African- and Caucasian Americans receiving chronic pain management. In light of the socioeconomic and health consequences of chronic pain, these results suggest the need for further studies addressing variability in pain care access and utilization in diverse populations. PMID:14746352

Making science education meaningful for American Indian students: The effect of science fair participation

NASA Astrophysics Data System (ADS)

Welsh, Cynthia Ann

Creating opportunities for all learners has not been common practice in the United States, especially when the history of Native American educational practice is examined (Bull, 2006; Chenoweth, 1999; Starnes, 2006a). The American Indian Science and Engineering Society (AISES) is an organization working to increase educational opportunity for American Indian students in science, engineering, and technology related fields (AISES, 2005). AISES provides pre-college support in science by promoting student science fair participation. The purpose of this qualitative research is to describe how American Indian student participation in science fairs and the relationship formed with their teacher affects academic achievement and the likelihood of continued education beyond high school. Two former American Indian students mentored by the principal investigator participated in this study. Four ethnographic research methods were incorporated: participant observation, ethnographic interviewing, search for artifacts, and auto-ethnographic researcher introspection (Eisenhart, 1988). After the interview transcripts, photos documenting past science fair participation, and researcher field notes were analyzed, patterns and themes emerged from the interviews that were supported in literature. American Indian academic success and life long learning are impacted by: (a) the effects of racism and oppression result in creating incredible obstacles to successful learning, (b) positive identity formation and the importance of family and community are essential in student learning, (c) the use of best practice in science education, including the use of curricular cultural integration for American Indian learners, supports student success, (d) the motivational need for student-directed educational opportunities (science fair/inquiry based research) is evident, (e) supportive teacher-student relationships in high school positively influences successful transitions into higher education. An overarching theme presented itself embedded within all themes: the importance of understanding the continued resiliency of the American Indian culture as it relates to success. Ultimately, for long-lasting change to occur, teachers and the community must focus on eliminating educational barriers, while supporting academic success, in order to initiate renewal and school wide change.

Utilizing the Arts for Healing from a Native American Perspective: Implications for Creative Arts Therapies.

ERIC Educational Resources Information Center

Dufrene, Phoebe

This report on how Native American healing methods can be utilized in Western creative art therapy emphasizes that for Native Americans, art is an element of life--not a separate aesthetic ideal. Furthermore, American Indian philosophy does not separate healing from art or religion; the belief is that traditional healing, which uses shamanic…

Considering Context, Place, and Culture: The National Latino and Asian American Study

PubMed Central

Alegria, Margarita; Takeuchi, David; Canino, Glorisa; Duan, Naihua; Shrout, Patrick; Meng, Xiao-Li; Vega, William; Zane, Nolan; Vila, Doryliz; Woo, Meghan; Vera, Mildred; Guarnaccia, Peter; Aguilar-Gaxiola, Sergio; Sue, Stanley; Escobar, Javier; Lin, Keh-Ming; Gong, Fong

2009-01-01

This paper provides a rationale and overview of procedures used to develop the National Latino and Asian American Study (NLAAS). The NLAAS is nationally representative community household survey that estimates the prevalence of mental disorders and rates of mental health service utilization of Latinos and Asian Americans in the United States. The central aims of the NLAAS are to: 1) describe the lifetime and 12-month prevalence of psychiatric disorders and the rates of mental health services use for Latino and Asian American populations using nationwide representative samples of Latinos and Asian Americans, 2) assess the associations among social position, environmental context, and psychosocial factors with the prevalence of psychiatric disorders and utilization rates of mental health services, and 3) compare the lifetime and 12-month prevalence of psychiatric disorders, and utilization of mental health services of Latinos and Asian Americans with national representative samples of non-Latino whites (from the National Comorbidity Study-Replication; NCS-R) and African Americans (from the National Survey of American Life; NSAL). This paper presents new concepts and methods utilized in the development of the NLAAS to capture and investigate ethnic, cultural and environmental considerations that are often ignored in mental health research. PMID:15719529

"Brothers Gonna Work It Out:" Understanding the Pedagogic Performance of African American Male Teachers Working with African American Male Students

ERIC Educational Resources Information Center

Brown, Anthony L.

2009-01-01

Drawing from ethnographic data, this paper explores how African American male teachers working with African American male students performed their pedagogy. This paper highlights how teachers' understanding of African American males social and educational needs shaped their pedagogical performance. Interestingly however, teachers' performance was…

The American Indian Teacher Training Program: The Next to Last Piece of the Puzzle.

ERIC Educational Resources Information Center

Tonemah, Stuart A.

The American Indian Teacher Training Program (AITTP), a Masters of Education program, aims to train American Indian and Alaska Native teachers to teach American Indian and Alaska Native gifted and talented students and to dispel stereotypes of these students among their colleagues. American Indian Research and Development, Inc. (AIRD, Inc.)…

Investigating Instructional Practices of an African American Male Mathematics Teacher with Underachieving African American Male Students

ERIC Educational Resources Information Center

Muhammad, Rhonda K.

2012-01-01

This qualitative study examined the instructional practices of an experienced African American mathematics teacher to determine his perceived capabilities in augmenting academic proficiency for his African American male students. Provided in this descriptive case study are the lived experiences of an African American male teacher working to move…

The Effects of African American and European American Males' Behavior Styles on Preservice Teachers' Ratings of Acceptability, Achievement, and Aggression

ERIC Educational Resources Information Center

Cichy, Bryan Ervin

2010-01-01

African American students are overrepresented in the category of Emotional Disturbance under the Individuals with Disabilities Education Act across the United States. This study examined how preservice teachers rated African American and European American students on three ratings scales across four culturally mediated behaviors: (a) movement…

The Graduate Experience of Mexican International Students in US Doctoral Programs

ERIC Educational Resources Information Center

Tanner, Gloria Gabriela

2013-01-01

Although extensive research on the experience of international students in American higher education exists, little research has been done on international students from Latin America. Latin American students represent the second largest group of international students in the United States by world region after Asia (Institute of International…

Comparing International and American Students' Challenges: A Literature Review

ERIC Educational Resources Information Center

Perry, Cody J.

2016-01-01

International student numbers have increased drastically in the past few years. International students provide benefits to universities and American students such as greater revenue, and more open-mindedness. There have been myriad studies that have examined the international student experience, but most have focused solely on international…

Perceived parental psychological control, familism values, and Mexican American college students' adjustment.

PubMed

Kline, Gabrielle C; Killoren, Sarah E; Alfaro, Edna C

2016-10-01

Drawing from cultural ecological and risk and resilience perspectives, we investigated associations among Mexican American college students' perceptions of mothers' and fathers' psychological control and familism values, and college students' adjustment (i.e., depressive symptoms and self-esteem). Additionally, we examined how familism values moderated the relations between perceived psychological control and college students' adjustment. Participants were 186 Mexican American college students (78.5% women; Mage = 21.56 years), and data were collected using self-report online surveys. Using path analyses, we found that perceived maternal psychological control was positively associated and familism values were negatively associated with college students' depressive symptoms. Additionally, perceived paternal psychological control was negatively associated with college students' self-esteem when college students reported low, but not high, familism values. Findings highlight the importance of family relationships for Mexican American college students and the significance of examining these relationships within this cultural context. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Racial disparity in hospice use in the United States in 2002.

PubMed

Connor, S R; Elwert, F; Spence, C; Christakis, N A

2008-04-01

We used complete Centers for Disease Control death certificate records and the Centers for Medicare and Medicaid Services 100% Standard Analytic File for hospice claims for 2002 to examine differences in hospice utilization between African-American and white decedents living in the United States. White decedents were more likely to use hospice in the year before their death than African-American decedents (29% vs 22%). Cause-specific hospice utilization rates among women were consistently higher than among men within a given race. African-American decedents were consistently less likely to use hospice than white decedents for almost all conditions. Hospice utilization was lower among African-American than among white decedents in 31 of 40 states. The higher the overall hospice utilization in a state, the less the positive difference between white and African-American usage rates; that is, the more accepted hospice is, as measured by 'market share', the lower the racial disparity in its use.

Effective Teachers: Perceptions of Native American Students in Rural Areas.

ERIC Educational Resources Information Center

Prater, Greg; And Others

This paper examines perceptions of Native American students regarding effective practices of non-Native teachers. A survey of students in grades 3-12 in 3 rural school districts on the Navajo Reservation (Arizona) questioned 148 Navajo students and 10 non-Native students. The sample included 28 special needs students (17.7 percent). The survey…

War or Peace? How the Subjective Perception of Great Power Interdependence Shapes Preemptive Defensive Aggression

PubMed Central

Jing, Yiming; Gries, Peter H.; Li, Yang; Stivers, Adam W.; Mifune, Nobuhiro; Kuhlman, D. M.; Bai, Liying

2017-01-01

Why do great powers with benign intentions end up fighting each other in wars they do not seek? We utilize an incentivized, two-person “Preemptive Strike Game” (PSG) to explore how the subjective perception of great power interdependence shapes defensive aggression against persons from rival great powers. In Study 1, college students from the United States (N = 115), China (N = 106), and Japan (N = 99) made PSG decisions facing each other. This natural experiment revealed that Chinese and Japanese participants (a) made more preemptive attacks against each other and Americans than against their compatriots, and that (b) greater preexisting perceptions of bilateral competition increased intergroup attack rates. In Study 2, adult Americans (N = 127) watched real CNN expert interviews portraying United States–China economic interdependence as more positive or negative. This randomized experiment revealed that the more positive portrayal reduced preemptive American strikes against Chinese (but not Japanese), while the more negative portrayal amplified American anger about China’s rise, increasing preemptive attacks against Chinese. We also found, however, that preemptive strikes were primarily defensive and not offensive. Interventions to reduce defensive aggression and promote great power peace are discussed. PMID:28626433

War or Peace? How the Subjective Perception of Great Power Interdependence Shapes Preemptive Defensive Aggression.

PubMed

Jing, Yiming; Gries, Peter H; Li, Yang; Stivers, Adam W; Mifune, Nobuhiro; Kuhlman, D M; Bai, Liying

2017-01-01

Why do great powers with benign intentions end up fighting each other in wars they do not seek? We utilize an incentivized, two-person "Preemptive Strike Game" (PSG) to explore how the subjective perception of great power interdependence shapes defensive aggression against persons from rival great powers. In Study 1, college students from the United States ( N = 115), China ( N = 106), and Japan ( N = 99) made PSG decisions facing each other. This natural experiment revealed that Chinese and Japanese participants (a) made more preemptive attacks against each other and Americans than against their compatriots, and that (b) greater preexisting perceptions of bilateral competition increased intergroup attack rates. In Study 2, adult Americans ( N = 127) watched real CNN expert interviews portraying United States-China economic interdependence as more positive or negative. This randomized experiment revealed that the more positive portrayal reduced preemptive American strikes against Chinese (but not Japanese), while the more negative portrayal amplified American anger about China's rise, increasing preemptive attacks against Chinese. We also found, however, that preemptive strikes were primarily defensive and not offensive. Interventions to reduce defensive aggression and promote great power peace are discussed.

Impostor phenomenon and mental health: The influence of racial discrimination and gender.

PubMed

Bernard, Donte L; Lige, Quiera M; Willis, Henry A; Sosoo, Effua E; Neblett, Enrique W

2017-03-01

The impostor phenomenon (IP), or feelings of intellectual incompetence, reflects a maladaptive set of cognitions, which pose a significant psychological risk for African American emerging adults. In light of recent evidence suggesting that personal and sociocultural factors may influence the association between IP and psychological adjustment, this study used 2 waves of data to examine the extent to which gender and racial discrimination moderated the association between IP and indices of mental health among 157 African American college students (69% women; mean age = 18.30) attending a predominantly White institution. Analyses revealed that young African American women reporting higher frequencies of racial discrimination and women reporting lower levels of distress resulting from racial discrimination were most vulnerable to negative mental health outcomes, particularly at higher levels of IP. These findings suggest that IP may interact with gender and racial discrimination experiences to influence mental health outcomes. We discuss how these findings can be utilized to inform treatment of African American emerging adults experiencing IP and the importance of considering how gender and discrimination may intersect to exacerbate feelings of intellectual incompetence. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Impact of Cyberreading Workstations on At-Risk Mexican American Elementary Students' Vocabulary Acquisition

ERIC Educational Resources Information Center

Reyna, Concepcion

2012-01-01

An achievement gap between Anglo and Mexican American students is profound in many school districts. The lack of academic vocabulary that many Mexican American students possess is a major constituent that contributes to this educational gap. Conversely, children who enter school with limited vocabulary find reading, difficult, resist reading,…

Supporting African American Student Success through Prophetic Activism: New Possibilities for Public School-Church Partnerships

ERIC Educational Resources Information Center

Jordan, Diedria H.; Wilson, Camille M.

2017-01-01

This article describes how African American students' success can be improved via the increased support of Black churches and their partnerships with public schools. Findings and implications from a comparative case study of two North Carolina churches that strive to educationally assist African American public school students are detailed. Both…

Hookah and Cigarette Smoking among African American College Students: Implications for Campus Risk Reduction and Health Promotion Efforts

ERIC Educational Resources Information Center

Jones, Brittni D.; Cunningham-Williams, Renee M.

2016-01-01

Objective: To identify individual and institutional risks and protections for hookah and cigarette smoking among African American (AA) college students. Participants: AA college students (N = 1,402; mean age = 20, range = 18-24 years; 75% female) who completed the Fall 2012 American College Health Association--National College Health Assessment…

A Model of Successful Adaptation to Online Learning for College-Bound Native American High School Students

ERIC Educational Resources Information Center

Kaler, Collier Butler

2012-01-01

Purpose: The purpose of this paper is to examine the conditions for Native American high school students that result in successful adaptation to an online learning environment. Design/methodology/approach: In total, eight Native American students attending high schools located on Montana Indian reservations, and one urban city, were interviewed.…

The Struggle of African American Students in the Public Schools

ERIC Educational Resources Information Center

Mubenga, Pascal

2006-01-01

The long road of slavery from generation to generation has left a legacy in the mind of African American students that has impacted their achievements in schools. In this project, the struggle of African American students in the public school education will be analyzed from the historical standpoint of view and its impact on their achievements.…

Kanter's Theory of Tokenism and the Socialization of African American Students Attending Midwestern University

ERIC Educational Resources Information Center

Mallett, Justin R.

2013-01-01

This study analyzed how Kanter's theory of tokenism and its related concepts of performance pressure, social isolation and role entrapment can be used to understand the socialization of African American students at a small Midwestern college. Sixteen African American students were interviewed in focus groups to examine various aspects of their…

African American Students in Private, Independent Schools: Parents and School Influences on Racial Identity Development

ERIC Educational Resources Information Center

DeCuir-Gunby, Jessica T.; Martin, Pamela P.; Cooper, Shauna M.

2012-01-01

Although much research has focused on the public school experiences of African American students, few studies exist that explore their race-related experiences within an independent, private school context. Studies have suggested that, while private, independent schools may elevate the quality of African American students' education, many of these…

Different Hunting Grounds: American Indian Tribal College Student Perceptions of Predominantly White Institutions

ERIC Educational Resources Information Center

Polacek, Cheryl Birdhat

2017-01-01

American Indian students who have attended tribal colleges have expressed gratitude, appreciation and pride in their educational and cultural experiences at these institutions. Most of the 37 tribal colleges and universities (TCUs) in the US and Canada currently offer two-year degree and certificate programs. Many American Indian students who wish…

Identifying Strategies for Native American Student Success in Community Colleges: A Qualitative Study

ERIC Educational Resources Information Center

Baxter, Paula Jean

2009-01-01

This qualitative study attempted to analyze the educational goals and achievements of successful present and former Native American students at San Juan College (SJC) in Farmington, NM. It considered a systemic approach to educating Native American students by taking into account their suggestions of how to improve the educational framework to…

A Hermeneutic Phenomenological Study of the Experiences of Female African American Undergraduate Engineering Students at a Predominantly White and an Historically Black Institution

ERIC Educational Resources Information Center

Frillman, Sharron Ann

2011-01-01

This phenomenological study examined the experiences of twelve female African Americans enrolled as fulltime undergraduate engineering students at North Carolina Agricultural and Technical State University, an historically Black university, and seven female African Americans enrolled as undergraduate engineering students at Purdue University in…

Young, Gifted, and Black: Promoting High Achievement among African-American Students.

ERIC Educational Resources Information Center

Perry, Theresa; Steele, Claude; Hilliard, Asa G., III

In three linked but separate essays, this book explores how African-American students experience school in a society that has historically devalued their intellectual abilities. It calls for a new understanding of the unique obstacles black students face in American schools and points to a variety of educational practices that can mitigate those…

Beyond Black and White: How White, Male, College Students See Their Asian American Peers

ERIC Educational Resources Information Center

Cabrera, Nolan L.

2014-01-01

This research is a cross-site analysis of how white, male, college students see their Asian American peers. Semi-structured interviews with 43 white males were conducted at two universities that differed substantially in their representation of Asian American students. The interviews were theoretically framed by Critical Whiteness Studies and Bobo…

Study of Special Populations: Native American Students with Disabilities. Chapter 7.

ERIC Educational Resources Information Center

Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Innovation and Development.

As one of a series of papers on the unique needs of special populations with disabilities, this chapter of the 16th annual report on the implementation of the Individuals with Disabilities Education Act (IDEA) reviews the literature on provision of services to Native American students with disabilities. Native American students with disabilities…

American Indian Programs at the University of North Dakota.

ERIC Educational Resources Information Center

North Dakota Univ., Grand Forks.

This report describes 16 programs available to American Indian students at the University of North Dakota (UND). UND's Office of Native American Programs is a state-funded program of the University's Division of Student and Outreach Services. The major function of the Office is to provide support services to Indian students in the areas of…

Overcoming Biases to Effectively Serve African American College Students: A Call to the Profession

ERIC Educational Resources Information Center

Duncan, Lonnie E.

2005-01-01

This article reexamines the help-seeking behavior of African American college students with a focus on possible counselor biases as well as biases in the settings in which counselors work. These issues are discussed as possible contributing factors to the underutilization of counseling by African American college students. Strategies to overcoming…

Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?

ERIC Educational Resources Information Center

Piper, Annetra Patrece

2016-01-01

African American and other students of color have continued to score lower than White students in many classrooms and on achievement tests in every subject, especially in reading. The purpose of this study was to explore if there is a relationship between a teacher's cultural responsiveness and their third grade African American students'…

Arab American Students in Public Schools. ERIC Digest, Number 142.

ERIC Educational Resources Information Center

Schwartz, Wendy

This digest reviews ways to provide Arab Americans with a supportive school environment and all students with an accurate and unbiased education about the Middle East. The school climate will make Arab American students feel more welcome if Arab culture is included in multicultural courses and activities, and if the staff works to eliminate…

Discipline Disproportionality among Hispanic and American Indian Students: Expanding the Discourse in U.S. Research

ERIC Educational Resources Information Center

Brown, Carolyn A.; Di Tillio, Caterina

2013-01-01

While disproportionality in discipline referrals and discipline action has been fairly well established among African American students in the United States, especially males in urban school districts, little research has looked at disproportionality among American Indian and Latino students. This paper uses a large dataset from the State of…

Religiosity, Meaning in Life, and Clinical Symptomology: A Comparison of African-American and European-American College Students

ERIC Educational Resources Information Center

Holmes, Jeffrey D.; Hardin, Susan I.

2009-01-01

This study examined whether religiosity is subsumed under the broader construct of meaning in life as a predictor of psychological symptomology in college students from two ethnic groups. Data from 299 undergraduates indicated that among European-American students, religiosity predicted little variance in psychological symptomology and was…

African American Students' Persistence at a Two-Year Institution: Cognitive, Social, and Institutional Experiences

ERIC Educational Resources Information Center

Hill, Angela Jewell

2017-01-01

Persistence and graduation rates of African American students have become discussion topics of national, state, and educational leaders (U.S. Department of Education, 2012). Many African American students enroll in postsecondary education but do not persist to graduation (Harris, 2016). The purpose of this study was to explore African American…

African American Online Doctor of Management Students' Perceptions of Dissertation Writing and Support: Narrative Inquiry

ERIC Educational Resources Information Center

Diggs, Betty Jean

2017-01-01

The purpose of this qualitative narrative inquiry was to explore how African American Online doctor of management students perceived engaging support to maintain motivation throughout the dissertation writing process. The study involved collecting and analyzing data from 10 African American online doctoral students who matriculated into an online…

Understanding Vocabulary Use by Native American Students and the Relationship with Special Education

ERIC Educational Resources Information Center

Costa-Guerra, Leslie; Costa-Guerra, Boris

2016-01-01

The Pueblo People of the Southwest face numerous challenges with reference to language issues. A substantial number of Native American students are placed into special education possibly due to different linguistic abilities. The over-identification of Native American students for special education programs may be due to the lack of knowledge as a…

International Challenges to American Colleges and Universities: Looking Ahead. American Council on Education Series on Higher Education.

ERIC Educational Resources Information Center

Hanson, Katharine H., Ed.; Meyerson, Joel W., Ed.

This book contains 10 papers on critical issues facing colleges and universities seeking to "internationalize" the curriculum and design good programs and services for foreign students in the United States and for American students abroad. An overview by Richard D. Lyman introduces the following papers: (1) "Foreign Student Flows…

An Investigation of Preservice Teachers' Perceptions of African American Students' Ability To Achieve in Mathematics and Science.

ERIC Educational Resources Information Center

Lewis, Bradford F.; Collins, Alicia; Pitts, Vanessa

This study investigated the perceptions of 30 predominantly white pre-service teachers about African American students' ability to achieve in mathematics and science. Participants completed a three-part, open-ended questionnaire that asked them about their experiences with and awareness of African American students' mathematics and science…

The Retention of Mexican American Students in Higher Education with Special Reference to Bicultural and Bilingual Problems.

ERIC Educational Resources Information Center

Guerra, Manuel H.; And Others

The problem of retaining Mexican American students in institutions of higher education is reviewed in these 5 papers: "The Retention of Mexican American Students in Higher Education with Special Reference to Bicultural and Bilingual Problems" by Manuel H. Guerra; "Mexicanismo vs. Retention: Implications of Retaining Mexican American…

Influence of Teacher Characteristics on African American Student Math Achievement in Texas

ERIC Educational Resources Information Center

West, Dorthery Barron

2012-01-01

The achievement gap between African American and White students continues to be an issue of great concern for educators. The purpose of this study was to examine the influence of teacher characteristics on African American student math achievement: More specifically, the study examined years of teaching experience, campus teacher turnover, and the…

The Recruitment and Retention Patterns of Hispanic American Women in College.

ERIC Educational Resources Information Center

Ortiz, Flora Ida

The experiences of Hispanic American female college students were studied over a 2-year period, based on interviews with 80 students and some staff members. Hispanic American female students fell into two major groups: (1) those few who attended private or specialized public schools; and (2) those who attended public schools or general private…

African American English-Speaking Students: A Longitudinal Examination of Style Shifting from Kindergarten through Second Grade

ERIC Educational Resources Information Center

Craig, Holly K.; Kolenic, Giselle E.; Hensel, Stephanie L.

2014-01-01

Purpose: The purpose of this longitudinal study was twofold: to examine shifting from African American English (AAE) to mainstream American English (MAE) across the early elementary grades, when students are first exposed to formal instruction in reading; and to examine how metalinguistic and cognitive variables influenced the students' dialectal…

Hepatitis B Virus Infection and Immunizations among Asian American College Students: Infection, Exposure, and Immunity Rates

ERIC Educational Resources Information Center

Lee, Haeok; Kiang, Peter; Watanabe, Paul; Halon, Patricia; Shi, Ling; Church, Daniel R.

2013-01-01

Objectives: To evaluate the prevalence of hepatitis B virus (HBV) infection, exposure, and immunity among Asian American college students as a basis for evaluating HBV screening and vaccination policy. Participants and Methods: Self-identified Asian American college students aged 18 years or older were examined. Serological tests of HBV surface…

Disproportionate Suspension of African American Students in Public Schools: A Delphi Study

ERIC Educational Resources Information Center

Belcher, Nikia M.

2012-01-01

The problem addressed in this study was the disproportionate number of African American students who are suspended or expelled at a higher rate than their white counterparts in Michigan public schools. This research was framed with critical race theory and cultural ecology theory of African American students suspended. This study applied a Delphi…

Oral Health on Wheels: A Service Learning Project for Dental Hygiene Students.

PubMed

Flick, Heather; Barrett, Sheri; Carter-Hanson, Carrie

2016-08-01

To provide dental hygiene students with a service learning opportunity to work with special needs and culturally diverse underserved populations through the Oral Health on Wheels (OHOW) community based mobile dental hygiene clinic. A student feedback survey was administered between the years of 2009 and 2013 to 90 students in order to gather and identify significant satisfaction, skills acquisition and personal growth information after the student's clinical experience on the OHOW. ANOVA and Pearson correlation coefficient statistical analysis were utilized to investigate relationships between student responses to key questions in the survey. An analysis of 85 student responses (94.44%) demonstrated statistically significant correlations between student learning and their understanding of underserved populations, building confidence in skills, participation as a dental team member and understanding their role in total patient care. The strong correlations between these key questions related to the clinical experience and students confidence, skills integration into the dental team, and understanding of both total patient care, and the increased understanding of the oral health care needs of special populations. All questions directly link to the core mission of the OHOW program. The OHOW clinical experience allows dental hygiene students a unique opportunity to engage in their community while acquiring necessary clinical competencies required by national accreditation and providing access to oral health care services to underserved patients who would otherwise go without treatment. Copyright © 2016 The American Dental Hygienists’ Association.

Perceived racial discrimination, heavy episodic drinking, and alcohol abstinence among African American and White college students.

PubMed

Wade, Jeannette; Peralta, Robert L

2017-01-01

Previous research has demonstrated that White college students are more likely to drink alcohol at a greater frequency and quantity compared to their African American counterparts. Examining race-related factors that structure alcohol use among college students remains an important area of research. In this study, we specifically examine perceived discrimination and its association with both heavy episodic drinking (HED) and alcohol abstinence among college students. Items that measured perceived racial discrimination in alcohol use contexts and demographic characteristics were used as independent and control variables. African American students were more likely to abstain from alcohol and less likely to engage in HED compared to their White counterparts. Results also suggest that students who believe their drinking will solicit race-based police bias have lower odds of engaging in HED and greater odds of alcohol abstention. We conclude that unsolicited policing, experienced by African Americans generally, and White Americans on campuses, explains effect sizes.

An analysis of stereotype threat in African American engineering students at predominantly White, ethnically diverse, and historically Black colleges and universities

NASA Astrophysics Data System (ADS)

Sparks, David M.

The purpose of this research was to distinguish the similarities and differences in coping strategies of African American engineering students by analyzing their perceptions of stereotype threat at three academic institution types, Predominantly White Institutions (PWI), ethnically diverse, and Historically Black Colleges and Universities (HBCUs). The researcher collected demographic and survey data using the Stereotype Vulnerability Scale (SVS). The study was offered to the entire population of African American engineering students at each college using an online survey. Results were analyzed using MANOVA and Pearson's correlational statistical analyses to test the hypotheses. Findings revealed that little differences exist between students' scores on an assessment of stereotype vulnerability, with a few areas showing that HBCUs and ethnically diverse universities are doing a similar job in addressing perceptions of their African American engineering students. Finding also revealed that the percentage of African American students at a university did not correlate with the scores on the SVS accept on questions related to the personal feelings students have about their race. The strongest findings related to the differences in male and female students across the universities. African American female engineering students appeared to perceive more stereotype threat than did their male counterparts; although, this fining was not statistically significant. Overall, no statistically significant differences were found between students' perceptions of stereotype threat at the three types of universities. Future research should expand the number of survey participants at the current universities, add more HBCUs to the study population, run similar experiments in different parts of the country, compare stereotype threat in private and elite universities, use ethnically diverse universities as models for minority student development, and use new or improved survey instruments that delineate race and gender stereotype threat as perceived by African American female STEM students.

Ethnicity and Me: An Experimental Unit.

ERIC Educational Resources Information Center

Smith, Gary R.

This secondary social studies unit, part one of a series of four, contains 22 classroom activities that involve students in discovering their ethnicity. Students examine their attitudes toward ethnic groups, particularly African Americans, Irish Americans, Arab Americans, and Mexican Americans. The activities can easily be integrated into U.S.…

Modeling: An Important Ingredient in Higher Education for American Indian Women Students.

ERIC Educational Resources Information Center

Edwards, E. Daniel; And Others

1984-01-01

Discusses characteristics and behaviors of effective role models for American Indian women, based on surveys of graduates of the American Indian Social Work Career Training Program at the University of Utah. Recruitment and retention of American Indian women students will require an active support system. (JAC)

American Indian College Students' Ethnic Identity and Beliefs about Education

ERIC Educational Resources Information Center

Okagaki, Lynn; Helling, Mary Kay; Bingham, Gary E.

2009-01-01

Sixty-seven American Indian and 96 European-American undergraduate students responded to questions about their educational and ethnic beliefs and their perceptions of their mother's and father's support for education. The American Indian participants completed some additional items regarding their ethnic beliefs and their perceptions of their…

Portraits by African-American Male University Students: A Retrospective Study

ERIC Educational Resources Information Center

Fissori, Lauren

2010-01-01

African-American male students are systematically forced to confine themselves to the social construct that European-American society has developed for them. Actions, behaviors, and words that communicate this message spread both interracially and intraracially within schools and affect African-American males tremendously in terms of their…

Aspects of the Student Engagement of African American Men in Community College

ERIC Educational Resources Information Center

Romney, Paulette B.

2012-01-01

High attrition rates of African American college students' is a continuing concern of higher education administrators. This is particularly true of African American men attending community college. African American men consistently experience low levels of scholastic achievement as a result of entering college underprepared, with academic deficits…

Teachers' Attitudes toward African American Vernacular English: A Quantitative Correlational Study

ERIC Educational Resources Information Center

Daily, Danny L., Jr.

2017-01-01

African Americans students, who use African American Vernacular English (AAVE) in the academic setting, receive negative misconceptions by English educators. Negative teacher attitudes might cause African American students to lack commitment to learning. The purpose of this quantitative correlational study was to examine whether English teachers…

Differences in Universal-Diverse Orientation by Race-Ethnicity and Gender

ERIC Educational Resources Information Center

Singley, Daniel B.; Sedlacek, William E.

2009-01-01

This article addresses the roles of race-ethnicity and gender in university student orientation toward diversity. Differences in orientation toward diversity were found between men and women as well as among racial-ethnic groups (Asian/Asian American, African American, Latino, Anglo-American). Anglo-American students' scores were significantly…

Gender-Based Salary Differences in African American Senior Student Affairs Officers.

ERIC Educational Resources Information Center

Reason, Robert D.

2003-01-01

Study examined representation and salary differences related to gender for African American Senior Student Affairs Officers (SSAOs). Data from a national survey revealed gender and institutional size significantly affect mean SSAO salary for African American respondents. African American women SSAOs make significantly less than African American…

Using the Biology Card Sorting Task to Measure Changes in Conceptual Expertise during Postsecondary Biology Education.

PubMed

Bissonnette, Sarah A; Combs, Elijah D; Nagami, Paul H; Byers, Victor; Fernandez, Juliana; Le, Dinh; Realin, Jared; Woodham, Selina; Smith, Julia I; Tanner, Kimberly D

2017-01-01

While there have been concerted efforts to reform undergraduate biology toward teaching students to organize their conceptual knowledge like experts, there are few tools that attempt to measure this. We previously developed the Biology Card Sorting Task (BCST), designed to probe how individuals organize their conceptual biological knowledge. Previous results showed the BCST could differentiate between different populations, namely non-biology majors (NBM) and biology faculty (BF). In this study, we administered the BCST to three additional populations, using a cross-sectional design: entering biology majors (EBM), advanced biology majors (ABM), and biology graduate students (BGS). Intriguingly, ABM did not initially sort like experts any more frequently than EBM. However, once the deep-feature framework was revealed, ABM were able to sort like experts more readily than did EBM. These results are consistent with the conclusion that biology education enables advanced biology students to use an expert-like conceptual framework. However, these results are also consistent with a process of "selection," wherein students who persist in the major may have already had an expert-like conceptual framework to begin with. These results demonstrate the utility of the BCST in measuring differences between groups of students over the course of their undergraduate education. © 2017 S. A. Bissonnette et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Dissecting the role of sessional anatomy teachers: A systematic literature review.

PubMed

Rhodes, Danielle; Fogg, Quentin A; Lazarus, Michelle D

2017-12-04

Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross-level, near-peer and reciprocal-peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching-related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self-assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence-based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Beyond Punnett squares: Student word association and explanations of phenotypic variation through an integrative quantitative genetics unit investigating anthocyanin inheritance and expression in Brassica rapa Fast plants.

PubMed

Batzli, Janet M; Smith, Amber R; Williams, Paul H; McGee, Seth A; Dósa, Katalin; Pfammatter, Jesse

2014-01-01

Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question "What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev)," we developed a 4-wk unit for an inquiry-based laboratory course focused on the inheritance and expression of a quantitative trait in varying environments. We utilized Brassica rapa Fast Plants as a model organism to study variation in the phenotype anthocyanin pigment intensity. As an initial curriculum assessment, we used free word association to examine students' cognitive structures before and after the unit and explanations in students' final research posters with particular focus on variation (Pv = Gv + Ev). Comparison of pre- and postunit word frequency revealed a shift in words and a pattern of co-occurring concepts indicative of change in cognitive structure, with particular focus on "variation" as a proposed threshold concept and primary goal for students' explanations. Given review of 53 posters, we found ∼50% of students capable of intermediate to high-level explanations combining both Gv and Ev influence on expression of anthocyanin intensity (Pv). While far from "plug and play," this conceptually rich, inquiry-based unit holds promise for effective integration of quantitative and Mendelian genetics. © 2014 J. M. Batzli et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Achievement Emotions as Predictors of High School Science Success Among African-American and European American Students

NASA Astrophysics Data System (ADS)

Bowe, Marilyn Louise Simmons

The literature includes few studies of the interrelations of achievement goals and achievement emotions with respect to minority students and science achievement. The objective of this study was to test the control-value theory (CVT) of achievement emotions to determine if the eight discrete achievement emotions would be predictive of test scores on the High School Graduation Test (GHSGT)-Science for African-American compared to European-American science students. Convenience cluster sampling was employed to select 160 students who were all juniors in the same public high school at the time that they took the GHSGT-Science. The central research question for this study aimed to uncover whether any of the eight achievement emotions identified in CVT would contribute significantly to the predictability of science achievement as measured by GHSGT-Science scores. Data were collected using a nonexperimental, cross sectional design survey. Data were analyzed using a hierarchal, forced entry, multiple regression analysis. Key results indicated that the eight achievement emotions were predictive of GHSGT-Science score outcomes. Positive social change at the individual level could reflect a boost in confidence for African American science students and help decrease the achievement gap in science, technology, engineering, and mathematics (STEM) endeavors between European Americans and African-American students. Educators may consider the importance of achievement emotions in science outcomes by including social emotional learning (SEL) as a part of the regular science curriculum. Future researchers should repeat the study in a school district where the population is available to support the desired cluster sample of equal parts European Americans to African Americans and male to female students.

Mental Health Stigma, Self-Concealment, and Help-Seeking Attitudes among Asian American and European American College Students with No Help-Seeking Experience

ERIC Educational Resources Information Center

Masuda, Akihiko; Boone, Matthew S.

2011-01-01

The present study examined whether mental health stigma (i.e., negative attitudes toward people with a psychological disorder) and self-concealment are unique predictors of help-seeking attitudes in Asian American and European American college students with no history of seeking professional psychological services. The Asian American group had…

From Marginalized to Validated: An In-Depth Case Study of an Asian American, Native American and Pacific Islander Serving Institution

ERIC Educational Resources Information Center

Nguyen, Thai-Huy; Nguyen, Mike Hoa; Nguyen, Bach Mai Dolly; Gasman, Marybeth; Conrad, Clifton

2018-01-01

This article highlights the capacity of an Asian American, Native American and Pacific Islander Institution (AANAPISI) to serve as an institutional convertor--by addressing challenges commonly associated with marginalized students--for low-income, Asian American and Pacific Islander students entering college. Through an in-depth case study, we…

Predicting success for college students enrolled in an online, lab-based, biology course for non-majors

NASA Astrophysics Data System (ADS)

Foster, Regina

Online education has exploded in popularity. While there is ample research on predictors of traditional college student success, little research has been done on effective methods of predicting student success in online education. In this study, a number of demographic variables including GPA, ACT, gender, age and others were examined to determine what, if any, role they play in successfully predicting student success in an online, lab-based biology for non-majors course. Within course variables such as participation in specific categories of assignment and frequency of online visits were also examined. Groups of students including Native American/Non-Native American and Digital Immigrants and Digital Natives and others were also examined to determine if overall course success differed significantly. Good predictors of online success were found to be GPA, ACT, previous course experience and frequency of online visits with the course materials. Additionally, students who completed more of the online assignments within the course were more successful. Native American and Non-Native American students were found to differ in overall course success significantly as well. Findings indicate student academic background, previous college experience and time spent with course materials are the most important factors in course success. Recommendations include encouraging enrollment advisors to advise students about the importance of maintaining high academic levels, previous course experience and spending time with course materials may impact students' choices for online courses. A need for additional research in several areas is indicated, including Native American and Non-Native American differences. A more detailed examination of students' previous coursework would also be valuable. A study involving more courses, a larger number of students and surveys from faculty who teach online courses would help improve the generalizability of the conclusions.

Academic attainment and the high school science experiences among high-achieving African American males

NASA Astrophysics Data System (ADS)

Trice, Rodney Nathaniel

This study examines the educational experiences of high achieving African American males. More specifically, it analyzes the influences on their successful navigation through high school science. Through a series of interviews, observations, questionnaires, science portfolios, and review of existing data the researcher attempted to obtain a deeper understanding of high achieving African American males and their limitations to academic attainment and high school science experiences. The investigation is limited to ten high achieving African American male science students at Woodcrest High School. Woodcrest is situated at the cross section of a suburban and rural community located in the southeastern section of the United States. Although this investigation involves African American males, all of whom are successful in school, its findings should not be generalized to this nor any other group of students. The research question that guided this study is: What are the limitations to academic attainment and the high school science experiences of high achieving African American males? The student participants expose how suspension and expulsion, special education placement, academic tracking, science instruction, and teacher expectation influence academic achievement. The role parents play, student self-concept, peer relationships, and student learning styles are also analyzed. The anthology of data rendered three overarching themes: (1) unequal access to education, (2) maintenance of unfair educational structures, and (3) authentic characterizations of African American males. Often the policies and practices set in place by school officials aid in creating hurdles to academic achievement. These policies and practices are often formed without meaningful consideration of the unintended consequences that may affect different student populations, particularly the most vulnerable. The findings from this study expose that high achieving African American males face major obstacles and limitations to achievement. Student study participants believe African American male students are targeted for suspension more often because of their gender and race, parents of high achieving African American males show some uncertainty about the school's ability to treat their sons in a fair and equitable manner, and teachers see indifference and the lack of science skills as the root cause of the diminished presence of African American male participation in higher level science classes.

Special Education Referrals for African American Students: Behavior versus Academic Performance

ERIC Educational Resources Information Center

Curtis, Charmaine D.

2012-01-01

A higher percentage of African American students in a local school district were referred to special education than were students in other ethnic groups. Placement of a student in a special education program results in that student receiving a curriculum that has modified achievement standards. This correlational study examined patterns in…

Skin Color, Acculturation, and Community Interest among Mexican American Students: A Research Note.

ERIC Educational Resources Information Center

Vazquez, Luis A.; And Others

1997-01-01

A survey of 102 Mexican American college students at a southwestern university found that students with the darkest skin color had a more Mexican-oriented level of acculturation than did other students, and that skin color and acculturation interacted to influence students' level of interest in the Latino community. (SV)

Educational Decisions and Academic Achievement: A Focus on Mexican American Students

ERIC Educational Resources Information Center

Fernandez, Mary Ruth; Guzman, Norma

2014-01-01

This mixed methods study examines factors associated with student learning outcomes for Mexican American students in the public elementary schools. The problem of disproportionate identification of cultural and linguistically diverse students in special education is addressed. This study looks at 23 third and fourth grade students by means of a…

Distress under Duress: The Relationship between Campus Climate and Depression in Asian American College Students.

ERIC Educational Resources Information Center

Cress, Christine M.; Ikeda, Elaine K.

2003-01-01

Student perceptions of negative campus climate were predictive of Asian American students' depression levels in spite of students' entering proclivities toward depression and in spite of varying institutional types. Higher education institutions that are perceived by students to discriminate against individuals may put their Asian American…

AWARE@HOME: PROFITABLY INTEGRATING CONSERVATION INTO THE AMERICAN HOME

EPA Science Inventory

While American households are the most resource consuming in the world, they are unlikely to become more efficient users of public utilities because of: 1) large time delays between utility use and the receipt of utility bills; 2) the inconvenience of personally checking and ...