Examining the Effects of Campus Climate, Ethnic Group Cohesion, and Cross-Cultural Interaction on Filipino American Students' Sense of Belonging in College

ERIC Educational Resources Information Center

Maramba, Dina C.; Museus, Samuel D.

2013-01-01

The purpose of this study is to explore how campus climate, ethnic group cohesion and cross cultural interaction influence Filipino American college students' sense of belonging in college. Specifically, we examine the impact of three environmental and behavioral factors on students' sense of belonging: 1) campus racial climate, 2) ethnic group…

Experiences of racism, racial/ethnic attitudes, motivated fairness and mental health outcomes among primary and secondary school students.

PubMed

Priest, Naomi; Perry, Ryan; Ferdinand, Angeline; Paradies, Yin; Kelaher, Margaret

2014-10-01

While studies investigating the health effects of racial discrimination for children and youth have examined a range of effect modifiers, to date, relationships between experiences of racial discrimination, student attitudes, and health outcomes remain unexplored. This study uniquely demonstrates the moderating effects of vicarious racism and motivated fairness on the association between direct experiences of racism and mental health outcomes, specifically depressive symptoms and loneliness, among primary and secondary school students. Across seven schools, 263 students (54.4% female), ranging from 8 to 17 years old (M = 11.2, SD = 2.2) reported attitudes about other racial/ethnic groups and experiences of racism. Students from minority ethnic groups (determined by country of birth) reported higher levels of loneliness and more racist experiences relative to the majority group students. Students from the majority racial/ethnic group reported higher levels of loneliness and depressive symptoms if they had more friends from different racial/ethnic groups, whereas the number of friends from different groups had no effect on minority students' loneliness or depressive symptoms. Direct experiences of racism were robustly related to higher loneliness and depressive symptoms in multivariate regression models. However, the association with depressive symptoms was reduced to marginal significance when students reported low motivated fairness. Elaborating on the negative health effects of racism in primary and secondary school students provides an impetus for future research and the development of appropriate interventions.

Finding a Fit: Understanding Black Immigrant Students' Engagement in Campus Activities

ERIC Educational Resources Information Center

Griffin, Kimberly A.; McIntosh, Kadian L.

2015-01-01

This qualitative study examined how both racial and ethnic identity shaped 23 Black immigrants students' patterns of engagement. Students more often chose to meaningfully engage in culturally based organizations, differentiating between groups with a racial and ethnic focus. Whereas many students perceived the unique benefits of ethnically focused…

Academic Performance Differences among Ethnic Groups: Do the Daily Use and Management of Time Offer Explanations?

ERIC Educational Resources Information Center

Meeuwisse, Marieke; Born, Marise Ph.; Severiens, Sabine E.

2013-01-01

This explorative study describes time use and time management behaviour of ethnic minority and ethnic majority students as possible explanations for the poorer study results of ethnic minority students compared to those of majority students. We used a diary approach in a small sample to examine students' daily time use in both a lecture week…

WWC Review of the Article "Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning" examined the effects of different reward systems used in group learning situations on the math skills of African-American and white students. The study analyzed data on 75 African-American and 57 white fourth- and fifth-grade students from urban…

The moderating role of centrality on associations between ethnic identity affirmation and ethnic minority college students' mental health.

PubMed

Brittian, Aerika S; Umaña-Taylor, Adriana J; Lee, Richard M; Zamboanga, Byron L; Kim, Su Yeong; Weisskirch, Robert S; Castillo, Linda G; Whitbourne, Susan Krauss; Hurley, Eric A; Huynh, Que-Lam; Brown, Elissa J; Caraway, S Jean

2013-01-01

Prior literature has shown that ethnic affirmation, one aspect of ethnic identity, is positively associated with mental health. However, the associations between ethnic affirmation and mental health may vary depending how much importance individuals place on their ethnic group membership (ie, centrality). Using path analysis, the current study examined the relations between ethnic affirmation and indices of mental health problems (ie, anxiety and depressive symptoms), and tested whether the process was moderated by ethnic centrality among 3,659 college students representing 3 ethnic groups (41% Latino/a, 35% Asian American, and 24% African American) who participated in a large, multisite university study. Results suggested that the associations between ethnic affirmation and mental health were stronger for Latino/a and Asian American students who reported higher levels of ethnic centrality. For African Americans, higher levels of ethnic affirmation predicted better mental health, but this association did not vary as a function of ethnic centrality.

Deaf college students' attitudes toward racial/ethnic diversity, campus climate, and role models.

PubMed

Parasnis, Ila; Samar, Vincent J; Fischer, Susan D

2005-01-01

Deaf college students' attitudes toward a variety of issues related to racial/ethnic diversity were surveyed by contacting all racial/ethnic minority deaf students and a random sample of Caucasian deaf students attending the National Technical Institute for the Deaf (NTID), Rochester Institute of Technology; 38% completed the survey. Although racial/ethnic groups similarly perceived NTID's commitment and efforts related to diversity, they differed significantly on some items related to campus climate and role models. Furthermore, the racial/ethnic minority groups differed from each other in their perceptions of campus comfort level, racial conflict, friendship patterns, and availability of role models. Educational satisfaction was positively correlated with campus comfort level; both correlated negatively with perception of discrimination and racial conflict. Qualitative data analyses supported quantitative data analyses and provided rich detail that facilitated interpretation of deaf students' experiences related to racial/ethnic diversity.

Perceived Prejudice and the Mental Health of Chinese Ethnic Minority College Students: The Chain Mediating Effect of Ethnic Identity and Hope.

PubMed

Yao, Jin; Yang, Liping

2017-01-01

As a multinational country incorporating 56 officially recognized ethnic groups, China is concerned with the mental health of members of minority ethnic groups, with an increasing focus on supporting Chinese ethnic minority college students. Nevertheless, in daily life, members of minority ethnic groups in China often perceive prejudice, which may in turn negatively influence their mental health, with respect to relative levels of ethnic identity and hope. To examine the mediating effects of ethnic identity and hope on the relationship between perceived prejudice and the mental health of Chinese ethnic minority college students, 665 students (18-26 years old; 207 males, 458 females; the proportion of participants is 95.38%) from nine colleges in the Guangxi Zhuang autonomous region and Yunnan and Guizhou provinces of China took part in our study, each completing adapted versions of a perceived prejudice scale, a multiethnic identity measure, an adult dispositional hope scale, and a general health questionnaire. Analysis of the results reveals that perceived prejudice negatively influences mental health through both ethnic identity and hope in Chinese ethnic minority college students. The total mediation effect was 54.9%. Perceived prejudice was found to negatively predict ethnic identity and hope, suggesting that perceived prejudice brings about a negative reconstruction of ethnic identity and hope mechanisms within the study's Chinese cultural context. The relationship between perceived prejudice and mental health was fully mediated by hope and the chain of ethnic identity and hope. Ethnic identity partially mediated the relationship between perceived prejudice and hope. The relationship between perceived prejudice and mental health mediated by ethnic identity was not significant, which suggests that the rejection-identification model cannot be applied to Chinese ethnic minority college students. This paper concludes by considering the limitations of our study and discussing the implications of its results for researchers and practitioners.

Perceived Prejudice and the Mental Health of Chinese Ethnic Minority College Students: The Chain Mediating Effect of Ethnic Identity and Hope

PubMed Central

Yao, Jin; Yang, Liping

2017-01-01

As a multinational country incorporating 56 officially recognized ethnic groups, China is concerned with the mental health of members of minority ethnic groups, with an increasing focus on supporting Chinese ethnic minority college students. Nevertheless, in daily life, members of minority ethnic groups in China often perceive prejudice, which may in turn negatively influence their mental health, with respect to relative levels of ethnic identity and hope. To examine the mediating effects of ethnic identity and hope on the relationship between perceived prejudice and the mental health of Chinese ethnic minority college students, 665 students (18–26 years old; 207 males, 458 females; the proportion of participants is 95.38%) from nine colleges in the Guangxi Zhuang autonomous region and Yunnan and Guizhou provinces of China took part in our study, each completing adapted versions of a perceived prejudice scale, a multiethnic identity measure, an adult dispositional hope scale, and a general health questionnaire. Analysis of the results reveals that perceived prejudice negatively influences mental health through both ethnic identity and hope in Chinese ethnic minority college students. The total mediation effect was 54.9%. Perceived prejudice was found to negatively predict ethnic identity and hope, suggesting that perceived prejudice brings about a negative reconstruction of ethnic identity and hope mechanisms within the study's Chinese cultural context. The relationship between perceived prejudice and mental health was fully mediated by hope and the chain of ethnic identity and hope. Ethnic identity partially mediated the relationship between perceived prejudice and hope. The relationship between perceived prejudice and mental health mediated by ethnic identity was not significant, which suggests that the rejection–identification model cannot be applied to Chinese ethnic minority college students. This paper concludes by considering the limitations of our study and discussing the implications of its results for researchers and practitioners. PMID:28744249

Bridging the gap: the roles of social capital and ethnicity in medical student achievement.

PubMed

Vaughan, Suzanne; Sanders, Tom; Crossley, Nick; O'Neill, Paul; Wass, Val

2015-01-01

Within medical education, there is a discrepancy between the achievement level of White students and that of their ethnic minority peers. The processes underlying this disparity have not been adequately investigated or explained. This study utilises social network analysis to investigate the impact of relationships on medical student achievement by ethnicity, specifically by examining homophily (the tendency to interact with others in the same group) by ethnicity, age and role. Data from a cross-sectional social network study conducted in one UK medical school are presented and are analysed alongside examination records obtained from the medical school. Participants were sampled across the four hospital placement sites; a total of 158 medical students in their clinical phase (Years 3 and 4) completed the survey. The research was designed and analysed using social capital theory. Although significant patterns of ethnic and religious homophily emerged, no link was found between these factors and achievement. Interacting with problem-based learning (PBL) group peers in study-related activities, and having seniors in a wider academic support network were directly linked to better achievement. Students in higher academic quartiles were more likely to be named by members of their PBL group in study activities and to name at least one tutor or clinician in their network. Students from lower-achieving groups were least likely to have the social capital enabling, and resulting from, interactions with members of more expert social groups. Lower levels of the social capital that mediates interaction with peers, tutors and clinicians may be the cause of underperformance by ethnic minority students. Because of ethnic homophily, minority students may be cut off from potential and actual resources that facilitate learning and achievement. © 2014 John Wiley & Sons Ltd.

Teaching Students from Other Cultures: An Exploration of Language Teachers' Experiences with Ethnic Minority Students

ERIC Educational Resources Information Center

Gu, Mingyue

2018-01-01

This article reports on a qualitative study investigating a group of novice ESL teachers' teaching experiences with ethnic minority students in secondary schools in Hong Kong. It finds that, while teachers argue that society has not been tolerant enough of ethnic minorities, they nonetheless believe that ethnic minorities should comply with…

Ethnic and Gender Diversity, Process and Performance in Groups of Business Students in Sweden

ERIC Educational Resources Information Center

Umans, Timurs; Collin, Sven-Olof; Tagesson, Torbjorn

2008-01-01

This article investigates the complex interrelation between ethnic and gender diversity, process and performance among groups of business students. The article is based on an empirical survey of business students working on a complex assignment in groups of two to five in a small Swedish university. The results indicate that gender diversity leads…

The Relationship of Gender and Academic Performance to Motivation: Within-Ethnic-Group Variations.

ERIC Educational Resources Information Center

Rouse, Kimberly A. Gordon; Austin, James T.

2002-01-01

Three studies examined within-ethnic-group variations in the relationship of grade point average and gender to motivation among African American, Hispanic American, and Euro-American students. Survey data revealed patterns of significant within-ethnic-group differences that varied across ethnic groups. In general, males demonstrated more…

Ethnic Identity and Acculturative Stress as Mediators of Depression in Students of Asian Descent

ERIC Educational Resources Information Center

Lantrip, Crystal; Mazzetti, Francesco; Grasso, Joseph; Gill, Sara; Miller, Janna; Haner, Morgynn; Rude, Stephanie; Awad, Germine

2015-01-01

This study underscored the importance of addressing the well-being of college students of Asian descent, because these students had higher rates of depression and lower positive feelings about their ethnic group compared with students of European descent, as measured by the Affirmation subscale of the Ethnic Identity Scale. Affirmation mediated…

Five Determinants of Ethnic Distance Among Black College Students.

ERIC Educational Resources Information Center

Nichols, O. Clovis

1983-01-01

Tested the assumption that a discriminatory pattern of appeal exists within an ethnic group, using a sample of 277 Black students. Results showed a definite preference pattern which revealed ethnic distance hierarchy, except for freshmen female students who also were less liberal in their preference of skin color. (JAC)

School Belonging, Ethnic Identity, and Psychological Adjustment among Ethnic Minority College Students

ERIC Educational Resources Information Center

Gummadam, Praveena; Pittman, Laura D.; Ioffe, Micah

2016-01-01

This study considers how the psychological adjustment of ethnic minority college students may be linked to a sense of school belonging and ethnic identity, two constructs related to individuals feeling like they belong to a larger group. Using self-reports from 311 undergraduates from ethnic minority backgrounds, school belonging was found to be…

An empirical investigation of acculturative stress and ethnic identity as moderators for depression and suicidal ideation in college students.

PubMed

Walker, Rheeda L; Wingate, Laricka R; Obasi, Ezemenari M; Joiner, Thomas E

2008-01-01

The purpose of this study was to explore the relationships of acculturative stress and ethnic identity to depressive symptomatology and suicidal ideation in college students. The SAFE Acculturative Stress Scale, Multi-Group Ethnic Identity Measure, Beck Depression Inventory, and Beck Suicide Scale were administered to 452 college students. The authors found that acculturative stress and ethnic identity moderated the depression-suicide ideation relationship for African American but not European American college students. Given that vulnerability toward suicidal thoughts is increased for African American college students who report symptoms of depression accompanied by either high-acculturative stress or poor group identity, these culturally relevant factors should be included in protocol for suicide risk assessment.

WWC Quick Review of the Article "Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning" Revised

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

This paper presents an updated WWC (What Works Clearinghouse) Review of the Article "Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning". The study examined the effects of different reward systems used in group learning situations on the math skills of African-American and White students. The…

The role of national identity representation in the relation between in-group identification and out-group derogation: ethnic versus civic representation.

PubMed

Meeus, Joke; Duriez, Bart; Vanbeselaere, Norbert; Boen, Filip

2010-06-01

Two studies investigated whether the content of in-group identity affects the relation between in-group identification and ethnic prejudice. The first study among university students, tested whether national identity representations (i.e., ethnic vs. civic) moderate or mediate the relation between Flemish in-group identification and ethnic prejudice. A moderation hypothesis is supported when those higher in identification who subscribe to a more ethnic representation display higher ethnic prejudice levels than those higher in identification who subscribe to a more civic representation. A mediation hypothesis is supported when those higher in identification tend towards one specific representation, which in turn, should predict ethnic prejudice. Results supported a mediation hypothesis and showed that the more respondents identified with the Flemish in-group, the more ethnic their identity representation, and the more they were inclined to display ethnic prejudice. The second study tested this mediation from a longitudinal perspective in a two-wave study among high school students. In-group identification at Time 1 predicted over-time changes in identity representation, which in turn, predicted changes in ethnic prejudice. In addition to this, changes in identity representation were predicted by initial ethnic prejudice levels. The implications of these findings are discussed.

Effect of ethnicity on performance in a final objective structured clinical examination: qualitative and quantitative study

PubMed Central

Wass, Val; Roberts, Celia; Hoogenboom, Ron; Jones, Roger; Van der Vleuten, Cees

2003-01-01

Objective To assess the effect of ethnicity on student performance in stations assessing communication skills within an objective structured clinical examination. Design Quantitative and qualitative study. Setting A final UK clinical examination consisting of a two day objective structured clinical examination with 22 stations. Participants 82 students from ethnic minorities and 97 white students. Main outcome measures Mean scores for stations (quantitative) and observations made using discourse analysis on selected communication stations (qualitative). Results Mean performance of students from ethnic minorities was significantly lower than that of white students for stations assessing communication skills on days 1 (67.0% (SD 6.8%) and 72.3% (7.6%); P=0.001) and 2 (65.2% (6.6%) and 69.5% (6.3%); P=0.003). No examples of overt discrimination were found in 309 video recordings. Transcriptions showed subtle differences in communication styles in some students from ethnic minorities who performed poorly. Examiners' assumptions about what is good communication may have contributed to differences in grading. Conclusions There was no evidence of explicit discrimination between students from ethnic minorities and white students in the objective structured clinical examination. A small group of male students from ethnic minorities used particularly poorly rated communicative styles, and some subtle problems in assessing communication skills may have introduced bias. Tests need to reflect issues of diversity to ensure that students from ethnic minorities are not disadvantaged. What is already known on this topicUK medical schools are concerned that students from ethnic minorities may perform less well than white students in examinationsIt is important to understand whether our examination system disadvantages themWhat this study addsMean performance of students from ethnic minorities was significantly lower than that of white students in a final year objective structured clinical examinationTwo possible reasons for the difference were poor communicative performance of a small group of male students from ethnic minorities and examiners' use of a textbook patient centred notion of good communicationIssues of diversity in test construction and implementation must be addressed to ensure that students from ethnic minorities are not disadvantaged PMID:12689978

What Difference Does "Difference" Make? A Discussion with Ethnic Minority Students about Their Learning Experience in Higher Education

ERIC Educational Resources Information Center

Housee, Shirin

2011-01-01

This article explores the everyday experiences of minority ethnic students at a university in the West Midlands. Based on interviews with 23 second-level students taking Sociology modules, it seeks to highlight the key social, personal and pedagogic issues for this group of minority ethnic students and to deepen understandings of cultural identity…

Prevalence of Psychological Symptoms among Undergraduate Students in an Ethnically Diverse Urban Public College.

ERIC Educational Resources Information Center

Rosenthal, Beth Spenciner; Schreiner, Arleen Cedeno

2000-01-01

Surveyed levels of psychological symptoms (anger, anxiety, and depression) among ethnically diverse, urban college students. Students reported a wide range of symptoms similar to those reported by U.S. adults in the 1990s. Women's levels of symptoms were higher then men's. Older students had lower levels of anger and depression. Ethnic groups did…

Effects of a Culturally Responsive Teaching Project on Teachers and Students in Selected Kanawha County, WV, Schools

ERIC Educational Resources Information Center

Hughes, Georgia K.; Cowley, Kimberly S.; Copley, Lisa D.; Finch, Nicole L.; Meehan, Merrill L.; Burns, Rebecca C.; Kusimo, Patricia S.; Keyes, Marian C.; Orletsky, Sandra R.; Holdzkom, David

2004-01-01

Differences in academic achievement among ethnic and socioeconomic groups, called achievement gaps, have been an issue in education for many years. Achievement gaps exist between upper- and lower-class students and between students of differing races and ethnic backgrounds. As a group, Black and Hispanic students perform less well on many…

Ethnic Identity, Multiculturalism, and Their Interrelationships: Differences between Jewish and Arab Students

ERIC Educational Resources Information Center

Hen, Meirav; Kraus, Eran; Goroshit, Marina

2016-01-01

The present research investigates the differences in attitudes toward multiculturalism and the level of ethnic identification among Arab and Jewish students in Israel. In addition, ethnic group effects on the relationship between the two variables were examined. Based on a sample of 142 college students, the findings indicated that Arab students…

77 FR 16244 - Request for Comments on the Update of the Scholarships for Disadvantaged Students Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-20

... backgrounds, including students who are members of racial and ethnic minority groups. (PHS Act, Sec. 737(d)(1... social work, professional counseling, marriage and family therapy); and physician assistant training..., including students who are members of racial and ethnic minority groups. Also, the primary care weights are...

Ethnic Identity and Social-Cognitive Maturity in a Multicultural Group Experience

ERIC Educational Resources Information Center

Johnson, Jennifer M.; Lambie, Glenn W.

2013-01-01

This study examined a multicultural group experience on students' ("N"= 94) ethnic identity development and social-cognitive maturity. Although no differences were identified between treatment and comparison group participants, group therapeutic factors scores were predictive of ethnic identity development and social-cognitive…

The influence of Mayan education on middle school students in Guatemala.

PubMed

Falbo, Toni; de Baessa, Yetilú

2006-10-01

The purpose of this study was to examine the influence of Mayan education on the academic achievement of Indian and Ladino middle school students (N = 353) in Guatemala. This study also examined changes in ethnic identity achievement and the effects of changes in ethnic identity achievement on gains in self-esteem and other-group attitudes. Superior gains in academic skills for both Ladino and Indian students attending Mayan schools were found. The results also suggested that those students who increased their ethnic identity scores during their first year of middle school also increased their other-group attitudes. These results are discussed in terms of the benefits of Mayan education and ethnic identity achievement for both Indian and Ladino students. (c) 2006 APA, all rights reserved.

The differential effect of the teacher-student interpersonal relationship on student outcomes for students with different ethnic backgrounds.

PubMed

den Brok, Perry; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje

2010-06-01

The differential effectiveness of schools and teachers receives a growing interest, but few studies focused on the relevance of student ethnicity for this effectiveness and only a small number of these studies investigated teaching in terms of the teacher-student interpersonal relationship. Furthermore, the methodology employed often restricted researchers to investigating direct effects between variables across large samples of students. This study uses causal modelling to investigate associations between student background characteristics, students' perceptions of the teacher-student interpersonal relationship, and student outcomes, across and within several population subgroups in Dutch secondary multi-ethnic classes. Multi-group structural equation modelling was used to investigate causal paths between variables in four ethnic groups: Dutch (N=387), Turkish first- and second-generation immigrant students (N=267), Moroccan first and second generation (N=364), and Surinamese second-generation students (N=101). Different structural paths were necessary to explain associations between variables in the different (sub) groups. Different amounts of variance in student attitudes could be explained by these variables. The teacher-student interpersonal relationship is more important for students with a non-Dutch background than for students with a Dutch background. Results suggest that the teacher-student relationship is more important for second generation than for first-generation immigrant students. Multi-group causal model analyses can provide a better, more differentiated picture of the associations between student background variables, teacher behaviour, and student outcomes than do more traditional types of analyses.

The Flow of Ethnicity: Voices of Diverse High School Youth.

ERIC Educational Resources Information Center

Davidson, Ann Locke; And Others

This paper considers whether ethnicity is a social construction that is constantly being recreated in a nexus of shifting social relations rather than a set of perceptions and behaviors that remain constant and stem from a youth's membership in an ethnic group. Student responses about ethnicity from a larger study of student role and engagement in…

Ethnic Identity in Diverse Schools: Preadolescents' Private Regard and Introjection in relation to Classroom Norms and Composition.

PubMed

Gharaei, Nadya; Thijs, Jochem; Verkuyten, Maykel

2018-06-19

Ethnic identity plays a key role in the normative development of children and adolescents, and efforts to provide a positive and safe environment for ethnic identity benefit from an understanding of its context-dependency. Following the social identity perspective, we add to research on ethnic identity by considering the role of the classroom context and by conceptualizing ethnic identity in terms of two key dimensions. Specifically, the present study aims to investigate the role of the classroom context for ethnic private regard (positive ethnic self-feelings) and for the under-researched construct of ethnic introjection (subjective self-group merging). These two dimensions of ethnic identity were examined in 51 Dutch school classes among grade 4-6 students (N = 573; M age  = 10.77, SD = 1.02; 54% girls) of Dutch, Turkish and Moroccan ethnic background. We focused on teachers' multicultural norms and classmates' evaluation of the ethnic in-group (peer group norms) in combination with the ethnic class composition. It was found that ethnic introjection was empirically distinct from ethnic private regard, and that the former dimension depended on the classroom context more than the latter. Multicultural teacher norms affected minority preadolescents' private regard positively, but only when the share of in-group classmates was low. Positive peer group norms of in-group classmates strengthened students' introjection, while those of out-group classmates lowered it. The findings indicate that ethnic identity research will be enhanced by more fully considering the conceptual and contextual implications of the social identity perspective.

Religious commitment, attitudes toward suicide, and suicidal behaviors among college students of different ethnic and religious groups in Malaysia.

PubMed

Foo, Xiang Yi; Alwi, Muhd Najib Mohd; Ismail, Siti Irma Fadhillah; Ibrahim, Normala; Osman, Zubaidah Jamil

2014-06-01

The variation in suicide patterns across ethnic groups with different religious background is a puzzling social phenomenon. This study sought to examine the impact of religious commitment and attitudes toward suicide on suicidal behaviors of college students across major ethnic and religious groups in a multicultural society of Malaysia. A total of 139 college students completed Religious Commitment Inventory-10, Attitudes Toward Suicide Scale, and Suicidal Behavior Questionnaire-Revised. Findings showed significant discrepancies in attitudes toward suicide, but not suicidal behaviors across ethnic and religious groups. Suicide acceptance significantly affected suicidal behaviors as well. Although religious commitment is not associated with suicidal behaviors, its deviation is reflected in students' acceptance of suicide. Additionally, college students' suicide risk, lifetime, and recent suicide ideation, as well as their likelihood of future suicide attempt can be associated with their acceptance of suicide. The influence of attitudes toward suicide and religion, therefore, should be taken into consideration while implementing suicide prevention programs as it helps shape the norms about suicide among youths.

It matters how and when you ask: self-reported race/ethnicity of incoming law students.

PubMed

Panter, A T; Daye, Charles E; Allen, Walter R; Wightman, Linda F; Deo, Meera E

2009-01-01

The high-stakes nature of law school testing and admissions puts a premium on the student data presented to admissions committees, such as essays, academic and work history, and student background characteristics including race/ethnicity. 4,472 law school-bound students self-identified their race/ethnicity using (a) a mutually exclusive "choose one" format during registration for the law school admissions test, and (b) an elaborated "check-all-that-apply" format as part of a national survey administered during the first weeks at their chosen law school. Student multiraciality that was masked by the first assessment was associated with self-reported ethnic identity, discrimination experience, intergroup contact, race-related attitudes, academic performance, and trait ratings, as compared to monoracial majority students. A different profile of findings was observed across these constructs when multiracial students were compared to monoracial majority students, to monoracial minority students, and within group. These correlates also predicted the likelihood of changing identification across the two assessment contexts. These findings support the continued study of specific combinations of multiracial groups, fluidity of multiracial identities, and context effects that influence race/ethnicity self-categorizations.

Wyoming's Early Settlement and Ethnic Groups, Unit IV.

ERIC Educational Resources Information Center

Robinson, Terry

This unit on Wyoming's early settlement and ethnic groups provides concepts, activities, stories, charts, and graphs for elementary school students. Concepts include the attraction Wyoming held for trappers; the major social, economic, and religious event called "The Rendezvous"; the different ethnic and religious groups that presently…

Ethnic stereotypes and the underachievement of UK medical students from ethnic minorities: qualitative study.

PubMed

Woolf, Katherine; Cave, Judith; Greenhalgh, Trisha; Dacre, Jane

2008-08-18

To explore ethnic stereotypes of UK medical students in the context of academic underachievement of medical students from ethnic minorities. Qualitative study using semistructured one to one interviews and focus groups. A London medical school. 27 year 3 medical students and 25 clinical teachers, purposively sampled for ethnicity and sex. Data were analysed using the theory of stereotype threat (a psychological phenomenon thought to negatively affect the performance of people from ethnic minorities in educational contexts) and the constant comparative method. Participants believed the student-teacher relationship was vital for clinical learning. Teachers had strong perceptions about "good" clinical students (interactive, keen, respectful), and some described being aggressive towards students whom they perceived as quiet, unmotivated, and unwilling. Students had equally strong perceptions about "good" clinical teachers (encouraging, interested, interactive, non-aggressive). Students and teachers had concordant and well developed perceptions of the "typical" Asian clinical medical student who was considered over-reliant on books, poor at communicating with patients, too quiet during clinical teaching sessions, and unmotivated owing to being pushed into studying medicine by ambitious parents. Stereotypes of the "typical" white student were less well developed: autonomous, confident, and outgoing team player. Direct discrimination was not reported. Asian clinical medical students may be more likely than white students to be perceived stereotypically and negatively, which may reduce their learning by jeopardising their relationships with teachers. The existence of a negative stereotype about their group also raises the possibility that underperformance of medical students from ethnic minorities may be partly due to stereotype threat. It is recommended that clinical teachers be given opportunities and training to encourage them to get to know their students as individuals and thus foster positive educational relationships with them.

Self-Regulated Learning Study Strategies and Academic Performance in Undergraduate Organic Chemistry: An Investigation Examining Ethnically Diverse Students

ERIC Educational Resources Information Center

Lopez, Enrique J.; Nandagopal, Kiruthiga; Shavelson, Richard J.; Szu, Evan; Penn, John

2013-01-01

This study sought to identify ethnically diverse students' study strategies in organic chemistry and their relationships to course outcomes. Study diaries, concept maps, and problem sets were used to assess study outcomes. Findings show that students engage in four commonly used reviewing-type strategies, regardless of ethnic group affiliation.…

An Investigation of Ethnic Differences in the Motivation and Strategies for Learning of Students in Desegregated South African Schools.

ERIC Educational Resources Information Center

Watkins, David; McInerney, Dennis; Akande, Adebowale; Lee, Clement

2003-01-01

Compared school motivation and use of deep processing (an indicator of learning quality) among black and white South African students from two recently integrated secondary schools. Student surveys found no significant ethnic group differences. Both groups considered working hard and having interest in school tasks to be more important than…

Bridging the Ethnic Divide: Student and School Characteristics in African American, Asian-Descent, Latino, and White Adolescents' Cross-Ethnic Friend Nominations

ERIC Educational Resources Information Center

Hamm, Jill V.; Bradford Brown, B.; Heck, Daniel J.

2005-01-01

Based on the revised social contact theory, correlates of cross-ethnic friend nomination among 580 African American, 948 Asian-descent, 860 Latino, and 3986 White adolescents were examined. Socioeconomic and academic disparities between ethnic groups differentiated cross-ethnic friend nomination between schools for all groups but African…

Does cultural integration explain a mental health advantage for adolescents?

PubMed

Bhui, Kamaldeep S; Lenguerrand, Erik; Maynard, Maria J; Stansfeld, Stephen A; Harding, Seeromanie

2012-06-01

A mental health advantage has been observed among adolescents in urban areas. This prospective study tests whether cultural integration measured by cross-cultural friendships explains a mental health advantage for adolescents. A prospective cohort of adolescents was recruited from 51 secondary schools in 10 London boroughs. Cultural identity was assessed by friendship choices within and across ethnic groups. Cultural integration is one of four categories of cultural identity. Using gender-specific linear-mixed models we tested whether cultural integration explained a mental health advantage, and whether gender and age were influential. Demographic and other relevant factors, such as ethnic group, socio-economic status, family structure, parenting styles and perceived racism were also measured and entered into the models. Mental health was measured by the Strengths and Difficulties Questionnaire as a 'total difficulties score' and by classification as a 'probable clinical case'. A total of 6643 pupils in first and second years of secondary school (ages 11-13 years) took part in the baseline survey (2003/04) and 4785 took part in the follow-up survey in 2005-06. Overall mental health improved with age, more so in male rather than female students. Cultural integration (friendships with own and other ethnic groups) was associated with the lowest levels of mental health problems especially among male students. This effect was sustained irrespective of age, ethnicity and other potential explanatory variables. There was a mental health advantage among specific ethnic groups: Black Caribbean and Black African male students (Nigerian/Ghanaian origin) and female Indian students. This was not fully explained by cultural integration, although cultural integration was independently associated with better mental health. Cultural integration was associated with better mental health, independent of the mental health advantage found among specific ethnic groups: Black Caribbean and some Black African male students and female Indian 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.…

Fostering a Pluralistic Society through Multi-Ethnic Education. Fastback 107.

ERIC Educational Resources Information Center

Garcia, Ricardo L.

The purpose of multiethnic education is to prepare all students to live harmoniously in a multiethnic society. Multiethnic education pursues these goals by reflecting ethnic diversity in the curriculum, dealing directly with ethnic group similarities and differences, and helping students understand their uniqueness in a pluralistic milieu.…

Ethnic Attitudes of Hungarian Students in Romania

ERIC Educational Resources Information Center

Ives, Bob; Obenchain, Kathryn M.; Oikonomidoy, Eleni

2012-01-01

Participants in this study were ethnic Hungarian secondary students attending high schools in Romania in which Hungarian was the primary language of instruction. Attitudes of participants toward ethnic and cultural groups were measured using a variation of the Bogardus (1933) Scale of Social Distance. Results were consistent with predictions based…

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…

Motivation and academic performance of medical students from ethnic minorities and majority: a comparative study.

PubMed

Isik, Ulviye; Wouters, Anouk; Ter Wee, Marieke M; Croiset, Gerda; Kusurkar, Rashmi A

2017-11-28

Medical students from ethnic minorities underperform in knowledge and skills assessments both in pre-clinical and clinical education compared to the ethnic majority group. Motivation, which influences learning and academic performance of medical students, might play an important role in explaining these differences, but is under-investigated. This study aimed to compare two types of motivation (autonomous and controlled) of ethnic minority (Western and non-Western) and majority (Dutch) students, and their association with academic performance. In a cross-sectional study, all students of a Dutch medical school were invited to complete a survey including the Academic Self-Regulation Questionnaire, measuring autonomous and controlled motivation, in the academic year 2015-2016. Motivation was compared using Kruskal-Wallis test and performance was compared using One-Way ANOVA. Linear regression analysis was used to determine the association between motivation and performance (grade point average; GPA). The response rate was 38.6% (n = 947). Autonomous motivation (AM) of non-Western students was higher than that of Dutch students in pre-clinical and clinical education (p < 0.05). Controlled motivation was higher in Western students than in Dutch students (pre-clinical education; p < 0.05). AM was associated with a higher GPA for Dutch (pre-clinical education; β = 0.33, p < 0.05) and Western students (clinical education; β = 0.57, p < 0.05) only. Our results show significant differences in the type of motivation between the ethnic majority and minority groups. The association of motivation with performance also differs between ethnic groups. We found that AM has a positive influence on GPA. Further research is needed to uncover the underlying mechanisms.

An investigation of the relationship between ethnicity and success in a BSc (Hons) Physiotherapy degree programme in the UK.

PubMed

Williams, Annabel; Norris, Meriel; Cassidy, Elizabeth; Naylor, Sandra; Marston, Louise; Shiers, Pam

2015-06-01

To explore the potential relationship between ethnicity and achievement within undergraduate physiotherapy education. A retrospective analysis of assessment marks awarded for academic and clinical modules. A London University offering undergraduate physiotherapy education. Four hundred forty-eight undergraduate students enrolled onto the Physiotherapy honours degree programme between 2005 and 2009. Marks awarded following academic or clinical assessment. These were modelled through multivariable regression analysis to evaluate the relationship between marks awarded and ethnicity. Differences were noted between ethnic categories in final programme success and across academic and clinical modules. Our multivariable analysis demonstrated students from Asian backgrounds had decreased odds of succeeding compared with white British students (adjusted OR 0.43 95%CI 0.24, 0.79 P=0.006), as had Black students (adjusted OR 0.42 95%CI 0.19, 0.95 P=0.036) and students from Other ethnic backgrounds (adjusted OR 0.41 95%CI 0.20, 0.87 P=0.020). This analysis of undergraduate physiotherapy students illustrated a persistent difference in attainment between students from white British and those from BME backgrounds. Heterogeneity in academic outcomes both within and between minority ethnic groups was illustrated. This study not only reinforces the need to consider ethnicity within physiotherapy education but also raises further questions about why physiotherapy students from BME groups perform less well than their white British peers. Copyright © 2014. Published by Elsevier Ltd.

Relationships among identity, perceived discrimination, and depressive symptoms in eight ethnic-generational groups.

PubMed

Donovan, Roxanne A; Huynh, Que-Lam; Park, Irene J K; Kim, Su Yeong; Lee, Richard M; Robertson, Emily

2013-04-01

Examine whether personal identity confusion and ethnic identity, respectively, moderate and/or mediate the relationship between perceived discrimination (PD) and depressive symptoms (DS) in eight ethnic-generational groups. The sample consisted of 9665 students (73% women; mean age 20.31) from 30 colleges and universities from around the United States. Cross-sectional data were gathered through a confidential online survey. Across groups, PD and ethnic identity levels varied, while identity confusion levels were mostly similar. Neither identity confusion nor ethnic identity moderated the PD-DS relationship for any groups. However, identity confusion was a partial mediator for immigrant and nonimmigrant Hispanic/Latino(a) and White/European American participants. Identity confusion also suppressed the PD-DS relationship for Black/African American participants. Results highlight the need for additional research on identity confusion's role in the PD-distress link and the importance of addressing ethnicity and generation status when examining the effects of PD on college students' mental health. © 2012 Wiley Periodicals, Inc.

Racial and ethnic minority college students' stigma associated with seeking psychological help: Examining psychocultural correlates.

PubMed

Cheng, Hsiu-Lan; Kwan, Kwong-Liem Karl; Sevig, Todd

2013-01-01

Many college students underuse professional psychological help for mental health difficulties. The stigma associated with seeking such help appears to be one of the reasons for this underuse. Levels of psychological distress and past use of counseling/psychotherapy have been found to be important correlates of stigma associated with seeking psychological help (Obasi & Leong, 2009; Vogel, Wade, & Haake, 2006). For racial and ethnic minorities, the hindering effects of self-stigma and perceived stigmatization by others on treatment seeking may further be compounded by their relationships with their own ethnic groups, with other ethnic groups, and with the dominant society. This study used structural equation modeling (SEM) to test a model that explored the effects of psychological distress and psychocultural variables (i.e., ethnic identity, other-group orientation, perceived discrimination) on perceived stigmatization by others and self-stigma for seeking psychological help, controlling for past use of counseling/psychotherapy. The sample consisted of 260 African American, 166 Asian American, and 183 Latino American students. SEM multigroup analyses indicated measurement invariance, but partial structural invariance, across racial/ethnic groups. Across all 3 groups, higher levels of psychological distress and perceived racial/ethnic discrimination, respectively, predicted higher levels of perceived stigmatization by others for seeking psychological help, which, in turn, predicted greater self-stigma for seeking psychological help. Higher levels of other-group orientation predicted lower levels of self-stigma of seeking psychological help across groups. Higher levels of ethnic identity predicted lower levels of self-stigma of seeking psychological help only for African Americans. Implications for research and practice are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Cross-Ethnic Friendships and Intergroup Attitudes Among Asian American Adolescents

PubMed Central

Chen, Xiaochen; Graham, Sandra

2014-01-01

This study examined cross-ethnic friendship choices and intergroup attitudes in a sample of 762 sixth grade Asian American students (Mage=11.5 years) attending one of 19 middle schools that varied in ethnic composition. Multiple measures of friendship (quantity and quality) and intergroup attitudes (affective, cognitive, behavioral) toward White, Latino, and Black grademates were assessed. The results showed that Asian American students over-nominated White students and under-nominated Latino and Black students as their friends when school availability of each ethnic group was accounted for. Cross-ethnic friendships were related to better intergroup attitudes, especially the behavioral dimension of attitudes. Cross-ethnic friendships were least likely to change attitudes towards Blacks. Implications for future research, educational practice, and attitude intervention programs were discussed. PMID:25626492

Investigating the Impact of Financial Aid on Student Dropout Risks: Racial and Ethnic Differences

ERIC Educational Resources Information Center

Chen, Rong; DesJardins, Stephen L.

2010-01-01

This study focuses on the differences in college student dropout behavior among racial/ethnic groups. We employ event history methods and data from the Beginning Postsecondary Students (BPS) and National Postsecondary Student Aid Study (NPSAS) surveys to investigate how financial aid may differentially influence dropout risks among these student…

Status and Trends in the Education of Racial and Ethnic Groups 2017. NCES 2017-051

ERIC Educational Resources Information Center

Musu-Gillette, Lauren; de Brey, Cristobal; McFarland, Joel; Hussar, William; Sonnenberg, William; Wilkinson-Flicker, Sidney

2017-01-01

This report uses statistics to examine current conditions and changes over time in education activities and outcomes for different racial/ethnic groups in the United States. This report shows that over time, students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska…

Earth Science Pipeline: Enhancing Diversity in the Geosciences

NASA Astrophysics Data System (ADS)

McGill, S.; Smith, A.; Fryxell, J.; Leatham, W.; Brunkhorst, B. J.

2002-12-01

Our initial efforts to recruit and retain students from under-represented ethnic groups were guided by results from a survey of students in our introductory geology courses. Among students from under-represented ethnic groups, the most common reasons for NOT majoring in geology were (1) lack of exposure to geosciences, (2) lack of knowledge about careers in geology, (3) a student's perception that he or she is not a "science-type" of person, (4) the difficulty of science, (5) the fact that the student had no friends or family members that had majored in geology, (6) the lack of role models from their ethnicity in geology, (7) boredom with science. The first reasons listed above were rated as "very important" to the greatest number of students [45%], and the following reasons were considered "very important" to decreasing numbers of students [down to 20%]. Issues related to prestige, religion and gender role models were considered "very important" to <10% of the students. To address the two most common reasons for not majoring in geology, we made presentations about the geosciences and careers in geosciences at local schools. We have presented in science classes, to students in Project UPBEAT, as well as to students in the Advancement Via Independent Determination (AVID) program at local high schools. We also participated in the Earth Science portion of a Science Olympiad for high-achieving middle and high school students, offered consulting for science fair projects and led students on field trips to the San Andreas fault and Pisgah Crater. We hired CSUSB students from both our introductory and upper-division geology courses to help with these outreach activities. Several of these students were from under-represented ethnic groups, and they thus served as role models for the pre-college students from those ethnic groups. These outreach assistants have also continued taking geology courses, and some have become geology majors or minors. A total of 44 presentations/field trips/other activities with students were conducted during 2001-02, resulting in over 4300 contact hours with more than 2300 pre-college students. The majority (66%) of the students at these events were from under-represented groups. Responses on evaluation forms indicate that presentations that provided hands-on experiences for students were more likely to influence students to consider majoring in the geosciences than were more traditional presentations, such as slide shows. We have also engaged in teacher development, to better prepare teachers to provide more exposure to the Earth Sciences for pre-college students. We conducted a week-long field trip to Owens Valley for local high school and middle school teachers, as well as various one-day workshops. To address students' perception that they are not "science-type" people, we recruited and hired 15 student research assistants, many of whom were students from under-represented ethnic groups from our introductory geology courses. We trained these students to help us begin monitoring deformation across the San Andreas and San Jacinto faults near our campus, using the Global Positioning System. To address the difficulty with science that many students expressed, we hired students who had done well in our introductory geology courses to serve as tutors for those courses during subsequent quarters. The presence of these tutors (some of whom were from under-represented ethnic groups) in the laboratory session made it easier for students currently taking the class to get their questions answered promptly, thus making their experience with geology more pleasant and effective.

Ethnic stereotypes and the underachievement of UK medical students from ethnic minorities: qualitative study

PubMed Central

Cave, Judith; Greenhalgh, Trisha; Dacre, Jane

2008-01-01

Objective To explore ethnic stereotypes of UK medical students in the context of academic underachievement of medical students from ethnic minorities. Design Qualitative study using semistructured one to one interviews and focus groups. Setting A London medical school. Participants 27 year 3 medical students and 25 clinical teachers, purposively sampled for ethnicity and sex. Methods Data were analysed using the theory of stereotype threat (a psychological phenomenon thought to negatively affect the performance of people from ethnic minorities in educational contexts) and the constant comparative method. Results Participants believed the student-teacher relationship was vital for clinical learning. Teachers had strong perceptions about “good” clinical students (interactive, keen, respectful), and some described being aggressive towards students whom they perceived as quiet, unmotivated, and unwilling. Students had equally strong perceptions about “good” clinical teachers (encouraging, interested, interactive, non-aggressive). Students and teachers had concordant and well developed perceptions of the “typical” Asian clinical medical student who was considered over-reliant on books, poor at communicating with patients, too quiet during clinical teaching sessions, and unmotivated owing to being pushed into studying medicine by ambitious parents. Stereotypes of the “typical” white student were less well developed: autonomous, confident, and outgoing team player. Direct discrimination was not reported. Conclusions Asian clinical medical students may be more likely than white students to be perceived stereotypically and negatively, which may reduce their learning by jeopardising their relationships with teachers. The existence of a negative stereotype about their group also raises the possibility that underperformance of medical students from ethnic minorities may be partly due to stereotype threat. It is recommended that clinical teachers be given opportunities and training to encourage them to get to know their students as individuals and thus foster positive educational relationships with them. PMID:18710846

Predictors of academic success for Māori, Pacific and non-Māori non-Pacific students in health professional education: a quantitative analysis.

PubMed

Wikaire, Erena; Curtis, Elana; Cormack, Donna; Jiang, Yannan; McMillan, Louise; Loto, Rob; Reid, Papaarangi

2017-05-01

Tertiary institutions internationally aim to increase student diversity, however are struggling to achieve equitable academic outcomes for indigenous and ethnic minority students and detailed exploration of factors that impact on success is required. This study explored the predictive effect of admission variables on academic outcomes for health professional students by ethnic grouping. Kaupapa Māori and Pacific research methodologies were used to conduct a quantitative analysis using data for 2686 health professional students [150 Māori, 257 Pacific, 2279, non-Māori non-Pacific (nMnP)]. The predictive effect of admission variables: school decile; attending school in Auckland; type of admission; bridging programme; and first-year bachelor results on academic outcomes: year 2-4 grade point average (GPA); graduating; graduating in the minimum time; and optimal completion for the three ethnic groupings and the full cohort was explored using multiple regression analyses. After adjusting for admission variables, for every point increase in first year bachelor GPA: year 2-4 GPA increased by an average of 0.46 points for Māori (p = 0.0002, 95% CI 0.22, 0.69), 0.70 points for Pacific (p < 0.0001, CI 0.52, 0.87), and 0.55 points for nMnP (p < 0.0001, CI 0.51, 0.58) students. For the total cohort, ethnic grouping was consistently the most significant predictor of academic outcomes. This study demonstrated clear differences in academic outcomes between both Māori and Pacific students when compared to nMnP students. Some (but not all) of the disparities between ethnic groupings could be explained by controlling for admission variables.

Latino College Students at Highly Selective Institutions: A Comparison of Their College Experiences and Outcomes to Other Racial/Ethnic Groups

ERIC Educational Resources Information Center

Kim, Young K.; Rennick, Liz A.; Franco, Marla A.

2014-01-01

This study examines unique patterns of college engagement and outcomes among Latino undergraduate students attending highly selective institutions in comparison with those from other racial/ethnic groups. The study also identifies predictors of select college outcomes--that is, cognitive, affective, and civic outcomes--for this population.…

Further Evidence of an Engagement-Achievement Paradox among U.S. High School Students

ERIC Educational Resources Information Center

Shernoff, David J.; Schmidt, Jennifer A.

2008-01-01

Achievement, engagement, and students' quality of experience were compared by racial and ethnic group in a sample of students (N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic student populations. Using the Experience Sampling Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported…

The Relations of a School's Capacity for Institutional Diversity to Student Achievement in Socio-Economically, Ethnically, and Linguistically Diverse Schools

ERIC Educational Resources Information Center

Min, Sookweon; Goff, Peter T.

2016-01-01

This study examines how a school's capacity for institutional diversity relates to student achievement in socio-economically, ethnically, and linguistically diverse schools. It also investigates whether various student groups benefit differently from a school's level of student diversity and its institutional capacity for diversity. Using data…

Number of Minority Students in Colleges Rose by 9% from 1990 to 1991, U.S. Reports; Fact File: State-by-State Enrollment by Racial and Ethnic Group, Fall 1991.

ERIC Educational Resources Information Center

Evangelauf, Jean

1993-01-01

A national survey shows that total minority enrollment in colleges is at an all-time high at 20.6 percent of overall enrollment. Despite this, minority groups continue to be underrepresented in college student populations. Enrollments by state indicate wide geographic variation in percentages of students from ethnic and racial minorities. (MSE)

Students' Choice of Animated Pedagogical Agents in Science Learning: A Test of the Similarity-Attraction Hypothesis on Gender and Ethnicity

ERIC Educational Resources Information Center

Moreno, Roxana; Flowerday, Terri

2006-01-01

College students learned about science with a multimedia program. One group (choice or C) chose to learn with or without an animated pedagogical agent (APA) representing a male or female of five different ethnicities. Another group (no-choice or NC) was assigned an APA by the system. All participants in C group chose to learn with APAs and…

Ethnic Identity and Acculturation of English as Second Language Learners: Implications for School Counselors

ERIC Educational Resources Information Center

Maldonado, Jose M.; Kushner, Jason D.; Barr, Jason; Korz, Kelly

2009-01-01

Ethnic identity and acculturation are significant issues of English as Second Language students in the intermediate grades. Research has encompassed acculturation and ethnic identity as two distinct elements that differentiate particular ethnic groups. The present study investigates acculturation and ethnic identity and their correlation across…

Latinos' Changing Ethnic Group Representation From Elementary to Middle School: Perceived Belonging and Academic Achievement.

PubMed

Morales-Chicas, Jessica; Graham, Sandra

2017-09-01

This study examined the association between change in ethnic group representation from elementary to middle school and Latino students' school belonging and achievement. The ethnic diversity of students' middle school was examined as a moderator. Participants were 1,825 Latino sixth graders from 26 ethnically diverse urban middle schools. Hierarchical regression analyses showed that a change in ethnic representation toward fewer Latinos in middle school than elementary school was related to less perceived belonging and lower achievement in schools with low ethnic diversity. There were no mean differences as a function of declining representation in more diverse middle schools, suggesting that greater school diversity was protective. Findings highlight the importance of examining school ethnic context, especially across the middle school transition. © 2016 The Authors. Journal of Research on Adolescence © 2016 Society for Research on Adolescence.

Racial/ethnic disparities in US college students' experience: Discrimination as an impediment to academic performance.

PubMed

Stevens, Courtney; Liu, Cindy H; Chen, Justin A

2018-03-22

Using data from 69,722 US undergraduates participating in the spring 2015 National College Health Assessment, we examine racial/ethnic differences in students' experience of discrimination. Logistic regression predicted the experience of discrimination and its reported negative effect on academics. Additional models examined the effect of attending a Minority Serving Institution (MSI). Discrimination was experienced by 5-15% of students, with all racial/ethnic minority groups examined- including Black, Hispanic, Asian, AI/NA/NA, and Multiracial students- more likely to report discrimination relative to White students. Of students who experienced discrimination, 15-25% reported it had negatively impacted their academic performance, with Hispanic and Asian students more likely to report negative impacts relative to White students. Attending an MSI was associated with decreased experiences of discrimination. Students from racial/ethnic minority backgrounds are disproportionately affected by discrimination, with negative impacts for academic performance that are particularly marked for Hispanic and Asian students.

Does cultural integration explain a mental health advantage for adolescents?

PubMed Central

Bhui, Kamaldeep S; Lenguerrand, Erik; Maynard, Maria J; Stansfeld, Stephen A; Harding, Seeromanie

2012-01-01

Background A mental health advantage has been observed among adolescents in urban areas. This prospective study tests whether cultural integration measured by cross-cultural friendships explains a mental health advantage for adolescents. Methods A prospective cohort of adolescents was recruited from 51 secondary schools in 10 London boroughs. Cultural identity was assessed by friendship choices within and across ethnic groups. Cultural integration is one of four categories of cultural identity. Using gender-specific linear-mixed models we tested whether cultural integration explained a mental health advantage, and whether gender and age were influential. Demographic and other relevant factors, such as ethnic group, socio-economic status, family structure, parenting styles and perceived racism were also measured and entered into the models. Mental health was measured by the Strengths and Difficulties Questionnaire as a ‘total difficulties score’ and by classification as a ‘probable clinical case’. Results A total of 6643 pupils in first and second years of secondary school (ages 11–13 years) took part in the baseline survey (2003/04) and 4785 took part in the follow-up survey in 2005–06. Overall mental health improved with age, more so in male rather than female students. Cultural integration (friendships with own and other ethnic groups) was associated with the lowest levels of mental health problems especially among male students. This effect was sustained irrespective of age, ethnicity and other potential explanatory variables. There was a mental health advantage among specific ethnic groups: Black Caribbean and Black African male students (Nigerian/Ghanaian origin) and female Indian students. This was not fully explained by cultural integration, although cultural integration was independently associated with better mental health. Conclusions Cultural integration was associated with better mental health, independent of the mental health advantage found among specific ethnic groups: Black Caribbean and some Black African male students and female Indian students. PMID:22366123

Medical students' perceptions of racial diversity and gender equality.

PubMed

Lee, May; Coulehan, John L

2006-07-01

To assess attitudes of medical students toward issues of racial diversity and gender equality and to ascertain changes in these attitudes during the pre-clinical curriculum. Attitudes toward multiculturalism and gender equality were assessed using a 43-item questionnaire. The survey was completed by incoming Year 1 students in 2000 and 2001, and was completed again in 2002 by the students who had entered in 2000. Mean scores were analysed at baseline by gender, ethnic group and political affiliation using analysis of variance. The paired scores of the first and follow-up surveys of the 2000 entering class were compared using paired t-tests. Upon entry into medical school, women, minority group students and Democrats scored significantly higher on the cultural sensitivity scale than their comparison groups. No significant changes were seen overall in the matched data. However, minority groups showed a significant increase in scores, while Republicans and white men experienced a non-significant decline. In addition, incoming students judged cultural competency education to be important. The perceived need to increase the numbers of minority group doctors varied by gender, ethnic group and political affiliation. Among incoming medical students, perceptions of racial diversity and gender equality vary along ethnic, gender and political lines. Additionally, pre-clinical education was associated with increased cultural sensitivity by minority group students, but not by others. These findings demonstrate the continuing need for diversity in medical school and for medical students to recognise and address their personal and group biases.

Comparing perceptions of dental aesthetics in the USA with those in eleven ethnic groups.

PubMed

Cons, N C; Jenny, J

1994-12-01

The Standard DAI is an orthodontic index based on perceptions of dental aesthetics in the USA. The Standard DAI is a regression equation linking perceptions of the social acceptability of dental aesthetics with the objective intraoral measurements of ten occlusal traits. Since the Standard DAI is based on perceptions of dental aesthetics in the USA it can be used without modification only where perceptions of dental aesthetics are similar to those in the USA. This study was designed to determine whether perceptions of dental aesthetics of students in eleven diverse ethnic groups are similar to those of students in the USA. The same 25 stimuli (photographs of dental configurations, a subset of the 200 stimuli used in deriving the Standard DAI equation) were rated for dental aesthetics by Australian, Chinese, German, Japanese, Korean, Latvian, Native American, Singaporean Chinese, Singaporean Indian, Singaporean Malay, and Thai students. Their ratings were compared with the ratings of the same 25 stimuli by students in the USA. Spearman rank-order correlations ranged from 0.84 to 0.94. These correlations are sufficiently high to show that perceptions of dental aesthetics in all eleven ethnic groups are very similar to the perceptions of USA students. Therefore the Standard DAI can be used without modification in all eleven ethnic groups.

Comparing perceptions of dental aesthetics in the USA with those in eleven ethnic groups.

PubMed

Cons, N C; Jenny, J

1994-10-01

The Standard DAI is an orthodontic index based on perceptions of dental aesthetics in the USA. The Standard DAI is a regression equation linking perceptions of the social acceptability of dental aesthetics with the objective intraoral measurements of ten occlusal traits. Since the Standard DAI is based on perceptions of dental aesthetics in the USA it can be used without modification only where perceptions of dental aesthetics are similar to those in the USA. This study was designed to determine whether perceptions of dental aesthetics of students in eleven diverse ethnic groups are similar to those of students in the USA. The same 25 stimuli (photographs of dental configurations, a subset of the 200 stimuli used in deriving the Standard DAI equation) were rated for dental aesthetics by Australian, Chinese, German, Japanese, Korean, Latvian, Native American, Singaporean Chinese, Singaporean Indian, Singaporean Malay, and Thai students. Their ratings were compared with the ratings of the same 25 stimuli by students in the USA. Spearman rank-order correlations ranged from 0.84 to 0.94. These correlations are sufficiently high to show that perceptions of dental aesthetics in all eleven ethnic groups are very similar to the perceptions of USA students. Therefore the Standard DAI can be used without modification in all eleven ethnic groups.

"I Am Really Expecting People to Judge Me by My Skills": Ethnicity and Identity of International Students

ERIC Educational Resources Information Center

Tran, Ly Thi

2017-01-01

There is an increasing volume of international students enrolled in the vocational education and training sector in many countries. However, questions of ethnicity and identity in VET have not been explicitly examined in relation to this group. This paper offers some valuable insights into the complex and varying ways in which ethnicity is…

College-Going and University Eligibility: Differences between Racial/Ethnic Groups. Report 09-11

ERIC Educational Resources Information Center

Griffin, Adrian

2009-01-01

College-going rates vary greatly in California, with low figures for Blacks and Latinos and students from schools in low-income areas. In all income and racial/ethnic groups, college-going rates for males are lower than rates for females. The variation in college-going is partly the result of low eligibility among Black and Latino students.

The Moderating Role of Centrality on Associations between Ethnic Identity Affirmation and Ethnic Minority College Students' Mental Health

ERIC Educational Resources Information Center

Brittian, Aerika S.; Umana-Taylor, Adriana J.; Lee, Richard M.; Zamboanga, Byron L.; Kim, Su Yeong; Weisskirch, Robert S.; Castillo, Linda G.; Whitbourne, Susan Krauss; Hurley, Eric A.; Huynh, Que-Lam; Brown, Elissa J.; Caraway, S. Jean

2013-01-01

Background: Prior literature has shown that ethnic affirmation, one aspect of ethnic identity, is positively associated with mental health. However, the associations between ethnic affirmation and mental health may vary depending how much importance individuals place on their ethnic group membership (ie, centrality). Methods: Using path analysis,…

When Social Class Meets Ethnicity: College-Going Experiences of Chinese and Korean Immigrant Students

ERIC Educational Resources Information Center

Kim, Eunyoung

2014-01-01

Successful educational outcomes among Asian American college students often obscure the challenges and nuanced educational experiences of Asian immigrant ethnic groups. Therefore, the aim of this study was to better understand the college-going experiences of Chinese and Korean immigrant students by examining the relationship between these…

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…

Stress and Substance Use among Asian American and Latino College Students

ERIC Educational Resources Information Center

Ratanasiripong, Paul; Burkey, Heidi; Ratanasiripong, Nop

2009-01-01

The present study investigated the relationship between stress and substance use among 347 Asian American, 346 Latino, and 776 White college students. Although stress was not found to predict substance use among the ethnic/ethnic group studied, results of the study indicated that Latino students reported a significantly higher stress level than…

Money Matters: The Impact of Race/Ethnicity and Gender on How Students Pay for College.

ERIC Educational Resources Information Center

King, Jacqueline E.

This report describes how students from the major racial/ethnic groups and of different genders pay for college, identifying background characteristics that influence how students finance their education. Data for the study comes from the 1995-96 National Postsecondary Student Aid Study (NPSAS:96), conducted by the U.S. Department of Education.…

Gender by ethnic equity issues as they pertain to success in science education

NASA Astrophysics Data System (ADS)

Snyder, Jan David

Science is traditionally a white-male dominated field. This trend has foundations in beliefs and practices accepted before the Enlightenment period. Sixteenth and seventeenth century writers further promoted perceptions that women lacked intellectual capacity to indulge in science. A similar viewpoint was applied to non-white ethnic groups during the 19th and 20th centuries. Questions over Eurocentric and androcentric aspects of science were first raised publicly in 1869, yet significant change in the proportions of women and minorities in science-related fields remains disproportionately low. Public awareness of this situation extends to education where students demonstrate beliefs that opportunities in science are primarily for white males. This commonly shared belief typically produces negative effects on success rates in science education for females and minorities. The purpose of this study was to determine if gender-by-ethnic factors are culturally specific. Do members of one gender/ethnic subgroup experience deterrents to success in science education not common in other ethnic groups? Contrariwise, are negative factors shared across ethnic groups? An effort is made to identify potential gender/ethnic-related barriers that serve to reduce success rates and potentially generate negative attitudes for students about science. A 74-item Likert scale was developed to reveal students' perceptions of issues relative to science education. This instrument was administered to 30 female and 30 male high school students in each of four ethnic groups (African American, Mexican American, American Indian, and Euro American) from public or tribal schools in a large southwestern (United States) urban community. Randomly selected participants from each subgroup were then interviewed to expound upon relevant issues. A reoccurring pattern of reduced interest and experiences in science activities was noted among male American Indians. These participants most often differed with one or more of the other gender/ethnic subgroups in expectations and opportunities for academic success. Most students anticipated support from parents and educators if they were to choose a science related career; however, few expected like consideration from peers. Historical and current issues of cultural relevance are considered as potential sources for outcome patterns noted from the study. Possible areas for future studies are offered.

Minority stress, ethnic identity, and depression among Latino/a college students.

PubMed

Arbona, Consuelo; Jimenez, Carolina

2014-01-01

The main purpose of the study was to examine among Latino/a college students the extent to which dimensions of minority stress related to ethnic group membership (college climate, academic achievement, ethnic discrimination, and intra-ethnic pressure stress) were uniquely associated with depression symptoms when general college stress was taken into account. The study also examined if ethnic identity moderated the relation of minority stress to depression symptoms. Participants were 309 Latino/a undergraduate students (53% women; 69% of Mexican descent) enrolled in a diverse, major research, urban, public university in the southwestern United States. Findings revealed that minority stress in the areas of academic concerns and negative perceptions of the campus climate contributed unique variance to depression symptoms when controlling for gender and students' general college stress. Ethnic identity did not moderate the relation of any of the minority stress dimensions to depression. Implications of these findings are discussed. (c) 2014 APA, all rights reserved.

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.

Understanding Latino Student Racial and Ethnic Identification: Theories of Race and Ethnicity

ERIC Educational Resources Information Center

Fergus, Edward

2016-01-01

The process of Latino self-identification, both racially and ethnically, is of limited conversation among educators. The research on Latinos focuses on either their ethnic construction or absence of including a racial identification. This article focuses on the span of research about ethnicity and race for Latino groups.

Comparing the Pre- and Posttest Scores in Relations to the Emporium and the Hands-on Instructional Approaches of Teaching Science in Prekindergarten

NASA Astrophysics Data System (ADS)

Headen, Patricia Ann

This quantitative, quasi-experimental research investigated if two instructional approaches, the Emporium Computer-Based (Group 2) versus the hands-on approach (Group 1), resulted any difference in student achievement in science for four-year-old prekindergarten students at a private childcare facility in North Carolina. Three research questions hypothesized these relationships: (a) Group 2 versus Group 1 assessed student achievement as theoretically based on Piaget and Vygotsky's perspectives of child development, (b) the instructional approaches related to gender, and (c) the instructional approaches interrelated to ethnicity. Using a two-factor ANOVA and ANCOVA techniques, involved a convenience sample of 126 four-year-old prekindergarten students of which a convenience sample of 126 participated. The Assessment of Measurements for Pre-K (AMP-K), pretest and posttest scores of each group of 63 students measured student achievement. The t tests determined if a significant difference in student achievement existed (dependent variable) with the Emporium Computer-Based versus hands-on instructional approaches (independent variables). The posttest scores of Group 2 (p = 0.00), indicated a significant difference in student achievement. However, gender and ethnicity variables had no effect on student achievement, male (M = 36.14, SD = 19.61) and female (M = 42.91, SD = 18.99) with (p = 0.49), and ethnicity resulted, F (1,125) = 1.65, (p = 0.20). These results suggested that further research on the Emporium Computer-Based instructional approach could improve students' intellectual abilities through more innovative practices.

Student diversity at Erasmus Medical Centre Rotterdam: does it make any difference?

PubMed

Selleger, Veronica J; Bonke, Benno; Leeman, Yvonne A M

2006-08-01

In an ethnically diverse society cultural competence is indispensable for medical doctors. At present 10% of the Dutch population are first- or second-generation non-Western immigrants. With 8% Western and 18% non-Western immigrants, originating from 30 different countries, the 2001 Rotterdam first-year students highly out-rated the national average of immigrant medical students. Diverse student populations may enhance students' cultural competence but can also generate conflicts or even racism. This was the first Dutch study on expectations and experiences of medical students related to their ethnic and religious background. In December 2001 all first-year students were approached with an anonymous questionnaire, including statements on the expected influence of their culture and religion on their medical education (rated on a 1-5 Likert scale). In spring 2003 17 students from the same cohort, 8 immigrants and 9 ethnic Dutch, were interviewed extensively on their study experiences in a diverse student population. In 2001 the response rate was 90% (277/308), female-male ratio 63% (175/102). Non-Western immigrants expected for their medical education more benefits from their culture but also more obstacles than ethnic Dutch (p < or = 0.005). Protestants and Muslims expected more obstacles than the non-religious and Catholics (p < or = 0.05). In the interviews three main issues emerged: peer training in physical examination in mixed-gender groups, lack of attention to student diversity during education, and demand for education in cross-cultural medicine. Three incidents of perceived discrimination were reported. The ethnic Dutch students interviewed did not socialize much with immigrants, nor did students of both groups learn much from one another. Most students favoured mixed study groups. The diversity of the population does not seem to have caused serious problems, nor has it offered educational benefits. The challenge for educators is to provide systematic education in cultural competence and cross-cultural medicine, in which students and educators indeed practise communication across cultural borders.

Do Schools Reinforce or Reduce Learning Gaps between Advantaged and Disadvantaged Students? Evidence from Vietnam and Peru

PubMed Central

Glewwe, Paul; Krutikova, Sofya; Rolleston, Caine

2018-01-01

This paper examines – for two developing countries, Vietnam and Peru – whether disadvantaged children learn less than advantaged children when both types of children are enrolled in the same school. This is done by estimating education production functions that contain two school fixed effects for each school, one for advantaged children and one for disadvantaged children. The paper examines six different definitions of advantage, based on household wealth, cognitive skills at age 5, gender, ethnicity (Peru only), maternal education, and nutritional status. The results show no sign that schools are less effective for disadvantaged groups in Vietnam; indeed if anything one traditionally advantaged group, males, seems to do worse in school than the corresponding disadvantaged group, females. In contrast, in Peru ethnic minority students and students who enter primary school with low cognitive skills appear to learn less in school than ethnic majority students and students with relatively high cognitive skills, respectively, who are enrolled in the same school.

Ethnic Comparisons in HIV Testing Attitudes, HIV Testing, and Predictors of HIV Testing Among Black and White College Students.

PubMed

Moore, Melanie P; Javier, Sarah J; Abrams, Jasmine A; McGann, Amanda Wattenmaker; Belgrave, Faye Z

2017-08-01

This study's primary aim was to examine ethnic differences in predictors of HIV testing among Black and White college students. We also examined ethnic differences in sexual risk behaviors and attitudes toward the importance of HIV testing. An analytic sample of 126 Black and 617 White undergraduatestudents aged 18-24 were analyzed for a subset of responses on the American College Health Association-National College Health Assessment II (ACHA-NCHA II) (2012) pertaining to HIV testing, attitudes about the importance of HIV testing, and sexual risk behaviors. Predictors of HIV testing behavior were analyzed using logistic regression. t tests and chi-square tests were performed to access differences in HIV test history, testing attitudes, and sexual risk behaviors. Black students had more positive attitudes toward testing and were more likely to have been tested for HIV compared to White students. A greater number of sexual partners and more positive HIV testing attitudes were significant predictors of HIV testing among White students, whereas relationship status predicted testing among Black students. Older age and history of ever having sex were significant predictors of HIV testing for both groups. There were no significant differences between groups in number of sexual partners or self-reports in history of sexual experience (oral, vaginal, or anal). Factors that influence HIV testing may differ across racial/ethnic groups. Findings support the need to consider racial/ethnic differences in predictors of HIV testing during the development and tailoring of HIV testing prevention initiatives targeting college students.

Multiple Peer Group Self-Identification and Adolescent Tobacco Use

PubMed Central

Fuqua, Juliana L.; Gallaher, Peggy E.; Unger, Jennifer B.; Trinidad, Dennis R.; Sussman, Steve; Ortega, Enrique; Johnson, C. Anderson

2014-01-01

Associations between peer group self-identification and smoking were examined among 2,698 ethnically diverse middle school students in Los Angeles who self-identified with groups such as Rockers, Skaters, and Gamers. The sample was 47.1% male, 54.7% Latino, 25.4% Asian, 10.8% White, 9.1% Other ethnicity, and 59.3% children of immigrant parents. Multiple group self-identification was common: 84% identified with two or more groups and 65% identified with three or more groups. Logistic regression analyses indicated that as students endorsed more high-risk groups, the greater their risk of tobacco use. A classification tree analysis identified risk groups based on interactions among ethnicity, gender, and group self-identification. Psychographic targeting based on group self-identification could be useful to design more relevant smoking prevention messages for adolescents who identify with high-risk peer groups. PMID:22458850

Getting Them through the College Pipeline: Critical Elements of Instruction Influencing School Success among Native Canadian High School Students

ERIC Educational Resources Information Center

Kanu, Yatta

2006-01-01

As a consequence of the Civil Rights Movement and related social movements, the past 30 years have witnessed an unprecedented rise in higher education enrollments among ethnic minority groups, women, and low-income students, as well as increases in the financial aid available to these groups. However, certain ethnic minority populations, such as…

An Intercultural Reading Programme (IRP) to Enhance Intercultural Knowledge among Secondary School Students

ERIC Educational Resources Information Center

Singh, Manjet Kaur Mehar; Marsani, Fatin Najwa Amelia; Jaganathan, Paramaswari; Karupiah, Premalatha; Abdullah, Ahmad Sofwan Nathan

2017-01-01

As a multi ethnic country, Malaysia consists of three major ethnic groups mainly Malays, Chinese, and Indians with unity as its building block. Although education is seen as the best medium for the three major ethnic groups to work together, contemporary research shows that there is lack of intercultural understanding among these three ethnic…

"Could They Do It Differently?": Narrative and Argumentative Changes in Students' Writing Following Discussion of "Hot" Historical Issues

ERIC Educational Resources Information Center

Goldberg, Tsafrir; Schwarz, Baruch B.; Porat, Dan

2011-01-01

A group of 64 Israeli twelfth-grade students of two different ethnic backgrounds participated in an experiment exploring the effects of argumentative design and social identity on the learning of a charged, ethnicity-related historical controversy. Students were divided into two learning conditions: an argumentative-disciplinary condition and a…

Gender, Ethnicity, Ethnic Identity, and Language Choices of Malaysian Youths: The Case of the Family Domain

ERIC Educational Resources Information Center

Granhemat, Mehdi; Abdullah, Ain Nadzimah

2017-01-01

This study examined the relationships between gender, ethnicity, ethnic identity, and language choices of Malaysian multilingual youths in the family domain of language use. Five hundred undergraduate students who belonged to different Malaysian ethnic groups were selected as participants of the study. The participant aged between 17 to 25 years…

Racial, Ethnic, and Gender Differences in School Discipline among U.S. High School Students: 1991-2005.

PubMed

Wallace, John M; Goodkind, Sara; Wallace, Cynthia M; Bachman, Jerald G

2008-01-01

The present study uses large nationally representative samples of White, Black, Hispanic, Asian American, and American Indian students to examine current patterns and recent trends (1991 to 2005) in racial, ethnic, and gender differences in school discipline. We found that Black, Hispanic, and American Indian youth are slightly more likely than White and Asian American youth to be sent to the office and substantially (two to five times) more likely to be suspended or expelled. Although school discipline rates decreased over time for most ethnic groups, among Black students school discipline rates increased between 1991 and 2005. Logistic regression analyses that controlled for racial and ethnic differences in socio-demographic factors suggest racial and ethnic differences in school discipline do not result from racial and ethnic differences in socioeconomic status. Future research and practice efforts should seek to better understand and to eliminate racial, ethnic and gender disproportionality in school discipline.

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 moderating role of ethnicity in the relation between religiousness and mental health among ethnically diverse college students.

PubMed

Cokley, Kevin; Garcia, Daniel; Hall-Clark, Brittany; Tran, Kimberly; Rangel, Azucena

2012-09-01

Many studies have documented the links between dimensions of religiousness with mental health (e.g., Hackney and Sanders 2003; Mofidi et al. 2006). However, very little is known about whether these links differ across ethnic groups. This study examined the contribution of dimensions of religiousness to the prediction of mental health in an ethnically diverse sample of 413 college students (167 European Americans, 83 African Americans, 81 Asian Americans, and 82 Latino Americans). Results indicated significant ethnic differences across dimensions of religiousness. African Americans were significantly higher on religious engagement and religious conservatism than the other ethnic groups and significantly lower on religious struggle than European Americans. Moderated multiple regressions revealed that increases in religious struggle was associated with poorer mental health for African Americans and Latino Americans, while increases in religious engagement and ecumenical worldview were associated with better mental health for African Americans. The findings indicate that ethnicity is an important factor to consider when examining the link between religiousness and mental health.

Ethnic Variables and Negative Life Events as Predictors of Depressive Symptoms and Suicidal Behaviors in Latino College Students: On the Centrality of "Receptivo a los Demás"

ERIC Educational Resources Information Center

Chang, Edward C.; Yu, Elizabeth A.; Yu, Tina; Kahle, Emma R.; Hernandez, Viviana; Kim, Jean M.; Jeglic, Elizabeth L.; Hirsch, Jameson K.

2016-01-01

In the present study, we examined ethnic variables (viz., multigroup ethnic identity and other group orientation) along with negative life events as predictors of depressive symptoms and suicidal behaviors in a sample of 156 (38 male and 118 female) Latino college students. Results of conducting hierarchical regression analyses indicated that the…

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…

Exploring Ethnic Inequalities in Admission to Russell Group Universities

PubMed Central

Boliver, Vikki

2015-01-01

This article analyses national university applications and admissions data to explore why ethnic minority applicants to Russell Group universities are less likely to receive offers of admission than comparably qualified white applicants. Contrary to received opinion, the greater tendency of ethnic minorities to choose highly numerically competitive degree subjects only partially accounts for their lower offer rates from Russell Group universities relative to white applicants with the same grades and ‘facilitating subjects’ at A-level. Moreover, ethnic inequalities in the chances of receiving an admissions offer from a Russell Group university are found to be greater in relation to courses where ethnic minorities make up a larger percentage of applicants. This latter finding raises the possibility that some admissions selectors at some Russell Group universities may be unfairly rejecting a proportion of their ethnic minority applicants in an attempt to achieve a more ethnically representative student body. PMID:27904229

An Evaluation of a Theoretical Model Predicting Dieting Behaviors: Tests of Measurement and Structural Invariance across Ethnicity and Gender

ERIC Educational Resources Information Center

Boie, Ioana; Lopez, Anna L.; Sass, Daniel A.

2013-01-01

This study evaluated a model linking internalization and dieting behaviors in a sample ("n" = 499) of Latina/o and White college students. Analyses revealed that the scales were invariant across ethnic and gender groups and generally supported the invariance of the proposed model across these groups. Analyses also revealed no ethnic mean…

Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents

ERIC Educational Resources Information Center

Worrell, Frank C.

2007-01-01

In this study, academically talented African American (n = 28), Asian American (n = 171), Hispanic (n = 28), and White (n = 92) middle and high school students are compared on ethnic identity (EI) and other group orientation (OGO) attitudes as measured by the Multigroup Ethnic Identity Measure. The contributions of these variables to self-esteem…

Handbook for National Unions of Students on Students with a Migrant or Ethnic Minority Background

ERIC Educational Resources Information Center

Maoláin, Aengus Ó.; Popescu, Cristi; Bergan, Gabriela; Sallinen, Jyri; Savola, Pauliina; de Bruijn, Simone; Dalen, Svea; Servant, Thibaut; Grønne, Viktor

2016-01-01

This handbook has been written by the European Student's Union's Ethnic Minorities Working Group (EMWG) based on the work it conducted from its establishment at ESU's Board Meeting 57 in 2009 until its expiration at the Board Meeting 64 in 2013. The work was undertaken by representatives from ESU's members SAMOK (Finland), NUSUK (UK), LSVb (the…

Achieving Diversity. Issues in the Recruitment and Retention of Underrepresented Racial/Ethnic Students in Higher Education: A Review of the Literature.

ERIC Educational Resources Information Center

Lee, Courtland

Much has been done in recent years to enhance the quality of the educational experience for students from underrepresented racial/ethnic groups on college campuses. However, many major problems still exist, presenting professionals concerned with the educational development of students with many significant challenges. This literature review…

Gender and Ethnic Stereotypes in Student Teachers' Judgments: A New Look from a Shifting Standards Perspective

ERIC Educational Resources Information Center

Holder, Katharina; Kessels, Ursula

2017-01-01

Teacher judgments of student performance might be biased by stereotypes, which can result in disadvantages for members of negatively stereotyped social groups. On the basis of the shifting standards theory, we examined gender and ethnic biases in student teachers' judgments. According to this theory, whether such judgment biases are masked or…

Anatomy and histology as socially networked learning environments: some preliminary findings.

PubMed

Hafferty, Frederic W; Castellani, Brian; Hafferty, Philip K; Pawlina, Wojciech

2013-09-01

An exploratory study to better understand the "networked" life of the medical school as a learning environment. In a recent academic year, the authors gathered data during two six-week blocks of a sequential histology and anatomy course at a U.S. medical college. An eight-item questionnaire captured different dimensions of student interactions. The student cohort/network was 48 first-year medical students. Using social network analysis (SNA), the authors focused on (1) the initial structure and the evolution of informal class networks over time, (2) how informal class networks compare to formal in-class small-group assignments in influencing student information gathering, and (3) how peer assignment of professionalism role model status is shaped more by informal than formal ties. In examining these latter two issues, the authors explored not only how formal group assignment persisted over time but also how it functioned to prevent the tendency for groupings based on gender or ethnicity. The study revealed an evolving dynamic between the formal small-group learning structure of the course blocks and the emergence of informal student networks. For example, whereas formal group membership did influence in-class questions and did prevent formation of groups of like gender and ethnicity, outside-class questions and professionalism were influenced more by informal group ties where gender and, to a much lesser extent, ethnicity influence student information gathering. The richness of these preliminary findings suggests that SNA may be a useful tool in examining an array of medical student learning encounters.

Ethnic and Nationality Stereotypes in Everyday Language

ERIC Educational Resources Information Center

Kite, Mary E.; Whitley, Bernard E., Jr.

2012-01-01

The authors describe a demonstration of stereotype use in everyday language that focuses on common phrases reflecting stereotypic beliefs about ethnic groups or nationalities. The exercise encourages students' discussion of stereotype use. Students read 13 common phrases from the English language and stated whether they had used each phrase and…

Mental illness beliefs in Malaysia: ethnic and intergenerational comparisons.

PubMed

Edman, J L; Koon, T Y

2000-01-01

Two groups of college students in Malaysia, ethnic Malay and ethnic Chinese, completed a mental illness attribution and help seeking questionnaire, and these responses were also compared with the responses of their mothers. As expected, ethnic Malays rated religious items, such as God and prayer, higher than the Chinese. However, both groups rated the social and psychological causes higher than religious, supernatural or physical causes. Contrary to our predictions, there were no intergenerational differences among either ethnic group. Medical pluralism was demonstrated, as a variety of apparently contradictory help seeking behaviors received quite high ratings including doctor/pharmacy, prayer, herbal medicine and traditional healers.

Racial/Ethnic Minority Undergraduate Psychology Majors' Perceptions about School Psychology: Implications for Minority Recruitment

ERIC Educational Resources Information Center

Bocanegra, Joel O.; Newell, Markeda L.; Gubi, Aaron A.

2016-01-01

Racial and ethnic minorities are underrepresented within school psychology. Increased racial/ethnic diversity within university training programs has been shown to reduce prejudices and anxiety within students while increasing empathy for other racial/ethnic groups. The reduction of prejudices and anxiety and increased empathy for racial/ethnic…

Bibliography of Ethnic Heritage Studies Program Materials.

ERIC Educational Resources Information Center

Kotler, Greta; And Others

The Ethnic Heritage Studies Program was designed to teach students about the nature of their heritage and to study the contributions of the cultural heritage of other ethnic groups. This is a bibliography of materials developed by projects which received Federal Ethnic Heritage Studies Program grants during fiscal year 1974-75 and 1975-76.…

The Ebb and Flow of Ethnicity: Constructing Identity in Varied School Settings.

ERIC Educational Resources Information Center

Davidson, Ann Locke; And Others

1993-01-01

Examines the effects of ethnicity on students, discussing how the meaning and practice of ethnic identity are shaped by school experiences. The article suggests ethnicity is negotiated across time and social situations, rather than solely from group membership. Daily social interaction mediates and reshapes institutionally produced social or…

The culture of mentoring: Ethnocultural empathy and ethnic identity in mentoring for minority girls.

PubMed

Peifer, Janelle S; Lawrence, Edith C; Williams, Joanna Lee; Leyton-Armakan, Jen

2016-07-01

Many mentoring programs place minority group mentees with majority group mentors. These programs aim to promote beneficial outcomes for their diverse participants. The present study explores mentors of color and White mentors' ethnocultural empathy and ethnic identities in association with their minority group mentees' ethnic identities. Our study examined 95 mentoring pairs of middle school girls of color and college student women from both majority and minority group cultural backgrounds. A series of linear regressions revealed an association between mentors' ethnocultural empathy and EI exploration/commitment and minority group mentees' ethnic identity exploration, regardless of the mentors' majority group status. The results of this preliminary study suggest that mentors' cultural identity and empathy may be linked with mentees' willingness to explore their own ethnic identities. We discuss the implications for mentoring programs that seek to build participants' ethnic identities and ethnocultural empathy. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Ethnic differences in teacher-oriented achievement motivation: a study among early adolescent students in the Netherlands.

PubMed

Thijs, Jochem

2011-01-01

Among 4th-6th-grade students (165 girls, 150 boys) in the Netherlands, the author examined ethnic differences in two aspects of teacher-oriented academic motivation: working in order to please the teacher and dependence on the teacher for academic help. Given higher levels of power distance in Turkish and Moroccan versus Dutch culture, both measures and their correlates were compared for 132 Turkish- and Moroccan-Dutch students, and 183 ethnic Dutch students. Analyses showed that Turkish- and Moroccan-Dutch students scored higher on pleasing the teacher and dependence on the teacher. For them, but not for the ethnic Dutch students, teacher-oriented motivation was positively related to intrinsic motivation and perceived academic competence. Also, students from all groups reported more dependence on the teacher and more intrinsic motivation the more they appreciated their teachers. Results support the notion that teacher-oriented extrinsic motivation is autonomous, rather than controlled for students from power-distant cultures.

Minority Ethnic Students and Science Participation: a Qualitative Mapping of Achievement, Aspiration, Interest and Capital

NASA Astrophysics Data System (ADS)

Wong, Billy

2016-02-01

In the UK, the `leaky pipeline' metaphor has been used to describe the relationship between ethnicity and science participation. Fewer minority ethnic students continue with science in post-compulsory education, and little is known about the ways in which they participate and identify with science, particularly in the secondary school context. Drawing on an exploratory study of 46 interviews and 22 h of classroom observations with British students (aged 11-14) from Black Caribbean, Bangladeshi, Pakistani, Indian and Chinese ethnic backgrounds, this paper identified five `types' of science participation among minority ethnic students. The five types of science participation emerged from an analysis of students' science achievement, science aspiration, science interest and science capital. The characteristics of the five types are as follows: Science adverse students have no aspirations towards science and lacked interest, achievement and capital in science. Science intrinsic students have high science aspirations, interest and capital but low science attainment. Students who are science intermediate have some aspirations, interest and capital in science, with average science grades. Science extrinsic students achieve highly in science, have some science capital but lacked science aspirations and/or interest. Science prominent students are high science achievers with science aspirations, high levels of interest and capital in science. The findings highlight that minority ethnic students participate in science in diverse ways. Policy implications are suggested for each type as this paper provides empirical evidence to counter against public (and even some academic) discourses of minority ethnic students as a homogeneous group.

Importance of race-ethnicity: An exploration of Asian, Black, Latino, and Multiracial adolescent identity

PubMed Central

Charmaraman, Linda; Grossman, Jennifer M.

2010-01-01

This mixed-method study used a grounded theory approach to explore the meanings underlying the importance adolescents attach to their racial-ethnic identities. The sample consisted of 923 9th–12th grade students from Black, Latino, Asian, and Multiracial backgrounds. Thematic findings identified a broad range of explanations for adolescents’ racial-ethnic centrality, ranging from pride and cultural connection to ambivalence and colorblind attitudes. While racial-ethnic groups differed in reported levels of racial-ethnic centrality, few group differences were identified in participants’ thematic explanations, with the exception of racial-ethnic and gender differences for Positive Regard and Disengagement. These findings highlight the diversity of meanings adolescents attribute to their racial-ethnic centrality as well as the many commonalities among adolescents across gender and racial-ethnic groups. PMID:20438152

How education systems shape cross-national ethnic inequality in math competence scores: Moving beyond mean differences.

PubMed

Spörlein, Christoph; Schlueter, Elmar

2018-01-01

Here we examine a conceptualization of immigrant assimilation that is based on the more general notion that distributional differences erode across generations. We explore this idea by reinvestigating the efficiency-equality trade-off hypothesis, which posits that stratified education systems educate students more efficiently at the cost of increasing inequality in overall levels of competence. In the context of ethnic inequality in math achievement, this study explores the extent to which an education system's characteristics are associated with ethnic inequality in terms of both the group means and group variances in achievement. Based on data from the 2012 PISA and mixed-effect location scale models, our analyses revealed two effects: on average, minority students had lower math scores than majority students, and minority students' scores were more concentrated at the lower end of the distribution. However, the ethnic inequality in the distribution of scores declined across generations. We did not find compelling evidence that stratified education systems increase mean differences in competency between minority and majority students. However, our analyses revealed that in countries with early educational tracking, minority students' math scores tended to cluster at the lower end of the distribution, regardless of compositional and school differences between majority and minority students.

Patterns of privilege: A total cohort analysis of admission and academic outcomes for Māori, Pacific and non-Māori non-Pacific health professional students.

PubMed

Wikaire, Erena; Curtis, Elana; Cormack, Donna; Jiang, Yannan; McMillan, Louise; Loto, Rob; Reid, Papaarangi

2016-10-07

Tertiary institutions are struggling to ensure equitable academic outcomes for indigenous and ethnic minority students in health professional study. This demonstrates disadvantaging of ethnic minority student groups (whereby Indigenous and ethnic minority students consistently achieve academic outcomes at a lower level when compared to non-ethnic minority students) whilst privileging non-ethnic minority students and has important implications for health workforce and health equity priorities. Understanding the reasons for academic inequities is important to improve institutional performance. This study explores factors that impact on academic success for health professional students by ethnic group. Kaupapa Māori methodology was used to analyse data for 2686 health professional students at the University of Auckland in 2002-2012. Data were summarised for admission variables: school decile, Rank Score, subject credits, Auckland school, type of admission, and bridging programme; and academic outcomes: first-year grade point average (GPA), first-year passed all courses, year 2 - 4 programme GPA, graduated, graduated in the minimum time, and composite completion for Māori, Pacific, and non-Māori non-Pacific (nMnP) students. Statistical tests were used to identify significant differences between the three ethnic groupings. Māori and Pacific students were more likely to attend low decile schools (27 % Māori, 33 % Pacific vs. 5 % nMnP, p < 0.01); complete bridging foundation programmes (43 % Māori, 50 % Pacific vs. 5 % nMnP, p < 0.01), and received lower secondary school results (Rank Score 197 Māori, 178 Pacific vs. 231 nMnP, p < 0.01) when compared with nMnP students. Patterns of privilege were seen across all academic outcomes, whereby nMnP students achieved higher first year GPA (3.6 Māori, 2.8 Pacific vs. 4.7 nMnP, p < 0.01); were more likely to pass all first year courses (61 % Māori, 41 % Pacific vs. 78 % nMnP, p < 0.01); to graduate from intended programme (66 % Māori, 69 % Pacific vs. 78 % nMnP, p < 0.01); and to achieve optimal completion (9 % Māori, 2 % Pacific vs. 20 % nMnP, p < 0.01) when compared to Māori and Pacific students. To meet health workforce and health equity goals, tertiary institution staff should understand the realities and challenges faced by Māori and Pacific students and ensure programme delivery meets the unique needs of these students. Ethnic disparities in academic outcomes show patterns of privilege and should be alarming to tertiary institutions. If institutions are serious about achieving equitable outcomes for Māori and Pacific students, major institutional changes are necessary that ensure the unique needs of Māori and Pacific students are met.

A Comparison of Majority and Minority Students on Variables of an Educational Productivity Model.

ERIC Educational Resources Information Center

Payne, Oscar L.

Two ethnic groups of students, majority and minority, were compared on variables of a Psychological Productivity Model. Black and Hispanic students were grouped as minorities, and White students were considered majority students. Participants were 120 high school students from an urban high school in the Southwest. The Psychological Productivity…

The Minority Experience -- A Basic Bibliography of American Ethnic Studies.

ERIC Educational Resources Information Center

Caselli, Ron, Comp.; And Others

Approximately 950 books and periodicals published between 1940 and 1969 are cited in this bibliography prepared for teachers and students of American minority ethnic groups. Afro Americans, Mexican Americans, and Native Americans are the 3 groups specifically covered in the bibliography. The titles dealing with each minority group reflect concern…

Emotional and behavioral problems among adolescent students: the role of immigrant, racial/ethnic congruence and belongingness in schools.

PubMed

Georgiades, Katholiki; Boyle, Michael H; Fife, Kelly A

2013-09-01

As levels of immigration and ethnic diversity continue to rise in most Western societies, the social demography of schools is changing rapidly. Although schools represent a prominent developmental context, relatively little is known about the extent to which the racial/ethnic composition of schools influences mental health outcomes in students. The objective of the present study is to examine the association between immigrant and racial/ethnic congruence in school-the numerical representation of a student's immigrant generational status and race/ethnicity in the student body-and levels of emotional and behavioral problems. This study also examines the extent to which the association between congruence and emotional-behavioral problems differs across racial/ethnic immigrant sub-groups and is accounted for by individual perceptions of school belonging. Data come from the in-school survey of the Longitudinal Study of Adolescent Health (Add Health) conducted in the United States. The sample is nationally representative, and includes 128 schools and 77,150 adolescents in grades 7-12 (50 % female, M age = 14.9 years, SD = 1.78). After controlling for school and family socio-demographic characteristics, immigrant and racial/ethnic congruence in school exhibited a negative association with emotional and behavioral problems for most sub-groups examined. School belonging was associated negatively with emotional and behavioral problems, and partially accounted for the effects linked to congruence in schools. The immigrant and racial/ethnic composition of schools and perceptions of belonging have strong links with emotional and behavioral problems and may represent important targets for intervention.

Evidence of Ethnic Disproportionality in Special Education in an English Population

ERIC Educational Resources Information Center

Strand, Steve; Lindsay, Geoff

2009-01-01

Differences in the proportions of students identified as having special educational needs (SENs) across ethnic groups have historically been of concern in the United Kingdom and the United States. However, the absence of student-level data has hindered investigation of the reasons for such disproportionality. The authors present an analysis of the…

Too Latino and Not Latino Enough: The Role of Ethnicity-Related Stressors on Latino College Students' Life Satisfaction

ERIC Educational Resources Information Center

Ojeda, Lizette; Navarro, Rachel L.; Meza, Rocio Rosales; Arbona, Consuelo

2012-01-01

The relationship between demographics (generation status, age, gender, education level) and ethnicity-related stressors, namely, perceived discrimination, stereotype confirmation concern, and own-group conformity pressure, and the life satisfaction of 115 Latino college students was examined. A hierarchical multiple regression analysis indicated…

Equity investigation of attitudinal shifts in introductory physics

NASA Astrophysics Data System (ADS)

Traxler, Adrienne; Brewe, Eric

2015-12-01

We report on seven years of attitudinal data using the Colorado Learning Attitudes about Science Survey from University Modeling Instruction (UMI) sections of introductory physics at Florida International University. University Modeling Instruction is a curricular and pedagogical transformation of introductory university physics that engages students in building and testing conceptual models in an integrated lab and lecture learning environment. This work expands upon previous studies that reported consistently positive attitude shifts in UMI courses; here, we disaggregate the data by gender and ethnicity to look for any disparities in the pattern of favorable shifts. We find that women and students from statistically underrepresented ethnic groups have gains that are comparable to those of men and students from well-represented ethnic groups on this attitudinal measure, and that this result holds even when interaction effects of gender and ethnicity are included. We conclude with suggestions for future work in UMI courses and for attitudinal equity investigations generally. We encourage researchers to expand their scope beyond simple performance gaps when considering equity concerns, and to avoid relying on a single measure to evaluate student success. Finally, we conjecture that students' social and academic networks are one means by which attitudinal and efficacy beliefs about the course are propagated.

Attitudes, Interests, and Perceived Self-efficacy toward Science of Middle School Minority Female Students: Considerations for their Low Achievement and Participation in STEM Disciplines

NASA Astrophysics Data System (ADS)

Dowey, Ana Lucrecia

The under participation of minority females in STEM fields has been a chronic problem in the United States, mainly when it is analyzed through the lens of their relative representation in the population. The results of the first or quantitative phase, of this two phase sequential, mixed method study, revealed academic achievement or performance in science accounted for most of the variance of mean scores for students' attitudes and interests in science as measured by the TOSRA Likert-scale survey, when compared to the degree of parent education and ethnicity/ racial background. Additionally, this study investigated possible sources of perceived self-efficacy in eighteen seventh grade Hispanic female students by conducting personal semi-structured interviews. The purpose of this study was to explore if middle school female student ethnic/racial backgrounds and academic performance influence their attitudes and interests toward science and to study the possible effects external (family, school, peers, and community) and internal factors may have for Hispanic student self-efficacy toward science. The results revealed that of the five ethnic/racial groups studied, Asian/Filipino female students expressed higher positive attitudes and interests toward science, than the rest of the student ethnic groups studied, followed by the Hispanic student group. The results indicated that students' perceived encouragement from their mothers, regardless of the mother's degree of education, as being the main source of these girls' perceived self-efficacy in science. However, the lack of perceived school-related, peer-related, and community-related support was evident. These results are encouraging because they demonstrate how verbal persuasion, in the form of encouragement and support, fosters perceived self-efficacy for minority female students.

Activating multi-ethnic youth for smoking prevention: design, baseline findings, and implementation of project SPLASH.

PubMed

Glanz, Karen; Lunde, Kevin B; Leakey, Tricia; Maddock, Jay; Koga, Karin; Yamauchi, Jessica; Maskarinec, Gertraud; Shigaki, Dorothy

2007-01-01

Achieving significant reductions in tobacco use by youth is an important challenge. There is a pressing need to develop and evaluate innovative strategies that stimulate youth involvement and are effective in multi-ethnic populations. This article describes an innovative tobacco prevention trial, and reports baseline characteristics of participants and findings about implementation of the curriculum. The aim of Project SPLASH is to evaluate the impact of a school-based smoking prevention intervention that emphasizes active involvement of middle school students, on rates of smoking initiation and regular smoking in a multi-ethnic cohort of youth in Hawaii. Project SPLASH is a group randomized trial that compares a 2-year innovative intervention with a social influence prevention program, in 20 public schools in Hawaii. The main outcome is mean 30-day smoking prevalence rates. The response rate was 78.4%. Approximately 1 in 4 students had tried smoking and 30-day smoking prevalence at baseline was 8%. Intervention and control groups were comparable in terms of tobacco use, gender, ethnicity, behavioral, environmental, and psychosocial characteristics. Differences in ethnic identification, socio-economic status, acculturation, and involvement in prevention activities may be due to chance. The intervention was well implemented by teachers across both the intervention and control school classes. For this study, 20 schools in Hawaii with close to 4000 participating students were recruited. Student smoking behavior and curriculum implementation were comparable by group status. The intervention study has the potential to elucidate how youth respond to an intervention with student involvement that incorporates cognitive and social action components.

The color and texture of hope: some preliminary findings and implications for hope theory and counseling among diverse racial/ethnic groups.

PubMed

Chang, Edward C; Banks, Kira Hudson

2007-04-01

To clarify and extend Snyder's (1994, 2002) hope theory to a more diverse population, this study examined variations in agentic and pathways thinking, and their relations with social problem solving, affect, and with life satisfaction across a college student sample of 46 European Americans, 30 African Americans, 33 Latinos, and 46 Asian Americans. Although comparative results indicated variations in levels of hope components across the 4 racial/ethnic groups, correlational results indicated that the manner in which hope components related to measures of behavior and adjustment were similar across groups. Regression results indicated similarities and differences in predictors of hope components across the different racial/ethnic groups. Potential implications for promoting hope in working with diverse college students are discussed. (c) 2007 APA, all rights reserved.

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…

Responsibility for Racism in the Everyday Talk of Secondary Students

ERIC Educational Resources Information Center

Halse, Christine

2017-01-01

This article examines the attributions of responsibility for racism in the everyday talk of secondary school students. It draws on focus groups with a cross section of students from different ethnic backgrounds in three, very different, secondary schools. In these focus groups, students deploy six different, sometimes contradictory, racialised…

Cooking up diversity. Impact of a multicomponent, multicultural, experiential intervention on food and cooking behaviors among elementary-school students from low-income ethnically diverse families.

PubMed

Chen, Qiong; Goto, Keiko; Wolff, Cindy; Bianco-Simeral, Stephanie; Gruneisen, Kristin; Gray, Katharine

2014-09-01

This study evaluated the impact of a pilot intervention promoting ethnic produce through classroom food demonstrations, tastings and home cooking activities among ethnically diverse elementary-school children ages 5-8 years old and their family members in Northern California. A total of 604 intervention students from four schools participated in classroom food demonstrations and tasting activities using seven food recipes. The control group included 600 students from two additional schools. Each recipe featured one vegetable from Latino, Hmong, or mainstream American cultures. Intervention students also received food kits containing ingredients to take home for each recipe. Mixed methods of quantitative student and parent pre-post surveys, parent feedback surveys, and qualitative focus groups were used to evaluate the intervention. Generalized estimating equations were used for survey data analysis. Qualitative data from parent focus groups were analyzed based on the principles of grounded theory. Both quantitative and qualitative results revealed that intervention students increased familiarity, preferences, and consumption of the featured vegetables and significantly increased their involvement in food preparation at home. Qualitative results showed that children were actively involved in food preparation at home. In addition, the intervention helped parents increase their appreciation for new foods and recipes. The results suggest that promoting locally grown ethnic produce to children is effective in increasing their consumption of a variety of vegetables and their involvement in food preparation at home. Copyright © 2014 Elsevier Ltd. All rights reserved.

Chicago's Two Public School Systems: Standardized Test Results Compared by Racial/Ethnic Groups.

ERIC Educational Resources Information Center

Lewis, James H.

Throughout the Chicago Public Schools systematic differences exist between the performance of children of different racial and ethnic groups. In most schools where students of more than one group are found, Asians and Whites test at higher levels than Blacks and Hispanics. When income level and school type are controlled, small differences are…

Score reliability and factor similarity of the Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3) among four ethnic groups

PubMed Central

2013-01-01

Background This study evaluated the score reliability and equivalence of factor structure of the Sociocultural Attitudes towards Appearance Questionnaire-3 (SATAQ-3) [1] in a sample of female college students from the four largest ethnic groups in the USA. Methods Participants were 1245 women who self-identified as European American/White (n = 543), African American/Black (n = 137), Asian American (n = 317), or Latina/Hispanic (n = 248). All completed the SATAQ-3 and a demographic questionnaire. To test the factor similarity and score reliability across groups, we used exploratory factor analysis and calculated Cronbach’s alphas (respectively). Results Score reliability was high for all groups. Tests of factor equivalence suggested that the four pre-established factors of the SATAQ-3 (i.e., knowledge, perceived pressure, thin-ideal internalization, athletic-ideal internalization) were similar for women of all ethnic groups. Only two items (20 and 27) did not consistently load on the previously identified scale across all four groups. When scored, African Americans reported significantly less perceived pressure and internalization than all other groups. Conclusions Results support the use of the SATAQ-3 in female college students of these four ethnicities. PMID:24999395

Reinvigorating Ethnic Cultural Identity Through Mother-Tongue-Teaching Materials in Taiwan.

ERIC Educational Resources Information Center

Chen, Su-chiao

1996-01-01

Explores to what extent a mother-tongue educational program can reinvigorate Taiwan's ethnic cultural identity. Content of mother-tongue materials used in Taipei county for Taiwanese, Hakka, and Ataylic students is analyzed, and interviews with members from each ethnic group are also conducted as a supplement. (JL)

Examining the Perceived Role of Teachers' Ethnic Identity, Empathy, and Multicultural Sensitivity on Teacher Burnout

ERIC Educational Resources Information Center

Joseph, Alex Clement

2011-01-01

This study explored the relationship between ethnic identity, emotional empathy, multicultural sensitivity and dimensions of burnout among schoolteachers working with students from diverse ethnic groups. Based on the self-stereotyping principles and tendencies for ingroup favoritism of social identity approaches, it was hypothesized that…

When in Rome? The Effects of Spokesperson Ethnicity on Audience Evaluation of Crisis Communication.

ERIC Educational Resources Information Center

Arpan, Laura M.

2002-01-01

Examines the effects of using organizational spokespersons of ethnic backgrounds similar to or different from possible stakeholders of a multinational organization. Finds that the degree to which undergraduate students identified with his or her own ethnic group affected spokesperson similarity ratings. Discusses implications for multinational…

Minneapolis Multi-Ethnic Curriculum Project--Prejudice/Discrimination Unit.

ERIC Educational Resources Information Center

Skjervold, Christian K.; And Others

The student booklet presents short chapters illustrating the prejudice/discrimination unit of the Minneapolis Multi-Ethnic Curriculum Project for secondary schools. Fifteen brief chapters describe the ways Americans have and still do discriminate against the people of various ethnic groups. Topics cover the history and policies of the Know-Nothing…

Longitudinal Trajectories of Ethnic Identity during the College Years

ERIC Educational Resources Information Center

Syed, Moin; Azmitia, Margarita

2009-01-01

The goals of this study were to examine trajectories of change in ethnic identity during the college years and to explore group-level and individual-level variations. Participants were 175 diverse college students who completed indices of ethnic identity exploration and commitment, self-esteem, and domain-general identity resolution. Multilevel…

School ethnic diversity and students' interethnic relations.

PubMed

Thijs, Jochem; Verkuyten, Maykel

2014-03-01

School ethnic desegregation has been a topic of strong societal and educational concern. Research has examined the effects of ethnic school composition on students' interethnic relations with diverging outcomes and sometimes inconsistent results. In this review paper, we provide an assessment of this literature to explain why and when school desegregation might improve or worsen ethnic relations and to identify important future research directions. We discuss different theoretical perspectives predicting positive versus negative aspects of school ethnic diversity: intergroup contact theory and the perspectives of group threat and power differences. Subsequently, we consider a number of school and educational characteristics that can moderate the impact of ethnic diversity on students' interethnic relations and that could be considered in future research. Furthermore, we discuss the need for studying underlying psychological and social processes as well as the importance of investigating interethnic relations in combination with academic adjustment. School ethnic diversity is not enough to promote interethnic tolerance. It is important to examine diversity in relation to other aspects of the school environment that may influence how students respond to the ethnic diversity within school. Important factors to consider are the presence of multicultural education and inclusive school identities, student-teacher relationships, and peer norms and networks, but also the role of parents and of peer relations outside the school context. © 2013 The British Psychological Society.

The Ties That Bind: Teacher Relationships, Academic Expectations, and Racial/Ethnic and Generational Inequality

ERIC Educational Resources Information Center

Cherng, Hua-Yu Sebastian

2017-01-01

Teachers not only play a pivotal role in developing students' knowledge and skills but also can serve as role models, which may be particularly beneficial for youth of color and children of immigrants. However, it is unknown whether relationships vary across student racial/ethnic and generational groups. Moreover, the link between teacherstudent…

Fostering Ethnic and Religious Harmony through Classroom Language Experiences

ERIC Educational Resources Information Center

Obiekezie, Eucharia Obiageli; Timothy, Alexander Essien

2015-01-01

This paper explores ways the classroom environment can fertilise ethnic and religious tolerance in students. In a pre/post test design, 76 students at a university secondary school in the Niger Delta region of Nigeria were randomly selected to respond to a twenty-item survey. Afterwards, the experimental group was exposed to a critical thinking…

Collective identity and intergroup prejudice among Jewish and Arab students in the United States.

PubMed

Ruttenberg, J; Zea, M C; Sigelman, C K

1996-04-01

Relationships between indicators of collective identity (collective self-esteem, religious involvement, and involvement in ethnic organizations) and prejudice toward the other-group were examined in a sample of Jewish and Arab students in the United States. Contrary to expectations, collective identity variables were largely unrelated to prejudice among the Jewish students, although the Jewish students who expressed the least amount of anti-Arab sentiment were those who were the most religious. As expected, the Arab students who (a) had low public collective self-esteem and (b) were highly involved in religious and ethnic organizations tended to be the most prejudiced. The findings for Arab students, in particular, contradict findings obtained in the laboratory, using the minimal intergroup paradigm, and suggest that individuals who are highly involved in in-group activities but believe their group is not viewed favorably by others may derogate the members of a salient out-group in an attempt to acquire a more positive social identity.

Racial and Ethnic Differences in Students' Selection of a Doctoral Program to Attend From Those Offering Admission: The Case of Biomedical Sciences

NASA Astrophysics Data System (ADS)

Bar, Donald A.; Wanat, Stan; Gonzalez, Mariaelena

Most graduate training programs in the biomedical sciences try to attract qualified candidates from underrepresented racial and ethnic groups; however, some universities have more success than others in enrolling students to whom admission is offered. In order to better understand how students select the school they will attend from those offering admission, we studied the experience of two cohorts of applicants to a doctoral program in the biomedical sciences at Stanford University. Based on interviews with 59 students, we conclude that students use different criteria in deciding the schools to which they will apply than they do in selecting the school they will attend from those offering admission. While we found striking consistency across racial and ethnic groups in the criteria used in selecting schools for application, we found clear differences in the factors affecting the choice of school to attend. Especially for Latino and African American students, the perceived quality of the interpersonal environment and a sense of inclusion were key determinants in selecting the school to attend. In this regard, Latino students found the environment at Stanford more welcoming than African American students did.

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.

Progression to problem drinking among Mexican American and White European first-year college students: a multiple group analysis.

PubMed

Schweizer, C Amanda; Doran, Neal; Roesch, Scott C; Myers, Mark G

2011-11-01

Problem drinking during college is a well-known phenomenon. However, predictors of progression to problematic drinking, particularly among ethnic minorities such as Mexican Americans, have received limited research attention. The current study compared the rates and predictors of problem drinking progression from the first to the second year of college among four groups: Mexican American men, Mexican American women, White European men, and White European women (N = 215). At baseline, participants were all first-year college students who scored as nonproblem drinkers on the Young Adult Alcohol Problems Screening Test (YAAPST). Participants were classified as progressors or stable nondrinkers/nonproblem drinkers based on YAAPST scores 12 months later. Hypothesized predictors of progression included behavioral undercontrol, negative emotionality, alcohol use expectancies, and cultural orientation (Mexican American sample only). Differences were anticipated between gender and ethnic groups in both progression rates and predictors of progression. Twenty-nine percent of the sample progressed to problematic drinking; however, no differences emerged by gender or ethnicity. For the full sample, higher behavioral undercontrol and higher negative emotionality significantly predicted progression. Differences in predictors were not found across gender and ethnic subgroups. The hypothesis that rates of progression to problem drinking would differ among the four gender and ethnic groups was not supported. Thus, although White European men are most often identified as at high risk for alcohol use problems, the present findings indicate that women and Mexican American students also should be targeted for prevention and/or intervention.

Graduate and Professional School Applications, Admissions and Enrollments (1981-1988): A Status Report on Ethnic Groups Underrepresented at UC Davis. Research Synopsis No. 29.

ERIC Educational Resources Information Center

California Univ., Davis. Office of Student Affairs Research and Information.

This report describes postgraduate enrollment trends for ethnic groups underrepresented at University of California, Davis. The UC Davis Student Affirmative Action (SAA) Plan identifies the following groups as underrepresented in both the Graduate Division and professional schools: American Indian, Black/African-American, Chicano/Mexican American,…

The effects of contact with Asians and Asian Americans on White American college students: attitudes, awareness of racial discrimination, and psychological adjustment.

PubMed

Dinh, Khanh T; Weinstein, Traci L; Nemon, Melissa; Rondeau, Sara

2008-12-01

On the basis of acculturation theory, explicating mutual influences between different cultural or ethnic groups coming into contact, this study focused "on the other side of acculturation" theory by examining the effects of intercultural contact with Asians and Asian Americans on the psychosocial experiences of White American college students. Participants (N = 315), undergraduates attending a public university located within the state of Massachusetts, completed a survey that assessed demographic and personal characteristics, acculturation (extent of intercultural contact with Asian people and Asian cultures), attitudes towards Asians and Asian Americans, awareness of institutional discrimination and blatant racial issues, and psychological distress. Results indicated that White American students' intercultural contact with Asians and Asian Americans contributed significant variance to the prediction of their attitudes towards this ethnic group and awareness of discrimination and racial issues, but not to psychological distress. This study provides implications for understanding mutual acculturative influences between different ethnic groups in the United States.

Epidemiology of adolescent substance use in London schools.

PubMed

Penney, J; Dargan, P I; Padmore, J; Wood, D M; Norman, I J

2016-06-01

Alcohol and substance use in adolescence can be associated with a range of health, emotional, social, behavioural and legal problems. There has been a change in the recreational drugs available to users in recent years; however, little is known about how this impacts the youngest and most vulnerable population of substance users. To investigate the prevalence of substance use among children aged 15-18 years in London schools. Questionnaire survey. Students aged 15-18 years in three London schools self-completed the questionnaire which collected demographic data (age, gender and ethnicity) and data on frequency of use of alcohol, tobacco and classical recreational drugs and novel psychoactive substances. Completed surveys were available from 533 students (47.8% of those invited to participate). One hundred thirteen (20.4%) students reported lifetime use of at least one recreational drug, cannabis (96, 18.7%) was commonly reported and only 6 (1.1%) reported use of a novel psychoactive substance. A total of 250 (47.8%) reported using alcohol at least once; those from White and Mixed ethnic groups were more likely to report using alcohol than those in other ethnic groups. A total of 382 (74.2%) students reported using tobacco at least once, and students from ethnic minorities were more likely to smoke than their White counterparts. This study supports previous findings that alcohol and drug use are declining in adolescents in UK. There are different patterns of substance use amongst different ethnic groups; this is important to schools and policymakers planning interventions related to substance use in school-aged children. © The Author 2015. Published by Oxford University Press on behalf of the Association of Physicians. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The Mediators of Minority Ethnic Underperformance in Final Medical School Examinations

ERIC Educational Resources Information Center

Woolf, Katherine; McManus, I. Chris; Potts, Henry W. W.; Dacre, Jane

2013-01-01

Background: UK-trained medical students and doctors from minority ethnic groups underperform academically. It is unclear why this problem exists, which makes it dif?cult to know how to address it. Aim: To investigate whether demographic and psychological factors mediate the relationship between ethnicity and ?nal examination scores. Sample: Two…

Factorial Validity, Reliability, and Measurement Equivalence of the Noctcaelador Inventory across Three Ethnic Groups

ERIC Educational Resources Information Center

Kelly, William E.

2008-01-01

This study examined the reliability, factorial validity, and measurement equivalence of the Noctcaelador Inventory (NI) among three ethnic groups of college students. Participants included 200 Whites, 200 African Americans, and 200 Latino/Hispanics. The results indicated that although the African American sample scored slightly lower than the…

Ethnic Attitudes of Minority Students and Their Contact with Majority Group Teachers

ERIC Educational Resources Information Center

Thijs, Jochem; Verkuyten, Maykel

2012-01-01

Research on intergroup attitudes in children has focused on contact with out-group peers but neglected the role of adults. This cross-sectional self-report study examined the association between the ethnic attitudes of 174 minority (Turkish- and Moroccan-Dutch) preadolescents (ages 9-13) and the perceived interpersonal relationships with their…

How education systems shape cross-national ethnic inequality in math competence scores: Moving beyond mean differences

PubMed Central

Spörlein, Christoph

2018-01-01

Here we examine a conceptualization of immigrant assimilation that is based on the more general notion that distributional differences erode across generations. We explore this idea by reinvestigating the efficiency-equality trade-off hypothesis, which posits that stratified education systems educate students more efficiently at the cost of increasing inequality in overall levels of competence. In the context of ethnic inequality in math achievement, this study explores the extent to which an education system’s characteristics are associated with ethnic inequality in terms of both the group means and group variances in achievement. Based on data from the 2012 PISA and mixed-effect location scale models, our analyses revealed two effects: on average, minority students had lower math scores than majority students, and minority students’ scores were more concentrated at the lower end of the distribution. However, the ethnic inequality in the distribution of scores declined across generations. We did not find compelling evidence that stratified education systems increase mean differences in competency between minority and majority students. However, our analyses revealed that in countries with early educational tracking, minority students’ math scores tended to cluster at the lower end of the distribution, regardless of compositional and school differences between majority and minority students. PMID:29494677

Reduced Psychological Distress in Racial and Ethnic Minority Students Practicing the Transcendental Meditation Program

ERIC Educational Resources Information Center

Elder, Charles; Nidich, Sanford; Colbert, Robert; Hagelin, John; Grayshield, Lisa; Oviedo-Lim, Dynah; Nidich, Randi; Rainforth, Maxwell; Jones, Chris; Gerace, Denise

2011-01-01

There is a growing literature describing the stressful nature of students' school experience. Previous research has found that racial and ethnic minority groups are particularly subject to high levels of stress due to exposure to violence, pressures due to acculturation, and the schooling process. This is the first study to evaluate effects of the…

Improving Ethnic Balance and Intergroup Relations; An Advisory Report to the Board of Education, New Haven Unified School District.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Bureau of Intergroup Relations.

Using the findings of a field study and an analysis of school data, this report describes the ethnic and racial distribution of students in the New Haven (California) Unified School District and discusses the availability of educational opportunities and proper intergroup relations for minority-group students. Also, the report examines plant…

The Role of Ethnic Religious Community Institutions in the Intergenerational Transmission of Korean among Immigrant Students in Montreal

ERIC Educational Resources Information Center

Park, Seong Man

2011-01-01

This paper explores the influence of Korean ethnic churches on the maintenance of heritage language (HL) and culture among Korean-Canadian students. The ethnographic and qualitative study on which it is based involved participant observation over a 4-month period, group discussions, interviews, and a questionnaire. Participants were 15 immigrant…

Social Mobility or Social Reproduction? A Case Study of the Attainment Patterns of Students According to Their Social Background and Ethnicity

ERIC Educational Resources Information Center

Collins, Matthew; Collins, Gemma; Butt, Graham

2015-01-01

This paper explores levels of achievement amongst boys who attended a selective school in Birmingham, UK through consideration of their attainment, social background and ethnicity. It seeks to answer three main questions. Firstly, to what extent does academic attainment vary between students from different socio-economic groups and ethnic…

Jewish Ethnicity and Educational Opportunities in Israel: Evidence from a Curricular Reform

ERIC Educational Resources Information Center

Feniger, Yariv

2015-01-01

Based on a 20% representative sample of all high school students in Israel in the mid-1990s, this study explores a reform implemented in low socio-economic status (SES) state religious high schools. Most of their students were from the disadvantaged Jewish ethnic group in Israel, Mizrachim. Perceived as unable to meet the requirements of academic…

Ethnicity, Forms of Capital, and Educational Achievement

NASA Astrophysics Data System (ADS)

Driessen, Geert W. J. M.

2001-11-01

Bourdieu's cultural capital thesis is an attempt to explain how social class influences the transmission of educational inequality. In this article, the question of the extent to which various forms of capital also apply to ethnic minorities stands central. On the basis of Dutch and American research findings, a model is formulated and empirically tested with the aid of data from the Dutch Primary Education cohort study. Students from four ethnic groups are included: Dutch, Surinamese, Turkish, and Moroccan. The main variables are language and math test scores, socio-economic milieu, and a number of capital indicators, including financial resources, linguistic resources, parental reading behavior, and educational resources within the family. The results show no mediating effect of resources within the various ethnic groups. The findings also suggest that in research and practice it is relevant to not treat ethnic groups as one homogenous group, but to differentiate between the various groups.

Effects of the It's Your Game . . . Keep It Real program on dating violence in ethnic-minority middle school youths: a group randomized trial.

PubMed

Peskin, Melissa F; Markham, Christine M; Shegog, Ross; Baumler, Elizabeth R; Addy, Robert C; Tortolero, Susan R

2014-08-01

We examined whether It's Your Game . . . Keep It Real (IYG) reduced dating violence among ethnic-minority middle school youths, a population at high risk for dating violence. We analyzed data from 766 predominantly ethnic-minority students from 10 middle schools in southeast Texas in 2004 for a group randomized trial of IYG. We estimated logistic regression models, and the primary outcome was emotional and physical dating violence perpetration and victimization by ninth grade. Control students had significantly higher odds of physical dating violence victimization (adjusted odds ratio [AOR] = 1.52; 95% confidence interval [CI] = 1.20, 1.92), emotional dating violence victimization (AOR = 1.74; 95% CI = 1.36, 2.24), and emotional dating violence perpetration (AOR = 1.58; 95% CI = 1.11, 2.26) than did intervention students. The odds of physical dating violence perpetration were not significantly different between the 2 groups. Program effects varied by gender and race/ethnicity. IYG significantly reduced 3 of 4 dating violence outcomes among ethnic-minority middle school youths. Although further study is warranted to determine if IYG should be widely disseminated to prevent dating violence, it is one of only a handful of school-based programs that are effective in reducing adolescent dating violence behavior.

Effects of the It’s Your Game . . . Keep It Real Program on Dating Violence in Ethnic-Minority Middle School Youths: A Group Randomized Trial

PubMed Central

Markham, Christine M.; Shegog, Ross; Baumler, Elizabeth R.; Addy, Robert C.; Tortolero, Susan R.

2014-01-01

Objectives. We examined whether It’s Your Game . . . Keep It Real (IYG) reduced dating violence among ethnic-minority middle school youths, a population at high risk for dating violence. Methods. We analyzed data from 766 predominantly ethnic-minority students from 10 middle schools in southeast Texas in 2004 for a group randomized trial of IYG. We estimated logistic regression models, and the primary outcome was emotional and physical dating violence perpetration and victimization by ninth grade. Results. Control students had significantly higher odds of physical dating violence victimization (adjusted odds ratio [AOR] = 1.52; 95% confidence interval [CI] = 1.20, 1.92), emotional dating violence victimization (AOR = 1.74; 95% CI = 1.36, 2.24), and emotional dating violence perpetration (AOR = 1.58; 95% CI = 1.11, 2.26) than did intervention students. The odds of physical dating violence perpetration were not significantly different between the 2 groups. Program effects varied by gender and race/ethnicity. Conclusions. IYG significantly reduced 3 of 4 dating violence outcomes among ethnic-minority middle school youths. Although further study is warranted to determine if IYG should be widely disseminated to prevent dating violence, it is one of only a handful of school-based programs that are effective in reducing adolescent dating violence behavior. PMID:24922162

Integration of ethnic minorities during group-work for vocational teachers-in-training in health studies.

PubMed

Goth, Ursula Småland; Bergsli, Oddhild; Johanesen, Else Marie

2017-01-28

To determine how to enhance integration of minority students in health education, and thereby improve intercultural communication skills and cultural sensitivity in a sample of health teacher students in Norway. After a group-work intervention and for a period of six months afterwards we followed an "action research" approach and observed 47 health teachers-in-training in their first year at the Oslo and Akershus University College during classroom interactions. Data were qualitative and comprised student self-reports and survey results along with observations from three teachers, the authors of the study. Data were analyzed using a constant comparative approach with opinion categorization and an open coding procedure, with separate analyses performed on observations from minority students, majority students, and teachers. Both ethnic majority and minority students experienced an increase in intercultural knowledge and problem-solving ability after the experience of an early intervention in their first academic year of tertiary education. Students reacted favorably to the intervention and noted in class assessments both the challenges and rewards of overcoming cultural barriers. Teacher observation notes confirmed that early intervention led to an increase in interaction and cross-cultural engagement between minority and majority students compared to previous years' classes without the intervention. Early classroom intervention to promote intercultural engagement can prevent clique formation along majority/minority lines. The method used here, tailored group assignments in ethnically diverse working groups at the very beginning of students' tertiary academic career, can be an effective approach to cultivating attitudes and skills fostering intercultural awareness and sensitivity.

High Risk Behaviors but Low Injury-Related Mortality Among Hispanic Teens in Missouri.

PubMed

Yun, Shumei; Kayani, Noaman; Geiger, Sarah; Homan, Sherri; Wilson, Janet

2016-11-01

Our objective was to examine racial/ethnic disparities in injury-related risk behaviors and deaths among teens in Missouri, with a focus on Hispanic people-the fastest-growing racial/ethnic group in the state. We used data from the 2013 Missouri Youth Risk Behavior Survey, which included 1616 students in grades 9 through 12 from 32 public and charter high schools. The overall response rate was 69%. We compared the prevalence of 10 injury-related risk behaviors among racial/ethnic groups and used multivariate logistic regression models to control for respondent age and sex. Using data from the 2000-2014 Missouri death records, we also compared injury-related death rates among racial/ethnic groups of teens aged 15 to 19 years. Hispanic students had a significantly higher prevalence than non-Hispanic white students for 9 of 10 risk behaviors and a significantly higher prevalence than non-Hispanic black students for 6 of the 10 risk behaviors included in the study. However, Hispanic teens aged 15 to 19 years had a significantly lower death rate from suicide, homicide, and unintentional injury combined (39.8 per 100000 population, 95% confidence interval [CI], 32.2-48.5) when compared with their non-Hispanic white (54.3 per 100000 population, 95% CI, 52.3-54.6) or non-Hispanic black (94.1 per 100000 population, 95% CI, 87.9-100.3) counterparts. Injury-related risk behaviors were more prevalent among Hispanic students than non-Hispanic white or non-Hispanic black students. Further efforts are needed to understand risk behaviors among Hispanic teens to guide intervention efforts.

Caribbean "Roots": A Learning Experience for Students in the Virgin Islands--Teacher's Guide [and] Caribbean Roots: A Learning Experience for Students in the Virgin Islands--36 Spirit Duplicating Masters.

ERIC Educational Resources Information Center

Olsen, Mary Anne; Olsen, James T.

The guide presents classroom activities for elementary teachers in the Virgin Islands to use in exploring many facets of the ethnic groups who have settled there. The objective is to increase student awareness and understanding of their own and others' ethnic heritage. The document is divided into two major sections. Section I is the teacher's…

Foreign Wars and Domestic Prejudice: How Media Exposure to the Israeli-Palestinian Conflict Predicts Ethnic Stereotyping by Jewish and Arab American Adolescents.

PubMed

Huesmann, L Rowell; Dubow, Eric F; Boxer, Paul; Souweidane, Violet; Ginges, Jeremy

2012-09-01

This study was based on the theory that adolescents view scenes of violent ethnic conflicts in the mass media through the lens of their own ethnicity, and that the resulting social-cognitive reactions influence their negative stereotypes about similar ethnic groups in their own country. We interviewed 89 Jewish and 180 Arab American high school students about their exposure to the Israeli-Palestinian conflict, their social cognitive reactions to it, and their stereotypes toward ethnic groups. Beyond the effects of ethnic identity, the degree to which adolescents identified with Israelis and Palestinians in the media was a key variable linking exposure to media depictions of the conflict and the implicit ethnic stereotypes they displayed about Jewish Americans and Arab Americans.

Interactions between race/ethnicity and psychosocial correlates of preteen alcohol use initiation among seventh grade students in an urban setting.

PubMed

Bossarte, Robert M; Swahn, Monica H

2008-09-01

The purpose of this study was to test differences in the associations between race and ethnicity and early alcohol use initiation among adolescents from an urban school district in a high-risk area. In 2004, a total of 1,350 white, black, and Hispanic seventh graders completed questionnaires assessing their alcohol use, demographic characteristics, family characteristics, peer behaviors, and community exposures. Logistic regression analyses examined correlates and potential effect modifiers for the entire group of seventh grade students and separately for white, black, and Hispanic students. Although there were common correlates of early alcohol use initiation for the three groups, significant interactions between race, ethnicity, and early alcohol initiation were also identified. Specifically, black youth who witnessed violence in their homes before the age of 10 years were nearly three times (adjusted odds ratio [OR(adj)]=2.73; 95% confidence interval [CI]: 1.37-5.42) more likely to initiate the use of alcohol before the age of 13 years. Conversely, white students who reported higher levels of social support at school were approximately 50% (OR(adj)=0.51; CI: 0.28-0.95) less likely to begin drinking alcohol before the age of 13 years. These findings highlight the importance of examining risk factors for early alcohol use for different racial and ethnic groups separately and for considering these differences when designing and implementing prevention programs.

Assessing attitudes toward computers and the use of Internet resources among undergraduate microbiology students

NASA Astrophysics Data System (ADS)

Anderson, Delia Marie Castro

Computer literacy and use have become commonplace in our colleges and universities. In an environment that demands the use of technology, educators should be knowledgeable of the components that make up the overall computer attitude of students and be willing to investigate the processes and techniques of effective teaching and learning that can take place with computer technology. The purpose of this study is two fold. First, it investigates the relationship between computer attitudes and gender, ethnicity, and computer experience. Second, it addresses the question of whether, and to what extent, students' attitudes toward computers change over a 16 week period in an undergraduate microbiology course that supplements the traditional lecture with computer-driven assignments. Multiple regression analyses, using data from the Computer Attitudes Scale (Loyd & Loyd, 1985), showed that, in the experimental group, no significant relationships were found between computer anxiety and gender or ethnicity or between computer confidence and gender or ethnicity. However, students who used computers the longest (p = .001) and who were self-taught (p = .046) had the lowest computer anxiety levels. Likewise students who used computers the longest (p = .001) and who were self-taught (p = .041) had the highest confidence levels. No significant relationships between computer liking, usefulness, or the use of Internet resources and gender, ethnicity, or computer experience were found. Dependent T-tests were performed to determine whether computer attitude scores (pretest and posttest) increased over a 16-week period for students who had been exposed to computer-driven assignments and other Internet resources. Results showed that students in the experimental group were less anxious about working with computers and considered computers to be more useful. In the control group, no significant changes in computer anxiety, confidence, liking, or usefulness were noted. Overall, students in the experimental group, who responded to the use of Internet Resources Survey, were positive (mean of 3.4 on the 4-point scale) toward their use of Internet resources which included the online courseware developed by the researcher. Findings from this study suggest that (1) the digital divide with respect to gender and ethnicity may be narrowing, and (2) students who are exposed to a course that augments computer-driven courseware with traditional teaching methods appear to have less anxiety, have a clearer perception of computer usefulness, and feel that online resources enhance their learning.

Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: a multiple-groups analysis.

PubMed

Byars-Winston, Angela; Estrada, Yannine; Howard, Christina; Davis, Dalelia; Zalapa, Juan

2010-04-01

This study investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in two groups: biological science and engineering (S/E) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/science outcome expectations), along with the influence of ethnic variables (ethnic identity, other-group orientation) and perceptions of campus climate to their math/science interests and goal commitment to earn an S/E degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships from outcome expectations to interests and to goals. Paths from academic self-efficacy to S/E goals and from interests to S/E goals varied for students in engineering and biological science. For both groups, other-group orientation was positively related to self-efficacy and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study's findings are considered as well as future research directions.

Influence of Social Cognitive and Ethnic Variables on Academic Goals of Underrepresented Students in Science and Engineering: A Multiple-Groups Analysis

PubMed Central

Byars-Winston, Angela; Estrada, Yannine; Howard, Christina; Davis, Dalelia; Zalapa, Juan

2010-01-01

This study investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in two groups: biological science and engineering (S/E) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/science outcome expectations), along with the influence of ethnic variables (ethnic identity, other-group orientation) and perceptions of campus climate to their math/science interests and goal commitment to earn an S/E degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships from outcome expectations to interests and to goals. Paths from academic self-efficacy to S/E goals and from interests to S/E goals varied for students in engineering and biological science. For both groups, other-group orientation was positively related to self-efficacy and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study’s findings are considered as well as future research directions. PMID:20495610

School-level economic disadvantage and obesity in middle school children in central Texas, USA: a cross-sectional study

PubMed Central

2015-01-01

Background Although children of lower socio-economic status (SES) in the United States have generally been found to be at greater risk for obesity, the SES-obesity association varies when stratified by racial/ethnic groups-with no consistent association found for African American and Hispanic children. Research on contextual and setting-related factors may provide further insights into ethnic and SES disparities in obesity. We examined whether obesity levels among central Texas 8th grade students (n=2682) vary by school-level economic disadvantage across individual-level family SES and racial/ethnicity groups. As a secondary aim, we compared the association of school-level economic disadvantage and obesity by language spoken with parents (English or Spanish) among Hispanic students. Methods Multilevel regression models stratified by family SES and ethnicity were run using cross-sectional baseline data from five school districts participating in the Central Texas CATCH Middle School project. For family SES, independent multi-level logistic regression models were run for total sample and by gender for each family SES stratum (poor/near poor/just getting by, living comfortably, and very well off), adjusting for age, ethnicity, and gender. Similarly, multi-level regression models were run by race/ethnic group (African American, Hispanic, and White), adjusting for age, family SES, and gender. Results Students attending highly economically disadvantaged (ED) schools were between 1.7 (95% CI: 1.1-2.6) and 2.4 (95% CI: 1.2-4.8) times more likely to be obese as students attending low ED schools across family SES groups (p<.05). African American (ORAdj =3.4, 95% CI: 1.1-11.4), Hispanic (ORAdj=1.8, 95% CI 1.1-3.0) and White (ORAdj=3.8, 95% CI: 1.6-8.9) students attending high ED schools were more likely to be obese as counterparts at low ED schools (p<.05). Gender-stratified findings were similar to findings for total sample, although fewer results reached significance. While no obesity differences across school ED categories were found for Hispanic Spanish-speaking students, Hispanic English-speaking students (HES) attending high ED schools were 2.4 times more likely to be obese as HES students at low ED schools (p=.003). Conclusion Findings support the need to prioritize economically disadvantaged schools for obesity prevention efforts and support further exploration of school SES context in shaping children’s physical activity and dietary behaviors. PMID:26222099

Ethnicity and ethnic identity as predictors of drug norms and drug use among preadolescents in the US Southwest.

PubMed

Marsiglia, Flavio Francisco; Kulis, Stephen; Hecht, Michael L; Sills, Stephen

2004-06-01

This article reports the results of research exploring how ethnicity and ethnic identity may "protect" adolescents against drug use and help them form antidrug use norms. This study was conducted in 1998 and is based on a sample of 4364 mostly Mexican American seventh graders residing in a large southwestern city of diverse acculturation statuses. It aims at testing existing findings by conducting the research within the unique geographic and ethnic context of the Southwest region of the United States. This research examines how strength of ethnic identity plays a distinctive role in drug use behavior among the various ethnic groups represented in the sample: Mexican Americans, other Latinos, American Indians, African Americans, non-Hispanic Whites, and those of mixed ethnic backgrounds. Positive ethnic identity (i.e., strong ethnic affiliation, attachment, and pride) was associated with less substance use and stronger antidrug norms in the sample overall. Unexpectedly, the apparently protective effects of positive ethnic identity were generally stronger for non-Hispanic White respondents (a numerical minority group in this sample) than for members of ethnic minority groups. Implications for prevention programs tailored for Mexican/Mexican American students are discussed.

Integration of ethnic minorities during group-work for vocational teachers-in-training in health studies

PubMed Central

Bergsli, Oddhild; Johanesen, Else Marie

2017-01-01

Objectives To determine how to enhance integration of minority students in health education, and thereby improve intercultural communication skills and cultural sensitivity in a sample of health teacher students in Norway. Methods After a group-work intervention and for a period of six months afterwards we followed an “action research” approach and observed 47 health teachers-in-training in their first year at the Oslo and Akershus University College during classroom interactions. Data were qualitative and comprised student self-reports and survey results along with observations from three teachers, the authors of the study. Data were analyzed using a constant comparative approach with opinion categorization and an open coding procedure, with separate analyses performed on observations from minority students, majority students, and teachers. Results Both ethnic majority and minority students experienced an increase in intercultural knowledge and problem-solving ability after the experience of an early intervention in their first academic year of tertiary education. Students reacted favorably to the intervention and noted in class assessments both the challenges and rewards of overcoming cultural barriers. Teacher observation notes confirmed that early intervention led to an increase in interaction and cross-cultural engagement between minority and majority students compared to previous years’ classes without the intervention. Conclusions Early classroom intervention to promote intercultural engagement can prevent clique formation along majority/minority lines. The method used here, tailored group assignments in ethnically diverse working groups at the very beginning of students’ tertiary academic career, can be an effective approach to cultivating attitudes and skills fostering intercultural awareness and sensitivity. PMID:28132033

The hidden medical school: a longitudinal study of how social networks form, and how they relate to academic performance.

PubMed

Woolf, Katherine; Potts, Henry W W; Patel, Shalini; McManus, I Chris

2012-01-01

UK medical schools typically have over 300 students per year, making it impossible for students to know all the others well. This longitudinal cohort study measured the formation of medical student social networks and their relationship to grades. In November 2009, 215/317 (68%) Year 2 UCL medical students reported their friendships with others in their year, by questionnaire. Multiple regression assessed the relationship between friendships, exam results and background variables (obtained from student records), with permutation testing to assess statistical significance. Students of the same sex, the same ethnic group, and in the same tutor and small groups (to which they were randomly assigned at the start of medical school) were socially closer. Taking into account absolute difference in Year 1 grades, Year 2 pairs who were socially closer in November 2009 had more similar May 2010 grades. Individual student variables did not predict similarity in 2010 grades after taking friendships into account. The results suggest that medical students chose friends of the same sex and ethnic group as themselves; but random allocation of students to tutor groups also influenced friendships. Most importantly, friendships related to subsequent exam performance, suggesting friendship may influence learning.

Participation in the Adoption Mentoring Partnership: Mentors' Experiences of Ethnic Identity

ERIC Educational Resources Information Center

Garber, Karin J.; French, Quade Y. S.; Grotevant, Harold D.

2015-01-01

The Adoption Mentoring Partnership (AMP) matches preadolescent adoptees with adopted college students, prioritizing matches of the same ethnic background. As part of AMP, participants actively discuss issues of ethnicity and adoption with a cohort of mentors over a period of 1 to 3 years in mentor group meetings (MGMs). This study focuses on…

Ethnic and Gender Differences in Advanced Placement Exam Performance: A Multiyear National Analysis

ERIC Educational Resources Information Center

Holmes, Maria Alexander

2013-01-01

Purpose: The purpose of this study was to analyze ethnic and gender differences in Advanced Placement (AP) exam performance of U.S. high school students. Specifically, the extent to which differences exist in overall AP exam performance scores within and between four ethnic groups (i.e., Asian, Black, Hispanic, and White) was investigated. Within…

Reforming Lao Teacher Education to Include Females and Ethnic Minorities--Exploring Possibilities and Constraints

ERIC Educational Resources Information Center

Berge, Britt-Marie; Chounlamany, Kongsy; Khounphilaphanh, Bounchanh; Silfver, Ann-Louise

2017-01-01

This article explores possibilities and constraints for the inclusion of female and ethnic minority students in Lao education in order to provide education for all. Females and ethnic minorities have traditionally been disadvantaged in Lao education and reforms for the inclusion of these groups are therefore welcome. The article provides rich…

Self Concept: A Comparison of Negro-, Anglo- and Spanish-American Students Across Ethnic, Sex, and Socioeconomic Variables.

ERIC Educational Resources Information Center

Healey, Gary W.

The purposes of this study were to determine: (1) if differences existed in the self-concept among Negro, Anglo, and Spanish American students; and (2) the extent to which these differences were influenced by ethnic group membership, socioeconomic position, sex, or the interaction among these variables. This study was carried out in a New Mexico…

Parental Academic Socialization: Effects of Home-Based Parental Involvement on Locus of Control across U.S. Ethnic Groups

ERIC Educational Resources Information Center

Suizzo, Marie-Anne; Soon, Kokyung

2006-01-01

This study investigates the relations between three academic socialisation processes and late adolescents' internal locus of control. A sample of 249 college students from four ethnic groups completed three measures. Three factors explained 46.44% of the variance in academic socialisation, and the following differences were found: emotional…

Culturally Sensitive Support for Hispanic/Latino Online College Students: An Interpretative Phenomenological Analysis

ERIC Educational Resources Information Center

Galarza, N. Raul

2017-01-01

The Hispanic/Latino population in the United States is growing at the fastest rate compared to all other ethnic groups. However, the percent of Hispanics/Latinos graduating from colleges and universities has not kept pace with this population growth. The gap between ethnic groups' socioeconomic statuses has not changed for decades, reinforcing the…

Dropout Rates in Texas School Districts: Influences of School Size and Ethnic Group.

ERIC Educational Resources Information Center

Toenjes, Laurence A.

Longitudinal dropout rates (LDR's) for public school students and LDR's of pupil membership by ethnic group based on two Texas Education Agency reports are estimated. LDR's are calculated for the state, by school district size, for the 21 largest districts, and by average high school size. Findings dispel the prevalent perception of the dropout…

Promoting Intercultural Understanding among School Students through an English Language Based Reading Programme

ERIC Educational Resources Information Center

Singh, Manjet Kaur Mehar; Marsani, Fatin Najwa Amelia binti; Jaganathan, Paramaswari; Abdullah, Ahmad Sofwan Nathan; Karupiah, Premalatha

2016-01-01

Malaysian intercultural society is typified by three major ethnic groups mainly Malays, Chinese and Indians. Although education system is the best tool for these three major ethnic groups to work together, contemporary research reveals that there is still lack of intercultural embedding education context and national schools are seen as breeding…

Adapting and Implementing a School-Based Resilience-Building Curriculum Among Low-Income Racial and Ethnic Minority Students.

PubMed

Ijadi-Maghsoodi, Roya; Marlotte, Lauren; Garcia, Ediza; Aralis, Hilary; Lester, Patricia; Escudero, Pia; Kataoka, Sheryl

2017-09-01

Although youth are at risk for exposure to adversity and trauma, many youth, especially ethnic and racial minorities, do not have access to mental health care. Resilience-building curriculums can teach important internal resilience skills and provide support to students who may not receive prevention or treatment services. We adapted a resilience curriculum initially used for military-connected youth facing adversities related to parental wartime deployments, to meet the needs of low-income, predominantly racial and ethnic minority students in a large urban school district. In this article we describe the cultural adaptation, the implementation process, and the evaluation of the trauma-informed resilience curriculum using pre-post surveys and focus group discussions. We found significantly improved overall internal resilience scores, as well as significantly improved scores on subscales of problem solving and empathy among students receiving the curriculum. The focus groups revealed that the curriculum enhanced connections among students, as well as students and teachers, and served as a way to destigmatize mental health issues. The acceptability of the curriculum, as well as implementation successes and challenges are described. We provide suggestions for future steps for school psychologists and school social workers for implementing this curriculum.

Disproportionate Poverty, Conservatism, and the Disproportionate Identification of Minority Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Wiley, Andrew L.; Brigham, Frederick J.; Kauffman, James M.; Bogan, Jane E.

2013-01-01

Previous investigations of disproportionate representation of students from certain ethnic groups in special education have suggested that disproportionality is the result of bias against the members of overrepresented groups or, conversely, the result of disproportionate exposure to poverty for these students. Strong evidence in favor of either…

Foreign Wars and Domestic Prejudice: How Media Exposure to the Israeli-Palestinian Conflict Predicts Ethnic Stereotyping by Jewish and Arab American Adolescents

PubMed Central

Huesmann, L. Rowell; Dubow, Eric F.; Boxer, Paul; Souweidane, Violet; Ginges, Jeremy

2012-01-01

This study was based on the theory that adolescents view scenes of violent ethnic conflicts in the mass media through the lens of their own ethnicity, and that the resulting social-cognitive reactions influence their negative stereotypes about similar ethnic groups in their own country. We interviewed 89 Jewish and 180 Arab American high school students about their exposure to the Israeli-Palestinian conflict, their social cognitive reactions to it, and their stereotypes toward ethnic groups. Beyond the effects of ethnic identity, the degree to which adolescents identified with Israelis and Palestinians in the media was a key variable linking exposure to media depictions of the conflict and the implicit ethnic stereotypes they displayed about Jewish Americans and Arab Americans. PMID:23243381

New Measures Assessing Predictors of Academic Persistence for Historically Underrepresented Racial/Ethnic Undergraduates in Science

PubMed Central

Byars-Winston, Angela; Rogers, Jenna; Branchaw, Janet; Pribbenow, Christine; Hanke, Ryan; Pfund, Christine

2016-01-01

An important step in broadening participation of historically underrepresented (HU) racial/ethnic groups in the sciences is the creation of measures validated with these groups that will allow for greater confidence in the results of investigations into factors that predict their persistence. This study introduces new measures of theoretically derived factors emanating from social cognitive and social identity theories associated with persistence for HU racial/ethnic groups in science disciplines. The purpose of this study was to investigate: 1) the internal reliability and factor analyses for measures of research-related self-efficacy beliefs, sources of self-efficacy, outcome expectations, and science identity; and 2) potential group differences in responses to the measures, examining the main and interaction effects of gender and race/ethnicity. Survey data came from a national sample of 688 undergraduate students in science majors who were primarily black/African American and Hispanic/Latino/a with a 2:1 ratio of females to males. Analyses yielded acceptable validity statistics and race × gender group differences were observed in mean responses to several measures. Implications for broadening participation of HU groups in the sciences are discussed regarding future tests of predictive models of student persistence and training programs to consider cultural diversity factors in their design. PMID:27521235

Psychometric Evaluation of the 6-item Version of the Multigroup Ethnic Identity Measure with East Asian Adolescents in Canada

PubMed Central

Homma, Yuko; Zumbo, Bruno D.; Saewyc, Elizabeth M.; Wong, Sabrina T.

2016-01-01

We examined the psychometric properties of scores on a 6-item version of the Multigroup Ethnic Identity Measure (MEIM) among East Asian adolescents in Canada. A series of confirmatory factor analysis (CFA) was conducted for 4,190 East Asians who completed a provincial survey of students in grades 7 to 12. The MEIM measured highly correlated dimensions of ethnic identity (exploration and commitment). Further, multi-group CFA indicated that the scale measured the same constructs on the same metric across three age groups and across four groups with varying degrees of exposure to Canadian and East Asian cultures. The findings suggest the short version of the MEIM can be used to compare levels of ethnic identity across different age or acculturation groups. PMID:27833471

The development of self-efficacy and self-esteem in pharmacy students based on experiential education

NASA Astrophysics Data System (ADS)

Yorra, Mark L.

This doctoral thesis contributes to the literature on self-efficacy and self-esteem and the relationship to a student's school, age, gender, ethnicity, GPA, paid and introductory pharmacy practice experiences in a Doctor of Pharmacy (PharmD) program. Graduates with a high level of self-efficacy and self-esteem are more desirable as pharmacists upon graduation. A quantitative survey, which includes two standardized instruments, the Generalized Self-Efficacy Scale (GSE) and the Rosenberg Self-Esteem Scale (RSES), was administered to students at five schools of pharmacy in the northeast United States, resulting in a total of 399 responses. The findings confirm the significance of paid experiences and increased levels of a student's self-efficacy in a pharmacy setting. The other finding was related to ethnicity where the Asian/Pacific Islander students showed lower self-efficacy than other ethnic groups, which may be due to a cultural difference in displaying traits of high self-efficacy. Self-esteem also showed a positive finding for students with paid experiences and students who were older. There was an ethnicity finding where Asian/Pacific Islanders scored lower on the self-esteem scale, while the African-Americans scored higher than all the other groups. The results show that students improve their levels of self-efficacy and self-esteem through extended practical experiences. Schools should provide structured experiences of a sufficient length, beyond the present 300 hours, to prepare students for their transition into a professional role. Educators should be aware of the difference in Asian/Pacific Islander culture and encourage students to demonstrate their self-efficacy and self-esteem so other professionals can recognize them for their attributes.

Perfectionism moderates stereotype threat effects on STEM majors' academic performance.

PubMed

Rice, Kenneth G; Lopez, Frederick G; Richardson, Clarissa M E; Stinson, Jennifer M

2013-04-01

Using a randomized, between-subjects experimental design, we tested hypotheses that self-critical perfectionism would moderate the effects of subtle stereotype threat (ST) for women and students in underrepresented racial/ethnic groups who are pursuing traditional degrees in science, technology, engineering, or math (STEM). A diverse sample of freshmen students (N = 294) was recruited from 2 major universities. Students were blocked by gender and race/ethnicity and randomly assigned to experience subtle ST or no ST. Participants in the subtle ST condition were primed to consider their gender, race, and ethnicity prior to completing measures of science self-efficacy. Those in the control condition completed the measures without such priming. Controlling for prior academic performance and university context, ST priming significantly interacted (a) with self-critical perfectionism to predict coping self-efficacy scores and (b) with race/ethnicity to predict end-of-semester STEM grades. A 3-way interaction of ST priming, sex, and self-critical perfectionism also predicted students' grades in courses wherein women and men were more proportionally represented. The Sex × Self-Critical Perfectionism interaction was not significant for those in the ST group but was for those in the control group. Men in the control group had higher grade-point averages (GPAs) at low levels of self-critical perfectionism than they had at higher levels of perfectionism. In contrast, women had lower GPAs when self-critical perfectionism was low, but their GPAs were higher when self-critical perfectionism was high. The findings are discussed in terms of their implications for self-efficacy and performance in the pursuit of a STEM major.

Racial and ethnic disparities in mental illness stigma.

PubMed

Rao, Deepa; Feinglass, Joseph; Corrigan, Patrick

2007-12-01

The present study sought to examine whether racial/ethnic differences exist in stigmatizing attitudes towards people with mental illness among community college students. Multiple regression models were used to investigate racial/ethnic differences in students' perceived dangerousness and desire for segregation from persons with mental illness both before and after participation in an antistigma intervention. At baseline, African Americans and Asians perceived people with mental illness as more dangerous and wanted more segregation than Caucasians, and Latinos perceived people with mental illness as less dangerous and wanted less segregation than Caucasians. Similar patterns emerged postintervention, except that Asians' perceptions changed significantly such that they tended to perceive people with mental illness as least dangerous of all the racial/ethnic groups. These findings suggest that racial/ethnic background may help to shape mental illness stigma, and that targeting antistigma interventions to racial/ethnic background of participants may be helpful.

Gender and Ethnic-Group Differences in Causal Attributions for Success and Failure in Mathematics and Language Examinations.

ERIC Educational Resources Information Center

Birenbaum, Menucha; Kraemer, Roberta

1995-01-01

Examines gender and ethnic differences among Jewish and Arab high school students in Israel with respect to their causal attributions for success and failure in mathematics and language examinations. Results from 333 ninth graders show larger effects of ethnicity than of gender, with effects more pronounced in success than in failure attributions.…

Particularity "and" Integration: Understanding of Ecocultural Niches and Their Implication for Fostering Diversity within Christian Colleges and Universities

ERIC Educational Resources Information Center

Reyes, J. Roberto

2013-01-01

This paper takes a theoretical look at the relationship between ethnic identity formation, in-group ethnic affiliations, and academic achievement for students of color. To this end, the study examines the process of ethnic identity development and considers how human ecology theory, in particularly the concept of "ecocultural niches,"…

Defining Group Membership: The Impact of Multiple versus Single Ethnic/Racial Categories on Testing Practices. Research Notes. RN-13

ERIC Educational Resources Information Center

Wendler, Cathy; Feigenbaum, Miriam; Escandón, Mérida

2001-01-01

The SAT Program undertook two studies aimed at evaluating the impact of allowing students to indicate more than one ethnic/racial category. Results of this study indicated that there is little impact on DIF [differential item functioning] analyses when different definitions of ethnic/racial classifications are used compared to traditionally…

Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany: Conditions in School, Family, and Ethnic Group

ERIC Educational Resources Information Center

Schachner, Maja K.; Van de Vijver, Fons J. R.; Noack, Peter

2018-01-01

Navigating between cultures in addition to developmental changes and challenges in early adolescence can be difficult. We investigated school, family, and ethnic group as conditions for acculturation and school adjustment among early-adolescent boys and girls. Analyses were based on 860 mostly second- and third-generation immigrant students from…

The Role of Ethnic and National Identifications in Perceived Discrimination for Asian Americans: Toward a Better Understanding of the Buffering Effect of Group Identifications on Psychological Distress

PubMed Central

Huynh, Que-Lam; Devos, Thierry; Goldberg, Robyn

2013-01-01

A robust relationship between perceived racial discrimination and psychological distress has been established. Yet, mixed evidence exists regarding the extent to which ethnic identification moderates this relationship, and scarce attention has been paid to the moderating role of national identification. We propose that the role of group identifications in the perceived discrimination–psychological distress relationship is best understood by simultaneously and interactively considering ethnic and national identifications. A sample of 259 Asian American students completed measures of perceived discrimination, group identifications (specific ethnic identification stated by respondents and national or “mainstream American” identification), and psychological distress (anxiety and depression symptoms). Regression analyses revealed a significant three-way interaction of perceived discrimination, ethnic identification, and national identification on psychological distress. Simple-slope analyses indicated that dual identification (strong ethnic and national identifications) was linked to a weaker relationship between perceived discrimination and psychological distress compared with other group identification configurations. These findings underscore the need to consider the interconnections between ethnic and national identifications to better understand the circumstances under which group identifications are likely to buffer individuals against the adverse effects of racial discrimination. PMID:25258674

A Study on the Nature of Learning Behaviour Pattern among University Students

ERIC Educational Resources Information Center

Halder, Santoshi

2008-01-01

Changes in the world economy, transportation and communication are resulting in increased levels of interdependence among individuals, groups, organizations, communities, and societies. Students can be from many cultures, ethnic groups, language groups and religions as well as from different economic social classes and ability levels. At the same…

College Students' Intercultural Competence and Interethnic Tolerance

ERIC Educational Resources Information Center

Karnyshev, A. D.; Karnysheva, O. A.; Ivanova, E. A.

2014-01-01

Data from studies of interethnic tolerance among college students in Russia show that positive or negative attitudes toward other ethnic groups is a factor of both personal characteristics and experience of and access to other groups. Levels of tolerance in turn are associated with different levels of interest in other groups and in building…

Multi-ethnic high school students' perceptions of nursing in the USA and Israel: a descriptive quantitative study.

PubMed

Degazon, Cynthia E; Ben Natan, Merav; Shaw, Holly K; Ehrenfeld, Mally

2015-01-01

In order to target new recruits or future generation of ethnic minority nurses about their potential fit in nursing, it is necessary to understand their perceptions of the profession. Successful recruitment of high school students into nursing in part requires congruency between perceptions of an ideal career and perceptions of nursing as a career. The purposes of this study were to compare ethnic minority high school students in the USA and in Israel on their perceptions of nursing as a career, and to understand how those perceptions compare to their perceptions of an ideal career. A descriptive quantitative design was employed to study a sample of 330 ethnic minority high school students from the USA and from Israel. The Mann-Whitney U procedure was used to compare the groups' perceptions; a two-sided Wilcoxon Signed-Ranks test was used to determine the differences between their perceptions of an ideal career and of nursing as a career. The USA students had more positive perceptions of nursing as a career than did the Israeli students. Both groups of students did not perceive nursing as an ideal career: They perceived nurses as hard workers, performing arduous tasks and busy work, not academically challenged, with limited opportunity for leadership and autonomy, and earning less money than they would want in an ideal career. Caring for others was a highly valued attribute for an ideal career and for nursing as a career. A minority career development plan that underscores the positive attributes of nursing should be designed in both the USA and in Israel for ethnic minority high school students. The plan should effectively communicate nursing as a caring profession that is academically rigorous and intellectually challenging with available leadership opportunities in institutions and society. Copyright © 2014 Elsevier Ltd. All rights reserved.

Student Conversations: How Diverse Groups of Students Perceive College Culture, Supports, and Challenges in College Education

ERIC Educational Resources Information Center

Cole, Kimberly Ann

2012-01-01

The purpose of this study was to identify and examine student perceptions of the lived experience of college and what supported or challenged their adaptation to college culture. Focus groups divided by gender and race or ethnicity served as the primary "self-contained" data collection method. Although the questions surrounding this…

Exploring the Academic Achievement Gap among Hispanic Students on State Standardized Tests

ERIC Educational Resources Information Center

Melendez, Ruth L.

2013-01-01

Historically Hispanic students have lagged behind African American, White, and other ethnic groups in academics. The Hispanic population is the fastest growing minority group in the United States. The increase of Hispanic students in our schools has created significant concerns among educators. The schools are not prepared to meet the needs of…

Same and Different: Latino College Students' Perceptions of Themselves and Others on Campus

ERIC Educational Resources Information Center

Gonzalez, Roger Geertz

2013-01-01

In this study, most Latino college students preferred the term "Hispanic" over "Latino" as a panethnic term. These Latino students also detailed their differences based on how they perceive other specific Latino ethnic groups, non-Latino groups, their political identity, and their immigration and citizenship status. (Contains 1 table and 1 note.)

Ametropia and ocular biometry in a U.K. university student population.

PubMed

Logan, Nicola S; Davies, Leon N; Mallen, Edward A H; Gilmartin, Bernard

2005-04-01

The prevalence of myopia is known to vary with age, ethnicity, level of education, and socioeconomic status, with a high prevalence reported in university students and in people from East Asian countries. This study determines the prevalence of ametropia in a mixed ethnicity U.K. university student population and compares associated ocular biometric measures. Refractive error and related ocular component data were collected on 373 first-year U.K. undergraduate students (mean age = 19.55 years +/- 2.99, range = 17-30 years) at the start of the academic year at Aston University, Birmingham, and the University of Bradford, West Yorkshire. The ethnic variation of the students was as follows: white 38.9%, British Asian 58.2%, Chinese 2.1%, and black 0.8%. Noncycloplegic refractive error was measured with an infrared open-field autorefractor, the Shin-Nippon NVision-K 5001 (Shin Nippon, Ryusyo Industrial Co. Ltd, Osaka, Japan). Myopia was defined as a mean spherical equivalent (MSE) less than or equal to -0.50 D. Hyperopia was defined as an MSE greater than or equal to +0.50 D. Axial length, corneal curvature, and anterior chamber depth were measured using the Zeiss IOLMaster (Carl Zeiss, Jena, GmBH). The analysis was carried out only for white and British Asian groups. The overall distribution of refractive error exhibited leptokurtosis, and prevalence levels were similar for white and British Asian (the predominant ethnic group) students across each ametropic group: myopia (50% vs. 53.4%), hyperopia (18.8% vs. 17.3%), and emmetropia (31.2% vs. 29.3%). There were no significant differences in the distribution of ametropia and biometric components between white and British Asian samples. The absence of a significant difference in refractive error and ocular components between white and British Asian students exposed to the same educational system is of interest. However, it is clear that a further study incorporating formal epidemiologic methods of analysis is required to address adequately the recent proposal that juvenile myopia develops principally from "myopiagenic" environments and is relatively independent of ethnicity.

Bullying and victimization: prevalence and relationship to gender, grade level, ethnicity, self-esteem, and depression.

PubMed

Seals, Dorothy; Young, Jerry

2003-01-01

This study investigated the prevalence of bullying and victimization among students in grades 7 and 8. It also explored the relationship of bullying and victimization to gender, grade level, ethnicity, self-esteem, and depression. Three survey instruments were used to obtain data from a convenience sample of 454 public school students. Twenty-four percent reported bullying involvement. Chi-square tests indicated significantly more male than female bullying involvement, seventh graders reported more involvement than did eighth graders, and there were no statistically significant differences in involvement based on ethnicity. Both bullies and victims manifested higher levels of depression than did students who were neither bullies nor victims. There were no significant differences between groups in terms of self-esteem.

An examination of the relationships between acculturative stress, perceived discrimination, and eating disorder symptoms among ethnic minority college students.

PubMed

Kwan, Mun Yee; Gordon, Kathryn H; Minnich, Allison M

2018-01-01

Empirical evidence suggests the importance of considering acculturative stress and perceived discrimination in understanding the mental health of ethnic minority groups, including their eating behaviors and associated psychopathology. The current study examined the effect of acculturative stress and perceived discrimination on eating disorder symptoms among ethnic minority undergraduate students. A total of 187 ethnic minority undergraduate students (41.2% men) completed this cross-sectional study by completing self-report questionnaires on a secure online system. Regression analyses revealed a main effect of acculturative stress on eating concern, shape concern, weight concern, drive for thinness, and bulimia but not restraint or body dissatisfaction. Gender moderated the effect of acculturative stress on drive for muscularity, suggesting that this effect was only significant in women, but not men. The main effect of perceived discrimination was significant for restraint, eating concern, shape concern, weight concern, and drive for muscularity but not drive for thinness, bulimia, or body dissatisfaction. Acculturative stress and perceived discrimination are important factors to consider in understanding the development and maintenance of eating disorder symptoms among ethnic minority populations. Targeting these two factors may improve the effectiveness of intervention programs for eating disorder symptoms among ethnic minority undergraduate students. Copyright © 2018 Elsevier Ltd. All rights reserved.

The influence of contextual teaching with the problem solving method on students' knowledge and attitudes toward horticulture, science, and school

NASA Astrophysics Data System (ADS)

Whitcher, Carrie Lynn

2005-08-01

Adolescence is marked with many changes in the development of higher order thinking skills. As students enter high school they are expected to utilize these skills to solve problems, become abstract thinkers, and contribute to society. The goal of this study was to assess horticultural science knowledge achievement and attitude toward horticulture, science, and school in high school agriculture students. There were approximately 240 high school students in the sample including both experimental and control groups from California and Washington. Students in the experimental group participated in an educational program called "Hands-On Hortscience" which emphasized problem solving in investigation and experimentation activities with greenhouse plants, soilless media, and fertilizers. Students in the control group were taught by the subject matter method. The activities included in the Hands-On Hortscience curriculum were created to reinforce teaching the scientific method through the context of horticulture. The objectives included evaluating whether the students participating in the Hands-On Hortscience experimental group benefited in the areas of science literacy, data acquisition and analysis, and attitude toward horticulture, science, and school. Pre-tests were administered in both the experimental and control groups prior to the research activities and post-tests were administered after completion. The survey questionnaire included a biographical section and attitude survey. Significant increases in hortscience achievement were found from pre-test to post-test in both control and experimental study groups. The experimental treatment group had statistically higher achievement scores than the control group in the two areas tested: scientific method (p=0.0016) and horticulture plant nutrition (p=0.0004). In addition, the students participating in the Hands-On Hortscience activities had more positive attitudes toward horticulture, science, and school (p=0.0033). Students who were more actively involved in hands-on projects had higher attitude scores compared to students who were taught traditional methods alone. In demographic comparisons, females had more positive attitudes toward horticulture science than males; and students from varying ethnic backgrounds had statistically different achievement (p=0.0001). Ethnicity was determined with few students in each background, 8 in one ethnicity and 10 students in another. Youth organization membership such as FFA or 4-H had no significant bearing on achievement or attitude.

The Experience of Panic Symptoms across Racial Groups in a Student Sample

PubMed Central

Barrera, Terri L.; Wilson, Kathryn P.; Norton, Peter J.

2010-01-01

While there is general agreement that, across cultures, panic disorder appears to be characterized by sudden onset of bodily sensations, such as dizziness and heart palpitations, followed by catastrophic misinterpretations of these symptoms, there remains a need for research investigating ethnic/cultural differences in the experience of panic attacks. In addition to investigating ethnic differences in the experience of panic, it is important to assess whether increased endorsement of panic symptoms translates into increased dysfunction. The present study investigated differences in the experience of panic attacks and examined the relation between symptom endorsement and overall distress and impairment in a large multiracial/ethnic student population. Preliminary analyses indicated that although overall endorsement of panic symptoms was similar across groups, differences did emerge on specific symptoms. Participants identifying as Asian tended to endorse symptoms such as dizziness, unsteadiness, choking, and feeling terrified more frequently than those identifying as Caucasian, and individuals identifying as African American reported feeling less nervous than those identifying as Caucasian. Participants of Hispanic/Latino(a) descent showed no differences from any other group on symptom endorsement. Panic symptom severity was not found to differ across racial/ethnic groups; however, the correlation between panic symptoms and panic severity was stronger for Asian and Caucasian participants than for African Americans. These results suggest that symptoms of panic may be experienced differently across racial/ethnic groups, and highlight the need for clinicians and researchers to assess panic symptoms within the context of culture. PMID:20621442

The Social Climate of Schools in the Aftermath of 9-11: Ethnic Differences in Children's Peer Relations

ERIC Educational Resources Information Center

DeRosier, Melissa E.

2004-01-01

Since September 11, 2001, ethnic tensions involving persons of Middle Eastern descent have increased in the United States. This study examined the peer relationships of 748 fifth-grade students of different ethnic groups both at one month and eight months post-9-11. Results indicated that only Middle Eastern children showed a large drop in…

Factor structure of the Bulimia Test--Revised in college women from four ethnic groups.

PubMed

Fernandez, Senaida; Malcarne, Vanessa L; Malacrne, Vanessa L; Wilfley, Denise E; McQuaid, John

2006-07-01

The factor structure of the Bulimia Test--Revised (BULIT-R) was investigated using confirmatory factor analysis (CFA) and exploratory factor analysis (EFA). The sample consisted of 2,671 female college students (African American, Asian American, Caucasian American, and Latino American). Reliability coefficients were excellent across groups. African Americans scored significantly lower on the BULIT-R than Caucasian Americans. Across groups, CFA and EFA results suggest a six-factor solution is most appropriate. Consistent across groups were factors representing bingeing, body image, purging, and extreme weight loss behaviors, while few differences were observed across groups. These findings suggest that the measure is reliable and valid for use with diverse ethnic groups. Future research should focus on culturally salient psychological correlates of disordered eating in diverse ethnic groups.

Students' Attitudes toward Socialism, Nationalism, and Perestroika.

ERIC Educational Resources Information Center

McKeehan, Irina V.

1993-01-01

Analyzes the results of sociological surveys conducted among thousands of students in higher education institutions in Russia and other republics of the former Soviet Union. Compares and contrasts student attitudes about such topics as economics, democratic values, ethnic groups, education, and students' perception of the future. (CFR)

Ethnic Variations of Trajectories in Suicide Ideation and Attempt: From Middle School to High School.

PubMed

Kim, Jahun; Pike, Kenneth; McCauley, Elizabeth; Vander Stoep, Ann

2018-02-14

The purpose of this study was to compare patterns of suicide ideation and suicide attempt in three ethnic groups. We analyzed data from 463 students with ethnic backgrounds of African American (AA), Asian American (ASA), and European American (EA) for 6 years. The best fit model was a three-trajectory class model for all groups. The majority of adolescents belonged in the nonideators trajectory. The high level of ideation was found in the high ideators (4%), high-fluctuating ideators (8%), and high-decreasing ideators (4%) trajectory in AA, ASA, and EA, respectively. In the AA group, being a member of ideators was not a significant predictor of suicide attempt. In the ASA group, being a member of high-fluctuating ideators was a significant predictor. In the EA group, being a member of both ideators predicted suicide attempt. The timing of onset, patterns of change, and peak time in the ideators trajectories in the three ethnic groups were markedly different. The high level of attempts found in the ASA-AA group was not explained by having suicide ideation. Findings suggest the need for in-depth examination of suicide behaviors across ethnic groups and culturally adapted preventive efforts with distinct developmental timing for adolescents from different ethnic backgrounds. © 2018 The American Association of Suicidology.

A comparison of self-reported physical health and health conditions of American Indian/Alaskan Natives to other college students.

PubMed

Patterson-Silver Wolf, David A; VanZile-Tamsen, Carol; Black, Jessica; Billiot, Shanondora M; Tovar, Molly

2013-12-01

American Indian/Alaska Natives comprise a small portion of the general college student population, but often have the poorest health and wellness, as well as the highest dropout rates compared to any other race or ethnicity. Despite the well-documented issues this group faces in higher education, they are often ignored in studies due to their status as the minority within the minority, comprising only 0.8% of all college students in the US. This study examines the differences in college students' overall ratings of health across racial and ethnic groups, focusing specifically on the health and wellness of AI/AN students compared to their counterparts. This paper also investigates the physical health issues students experienced in the past 12 months and the health issues' impact on their academic achievement. Results showed that AI/AN students reported the lowest overall health ratings and the most health issues in the past year.

Learning to Create Ad Strategies for "Different" Target Audiences.

ERIC Educational Resources Information Center

Treise, Debbie; Wagner, Elaine

1999-01-01

Describes a focus group exercise used with advertising creative- and strategy-development students that was designed to cultivate awareness of the ethnic consumers' purchase-decision process. Offers an overview of the project's stages, describes the assignment, and notes that members of the original-product focus group also reviewed students'…

Seasonal variability in weight change during elementary school

USDA-ARS?s Scientific Manuscript database

Seasonal variation in weight gain across elementary school (kindergarten-5th grade) was examined among children who were healthy weight, overweight, or obese and from different racial and ethnic groups. The sample included 7,599 ethnically diverse students ages 5-7 years at baseline (Caucasian: 21.1...

Providing Social Support for Underrepresented Racial and Ethnic Minority PhD Students in the Biomedical Sciences: A Career Coaching Model

PubMed Central

Williams, Simon N.; Thakore, Bhoomi K.; McGee, Richard

2017-01-01

Improvement in the proportion of underrepresented racial and ethnic minorities (URMs) in academic positions has been unsatisfactory. Although this is a complex problem, one key issue is that graduate students often rely on research mentors for career-related support, the effectiveness of which can be variable. We present results from a novel academic career “coaching” intervention, one aim of which was to provide supplementary social support for PhD students, particularly those from underrepresented backgrounds. Coaching was delivered both within small groups and on an individual basis, with a diverse group of coaches and students coming from many universities. Coaches were provided with additional diversity training. Ninety-six semistructured interviews with 33 URM students over 3 years were analyzed using a qualitative framework approach. For most of the URM PhD students, coaching provided social support in the form of emotional, informational, and appraisal support. Coaching groups provided a noncompetitive environment and “community of support” within which students were able to learn from one another’s experiences and discuss negative and stressful experiences related to their graduate school, lab, or career plans. This coached peer group model is capable of providing the social support that many URM students do not find at their home universities. PMID:29196425

Social cognitive predictors of academic and life satisfaction: Measurement and structural equivalence across three racial/ethnic groups.

PubMed

Sheu, Hung-Bin; Mejia, Araceli; Rigali-Oiler, Marybeth; Primé, Dominic R; Chong, Shiqin Stephanie

2016-07-01

Data of 306 Caucasian American, 284 Asian American, and 259 Latino/a American college students were analyzed in this study to test a modified version of Lent and Brown's (2006, 2008) satisfaction model in the academic context. In addition to the full set of variables hypothesized in the original model, the modified academic satisfaction model also included independent and interdependent self-construals to represent one's cultural orientations. Comparisons between the hypothesized model and 2 alternative models showed that direct paths from extraversion and emotional stability added significantly to the predictions of academic satisfaction and life satisfaction for all 3 racial/ethnic groups while those from independent and interdependent self-construals also had the same effects for Latino/a American students. The hypothesized model offered excellent fit to the data of all 3 racial/ethnic groups. Consistent with theoretical prediction, academic supports, self-efficacy, outcome expectations, or goal progress formed pathways that mediated the relations of personality traits and self-construals to academic satisfaction or life satisfaction across 3 groups. Although full measurement equivalence (configural invariance and metric invariance) was observed, 4 structural paths and 16 indirect effects differed significantly by race/ethnicity. Most of these differences in structural paths and indirect effects occurred between Caucasian Americans and Asian Americans. On balance, findings of the study provided evidence for the cross-racial/ethnic validity of the modified academic satisfaction model while identifying racial/ethnic differences that might have useful clinical implications. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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…

Education biographies from the science pipeline: An analysis of Latino/a student perspectives on ethnic and gender identity in higher education

NASA Astrophysics Data System (ADS)

Lujan, Vanessa Beth

This study is a qualitative narrative analysis on the importance and relevance of the ethnic and gender identities of 17 Latino/a (Hispanic) college students in the biological sciences. This research study asks the question of how one's higher education experience within the science pipeline shapes an individual's direction of study, attitudes toward science, and cultural/ethnic and gender identity development. By understanding the ideologies of these students, we are able to better comprehend the world-makings that these students bring with them to the learning process in the sciences. Informed by life history narrative analysis, this study examines Latino/as and their persisting involvement within the science pipeline in higher education and is based on qualitative observations and interviews of student perspectives on the importance of the college science experience on their ethnic identity and gender identity. The findings in this study show the multiple interrelationships from both Latino male and Latina female narratives, separate and intersecting, to reveal the complexities of the Latino/a group experience in college science. By understanding from a student perspective how the science pipeline affects one's cultural, ethnic, or gender identity, we can create a thought-provoking discussion on why and how underrepresented student populations persist in the science pipeline in higher education. The conditions created in the science pipeline and how they affect Latino/a undergraduate pathways may further be used to understand and improve the quality of the undergraduate learning experience.

Factors Contributing to the Academic Excellence of American Jewish and Asian Students.

ERIC Educational Resources Information Center

Fejgin, Naomi

1995-01-01

Examines factors that contribute to the academic excellence of Jewish and Asian students. Finds that traditional socioeconomic measures explain some of the advantage of Jewish and Asian students over other ethnic groups but that parent and student attitudes toward education is also an important factor. (ACM)

34 CFR 200.2 - State responsibilities for assessment.

Code of Federal Regulations, 2011 CFR

2011-07-01

..., LEA, and school by— (i) Gender; (ii) Each major racial and ethnic group; (iii) English proficiency... (hereinafter “the Act”); (v) Students with disabilities as defined under section 602(3) of the Individuals with... students as compared to students who are not economically disadvantaged. (11) Produce individual student...

Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis

PubMed Central

Potts, Henry W W; McManus, I C

2011-01-01

Objective To determine whether the ethnicity of UK trained doctors and medical students is related to their academic performance. Design Systematic review and meta-analysis. Data sources Online databases PubMed, Scopus, and ERIC; Google and Google Scholar; personal knowledge; backwards and forwards citations; specific searches of medical education journals and medical education conference abstracts. Study selection The included quantitative reports measured the performance of medical students or UK trained doctors from different ethnic groups in undergraduate or postgraduate assessments. Exclusions were non-UK assessments, only non-UK trained candidates, only self reported assessment data, only dropouts or another non-academic variable, obvious sampling bias, or insufficient details of ethnicity or outcomes. Results 23 reports comparing the academic performance of medical students and doctors from different ethnic groups were included. Meta-analyses of effects from 22 reports (n=23 742) indicated candidates of “non-white” ethnicity underperformed compared with white candidates (Cohen’s d=−0.42, 95% confidence interval −0.50 to −0.34; P<0.001). Effects in the same direction and of similar magnitude were found in meta-analyses of undergraduate assessments only, postgraduate assessments only, machine marked written assessments only, practical clinical assessments only, assessments with pass/fail outcomes only, assessments with continuous outcomes only, and in a meta-analysis of white v Asian candidates only. Heterogeneity was present in all meta-analyses. Conclusion Ethnic differences in academic performance are widespread across different medical schools, different types of exam, and in undergraduates and postgraduates. They have persisted for many years and cannot be dismissed as atypical or local problems. We need to recognise this as an issue that probably affects all of UK medical and higher education. More detailed information to track the problem as well as further research into its causes is required. Such actions are necessary to ensure a fair and just method of training and of assessing current and future doctors. PMID:21385802

Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis.

PubMed

Woolf, Katherine; Potts, Henry W W; McManus, I C

2011-03-08

To determine whether the ethnicity of UK trained doctors and medical students is related to their academic performance. Systematic review and meta-analysis. Online databases PubMed, Scopus, and ERIC; Google and Google Scholar; personal knowledge; backwards and forwards citations; specific searches of medical education journals and medical education conference abstracts. The included quantitative reports measured the performance of medical students or UK trained doctors from different ethnic groups in undergraduate or postgraduate assessments. Exclusions were non-UK assessments, only non-UK trained candidates, only self reported assessment data, only dropouts or another non-academic variable, obvious sampling bias, or insufficient details of ethnicity or outcomes. Results 23 reports comparing the academic performance of medical students and doctors from different ethnic groups were included. Meta-analyses of effects from 22 reports (n = 23,742) indicated candidates of "non-white" ethnicity underperformed compared with white candidates (Cohen's d = -0.42, 95% confidence interval -0.50 to -0.34; P<0.001). Effects in the same direction and of similar magnitude were found in meta-analyses of undergraduate assessments only, postgraduate assessments only, machine marked written assessments only, practical clinical assessments only, assessments with pass/fail outcomes only, assessments with continuous outcomes only, and in a meta-analysis of white v Asian candidates only. Heterogeneity was present in all meta-analyses. Ethnic differences in academic performance are widespread across different medical schools, different types of exam, and in undergraduates and postgraduates. They have persisted for many years and cannot be dismissed as atypical or local problems. We need to recognise this as an issue that probably affects all of UK medical and higher education. More detailed information to track the problem as well as further research into its causes is required. Such actions are necessary to ensure a fair and just method of training and of assessing current and future doctors.

Ethnicity, Gender, and the Education of Cambodian American Students in an Urban High School

PubMed Central

Tang, Kimmie; Kao, Dennis

2014-01-01

This paper explores the role of gender and ethnicity in the education of Cambodian American high school students. Using a qualitative approach, we interviewed ninth-grade Cambodian American students (n=10), teachers (n=4), and administrators (n=2) at a Southern California high school. The data revealed that Cambodian students were often mistaken for other Asian groups and due to stereotypes, expected to excel academically. Fearing that they would disappoint their teachers or be ridiculed by other students, they often remained silent about their academic struggles. Traditional values regarding gender and familial expectations also played prominent roles for both Cambodian boys and girls and their academic progress. PMID:25485315

Not Just a Latino Issue: Undocumented Students in Higher Education

ERIC Educational Resources Information Center

Chan, Beleza

2010-01-01

Picture an undocumented student, and for most college counselors, it will be the image of a Latino student. However, the reality is that students from many other ethnic groups lack documentation as well. These students hail from everywhere. According to DreamActivist.org, an online resource network for undocumented students, they come from places…

Academic Expectations of Australian Students from Aboriginal, Asian and Anglo Backgrounds: Perspectives of Teachers, Trainee-Teachers and Students

ERIC Educational Resources Information Center

Dandy, Justine; Durkin, Kevin; Barber, Bonnie L.; Houghton, Stephen

2015-01-01

There are ethnic group differences in academic achievement among Australian students, with Aboriginal students performing substantially below and Asian students above their peers. One factor that may contribute to these effects is societal stereotypes of Australian Asian and Aboriginal students, which may bias teachers' evaluations and influence…

Analysis of risk factors of acute ischemic stroke for different ethnic groups in Changde.

PubMed

Xu, Ping; Kang, Jin; Xiang, Xu-Lin; Guo, Gui-Xiang; Gao, Chun-Yun; Zhu, Shi-Jin; Wen, Jun; Li, Yan-Deng; Xiao, Bo

2014-01-01

The aim of our study was to explore the risk factors of acute ischemic stroke (AIS) for different ethnic groups in Changde city (a multi-ethnic residence inhabited mainly by Han and Tujia), Hunan Province, China. A multicenter study was performed and the demography data, etiology data and clinical features of 5338 AIS patients from 17 hospitals in Changde city were collected from January 2011 through December 2011. Student's t-test and Chi2-test were used to compare the differences between the Han and Tujia ethnic group in the AIS. In Changde, the incidence of AIS in the Tujia ethnic group was higher than that in the Han ethnic group (233.14 per million vs. 84.38 million, respectively). We found statistically significant differences between the Tujia and Han ethnicities in demographic, etiology and clinical data (eg, sex, living environment, diet, smoking, payment methods, cerebral hemorrhage and transient ischemic attack [P < .05]). In addition, compared with the Han population, the Tujia patients had a higher rate of the incidence of the anterior circulation infarction, partial anterior circulation infarction, lacunar infarction and cerebral hemorrhage. Our results indicate that lifestyle choices (eg, diet, smoking cigarettes), location, family heritage, and sex are associated with AIS and is useful for informing AIS rates and treatment for AIS.

Effectiveness of a Dissonance-Based Eating Disorder Prevention Program for Ethnic Groups in Two Randomized Controlled Trials

PubMed Central

Stice, Eric; Marti, C. Nathan; Cheng, Zhen Hadassah

2014-01-01

Objective As young women from certain ethnic minority groups have reported less pursuit of the thin ideal and body dissatisfaction than European American young women we tested whether a dissonance-based prevention program designed to reduce thin-ideal internalization among women with body dissatisfaction is less effective for the former relative to the later groups. We also tested whether intervention effects are larger when participants from minority groups worked with a facilitator matched versus not matched on ethnicity. Method In Study 1, 426 female undergraduates (M age = 21.6, SD = 5.6) were randomized to clinician-led Body Project groups or an educational control group. In Study 2, 189 female undergraduates were randomized to peer-led Body Project groups or a waitlist control condition. Results Although there was some variation in risk factor scores across ethnic groups, ethnic minority participants did not demonstrate consistently higher or lower risk relative to European American participants. Intervention effects did not significantly differ for participants from minority groups versus European American participants in either trial. There was no evidence that effects were significantly larger when minority participants and facilitators were matched on ethnicity. Conclusions Results suggest that the Body Project is similarly effective for African American, Asian American, European American, and Hispanic female college students, and when participants and facilitators are matched or not on minority ethnicity status, implying that this prevention program can be broadly disseminated in this population. PMID:24655465

Effectiveness of a dissonance-based eating disorder prevention program for ethnic groups in two randomized controlled trials.

PubMed

Stice, Eric; Marti, C Nathan; Cheng, Zhen Hadassah

2014-04-01

As young women from certain ethnic minority groups have reported less pursuit of the thin ideal and body dissatisfaction than European American young women we tested whether a dissonance-based prevention program designed to reduce thin-ideal internalization among women with body dissatisfaction is less effective for the former relative to the later groups. We also tested whether intervention effects are larger when participants from minority groups worked with a facilitator matched versus not matched on ethnicity. In Study 1, 426 female undergraduates (M age=21.6, SD=5.6) were randomized to clinician-led Body Project groups or an educational control group. In Study 2, 189 female undergraduates were randomized to peer-led Body Project groups or a waitlist control condition. Although there was some variation in risk factor scores across ethnic groups, ethnic minority participants did not demonstrate consistently higher or lower risk relative to European American participants. Intervention effects did not significantly differ for participants from minority groups versus European American participants in either trial. There was no evidence that effects were significantly larger when minority participants and facilitators were matched on ethnicity. Results suggest that the Body Project is similarly effective for African American, Asian American, European American, and Hispanic female college students, and when participants and facilitators are matched or not on minority ethnicity status, implying that this prevention program can be broadly disseminated in this population. Copyright © 2014 Elsevier Ltd. All rights reserved.

Understanding the Gender and Ethnicity Attainment Gap in UK Higher Education

ERIC Educational Resources Information Center

Cotton, D. R. E.; Joyner, M.; George, R.; Cotton, P. A.

2016-01-01

In recent years, the success rates of different groups of students in higher education have come under considerable scrutiny, with gender and ethnicity identified as key attributes predicting differential achievement of "good degrees". A review of previous studies highlights the need for research which looks beyond "the deficit…

Career Development and Vocational Behavior of Racial and Ethnic Minorities.

ERIC Educational Resources Information Center

Leong, Frederick T. L., Ed.

This book is designed as a resource for graduate students learning about counseling or counselors and psychologists who provide career counseling to racial and ethnic minorities or who do research with minority groups. The book is divided into sections on "Theory and Research,""Assessment and Intervention," and "Future…

Parenting Practices, Ethnicity, Socioeconomic Status and Academic Achievement in Adolescents.

ERIC Educational Resources Information Center

Park, Hae-Seong; Bauer, Scott

2002-01-01

Study examines the relationship between parenting practices and academic achievement of high school students among a sample of Asian Americans, Hispanics, African Americans and European Americans. Results showed that European Americans are more authoritative than other ethnic groups, but the relationship between having an authoritative parenting…

Psychological Separation, Ethnic Identity and Adjustment in Chicano/Latinos.

ERIC Educational Resources Information Center

Rodriguez, Ester R.; Bernstein, Bianca L.

This study examined the relationship between psychological separation and college adjustment in a Chicano/Latino sample, a group which has traditionally not valued psychological separation (N=137). Ethnic identity as a moderator variable was also explored. The Psychological Separation Inventory, Student Adjustment to College Questionnaire, and the…

Critical consciousness and intent to persist through college in DACA and U.S. citizen students: The role of immigration status, race, and ethnicity.

PubMed

Cadenas, Germán A; Bernstein, Bianca L; Tracey, Terence J G

2018-05-21

We used the model of critical consciousness (CC; Freire, 1973) to examine college persistence in a sample of Hispanic Deferred Action for Childhood Arrivals (DACA) college students in contrast to Hispanic and non-Hispanic White U.S. citizens. To do this, we looked to social cognitive career theory (Lent, Brown, & Hackett, 1994) to clarify the development of CC and its association with college persistence in students facing marginalization due to immigration status and racial/ethnic identity. The sample consisted of 368 undergraduate college students, including 89 Hispanic DACA recipients, 88 Hispanics with U.S. citizenship, and 191 non-Hispanic Whites with U.S. citizenship. Students completed scales on intent to persist in college, political self-efficacy, political outcome expectations, critical reflection, critical action, and supports and barriers for critical action. The data were examined using multigroup structural equation modeling; goodness of fit indices suggested good model fit for all groups. Tests of structural invariance revealed that 7 relational paths were equal across student groups, while race/ethnicity and immigration status differentiated the strength of 7 paths. Our findings indicate that there are differences in how Hispanic DACA students experience CC in relation to support for their political advocacy and activism. Findings also highlight that political outcome expectations predicted higher intent to persist in college for all students, including Hispanic DACA students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

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 and experiences in higher education: a national study of multiracial Asian American and Latino/a students in psychology.

PubMed

Smith, Tara D; Maton, Kenneth I

2015-01-01

Demographic trends suggest increasing numbers of multiple racial heritage students attending U.S. 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 use data from a national survey of psychology graduate and undergraduate students) compared 2 multiracial groups, Asian American/European American and Latino/a/European Americans, with 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. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Low aerobic fitness and obesity are associated with lower standardized test scores in children.

PubMed

Roberts, Christian K; Freed, Benjamin; McCarthy, William J

2010-05-01

To investigate whether aerobic fitness and obesity in school children are associated with standardized test performance. Ethnically diverse (n = 1989) 5th, 7th, and 9th graders attending California schools comprised the sample. Aerobic fitness was determined by a 1-mile run/walk test; body mass index (BMI) was obtained from state-mandated measurements. California standardized test scores were obtained from the school district. Students whose mile run/walk times exceeded California Fitnessgram standards or whose BMI exceeded Centers for Disease Control sex- and age-specific body weight standards scored lower on California standardized math, reading, and language tests than students with desirable BMI status or fitness level, even after controlling for parent education among other covariates. Ethnic differences in standardized test scores were consistent with ethnic differences in obesity status and aerobic fitness. BMI-for-age was no longer a significant multivariate predictor when covariates included fitness level. Low aerobic fitness is common among youth and varies among ethnic groups, and aerobic fitness level predicts performance on standardized tests across ethnic groups. More research is needed to uncover the physiological mechanisms by which aerobic fitness may contribute to performance on standardized academic tests.

Self-Esteem, Test Anxiety and General Anxiety Among Students of Three Ethnic Groups in Grades 9 Through 12.

ERIC Educational Resources Information Center

Nasseri, Gholamreza

This dissertation investigated the levels of self esteem, general anxiety, and test anxiety, and their inter-relationships among white, black, and Spanish surnamed students in grades nine through twelve. The relationships of sex and grade levels to these variables were also examined. A group of 2,448 students from two public high schools were…

Do They Feel the Same Way about Math? Testing Measurement Invariance of the PISA "Students' Approaches to Learning" Instrument across Immigrant Groups within Germany

ERIC Educational Resources Information Center

Segeritz, Micha; Pant, Hans Anand

2013-01-01

This article summarizes the key finding of a study that (a) tests the measurement invariance (MI) of the popular Students' Approaches to Learning instrument (Programme for International Student Assessment [PISA]) across ethnic/cultural groups within a country and (b) discusses implications for research focusing on the role of affective measures in…

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

Students' Perception of the "Others" in Ethnic Separated School Systems: Implications for Education

ERIC Educational Resources Information Center

Nedelcu, Anca; Iucu, Romita; Ciolan, Lucian

2011-01-01

This article analyzes qualitative data obtained from focus groups with students learning in schools with a majority and minority language of instruction from Estonia, Latvia, Romania, and Slovakia. The focus groups were developed within the framework of the project "Divided Education, Divided Citizens?" conducted by the Network of…

What Johnny Likes to Read Is Hard To Find in School.

ERIC Educational Resources Information Center

Worthy, Jo; Moorman, Megan; Turner, Margo

1999-01-01

Investigates reading preferences of an ethnically and economically diverse group of sixth-grade students from three middle schools. Shows that light materials (scary series books, comics, and magazines) top the list for every sub-group of students. Finds very limited availability of preferred materials in school; and shows that most students…

University Student Awareness of Skin Cancer: Behaviors, Recognition, and Prevention.

PubMed

Trad, Megan; Estaville, Lawrence

2017-03-01

Skin cancer is the most common cancer, and it often is preventable. The authors sought to evaluate behavior and knowledge regarding skin cancer among students at a Texas university. The authors recruited a diverse group of students in terms of sex, age, and ethnicity to participate in a survey regarding knowledge of skin cancer signs, use of tanning beds, and performance of self-assessment for skin cancer. Participating students could complete surveys in classrooms, at health fairs, or online via Survey Monkey. The authors examined data for the 3 variables in relation to sex, ethnicity, and age. A total of 512 responses were completed. Female students completed 371 (72.46%) surveys, and male students completed 141 (27.54%). The ethnicity of student participants was nearly evenly split among whites, African Americans, and Hispanics. Ethnicity was the most significant factor influencing the knowledge of skin cancer and behaviors to prevent it. Specifically, Hispanic and African American students possessed a lower level of skin cancer awareness. More female students than male students used tanning beds, and although use was self-reported as infrequent, the results imply that 4500 of the university's students might use tanning beds, which is concerning if extrapolated to other university student populations in Texas. Behavioral intervention is critical in reducing students' risk of skin cancer in later years, and university students must acquire knowledge to increase their awareness of skin health and to minimize their risk of developing skin cancer. Radiation therapists are uniquely positioned to share knowledge of skin cancer. ©2017 American Society of Radiologic Technologists.

Student Equity at Antelope Valley College: An Examination of Underrepresented Student Access and Success.

ERIC Educational Resources Information Center

Lewallen, Willard Clark

In February 1994, Antelope Valley College (AVC), in California, adopted a Student Equity Plan to determine the access and success of historically underrepresented students. As part of the Plan, AVC collected data on five student equity indicators: a comparison of ethnic group enrollment to representation in the service area, the ratio of courses…

Toward a Model of Social Influence that Explains Minority Student Integration into the Scientific Community

ERIC Educational Resources Information Center

Estrada, Mica; Woodcock, Anna; Hernandez, Paul R.; Schultz, P. Wesley

2011-01-01

Students from several ethnic minority groups are underrepresented in the sciences, indicating that minority students more frequently drop out of the scientific career path than nonminority students. Viewed from a perspective of social influence, this pattern suggests that minority students do not integrate into the scientific community at the same…

My Student Body: Effects of an Internet-Based Prevention Program to Decrease Obesity among College Students

ERIC Educational Resources Information Center

LaChausse, Robert G.

2012-01-01

Objective: To determine the impact of My Student Body (MSB)-Nutrition, an Internet-based obesity prevention program for college students. Participants: Three hundred and twenty ethnically diverse undergraduate students were randomly assigned to 1 of 3 conditions: MSB-Nutrition program, an on-campus weight management course, and a comparison group.…

Understanding Academic Performance of International Students: The Role of Ethnicity, Academic and Social Integration

ERIC Educational Resources Information Center

Rienties, Bart; Beausaert, Simon; Grohnert, Therese; Niemantsverdriet, Susan; Kommers, Piet

2012-01-01

More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of international students experience considerable amounts…

Voces (Voices): A Profile of Today's Latino College Students

ERIC Educational Resources Information Center

Santiago, Deborah A.

2007-01-01

Latinos are the youngest and fastest growing ethnic group in the United States. It is imperative that institutional leaders and decision makers have a better understanding of Latino students today in order to shape the policies and practices to serve college students in the future. Currently, disparate statistics about Latino students in higher…

Implementation of a Study Skills Program for Entering At-Risk Medical Students

ERIC Educational Resources Information Center

Miller, Cynthia J.

2014-01-01

While the first year of medical school is challenging for all students, there may be specific issues for students from rural areas, economically disadvantaged backgrounds, ethnic minorities, or nontraditional age groups. A Summer Prematriculation Program (SPP) was created to prepare entering at-risk students for the demands of medical school. For…

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.

A Report to the U.S. Department of Education on Educational Challenges and Technical Assistance Needs for the Northwest Region

ERIC Educational Resources Information Center

CNA Corporation, 2005

2005-01-01

Currently, the need is growing to address the student achievement gap among racial/ethnic groups as well as for economically disadvantaged students. Minority students represent 24 percent of the Northwest's Region total student enrollment. American Indian and/or Alaskan Native students comprise 25 percent of Alaska's student population and 11…

Promoting Hispanic Student Retention in Two Texas Community Colleges

ERIC Educational Resources Information Center

Samuel, Karissa R.; Scott, Joyce A.

2014-01-01

Texas' Hispanic population has increased dramatically since 2000 as have Hispanic enrollments in higher education (+118%). Despite having the largest spike in college enrollment, Hispanic students' completion rates remain the lowest among all ethnic groups. To identify institutional practices that might encourage Hispanic student retention,…

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…

Exploring Essential Characteristics of Self-Determination for Diverse Students Using Data from NLTS2

ERIC Educational Resources Information Center

Shogren, Karrie A.; Kennedy, William; Dowsett, Chantelle; Garnier Villarreal, Mauricio; Little, Todd D.

2014-01-01

This study explored the impact of race/ethnicity on three of the four essential characteristics of self-determination--autonomy, self-realization, and psychological empowerment--directly assessed in the National Longitudinal Transition Study-2. Specifically, the impact of race/ethnicity was examined with six disability groups established in…

The Achievement Gap and the Discipline Gap: Two Sides of the Same Coin?

ERIC Educational Resources Information Center

Gregory, Anne; Skiba, Russell J.; Noguera, Pedro A.

2010-01-01

The gap in achievement across racial and ethnic groups has been a focus of education research for decades, but the disproportionate suspension and expulsion of Black, Latino, and American Indian students has received less attention. This article synthesizes research on racial and ethnic patterns in school sanctions and considers how…

Is There Such a Thing as Gender and Ethnicity of Computing?

ERIC Educational Resources Information Center

Turner, Eva

2000-01-01

Discussion of the absence of women and minority groups in computer science and information technology focuses on a study conducted at Middlesex University (England) that investigated how gender and ethnicity connected to computing are perceived by computing science students and how this may influence their decision as future computer scientists…

Community Violence, Social Support Networks, Ethnic Group Differences, and Male Perpetration of Intimate Partner Violence

ERIC Educational Resources Information Center

Raghavan, Chitra; Rajah, Valli; Gentile, Katie; Collado, Lillian; Kavanagh, Ann Marie

2009-01-01

The authors examined how witnessing community violence influenced social support networks and how these networks were associated with male-to-female intimate partner violence (IPV) in ethnically diverse male college students. The authors assessed whether male social support members themselves had perpetrated IPV (male network violence) and whether…

Racialization/Ethnicization of School Emotional Spaces: The Politics of Resentment

ERIC Educational Resources Information Center

Zembylas, Michalinos

2010-01-01

The present article explores how emotional spaces are racialized and ethnicized in a multicultural elementary school in Cyprus through the majoritized group's feelings of resentment. The data for this article are drawn from a two-month ethnographic study at this school in which the students enrolled come from the two historically conflicting…

Health-behaviour inequalities among Russian and ethnic majority school-aged children in the Baltic countries.

PubMed

Sumskas, Linas; Zaborskis, Apolinaras; Aasvee, Katrin; Gobina, Inese; Pudule, Iveta

2012-08-01

The main aim of this paper was to investigate whether ethnic heath inequalities exist in self-rated health and risk-taking behaviours (smoking, drunkenness, use of cannabis) between ethnic majority (Estonian, Latvian, Lithuanian) and minority (Russian) population groups of school-aged children in three Baltic countries. Investigation was carried out in the framework of Health Behaviour in School-aged Children (HBSC) study. Randomly selected students aged 11, 13, and 15 years answered questionnaires in the classroom in 2006. In total, 14,354 questionnaire forms were selected for analysis. Russian boys were more likely (p<0.05) to evaluate their self-rated health positively in schools with Russian teaching language. Odd ratios for current smoking and drunkenness were significantly lower among Russian boys in the schools with Russian language of instruction (p<0.05) in comparison with the reference group. Russian girls did not differ significantly (the exceptions were smoking in Estonia and cannabis use in Latvia) from the majority population girls by self-rated health as well as by the risk of smoking, drunkenness, and use of cannabis. The study found some differences in self-rated health and in risk-taking behaviours between Russian minority and ethnic majority students as well as between students of schools with different language of instruction (majority language vs. Russian) in Estonia, Latvia, and Lithuania. Being a member of minority group was not related with poor self-rated health or involvement in risk-taking behaviours in school-aged children in the Baltic countries.

Participation of Students from Under-Represented Groups in Gifted Programs. A Planning Guide To Implement Gifted Rule 6A-6.03019, FAC, As Revised on 9-12-91.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Bureau of Education for Exceptional Students.

This planning guide is intended to facilitate flexibility in meeting the needs of under-represented groups in Florida programs for gifted students. An introduction defines these students (racial or ethnic minorities, limited English proficient, or from a low socioeconomic background), lists the required components of a district plan for increasing…

Family and Asian Students' Educational Performance: A Consideration of Diversity.

ERIC Educational Resources Information Center

Blair, Sampson Lee; Qian, Zhenchao

1998-01-01

Examines variation in educational performance among students of Chinese, Filipino, Korean, Southeast Asian, and Japanese ethnicities using a sample of Asian American students from the 1992 wave of the National Educational Longitudinal Study. Finds significant differences in educational performance across the five groups. Examines causes of these…

The Successful Black Male Student-Athlete: A Qualitative Study

ERIC Educational Resources Information Center

Price, Raphael Levon

2017-01-01

In recent years, researchers have noted disparate academic achievement outcomes among different ethnic groups in higher education. The complexity of this phenomenon is, arguably, nowhere more pronounced than among Black male students/student-athletes (BMSA) at Division-I Predominantly White Institutions. A central aspect of the research on BMSAs…

Topics in Social Psychology: Further Classroom Demonstrations.

ERIC Educational Resources Information Center

Singleton, Royce, Jr.; Kerber, Kenneth W.

1980-01-01

Presents ideas for stimulating students' interest in college level sociology courses by involving students in individual v group decision making, nonverbal communication, romantic love, and ethnic stereotypes. Tips for organizing classroom demonstrations around these topics are presented. (Author/DB)

Under-represented minorities in emergency medicine.

PubMed

Landry, Alden M; Stevens, Jessica; Kelly, Sean P; Sanchez, Leon D; Fisher, Jonathan

2013-07-01

According to the Association of American Medical Colleges and the Institute of Medicine, promoting diversity in the health care workforce is a national priority. The under-representation of minorities in health care contributes significantly to the problem of health disparities currently facing racial and ethnic minority groups in the United States (US). Evidence shows that improved diversity among medical providers contributes to higher satisfaction for minority patients and better educational experiences for trainees. Our aim was to describe the racial and ethnic composition of medical students, Emergency Medicine residents, and practicing Emergency Medicine Physicians as compared with other specialties and the US population. A cross-sectional analysis of the most recent data available from the Association of American Medical Colleges and the US Census were used to determine the racial and ethnic distribution of the US population, medical students, residents, and practicing physicians. The Association of American Medical Colleges' definition of under-represented minorities (URMs) for the years studied included individuals of black, Latino, and Native-American race and ethnicity. Proportions with 95% confidence intervals were calculated. χ(2) analysis was used to compare groups. URMs comprised 30% of the total US population, yet only 6% of all practicing physicians and 9% of Emergency Physicians self-identified as URMs. By comparison, 15% of medical students, 17% of all residents, and 14% of Emergency Medicine residents were URMs (p < 0.0001). Emergency Medicine, like other specialties, lacks the racial and ethnic diversity seen in the US population. Efforts to improve diversity at the resident level are limited by the number of URM students in medical school, and should include steps aimed at addressing this issue. Copyright © 2013 Elsevier Inc. All rights reserved.

Teacher Ethnicity, Student Ethnicity, and Student Outcomes

ERIC Educational Resources Information Center

Driessen, Geert

2015-01-01

A review of the empirical literature was conducted to establish the relation between teacher and student ethnicity, and cognitive and noncognitive student outcomes. It was hypothesized that ethnic teacher-student congruence results in more favorable outcomes for especially minority students. A total of 24 quantitative studies focusing on primary…

Ethnic identity and paranoid thinking: Implicit out-group preference and language dominance predict paranoia in Emirati women.

PubMed

Thomas, Justin; Bentall, Richard P; Hadden, Lowri; O'Hara, Lily

2017-09-01

Psychotic experiences including persecutory beliefs are elevated among immigrant and minority populations, especially when living in low ethnic density neighbourhoods (the ethnic density effect). Discrimination, victimization and experiencing a sense of 'not belonging' are hypothesized to play a role in this effect. Because a secure ethnic identity protects against poor self-esteem it may also protect against paranoia. This study explores the relationship between language proficiency (Arabic/English), in-group identity (implicit and explicit) and paranoia in female Emirati university students. Female citizens of the United Arab Emirates (UAE), Emirati college women (N = 208), reported English/Arabic language proficiencies, and performed a computerized affective priming task engineered to implicitly assess in-group (Emirati) versus out-group (American) positivity. Participants also completed self-report measures of in-group identity (MIIS), and paranoia (PaDs). Arabic proficiency was negatively correlated with paranoia, as was implicit in-group positivity. Furthermore, participants reporting English language dominance, and those demonstrating an implicit out-group preference, reported the highest levels of paranoia. The study is limited by its use of an all female sample. Implicit in-group attitudes and linguistic competence protect against paranoia and may help to explain the ethnic density effect. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evaluating the Success of Hispanic-Surname Students in First-Semester General Chemistry

NASA Astrophysics Data System (ADS)

Mason, Diana; Mittag, Kathleen C.

2001-02-01

This study was undertaken to identify methods and variables that affect classroom instruction, student achievement, and retention in a first-semester general chemistry course at a designated minority (primarily Hispanic) public institution of higher education. The course was a large-group lecture class (n = 241) of first-semester general chemistry that included 92 students with Hispanic surnames. Background information was gathered on the students' university-required entrance examinations, results from a logical thinking ability test, and scores from an instructor-developed diagnostic pretest. Ethnicity and gender data were collected and evaluated for trends that might affect students' success in chemistry achievement. Sixteen (17 percent) of the Hispanic-surname students enrolled in this class participated in a one-hour-per-week recitation session. The data indicate that university mathematics level is a strong predictor of success regardless of ethnicity, gender, or pre-course achievement variables, and participation in recitation sessions also improved course averages for all student groups. Included in the final analysis of this study are the benefits that can be attributed to good counseling.

See Correction to this article.

Ethnic differences in weight loss behavior among secondary school students in Beirut: the role of weight perception.

PubMed

Mehio-Sibai, Abla; Kanaan, Nabil; Chaaya, Monique; Rahal, Boushra; Abdullah, Ahmad; Sibai, Tarek

2003-01-01

Assessing the prevalence of weight loss attempts in Beirut, Lebanon, a country characterized by a diversity of ethnic and religious groups and examining the interplay between ethnicity, body mass index (BMI) and weight perception and their relationship to weight loss behavior. A school-based survey of risk behaviors conducted among secondary students (grade 10-12) in 1997. Subjects consisted of 827 boys and girls, aged 15 to 23 years, the majority of whom were Moslems (65.4%). Multiple logistic regression was used to estimate the association between ethnicity and weight perception with the likelihood of trying to lose weight controlling for BMI and a number of potential covariates. The prevalence of weight loss attempts was 19.1% and 42.6% in boys and girls respectively. Christians were more likely to perceive themselves as overweight and to attempt weight loss than Moslems across all BMI levels, however this trend was significant in the underweight category. While controlling for BMI did not change appreciably the results observed, after controlling for weight perception, ethnic differences in weight-loss behavior disappeared. Findings of the study suggest that whereas actual weight may constitute only partially the driving force for differentials by ethnicity, the perception of body weight acts as a mediating factor in the relationship between ethnicity and weight loss behavior. Understanding the disparities in weight management behavior across various adolescent groups is key to develop culturally appropriate educational and intervention programs for the youths.

The Influence of Student Characteristics on the Preferred Ways of Learning of Online College Students: An Examination of Cultural Constructs

ERIC Educational Resources Information Center

Barril, Linda

2017-01-01

The ongoing popularity and increased availability of online college courses and programs has attracted a greater diversity of students. Along with continued female-majority enrollment, increasing numbers of students of traditional college age and students from a variety of ethnicity groups are taking online courses. The prevailing guiding…

Heavier drinking American college students may self-select into study abroad programs: An examination of sex and ethnic differences within a high-risk group.

PubMed

Pedersen, Eric R; LaBrie, Joseph W; Hummer, Justin F; Larimer, Mary E; Lee, Christine M

2010-09-01

As with other heavier drinking groups, heavier drinking American college students may self-select into study abroad programs with specific intentions to use alcohol in the foreign environment. This cross-sectional study used a sample of 2144 students (mean age=20.00, SD=1.47) to explore differences in alcohol use and related negative consequences among (1) students intending to study abroad while in college, (2) students not intending to study abroad, and (3) students reporting prior study abroad participation. Results revealed that participants with no intention to study abroad drank less and experienced fewer alcohol-related consequences than participants intending to study abroad. In addition, students reporting prior completion of study abroad programs drank more and reported more hazardous alcohol use than those not intending to study abroad. Ethnic and sex differences existed; with White students, males, and females intending to study abroad and non-White students who previously completed study abroad programs demonstrating the most risk. These findings provide empirical support that study abroad students may be a heavier drinking subgroup necessitating intervention prior to beginning programs abroad. Copyright 2010 Elsevier Ltd. All rights reserved.

Heavier drinking American college students may self-select into study abroad programs: An examination of sex and ethnic differences within a high-risk group

PubMed Central

Pedersen, Eric R.; LaBrie, Joseph W.; Hummer, Justin F.; Larimer, Mary E.; Lee, Christine M.

2010-01-01

As with other heavier drinking groups, heavier drinking American college students may self-select into study abroad programs with specific intentions to use alcohol in the foreign environment. This cross-sectional study used a sample of 2144 students (mean age = 20.00, SD = 1.47) to explore differences in alcohol use and related negative consequences among (1) students intending to study abroad while in college, (2) students not intending to study abroad, and (3) students reporting prior study abroad participation. Results revealed that participants with no intention to study abroad drank less and experienced fewer alcohol-related consequences than participants intending to study abroad. In addition, students reporting prior completion of study abroad programs drank more and reported more hazardous alcohol use than those not intending to study abroad. Ethnic and sex differences existed; with White students, males, and females intending to study abroad and non-White students who previously completed study abroad programs demonstrating the most risk. These findings provide empirical support that study abroad students may be a heavier drinking subgroup necessitating intervention prior to beginning programs abroad. PMID:20510524

'AN INCREDIBLY STEEP HILL:' HOW GENDER, RACE, AND CLASS SHAPE PERSPECTIVES ON ACADEMIC CAREERS AMONG BEGINNING BIOMEDICAL PHD STUDENTS.

PubMed

Wood, Christine V; Campbell, Patricia B; McGee, Richard

2016-01-01

This paper analyzes perspectives on academic careers among 60 beginning PhD students in the biomedical sciences. It presents seven perspectives on academic careers articulated by the students in the sample and explains the way that race/ethnicity, gender, and students' family education backgrounds are tied to those perspectives. The findings show that traditionally underrepresented students find the academic career path less navigable than students from well-represented groups. Among underrepresented students, even those from higher family education backgrounds, experiences related to race/ethnicity and gender often inform perceptions of the academic career even before they start their graduate research training. As the composition of the graduate population changes to include more women and underrepresented racial and ethnic minority men, it is important to note that not all graduate students enter with the same perspectives and views of the academic career and that there are meaningful differences in perspectives across demographic lines. Graduate programs can play a critical role in providing information and support for graduate students as they navigate their career choices, particularly at the earliest stages of training. By becoming sensitive to students' perspectives on career options, and understanding how differences in perspectives arise, mentors and others can align advising strategies with the experiences and views of students.

Clinical education and cultural diversity in physical therapy: clinical performance of minority student physical therapists and the expectations of clinical instructors.

PubMed

Clouten, Norene; Homma, Midori; Shimada, Rie

2006-01-01

Clinical education is an integral part of preparation for the profession of physical therapy and the role of the clinical instructor is critical. The purpose of this study was to investigate clinical instructors' expectations of student physical therapists with different ethnic backgrounds and the clinical performance of the students as assessed using a modification of the Generic Abilities Assessment. For this study, individuals with a Caucasian ethnic background who were raised in the United States were considered as the majority. The remaining individuals (minority) were subdivided into five groups: African American, Hispanic, Asian/Pacific Islander, Caucasian from outside the United States, and Other. Clinical instructors reported their experiences with students from different ethnic backgrounds, their expectation of students' performance, and recollections of specific weaknesses in performance. From the 216 surveys distributed, 192 clinical instructors responded. Fifty-seven percent had supervised a minority student, with a mean of three students each. While 4% reported that they expected a higher standard from majority students, 17% noted a difference in performance between majority and minority students. Results from this study suggest that minority students would benefit from further preparation in communication and interpersonal skills but they are stronger than majority students in stress management and the effective use of time and resources.

Enhancing the Efficacy of Lecturers in Educating Student Cohorts Consisting of Culturally Diverse Groups in a Medical University

ERIC Educational Resources Information Center

Chakravarthi, Srikumar; Haleagrahara, Nagaraja; Judson, John Paul

2010-01-01

Lecturers exert a potent influence over the achievement of all students, low-income culturally diverse students in particular. Although recent research has confirmed that lecturer involvement is critical for promoting academic engagement of low-income and ethnically diverse students in America and other countries, other literature suggests that…

Teacher Efficacy Beliefs toward Serving Culturally and Linguistically Diverse Students in Special Education: Implications of a Pilot Study

ERIC Educational Resources Information Center

Chu, Szu-Yin

2013-01-01

Educating a nation of culturally, ethnically/racially, and linguistically diverse (CLD) students is one of the many challenges facing teachers and teacher educators, resulting in teachers' questioning their ability to improve learning for these groups. Yet teacher efficacy is significantly related to student achievement, motivation, and students'…

Characteristics of Concurrent/Dual Credit Students in the Gulf Coast Community Colleges of Texas

ERIC Educational Resources Information Center

Preston, David L.

2006-01-01

The Gulf Coast Association for Institutional Research (GCAIR) conducted a study of those concurrent/dual credit (CDC) students enrolled fall semester, 2001. The purpose was to determine a profile for this group of students which included gender, ethnicity, GPA, re enrollment, etc. Since there has been little research done on these students,…

Characteristics of Student Loan Defaulters among Different Racial and Ethnic Groups. AIR 1995 Annual Forum Paper.

ERIC Educational Resources Information Center

Volkwein, J. Fredericks; And Others

This study examined the characteristics of students who default on their student loans and compared default among Whites, Asians, African Americans, Hispanics, and Native Americans. Four logistic regression models were developed using information from the National Post-Secondary Student Aid Study which contains an array of pre-college, college,…

Race/ethnicity and marijuana use in the United States: Diminishing differences in the prevalence of use, 2006-2015.

PubMed

Keyes, Katherine M; Wall, Melanie; Feng, Tianshu; Cerdá, Magdalena; Hasin, Deborah S

2017-10-01

Marijuana use has been decreasing in the past several years among adolescents, though variation in the extent and rate of decrease across racial/ethnic groups is inadequately understood. The present study utilized nationally-representative data in Monitoring the Future from 2006 to 2015 to examine trends over time in past 30-day marijuana use. We examine whether differences in trends over time by race and ethnicity also differ by individual-level, school-level, and state-level factors. Sample included 131,351 8th grade students, 137,249 10th grade students, and 123,293 12th grade students; multi-level models and difference-in-differences tests were used. In 10th grade, Black students had a positive linear increase in marijuana use (est=0.04, SE=0.01, p<0.001), and the magnitude of the increase was significantly greater than among non-Hispanic White students (est=0.38, SE=0.009, p<0.001). The increase trend among Black students was greater among those in large class sizes. In 12th grade, all racial ethnic groups except non-Hispanic Whites demonstrated a linear increase in prevalence across time. The magnitude of the increase among Hispanic students was greater among those in urban areas and large class sizes. The magnitude of the increase among Black students was greater in states with a medical marijuana law before 2006 (est=0.06, SE=0.03, p=0.02), among other state-level covariates. Together these results suggest that the next stage of public health approaches to reducing the harms associated with adolescent drug use should attend to shifting demographic patterns of use among adolescents and ensure that services and programmatic approaches to adolescent prevention are applied equitably. Copyright © 2017 Elsevier B.V. All rights reserved.

Mutual Partner Violence: Mental Health Symptoms among Female and Male Victims in Four Racial/Ethnic Groups

ERIC Educational Resources Information Center

Prospero, Moises; Kim, Miseong

2009-01-01

This study examines racial/ethnic and sex differences in the prevalence of mutual intimate partner violence (IPV) and mental health symptoms. The authors asked 676 university students in heterosexual relationships if they had experienced IPV, coercive victimization, and/or perpetration as well as symptoms of depression, anxiety, hostility, and…

Gender, Ethnicity, and the Structure of Self-Esteem: An Attitude Theory Approach.

ERIC Educational Resources Information Center

Tashakkori, Abbas

1993-01-01

Reports on a study of 305 African American and 338 white middle school students to determine whether self-beliefs underlying self-esteem are different across ethnic and gender boundaries. Finds that academic self-beliefs, as opposed to nonacademic self-beliefs were not strong predictors of self-esteem among any of the groups. (ACM)

Promoting Racial and Ethnic Diversity in the Faculty: What Higher Education Unions Can Do

ERIC Educational Resources Information Center

American Federation of Teachers (NJ), 2010

2010-01-01

By any measure, the representation of racially and ethnically underrepresented groups in the ranks of college and university faculty is disproportionately low compared with the general population or with the demographics of the undergraduate and graduate student populations, who are the training pool for higher education. In 2005-2006,…

Peer Group Ethnic Diversity and Social Competencies in Youth Attending Rural Middle Schools

ERIC Educational Resources Information Center

Williams, Joanna L.; Hamm, Jill V.

2018-01-01

This study examines concurrent and short-term longitudinal (i.e., academic year) relations between peer network racial/ethnic diversity and indicators of social and academic competence in a sample of African American, Latino, Native American, and White sixth-grade students attending rural schools (N = 481; 50% female). Results from two-level…

Reexamining Adolescent Suicidal Ideation: A Developmental Perspective Applied to a Diverse Population.

ERIC Educational Resources Information Center

Marcenko, Maureen O.; Fishman, Gideon; Freidman, Jeffrey

1999-01-01

Studied suicidal ideation among 20 male and 20 female high school students from each of 3 ethnic groups: African American, Hispanic, and White. Ideation did not vary by ethnicity, but females, substance abusers, and those with greater tolerance toward suicide, higher family coping, and lower self-esteem were more likely to report suicidal…

Student Racial/Ethnic Diversity in the Oregon State System of Higher Education.

ERIC Educational Resources Information Center

Oregon State System of Higher Education, Portland. Office of Academic Affairs.

This report presents fall 1996 data on enrollment distribution by racial/ethnic group in the Oregon State System of Higher Education (OSSHE). It finds that, in most categories, the OSSHE distribution is comparable to the distribution among public high school graduates and to the Oregon population overall. Exceptions include over-representation of…

Women's Stereotypic Roles: A Replication and Standardization of the AWS and PAQ for Selected Ethnic Groups.

ERIC Educational Resources Information Center

Wheeler, Edwin E.; And Others

A replication of two previous studies, this study examined the effect of both sex and ethnicity on attitudes toward women, self-reported masculinity-femininity, and masculine-feminine stereotypic attitudes. The Attitudes Toward Women Scale (AWS) and the Personal Attributes Questionnaire (PAQ) were administered to 367 college students (112 Anglos,…

Issues Affecting U.S. Filipino Student Access to Postsecondary Education: A Critical Race Theory Perspective

ERIC Educational Resources Information Center

Buenavista, Tracy Lachica

2010-01-01

There are 3.2 million Filipinos in the United States, arguably the largest Asian American ethnic group. Although 36.7% of Filipino adults have college degrees, which is much higher than their ethnic and racial counterparts, U.S. Filipino youth have fewer postsecondary opportunities. Filipino immigrant and second-generation youth exhibit high…

Attitudes to cosmetic surgery among ethnic minority groups in Britain: cultural mistrust, adherence to traditional cultural values, and ethnic identity salience as protective factors.

PubMed

Swami, Viren; Hendrikse, Sinead

2013-01-01

Previous work has suggested that ethnic minority women have more negative attitudes to cosmetic surgery than British Whites, but reasons for this are not fully understood. To overcome this dearth in the literature, the present study asked 250 British Asian and 250 African Caribbean university students to complete measures of attitudes to cosmetic surgery, cultural mistrust, adherence to traditional cultural values, ethnic identity salience, self-esteem, and demographics. Preliminary analyses showed that there were significant between-group differences only on cultural mistrust and self-esteem, although effect sizes were small (d values = .21-.37). Further analyses showed that more negative attitudes to cosmetic surgery were associated with greater cultural mistrust, stronger adherence to traditional values, and stronger ethnic identity salience, although these relationships were weaker for African Caribbean women than for British Asians. These results are discussed in relation to perceptions of cosmetic surgery among ethnic minority women.

Exploring the Academic Benefits of Friendship Ties for Latino Boys and Girls*

PubMed

Riegle-Crumb, Catherine; Callahan, Rebecca M

2009-09-01

OBJECTIVES: We examine how the racial/ethnic and generational status composition of Latino students' friendship groups is related to their academic achievement and whether there are differential effects by gender. METHODS: We use multivariate regression analyses to examine the effects of friends' characteristics on Latino students' end of high school grades, utilizing data from the Adolescent Health and Academic Achievement Study (AHAA), and its parent survey, the National Longitudinal Study of Adolescent Health (Add Health). RESULTS: For Latina girls, there are positive effects of having more friendship ties to third-plus-generation Latino peers in contrast to dominant culture peers; yet Latino boys benefit academically from ties to all co-ethnic peers. Having friends with higher parental education promotes achievement of both genders. CONCLUSION: Our results counter notions of a pervasive negative peer influence of minority youth and suggest that co-ethnic ties are an important source of social capital for Latino students' achievement.

Why so few women enroll in computing? Gender and ethnic differences in students' perception

NASA Astrophysics Data System (ADS)

Varma, Roli

2010-12-01

Women are seriously under-represented in computer science and computer engineering (CS/CE) education and, thus, in the information technology (IT) workforce in the USA. This is a grim situation for both the women whose potential remains unutilized and the US society which is dependent on IT. This article examines the reasons behind low enrollment of women in CS/CE education at institutions of higher education. It is based on 150 in-depth interviews of female and male undergraduate students majoring in CS/CE, members of five major ethnic groups (White, Afro-American, Hispanic, Asian American and Native American) from seven Minority-Serving Institutions in the USA. The article finds bias in early socialization and anxiety toward technology as two main factors responsible for the under-representation of women in CS/CE education. It further shows significant gender and ethnic differences in students' responses on why so few women enroll in CS/CE.

CareerStart: A Middle School Student Engagement and Academic Achievement Program

ERIC Educational Resources Information Center

Orthner, Dennis K.; Akos, Patrick; Rose, Roderick; Jones-Sanpei, Hinckley; Mercado, Micaela; Woolley, Michael E.

2010-01-01

The school dropout rate in America is too high, especially for low-income students and those from nondominant racial or ethnic groups. For many students, the social-psychological and behavioral disengagement from school that leads to dropping out often begins in middle school. Research on early adolescents confirms that increasing the perceived…

Relationship of Purchasing, Brand, and Self Involvement with Advertising Interactions and Beliefs among Malaysian Students.

ERIC Educational Resources Information Center

Ramaprasad, Jyotika

A study examined Malaysian students' involvement with purchasing, with branded products, and with themselves as well as their responses to and beliefs about advertising, by ethnic group. Subjects, 387 students at a university in Penang, Malaysia, completed questionnaires measuring their responses to advertising. Results indicated a relatively high…

The associations of race/ethnicity and suicidal ideation among college students: a latent class analysis examining precipitating events and disclosure patterns.

PubMed

De Luca, Susan; Yan, Yueqi; Lytle, Megan; Brownson, Chris

2014-08-01

The aim of this paper was to examine precipitating events for suicidal ideation and how these experiences relate to disclosure in a diverse sample of college students were examined. Among non-Hispanic White students, relationship/academic problems were most associated with ideation. A romantic break-up increased the odds of getting help. Among racial/ethnic minority students, family/academic problems were most associated with ideation and students who reported multiple events were less likely to get help compared with those not reporting events. Future research should examine the reasons for interpersonal conflict among this high-risk group and their attitudes about help-seeking, and identify cultural norms associated with disclosure. © 2014 The American Association of Suicidology.

Adolescent Self-Esteem: Differences by Race/Ethnicity, Gender, and Age

PubMed Central

Bachman, Jerald G.; O’Malley, Patrick M.; Freedman-Doan, Peter; Trzesniewski, Kali H.; Donnellan, M. Brent

2012-01-01

Large-scale representative surveys of 8th-, 10th-, and 12th-grade students in the United States show high self-esteem scores for all groups. African-American students score highest, Whites score slightly higher than Hispanics, and Asian Americans score lowest. Males score slightly higher than females. Multivariate controls for grades and college plans actually heighten these race/ethnic/gender differences. A truncated scoring method, designed to counter race/ethnic differences in extreme response style, reduced but did not eliminate the subgroup differences. Age differences in self-esteem are modest, with 12th graders reporting the highest scores. The findings are highly consistent across 18 annual surveys from 1991 through 2008, and self-esteem scores show little overall change during that period. PMID:22279425

Associations of Racial/Ethnic Identities and Religious Affiliation with Suicidal Ideation among Lesbian, Gay, Bisexual, and Questioning Individuals

PubMed Central

Lytle, Megan C.; De Luca, Susan M.; Blosnich, John R.; Brownson, Christopher

2015-01-01

Background Our aim was to examine the associations of racial/ethnic identity and religious affiliation with suicidal ideation among lesbian, gay, bisexual, and questioning (LGBQ) and heterosexual college students. An additional aim was to determine the prevalence of passive suicidal ideation (i.e., death ideation) and active suicidal ideation among culturally diverse LGBQ individuals. Methods Data from the National Research Consortium probability-based sample of college students from 70 postsecondary institutions (n=24,626) were used to examine active and passive suicidal ideation in the past 12-months and lifetime active suicidal ideation among students by sexual orientation, racial/ethnic identity, and religious affiliation. Results Across most racial/ethnic groups and religious affiliations, LGBQ students were more likely to report active suicidal ideation than non-LGBQ individuals. Among LGBQ students, Latino individuals had lower odds of reporting both past 12-month passive and active suicidal ideation than their non-Hispanic white LGBQ counterparts. Compared to Christian LGBQ students, Agnostic/Atheist LGBQ individuals had greater odds of reporting past 12-month passive suicidal ideation, and Jewish LGBQ students were less likely to endorse past 12-month passive and active suicidal ideation. Limitations Cross-sectional design and self-reported data. Conclusions Results corroborate previous research showing elevated prevalence of suicidal ideation among LGBQ individuals in comparison to their heterosexual counterparts. These findings are among the first to document prevalence differences within the LGBQ population based on intersectional identities (race/ethnicity and religious affiliation). Providers should recognize that LGBQ individuals might need support in negotiating the complex relationship between multiple identities, especially due to their elevated prevalence of suicidal ideation. PMID:25795534

Associations of racial/ethnic identities and religious affiliation with suicidal ideation among lesbian, gay, bisexual, and questioning individuals.

PubMed

Lytle, Megan C; De Luca, Susan M; Blosnich, John R; Brownson, Chris

2015-06-01

Our aim was to examine the associations of racial/ethnic identity and religious affiliation with suicidal ideation among lesbian, gay, bisexual, and questioning (LGBQ) and heterosexual college students. An additional aim was to determine the prevalence of passive suicidal ideation (i.e., death ideation) and active suicidal ideation among culturally diverse LGBQ individuals. Data from the National Research Consortium probability-based sample of college students from 70 postsecondary institutions (n=24,626) were used to examine active and passive suicidal ideation in the past 12-months and lifetime active suicidal ideation among students by sexual orientation, racial/ethnic identity, and religious affiliation. Across most racial/ethnic groups and religious affiliations, LGBQ students were more likely to report active suicidal ideation than non-LGBQ individuals. Among LGBQ students, Latino individuals had lower odds of reporting both past 12-month passive and active suicidal ideation than their non-Hispanic white LGBQ counterparts. Compared to Christian LGBQ students, Agnostic/Atheist LGBQ individuals had greater odds of reporting past 12-month passive suicidal ideation, and Jewish LGBQ students were less likely to endorse past 12-month passive and active suicidal ideation. Cross-sectional design and self-reported data. Results corroborate previous research showing elevated prevalence of suicidal ideation among LGBQ individuals in comparison to their heterosexual counterparts. These findings are among the first to document prevalence differences within the LGBQ population based on intersectional identities (race/ethnicity and religious affiliation). Providers should recognize that LGBQ individuals might need support in negotiating the complex relationship between multiple identities, especially due to their elevated prevalence of suicidal ideation. Copyright © 2015 Elsevier B.V. All rights reserved.

Gaps in Educational Outcomes: Analysing National Examination Performance of Singaporean Malay and Non-Malay Students in the Past 20 Years

ERIC Educational Resources Information Center

Ali, Farhan

2016-01-01

Singaporean students generally perform very well in international tests of mathematics and science. Nonetheless, in multi-cultural Singapore, there exist gaps with the Malays, a minority group in Singapore, systematically lagging behind the other ethnic groups of the Chinese and Indians in many educational performance indicators. While there have…

Influence of Social Cognitive and Ethnic Variables on Academic Goals of Underrepresented Students in Science and Engineering: A Multiple-Groups Analysis

ERIC Educational Resources Information Center

Byars-Winston, Angela; Estrada, Yannine; Howard, Christina; Davis, Dalelia; Zalapa, Juan

2010-01-01

In this study we investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in 2 groups: biological science (BIO) and engineering (ENG) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive…

Postsecondary Educators' Cultural and Institutional Awareness of Issues Faced by African American Students with Disabilities

ERIC Educational Resources Information Center

Becton, Alicia B.; Foster, Amanda L.; Chen, Roy K.

2016-01-01

Being a part of an ethnic minority group and a student with a disability (SWD) often presents as a barrier to college retention and graduation rates among members of this marginalized group. Purpose: To examine educators' awareness of racial and institutional influences that impact African American SWD. Method: Data for this study were gathered…

Quasi-experimental nonequivalent (pretest and posttest) control-group study of the effects of microcomputer-based laboratory systems on academic achievement in high school chemistry students at two South Carolina high schools

NASA Astrophysics Data System (ADS)

Venables, Jeffrey M.

The literature on microcomputer-based laboratories (MBL) lacks quantitative studies that measure the effect of MBL on student achievement. The purpose of this study was to investigate the effect of MBL systems on the achievement of high school chemistry students. The first research question examined the effect of MBL systems on student achievement in high school chemistry laboratories. The second question analyzed the effect of MBL systems on the academic achievement of students of different genders, ethnicities, and socioeconomic backgrounds. This quasi-experimental quantitative research study evaluated the effects of MBL on student achievement in high school chemistry. The sample consisted of 124 college preparatory chemistry students at two high schools in a South Carolina school district. There were 42 participants in the experimental group and 82 participants in the control group. Both experimental and groups completed a pre- and post-test with MBL being the independent variable. The mean difference score for the experimental group was compared to that of the control group using an independent-measures t test and an analysis of variance. For the second research question, results were analyzed using a two-factor analysis of variance. Participant scores were broken down by gender, ethnicity, and socioeconomic status in order to identify potential differences. The results revealed no significant differences between the experimental and control groups, and no significant differences in effects of MBL on different segments of the population. Future studies should examine students using MBL for longer durations than one unit of study. As society continues to make technological advances, the effective assessment and implementation of technology resources for the classroom are becoming increasingly important.

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).

An Exploration of Identity, Motivations and Concerns of Non-Traditional Students at Different Stages of Higher Education

ERIC Educational Resources Information Center

Taylor, Jacqui; House, Becky

2010-01-01

Non-traditional students are increasingly making up a larger part of the student body and can include students from various groupings, for example, differentiated by ethnicity, socio-economic class (SEC), disability, residential location or age. The aim of this initial exploratory study was to investigate whether and how the motivations, identity…

The Unique Context of Identity-Based Student Organizations in Developing Leadership.

PubMed

Kodama, Corinne M; Laylo, Rhonda

2017-09-01

This chapter addresses the important role of identity-based student organizations in developing leadership, particularly for students who may feel marginalized because of their racial/ethnic, religious, or gender identities. Understanding the influence of these groups can help leadership educators develop a more inclusive and diverse perspective on student leadership development. © 2017 Wiley Periodicals, Inc., A Wiley Company.

Acculturation and well-being among college students from immigrant families.

PubMed

Schwartz, Seth J; Waterman, Alan S; Umaña-Taylor, Adriana J; Lee, Richard M; Kim, Su Yeong; Vazsonyi, Alexander T; Huynh, Que-Lam; Whitbourne, Susan Krauss; Park, Irene J K; Hudson, Monika; Zamboanga, Byron L; Bersamin, Melina M; Williams, Michelle K

2013-04-01

The present study was designed to ascertain the associations between acculturation and well-being in first-generation and second-generation immigrant college students. Acculturation was operationalized as a multidimensional construct comprised of heritage and American cultural practices, values (individualism and collectivism), and identifications, and well-being was operationalized in terms of subjective, psychological, and eudaimonic components. Participants were 2,774 first-generation and second-generation immigrant students (70% women), from 6 ethnic groups and from 30 colleges and universities around the United States. Participants completed measures of heritage and American cultural practices, values, and identifications, as well as of subjective, psychological, and eudaimonic well-being. Findings indicated that individualistic values were positively related to psychological and eudaimonic well-being, and positively, although somewhat less strongly, linked with subjective well-being. American and heritage identifications were both modestly related to psychological and eudaimonic well-being. These findings were consistent across gender, immigrant generation (first versus second), and ethnicity. Psychological and eudaimonic well-being appear to be inherently individualistic conceptions of happiness, and endorsement of individualistic values appears linked with these forms of well-being. Attachments to a cultural group-the United States, one's country of origin, or both-appear to promote psychological and eudaimonic well-being as well. The present findings suggest that similar strategies can be used to promote well-being for both male and female students, for students from various ethnic backgrounds, and for both first-generation and second-generation immigrant students. © 2012 Wiley Periodicals, Inc.

Prevalence of excess body weight and underweight among 26 Chinese ethnic minority children and adolescents in 2014: a cross-sectional observational study.

PubMed

Dong, Yanhui; Zou, Zhiyong; Yang, Zhaogeng; Wang, Zhenghe; Yang, Yide; Ma, Jun; Dong, Bin; Ma, Yinghua; Arnold, Luke

2018-04-27

Little is known regarding the nutritional burden in Chinese ethnic minority children. This study aimed to investigate the epidemiological characteristics of excess body weight and underweight for 26 ethnic groups. Data on 80,821 participants aged 7-18 years across 26 minorities, with completed records from a large national cross-sectional survey, were obtained from Chinese National Survey on Students' Constitution and Health (CNSSCH) in 2014. Excess body weight, underweight and their components were classified according to Chinese national BMI references. The overall prevalence of excess body weight and underweight among ethnic groups were 12.0% and 14.5%, in which 4.4% and 4.1% of the participants were classified as obese and severe wasting, respectively. Compared with girls, boys showed a higher prevalence of underweight, severe wasting and obesity, but a lower prevalence of excess body weight (P < 0.05). Among 26 ethnic groups, Koreans had the highest prevalence of excess body weight (30.4%), while Bouyeis showed the highest prevalence of underweight (25.7%). The ethnic minority groups with high prevalence of excess body weight and underweight were more likely to show high burden of obesity and severe wasting, respectively. However, it is not the case for some groups, such as Miaos and Shuis. A worrying dual burden of excess body weight and underweight was recognized in Chinese ethnic minority children. Since various characteristics were found among different minorities, the ethnic-specific effort is warranted to improve their nutritional status.

The relationship of ethnicity, socio-economic factors and malnutrition in primary school children in north of Iran: a cross-sectional study.

PubMed

Veghari, Gholamreza

2012-05-29

The main objective of this study was to assess the malnutrition and some socio-economic related factors based on three ethnic groups among primary school children in north of Iran in 2010. This cross-sectional study was carried out through multistage cluster random sampling on 5698 subjects (2505 Fars-native, 2154 Turkman, and 1039 Sistani) in 112 schools. Well-trained staffs completed the questionnaire and measured students' weight and height. Malnutrition estimated the Z-score less than -2SD for underweight, stunting and wasting were calculated using the cutoffs from WHO references. Generally, malnutrition was observed in 3.20%, 4.93% and 5.13% based on underweight, stunting and wasting respectively. It was more common in girls than in boys and in Sistani than in other ethnic groups. The correlation between malnutrition based on underweight and stunting and ethnicity was statistically significant (P=0.001). Results of logistic regression analyses showed that the risk of malnutrition was in rural area 1.34 times more than urban area, in girls 1.17 times more than boys, in Sistani ethnic group 1.82 times more than Fars-native ethnic group, in low economic families 2.01 times more than high economic families. Underweight, stunting and wasting are the health problems in primary school children in north of Iran with a higher prevalence in girls, in rural areas, and in Sistani ethnic group.

Clinical psychology students' perceptions of diversity training: a study of exposure and satisfaction.

PubMed

Green, Debbie; Callands, Tamora A; Radcliffe, Alison M; Luebbe, Aaron M; Klonoff, Elizabeth A

2009-10-01

This study examined clinical psychology graduate students' definitions of diversity and their perceptions of their exposure to and satisfaction regarding their level of diversity training. Four hundred and ninety-one students from Counsel of University Directors of Clinical Psychology (CUDCP) member programs completed an online survey. Overall, students perceived that their programs considered diversity narrowly, concentrating primarily on ethnicity, race, and culture to the neglect of sexual orientation, religion, language, and physical disability. Likewise, students expressed greater satisfaction with training regarding ethnicity/race and gender than broader areas of diversity, but rated the importance of addressing all areas of diversity as high. Although this study underscores the limited experience that students perceive they have had with various underrepresented groups, programs appear to have incorporated a variety of diversity training modalities that could be expanded upon to meet the interests of psychology students.

The Social Costs of Academic Success across Ethnic Groups

PubMed Central

Fuller-Rowell, Thomas E.; Doan, Stacey N.

2010-01-01

This study explores the longitudinal association between academic achievement and social acceptance across ethnic groups in a nationally representative sample of adolescents (N = 13,570; Mage = 15.5 years). The effects of school context are also considered. Results show that African American and Native American adolescents experience greater social costs with academic success than Whites. Pertaining to school context, findings suggest that the differential social consequences of achievement experienced by African Americans are greatest in more highly achieving schools, but only when these schools have a smaller percentage of Black students. Students from Mexican decent also showed differential social costs with achievement in particular contexts. The implications of these findings to theory, policy, and future research are discussed. PMID:21077858

Coital Experience Among Adolescents in Three Social-Educational Groups in Urban Chiang Mai, Thailand

PubMed Central

Tangmunkongvorakul, Arunrat; Carmichael, Gordon; Banwell, Cathy; Seubsman, Sam-ang; Sleigh, Adrian

2012-01-01

This article compares coital experience of Chiang Mai 17–20-year-olds who were: (1) out-of-school; (2) studying at vocational schools; and (3) studying at general schools or university. Four-fifths, two-thirds and one-third, respectively, of males in these groups had had intercourse, compared to 53, 62 and 15 per cent of females. The gender difference for general school/university students, but not vocational school students, probably reflects HIV/AIDS refocusing male sexual initiation away from commercial sex workers. Vocational school females may have been disproportionately affected. Loss of virginity was associated, for both sexes, with social-educational background and lifestyle, and was less likely in certain minority ethnic groups. Among males, it was also associated with age and parental marital dissolution, and among females, with independent living and parental disharmony. Within social-educational groups, lifestyle variables dominated, but among general school/university students, parental marital dissolution (for males) and disharmony (for females) were also important, and Chinese ethnicity deterred male sexual experimentation. PMID:22754584

The Effect of Ethnic Identity and Bilingual Confidence on Chinese Youth's Self-Esteem

ERIC Educational Resources Information Center

Lee, Jennifer Wen-shya

2008-01-01

This study examines the interrelated issues of private and public domains of self-esteem, ethnic identity formation, and bilingual confidence among youth of a minority group in a city in western Canada. One hundred, ten Chinese students aged 11-18 from a Chinese-language school were randomly surveyed. Most items of the instrument are derived from…

Ethnic Differences in the Nutritiousness of Diets of Hawai'i's Children.

ERIC Educational Resources Information Center

Lai, Morris K.; Shimabukuro, Sandra

Data on the nutritional quality of Hawaiian children's diet, arranged by age and ethnic group, are presented in this paper. The data are drawn from a random sampling of the diets of 890 students. Tables show mean nutritional intake and the percent of calories from protein, carbohydrate and fat for elementary, junior high and senior high school…

Structural Examination of RIASEC Scales in High School Students: Variation across Ethnicity and Method

ERIC Educational Resources Information Center

Gupta, Saurabh; Tracey, Terence J. G.; Gore, Paul A., Jr.

2008-01-01

The structural validity of Holland's model of vocational interests across racial/ethnic groups was examined in the population of high school juniors in two states. The fit of the circumplex model to Holland's RIASEC types as assessed by the UNIACT-R was evaluated for the general sample and five subgroups: Caucasian/Euro-Americans, African…

Dating Violence Victimization: Associated Drinking and Sexual Risk Behaviors of Asian, Native Hawaiian, and Caucasian High School Students in Hawaii

ERIC Educational Resources Information Center

Ramisetty-Mikler, Suhasini; Goebert, Deborah; Nishimura, Stephanie; Caetano, Raul

2006-01-01

Ethnic minority groups such as Asian/Pacific Islanders (APIs) and native populations in Hawaii are seldom studied in the area of intimate relationships. Using the 1999 Hawaii Youth Risk Behavior Survey, this study examined gender and ethnic differences in experiencing physical dating violence and whether drinking (early initiation, binge…

Ethnic Diversity and Latino/a College Access: A Comparison of Mexican American and Puerto Rican Beginning College Students

ERIC Educational Resources Information Center

Nunez, Anne-Marie; Crisp, Gloria

2012-01-01

Prior research has indicated that there are differences among the diverse Latino/a ethnic groups in their K-12 educational experiences, but little is known about variations in their postsecondary experiences. Drawing on a conceptual framework informed by the theory of French sociologist Pierre Bourdieu, this research examined Mexican American and…

Education for Connecting Omani Students with Other Cultures in the World: The Role of Social Studies

ERIC Educational Resources Information Center

Al-Maamari, Saif

2016-01-01

Oman is a multicultural society in terms of both ethnicity and religion. Communities vary in terms of cultural heritage, language, dress and religious or sectarian affiliation. The majority of people are Arab; other members of society belong to one of three main ethnic groups: the Hyderabadi, the Baluchis or the Zanzibari (Arabs of Omani descent…

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).

Teaching communication with ethnic minority patients: ten recommendations.

PubMed

Seeleman, Conny; Selleger, Veronica; Essink-Bot, Marie-Louise; Bonke, Benno

2011-01-01

Culturally competent communication is indispensable for medical practice in an ethnically diverse society. This article offers recommendations to teach such communication skills based on the experiences of members of a Dutch NMVO Special Interest Group on 'Diversity'. A questionnaire with three open-ended questions on recommendations for training in culturally competent communication was sent to all members (n = 35). Returned questionnaires (n = 23) were analysed qualitatively with a thematic coding framework based on educational themes emerging from the data. All students need to be educated in culturally competent communication. Teachers should stimulate awareness of personal biases and an open attitude. Teach the three core communication skills, listening, exploring and checking, and offer practice with a professional interpreter. Knowledge content should focus on mechanisms relevant to various ethnic groups. Offer students a variety of experiences in a safe environment. All involved should be aware that stereotyping is a pitfall. Training in communication skills for consultation with ethnic minority patients cannot be separated from teaching issues of awareness and knowledge. The shared views on the content of these communication trainings are in line with general patient-centred approaches. The development of proper training in this field demands specific efforts of those involved.

Ethnic and gender differences in boredom proneness

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

Gibson, G.S.; Morales,

1996-02-01

Although boredom may exhibit many shared elements, culturally specific attitudes have also been found to exist. The present paper investigated boredom proneness among African-American college students. Data from 120 participants on the Boredom Proneness (BP) Scale was analyzed and compared to cross-cultural participants. African-American females scored significantly higher than African-American males. Scores were presented from two other studies to show a comparative look at boredom proneness in five other ethnic groups. African-American females are the only female ethnic group to score higher on the BP Scale than their male counterparts. Additionally, overall African-Americans, were found to have higher BP scoresmore » than their Western counterparts.« less

Student-Athlete Ethnicity, 1999-2000-2009-2010. NCAA[R] Student-Athlete Ethnicity Report

ERIC Educational Resources Information Center

Zgonc, Erin, Comp.

2010-01-01

For the eleventh consecutive year, the National Collegiate Athletic Association (NCAA) compiled this statistical report regarding student-athlete race, ethnicity and resident alien status in intercollegiate athletics at its member institutions. This information provides a general view of recent historical student-athlete race and ethnicity trends…

Adolescent Bullying Involvement and Perceived Family, Peer and School Relations: Commonalities and Differences Across Race/Ethnicity

PubMed Central

Spriggs, Aubrey L.; Iannotti, Ronald J.; Nansel, Tonja R.; Haynie, Denise L.

2007-01-01

Purpose Although bullying is recognized as a serious problem in the U.S., little is known about racial/ethnic differences in bullying risk. This study examined associations between bullying and family, peer, and school relations for White, Black and Hispanic adolescents. Methods A nationally-representative sample (n=11,033) of adolescents in grades six to ten participated in the 2001 Health Behaviors in School-Aged Children survey, self-reporting bullying involvement and information on family, peer and school relations. Descriptive statistics and multinomial logistic regression analyses controlling for gender, age and affluence were stratified by race/ethnicity. Results Nine percent of respondents were victims of bullying, 9% were bullies, and 3% were bully-victims. Black adolescents reported a significantly lower prevalence of victimization than White and Hispanic students. Multivariate results indicated modest racial/ethnic variation in associations between bullying and family, peer and school factors. Parental communication, social isolation, and classmate relationships were similarly related to bullying across racial/ethnic groups. Living with two biological parents was protective against bullying involvement for White students only. Further, although school satisfaction and performance were negatively associated with bullying involvement for White and Hispanic students, school factors were largely unrelated to bullying among Black students. Conclusions Although school attachment and performance were inconsistently related to bullying behavior across race/ethnicity, bullying behaviors are consistently related to peer relationships across Black, White and Hispanic adolescents. Negative associations between family communication and bullying behaviors for White, Black and Hispanic adolescents suggest the importance of addressing family interactions in future bullying prevention efforts. PMID:17707299

Adolescent bullying involvement and perceived family, peer and school relations: commonalities and differences across race/ethnicity.

PubMed

Spriggs, Aubrey L; Iannotti, Ronald J; Nansel, Tonja R; Haynie, Denise L

2007-09-01

Although bullying is recognized as a serious problem in the United States, little is known about racial/ethnic differences in bullying risk. This study examined associations between bullying and family, peer, and school relations for white, black and Hispanic adolescents. A nationally representative sample (n = 11,033) of adolescents in grades six to ten participated in the 2001 Health Behaviors in School-Aged Children survey, self-reporting bullying involvement and information on family, peer and school relations. Descriptive statistics and multinomial logistic regression analyses controlling for gender, age and affluence were stratified by race/ethnicity. Nine percent of respondents were victims of bullying, 9% were bullies, and 3% were bully-victims. Black adolescents reported a significantly lower prevalence of victimization than white and Hispanic students. Multivariate results indicated modest racial/ethnic variation in associations between bullying and family, peer, and school factors. Parental communication, social isolation, and classmate relationships were similarly related to bullying across racial/ethnic groups. Living with two biological parents was protective against bullying involvement for white students only. Furthermore, although school satisfaction and performance were negatively associated with bullying involvement for white and Hispanic students, school factors were largely unrelated to bullying among black students. Although school attachment and performance were inconsistently related to bullying behavior across race/ethnicity, bullying behaviors are consistently related to peer relationships across black, white, and Hispanic adolescents. Negative associations between family communication and bullying behaviors for white, black, and Hispanic adolescents suggest the importance of addressing family interactions in future bullying prevention efforts.

Should Ethnicity "Matter" when Teaching about "Race" and Racism in the Classroom?

ERIC Educational Resources Information Center

Housee, Shirin

2008-01-01

Teaching about "race" and racism to a diverse student group can lead to some very interesting exchanges. Some of these moments are much to do with the subject content. Learning about racism often pulls on our emotional strings: black students sometimes express their hurt and anger, while white students sometimes remain silent or express…

Research and Teaching. The Science Identity of College Students: Exploring the Intersection of Gender, Race, and Ethnicity

ERIC Educational Resources Information Center

Hazari, Zahra; Sadler, Philip M.; Sonnert, Gerhard

2013-01-01

This study explores students' self-perceptions across science subjects (biology, chemistry, and physics) by gender and underrepresented minority group membership. The data are drawn from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed 7,505 students (enrolled in college English courses required for all majors)…

Effect of Vocabulary Test Preparation on Low-Income Black Middle School Students' Reading Scores

ERIC Educational Resources Information Center

Mitchell, Ingrid; Nistor, Nicolae; Baltes, Beate; Brown, Michelle

2016-01-01

Black middle school students in the United States continue to perform poorly on standardized reading achievement tests in comparison to other racial and ethnic groups. The purpose of this research study was to examine the effectiveness of a vocabulary-focused test preparation program for Black middle school students. The theoretical framework…

Structural Equation Modeling of Group Differences in CES-D Ratings of Native Hawaiian and Non-Hawaiian High School Students.

ERIC Educational Resources Information Center

McArdle, John J.; Johnson, Ronald C.; Hishinuma, Earl S.; Miyamoto, Robin H.; Andrade, Naleen N.

2001-01-01

Analyzes differences in self-reported Center for Epidemiologic Studies Depression inventory results among ethnic Hawaiian and non-Hawaiian high school students, using different forms of latent variable structural equation models. Finds a high degree of invariance between students on depression. Discusses issues about common features and…

Modifying Status Effects in Diverse Student Groups in New Zealand Tertiary Institutions: Elizabeth Cohen's Legacy for Teacher Education

ERIC Educational Resources Information Center

Baker, Trish; Clark, Jill

2017-01-01

New Zealand tertiary classrooms are a mix of New Zealand's ethnically diverse domestic students and predominantly Asian international students. This multicultural diversity, while having potential to enhance educational experience, brings challenges for teachers in the use of cooperative learning. A major challenge is status inequality in diverse…

Barriers and Strategies for Success for American Indian College Students: A Review

ERIC Educational Resources Information Center

Keith, Jill F.; Stastny, Sherri N.; Brunt, Ardith

2016-01-01

American Indian and Alaska Native students have a significantly lower college graduation rate than that of other ethnic groups in the United States. These students often face a variety of barriers to the completion of their education. Overcoming barriers for the achievement of an advanced education takes commitment, hard work, and dedication on…

Is Meeting the Diverse Needs of All Students Possible?

ERIC Educational Resources Information Center

Ladson-Billings, Gloria

2011-01-01

For many years, the notion of "diversity" was a code word for talking simply about race and ethnicity. To say one had a diverse class was to say one was not teaching European-American students. Much of the literature, curriculum materials, and instructional practices was geared toward teaching particular groups of students--African Americans,…

Taboo or Tabula Rasa: Cross-Racial/Cultural Dating Preferences Amongst Chinese, Japanese, and Korean International Students in an American University

ERIC Educational Resources Information Center

Ritter, Zachary S.

2015-01-01

International students bring racial attitudes and group preferences that affect campus climates. Forty-seven Chinese, Japanese, and Korean college international students were interviewed, regarding their perceptions of race/ethnicity and nationality, when it comes to dating and romantic relationships on college campuses. Thirty-five out of…

Learning Form and Function by Dance-Dramatizing Cultural Legends to Drum Rhythms Wearing Student-Made Animal Masks

ERIC Educational Resources Information Center

Gray, Phyllis; Rule, Audrey C.; Kirkland Holmes, Gloria; Logan, Stephanie R.; Alert, Andrea L.; Mason, Cynthia A.

2016-01-01

This study examined the self-efficacy in science, art, dance, and music; attitudes concerning contributions of people of various ethnic/cultural groups; and science learning of students involved in an after-school arts-integrated science enrichment project. Students dramatized three traditional animal legends from African, Native American, and…

Subgroup Achievement and Gap Trends: New Hampshire, 2010

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper profiles the student subgroup achievement and gap trends in New Hampshire for 2010. New Hampshire's demographic profile is such that, with the exception of Latino students at the elementary level, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to…

Understanding Latino Students' Schooling Experiences: The Relevance of Skin Color among Mexican and Puerto Rican High School Students

ERIC Educational Resources Information Center

Fergus, Edward

2009-01-01

Background/Context: For the last 40 years, researchers have posited competing theories regarding the relative influence of social class background and racial-group membership on the school experiences, academic performance, behavior, and motivation of ethnic minority students. The general purpose of these competing theories has been to explain why…

Stereotype Threat in U.S. Students Abroad: Negotiating American Identity in the Age of Trump

ERIC Educational Resources Information Center

Goldstein, Susan B.

2017-01-01

An underinvestigated and significant source of stress for U.S. student sojourners across racial/ethnic groups is exposure to stereotypes that target their American identity. This study built on the extensive research literature on stereotype threat to investigate U.S. students' vulnerability and reactions to being the target of stereotypes.…

Elementary Teacher Knowledge of and Practices for Teaching Reading to African American Students

ERIC Educational Resources Information Center

Little, Camille

2017-01-01

State standardized tests results indicated that between 2012 and 2016, fewer African American students at a rural, Title I elementary school met state standards in reading compared with other racial/ethnic groups of students. A gap in practice existed because the school and district had not conducted studies to understand teacher knowledge and…

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…

Access and Aspirations: Careers in Teaching As Seen by Canadian University Students of Chinese and Punjabi-Sikh Ancestry.

ERIC Educational Resources Information Center

Beynon, June; Toohey, Kelleen

1995-01-01

Students of Chinese and Punjabi-Sikh ancestry are underrepresented in teacher education programs in British Columbia. Interviews with 34 college students from these ethnic groups found that career choice was influenced most strongly by parental expectations, and was also affected by cultural sex role attitudes, English language proficiency, and…

Learning Style Preferences of Korean-, Mexican-, Armenian-American, and Anglo Students in Secondary Schools. Research Brief.

ERIC Educational Resources Information Center

Park, Clara C.

1997-01-01

Investigated the four basic learning style preferences (visual, auditory, kinesthetic, and tactile) of Korean-, Armenian-, and Mexican-American students attending 10 Los Angeles schools and compared them with those of Anglo students. All four ethnic groups, regardless of sex and academic achievement level, indicate a major preference for…

The Color of Debt: Racial Disparities in Anticipated Medical Student Debt in the United States

PubMed Central

Dugger, Robert A.; El-Sayed, Abdulrahman M.; Dogra, Anjali; Messina, Catherine; Bronson, Richard; Galea, Sandro

2013-01-01

Context The cost of American medical education has increased substantially over the past decade. Given racial/ethnic inequalities in access to financial resources, it is plausible that increases in student debt burden resulting from these increases in cost may not be borne equally. Objective To evaluate racial/ethnic disparities in medical student debt. Design, Setting, and Participants Authors collected self-reported data from a non-representative sample of 2414 medical students enrolled at 111/159 accredited US medical schools between December 1st 2010 and March 27th 2011. After weighting for representativeness by race and class year and calculating crude anticipated debt by racial/ethnic category, authors fit multivariable regression models of debt by race/ethnicity adjusted for potential confounders. Main Outcome Measures Anticipated educational debt upon graduation greater than $150,000. Results 62.1% of medical students anticipated debt in excess of $150,000 upon graduation. The proportion of Blacks, Whites, Hispanics, and Asians reporting anticipated educational debt in excess of $150,000 was 77.3%, 65.1%, 57.2% and 50.2%, respectively. Both Black and White medical students demonstrated a significantly higher likelihood of anticipated debt in excess of $150,000 when compared to Asians [Blacks (OR = 2.7, 1.3–5.6), Whites (OR = 1.7, 1.3–2.2)] in adjusted models. Conclusion Black medical students had significantly higher anticipated debt than Asian students. This finding has implications for understanding differential enrollment among minority groups in US medical schools. PMID:24019975

Ethnic Identity of Minority No-Fee Preservice Students

ERIC Educational Resources Information Center

Yang, Shuhan; Li, Ling; Yalikunjiang, Aisige; Tao, Xunyu; Li, Quan; Gong, Siyuan

2013-01-01

This study used a questionnaire to survey ethnic identity among 329 ethnic minority no-fee preservice students at Southwest University. The results indicated that: (1) Ethnic minority no-fee students have a relatively strong sense of identity with both their ethnicity and the Chinese nation, and the correlation between the two is positive. Their…

A longitudinal study of tobacco use among American Indian and Alaska Native tribal college students

PubMed Central

2010-01-01

Background American Indians (AI) have the highest smoking rates of any ethnic group in the US (40.8%), followed most closely by African Americans (24.3%) and European Americans (23.6%). AI smokers also have more difficulty quitting smoking compared to other ethnic groups, evidenced by their significantly lower quit ratios, and are among the least successful in maintaining long term abstinence. While health disparities like these have existed for years among AI, the epidemiology of smoking and nicotine dependence has not been optimally described among this underserved population. Our overarching hypothesis is that the susceptibility of AI to cigarette smoking and nicotine dependence and its consequences has both an underlying nicotine metabolism component as well as psychosocial, cultural, and environment causes. We are well-positioned to explore this issue for the first time in this population. Our objective is to establish a cohort of AI tribal college/university students to determine the predictors of smoking initiation (non-use to experimentation), progression (experimentation to established use), and cessation (established use to cessation). Much of what is known about the process of smoking initiation and progression comes from quantitative studies with non-Native populations. Information related to smoking use among AI tribal college/university (TCU) students is entirely unknown and critically needs further investigation. This study will be the first of its kind among AI college students who are at the highest risk among all ethnic groups for tobacco dependence. Methods/design First year students at Haskell Indian Nations University in Kansas will be recruited over four consecutive years and will be surveyed annually and repeatedly through year 5 of the study. We will use both longitudinal quantitative surveys and qualitative focus group methods to examine key measures and determinants of initiation and use among this high risk group. PMID:20955575

The Awareness of Risky Peer Group Behaviors on School Grounds as Predictors of Students' Victimization on School Grounds: Part I--Elementary Schools.

ERIC Educational Resources Information Center

Astor, Ron Avi; Benbenishty, Rami; Marachi, Roxana; Haj-Yahia, Muhammad M.; Zeira, Anat; Perkins-Hart, Suzanne; Pitner, Ronald O.

2002-01-01

Examined the effects of awareness of peers' risky behaviors on elementary students' experiences of school victimization. Surveys of Arab and Jewish students indicated that students' awareness of risky peer behaviors in school was one of the strongest predictors of their own personal victimization at school, controlling for gender, ethnicity, and…

Pasifika Students: Teachers and Parents Voice Their Perceptions of What Provides Supports and Barriers to Pasifika Students' Achievement in Literacy and Learning

ERIC Educational Resources Information Center

Fletcher, Jo; Parkhill, Faye; Fa'afoi, Amosa; Taleni, Leali'ie'e Tufulasi; O'Regan, Bridget

2009-01-01

The changing ethnic population of schools in New Zealand challenges our educators to respond proactively in reviewing how students from minority groups develop effective literacy and learning skills. Pasifika students' achievement levels in literacy, particularly reading and writing literacy, has been an area of national focus for the Ministry of…

Prevalence of visual impairment and refractive errors among different ethnic groups in schoolchildren in Turpan, China.

PubMed

Chin, Man Pan; Siong, Kar Ho; Chan, Ka Ho; Do, Chi Wai; Chan, Henry Ho Lung; Cheong, Allen Ming Yan

2015-05-01

There is currently limited information about ethnic differences in myopia prevalence within mainland China, especially in rural or semi-rural areas. We examined the prevalence of refractive errors, visual impairment and spectacle coverage in school children of varying ethnicity in Turpan, Xinjiang province. A community eye care service was provided for five schools. Presenting monocular distance and near visual acuity (VA), and ocular alignment were assessed. Retinoscopy and cycloplegic subjective refraction were performed for participants with presenting visual impairment (distance VA worse than 0.3 logMAR; Snellen 6/12 or 20/40) or abnormal binocular vision. Questionnaires administered prior to the eye examinations were used to collect information regarding personal lifestyle and parental myopia. A total of 646 out of 690 (94%) subjects aged four to 19 years (11.9 ± 2.6; mean ± S.D.) completed the eye examination. Three hundred and eighty-two (59%) of participants were of Uyghur ethnicity, followed by Han, 176 (27%) and Hui, 74 (12%). The mean age of Uyghur, Han and Hui students was 12.3 ± 2.7, 11.4 ± 2.6 and 11.4 ± 2.3 years respectively, in which the Uyghur students were significantly older than the Han and Hui students (F(3,631) = 5.58 p < 0.001). In total, 170 (27%) and 85 (13%) subjects failed the screening examination for one eye or both eyes, respectively. The prevalence of presenting visual impairment was not significantly different among the ethnic groups (p = 0.26). After cycloplegic refraction, most subjects' VA (98%) improved to better than 0.3 logMAR (Snellen 6/12 or 20/40). The prevalence of "clinically-significant myopia" (≤-0.50 dioptres) was 27%, 18% and 13% in Han, Hui and Uyghur children, respectively (p < 0.001). In contrast, Uyghur students had the highest prevalence of astigmatism (Uyghur 12%, Han 5%, Hui 4%). The overall spectacle coverage was 36%, while spectacle coverage among ethnic groups were similar (Han, 41%; Uyghur, 32%; Hui, 41%; χ(2) = 2.23, df = 2, p = 0.33). The prevalence of clinically significant myopia varied markedly with ethnicity in school children sampled from a semi-rural region of mainland China (Han > Hui > Uyghur). As reported previously, uncorrected/under-corrected refractive error was the main cause of presenting visual impairment. © 2015 The Authors Ophthalmic & Physiological Optics © 2015 The College of Optometrists.

Creating World Peace, One Classroom at a Time.

ERIC Educational Resources Information Center

de Marquez, Traecy McJilton

2002-01-01

Recounts activities from a kindergarten classroom to illustrate how a multicultural approach cultivates a school environment embracing diversity and educating students about responsibilities associated with freedom. Stories include those related to students viewing each other in terms of individual characteristics rather than their ethnic group,…

The Demise of the Asian Math Gene.

ERIC Educational Resources Information Center

Bracey, Gerald W.

1999-01-01

The 1996 National Assessment of Educational Progress math scores for eighth-graders show that when socioeconomic status is considered, English-proficient Asian students have no achievement advantage over other ethnic groups. However, Chinese sixth-graders, using abstract reasoning skills, outperformed American students on 12 open-ended math…

Condom Use among Latino College Students.

ERIC Educational Resources Information Center

Gurman, Tilly; Borzekowski, Dina L.G.

2004-01-01

Recent reports indicate that Latinos, the largest racial/ethnic minority group in the United States, are disproportionately affected by HIV and AIDS. College health professionals, therefore, should understand current sexual behaviors and risk factors among Latino youth. The authors assessed students' condom use at their most recent sexual…

Ethnic differences in attitudes and bias toward older people comparing White and Asian nursing students.

PubMed

Lee, Young-Shin

2015-03-01

To identify attitudes and bias toward aging between Asian and White students and identify factors affecting attitudes toward aging. A cross-sectional sample of 308 students in a nursing program completed the measure of Attitudes Toward Older People and Aging Quiz electronically. There were no differences in positive attitudes and pro-aged bias between Asian and White groups, but Asian students had significantly more negative attitudes and anti-aged bias toward older people than White students. Multiple regression analysis showed ethnicity/race was the strongest variable to explain negative attitudes toward older people. Feeling uneasy about talking to older adults was the most significant factor to explain all attitudinal concepts. Asian students were uneasy about talking with older people and had negative attitudes toward older adults. To become competent in cross-cultural care and communication in nursing, educational strategies to reduce negative attitudes on aging are necessary. © The Author(s) 2014.

Cultural influences for college student language brokers.

PubMed

Weisskirch, Robert S; Kim, Su Yeong; Zamboanga, Byron L; Schwartz, Seth J; Bersamin, Melina; Umaña-Taylor, Adriana J

2011-01-01

Children from immigrant families often translate communication for parents, a process known as language brokering (LB). LB begins in childhood, but may continue through emerging adulthood, even when individuals are in college. We surveyed 1,222 university students with two immigrant parents and compared non-language brokers, infrequent language brokers, and frequent language brokers on a variety of ethnic, cultural, and identity measures. Significant differences emerged for cultural heritage value orientation, ethnic identity, and dimensions of acculturation with frequent language brokers scoring highest, infrequent language brokers scoring in the middle, and non-language brokers scoring the lowest on these measures. There were no significant differences on acculturative stress among these three groups. These results suggest that LB experiences may contribute to the development of psychological assets for ethnic minority, emerging adults from immigrant families.

Students' self-regulation and teachers' influences in science: interplay between ethnicity and gender

NASA Astrophysics Data System (ADS)

Elstad, Eyvind; Turmo, Are

2010-11-01

The purpose of this study is to explore students' self-regulation and teachers' influence in science and to examine interplay between ethnicity and gender. Analysis of data from seven Oslo schools (1112 sampled students in the first year of high school) shows that the ethnic minority students reported using learning strategies in science more intensively than ethnic majority students and they had a stronger motivation to learn science. Ethnic majority students are defined here as students who were born in Norway and have at least one parent born in Norway. The study also shows that minority students generally evaluate their science teacher's influence on their learning more positively than the majority. The strongest interplay effects between gender and ethnicity are found in students' perceptions of the relevance of science, as well as their degree of negative responses to the pressure to learn science.

A case study of the effects of social experiences on the science identity formation of Mexican American females in high school chemistry

NASA Astrophysics Data System (ADS)

Beeton, Renee P.

Mexican Americans are a rapidly growing ethnic group in the United States. However, they are noticeably absent from physical science fields. Little research has explored the experiences of Mexican American girls in high school chemistry. The theories of identity based on communities of practice and multicultural feminism framed this year-long case study of nine Mexican American girls in a high school chemistry course. This study explored the social encounters and experiences that shaped the participants' identities and how their views of themselves affected their attitudes towards high school chemistry and future science careers. Data collection included a focus group and in-depth interviews with the participants, classroom observations, and teacher interviews. Five main identities influenced the participants' potential to become a scientist: ethnic, gender, science, student, and college. Mexican ethnic identity was the overarching identity; however gender also influenced the participants' other identities. The participants were aware of ethnic gender stereotypes that might hinder them from being successful in science. Also, ethnic factors, such as citizenship and abilities to receive financial aid limited their views of themselves as chemists. Participatory science, student, and school identities were all needed in order for the participants to be potential scientists. Family expectations, authentic relationships with teachers, and personal connections were important factors in the development of these participatory identities.

Eating Disorder Symptoms and Obesity at the Intersections of Gender, Ethnicity, and Sexual Orientation in US High School Students

PubMed Central

Nelson, Lauren A.; Birkett, Michelle A.; Calzo, Jerel P.; Everett, Bethany

2013-01-01

Objectives. We examined purging for weight control, diet pill use, and obesity across sexual orientation identity and ethnicity groups. Methods. Anonymous survey data were analyzed from 24 591 high school students of diverse ethnicities in the federal Youth Risk Behavioral Surveillance System Survey in 2005 and 2007. Self-reported data were gathered on gender, ethnicity, sexual orientation identity, height, weight, and purging and diet pill use in the past 30 days. We used multivariable logistic regression to estimate odds of purging, diet pill use, and obesity associated with sexual orientation identity in gender-stratified models and examined for the presence of interactions between ethnicity and sexual orientation. Results. Lesbian, gay, and bisexual (LGB) identity was associated with substantially elevated odds of purging and diet pill use in both girls and boys (odds ratios [OR] range =  1.9–6.8). Bisexual girls and boys were also at elevated odds of obesity compared to same-gender heterosexuals (OR = 2.3 and 2.1, respectively). Conclusions. Interventions to reduce eating disorders and obesity that are appropriate for LGB youths of diverse ethnicities are urgently needed. PMID:23237207

Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes.

PubMed

Garbacz, S Andrew; Zerr, Argero A; Dishion, Thomas J; Seeley, John R; Stormshak, Elizabeth A

2018-05-01

The present study examined influences of 6 th grade student-reported parent educational involvement on early adolescent peer group affiliations at 7 th and 8 th grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across twenty middle schools in the Northwest region of the United States. Findings suggested that specifically parent's educational involvement in 6 th grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent's engagement with the school context on early adolescent development.

Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes

PubMed Central

Garbacz, S. Andrew; Zerr, Argero A.; Dishion, Thomas J.; Seeley, John R.; Stormshak, Elizabeth A.

2017-01-01

The present study examined influences of 6th grade student-reported parent educational involvement on early adolescent peer group affiliations at 7th and 8th grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across twenty middle schools in the Northwest region of the United States. Findings suggested that specifically parent’s educational involvement in 6th grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent’s engagement with the school context on early adolescent development. PMID:29731534

Sociodemographic differences in selected eating practices among alternative high school students.

PubMed

Arcan, Chrisa; Kubik, Martha Y; Fulkerson, Jayne A; Story, Mary

2009-05-01

Students attending alternative high schools are an at-risk group of youth for poor health behaviors and obesity. However, little is known about their dietary practices. To examine associations between sex, race/ethnicity, and socioeconomic status and selected dietary practices, including consumption of sugar-sweetened beverages, high-fat foods, and fruits and vegetables and fast-food restaurant use, among students attending alternative high schools. Population-based, cross-sectional study. A convenience sample of adolescents (n=145; 52% men; 63% aged <18 years; and 39% white, 32% African American, and 29% other/multiracial) attending six alternative high schools in the St Paul/Minneapolis, MN, metropolitan area completed a survey. Students were participants in the Team COOL (Controlling Overweight and Obesity for Life) pilot study, a group randomized obesity prevention trial. Descriptive statistics were used to describe dietary practices. Mixed model multivariate analyses were used to assess differences in dietary practices by sex, race/ethnicity, and socioeconomic status. Regular soda was consumed at least five to six times per week by more than half of students. One half of students reported eating or drinking something from a fast-food restaurant at least three to four times a week. African-American students had the highest consumption of sugar-sweetened beverages (P=0.025), high-fat foods (P=0.002), and highest frequency of fast-food restaurant use (P<0.025). Mean fruit/vegetable intake was 3.6 servings/day; there were no sociodemographic differences in fruit/vegetable consumption. Higher socioeconomic status was associated with a higher consumption of regular soda (P=0.027). Racial/ethnic and sex differences in the consumption of regular soda, high-fat foods, and fast-food restaurant use among alternative high school students underscores the importance of implementing health promotion programs in alternative high schools.

Asian American Ethnic Options: How Cambodian Students Negotiate Ethnic Identities in a U.S. Urban School

ERIC Educational Resources Information Center

Chhuon, Vichet; Hudley, Cynthia

2010-01-01

Research suggests that Cambodian students often endure conflicting ethnic stereotypes from larger society and their school and communities. We examine the ways in which Cambodian youth negotiated their ethnic identities in response to these stereotypes and argue that Cambodian students adopted, rejected, and affirmed certain ethnic identities in…

Acculturation Versus Cultural Retention: The Interactive Impact of Acculturation and Co-ethnic Ties on Substance Use Among Chinese Students in the United States.

PubMed

Yang, Xiaozhao Yousef; Yang, Fenggang

2018-06-01

Acculturation is often found to increase substance use among immigrants in the U.S., but such effect may depend on how immigrants are attached to their co-ethnic community. Meanwhile, the high socioeconomic status of some new immigrant groups also challenges the classical assumption that ties to co-ethnic community are associated with deviance. With a sample (n = 960) collected from a population of Chinese students in a large public university in the U.S., we tested how do the interplays between acculturation and co-ethnic ties affect substance use. This study establishes that: (1) different dimensions of acculturation have opposite effects on substance use; (2) acculturative stress does not explain the association between acculturation and substance use; (3) acculturation increases the likelihood of substance use only when one has weak attachment to their co-ethnic community. The findings are consistent for three dependent variables: smoking, drinking, and drunkenness, and for the different constructs of acculturation and co-ethnic ties. Ties to co-ethnic community may provide important social support for immigrants, while acculturation may alleviate the insular subculture that promotes at-risk behaviors. We encourage policy makers to consider the cooperative nature of acculturation and cultural retention for the improvement of health among this growing population.

Ethnic pride, self-esteem, and school belonging: A reciprocal analysis over time.

PubMed

Hernández, Maciel M; Robins, Richard W; Widaman, Keith F; Conger, Rand D

2017-12-01

School belonging (i.e., social connectedness to school) has positive implications for academic achievement and well-being. However, few studies have examined the developmental antecedents of school belonging, particularly for students of Mexican origin. To address this gap in the research literature, the present study examined reciprocal relations between school belonging and two self-affirmation beliefs-self-esteem and ethnic pride-using data from a longitudinal study of Mexican-origin students followed from fifth to ninth grade (N = 674, Mage at Wave 1 = 10.4 years, 50% girls). Furthermore, we evaluated whether the associations were stronger for boys than girls. Using multiple group analysis in a structural equation modeling framework, results indicate that, among boys, ethnic pride was prospectively associated with increases in self-esteem, self-esteem was associated with increases in school belonging, and the direct association between ethnic pride and school belonging was bidirectional. For girls, ethnic pride was prospectively associated with later school belonging. Discussion focuses on the gender differences in observed effects and implications for school programs and interventions. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

2-4-6-Hate

ERIC Educational Resources Information Center

Owens, Tom

2006-01-01

Imagine a classroom teacher detailing ways to taunt and name-call, drilling her students on chants designed to humiliate another group of students. Who, anywhere, would expect that to happen? But in school gyms and stadiums, such behavior--sometimes characterized as humor rather than humiliation--often is the norm. Racial, religious, ethnic or…

Teacher and Student Variables Affecting Special Education Evaluation and Referral

ERIC Educational Resources Information Center

Woodson, Lorenzo Adrian

2017-01-01

Past research has revealed that African American/Black boys are referred for special education evaluation at disproportionately higher rates than boys of other racial/ethnic groups. This correlational study used survey methodology to examine whether student and teacher demographic variables predicted how likely a teacher would refer boy students…

Applying Cultura in the Community College Counseling Practice

ERIC Educational Resources Information Center

Arteaga, Blanca E.

2015-01-01

Latino students represent the fastest-growing population in the state of California, the United States, and the California Community College (CCC) system. Unfortunately, compared to other ethnic groups, Latino community college students continue to lag academically. Given the importance of counseling services and the scarce research related to…

A Survey of Gender Biases of Freshman Students toward Engineering.

ERIC Educational Resources Information Center

Schaer, Barbara; And Others

1991-01-01

A survey of 724 freshman engineering orientation students investigated the significance of 5 literature-cited barriers to women's success in engineering--sexual discrimination, financial concerns, academic comfort, career awareness, and locus of control. Significant main effects were found for gender but not ethnic group. The instrument is…

A Health Newsletter To Teach Science Knowledge: BioRAP!

ERIC Educational Resources Information Center

Froman, Robin D.; Owen, Steven V.; Del Rio-Parent, Lourdes

This research describes the evaluation of a science curriculum newsletter called BioRAP which serves as a vehicle to teach current health science content. The research objectives were to estimate the relationships of socioeconomic status, ethnic group, gender, grade, student ability, and classroom use characteristics with student knowledge and…

The Davis Social Environment. A Report of Student Opinions.

ERIC Educational Resources Information Center

Low, Jane M.

The perceptions of undergraduates regarding the social environment of the University of California-Davis campus are presented, based on a student opinion survey. The extent and nature of social integration among undergraduates is discussed, with a focus on whether the social environment differs among ethnic groups (Black, Chicano, Asian, and…

"I Don't See the Point ..."

ERIC Educational Resources Information Center

Hull, Barbara

2005-01-01

Widening participation initiatives have had a noticeable effect on universities: student support services, especially at the post 1992 universities, are at a level undreamed of in the past. This has opened up the benefits of a university education to students previously excluded by social class, disability or ethnic group. One aspect of key…

Experiences with "Acute" Food Insecurity among College Students

ERIC Educational Resources Information Center

Wood, J. Luke; Harris, Frank, III

2018-01-01

This study sought to understand which racial/ethnic student groups experience food insecurity and the extent to which other external insecurities and challenges are predictive of acute food insecurity. Data were derived from the Community College Success Measure (CCSM), an institutional needs assessment tool used by colleges to examine challenges…

White American Pre-Service Teachers' Judgments of Anglo and Hispanic Student Behaviors

ERIC Educational Resources Information Center

Chan, Kam Chi; Lam, Shui-Fong; Covault, Jacquelyn M.

2009-01-01

Previous research has linked ethical caring, high expectations, and instructional practices relevant to student culture as three fundamental characteristics of exemplary teachers for children from ethnic minority groups in the American school system. Praise and criticism, as overt behaviors of care and expectations, were examined in a…

English Writing via a Social Networking Platform

ERIC Educational Resources Information Center

Yu, Wei-Chieh Wayne

2018-01-01

This study examined students' perceptions of completing an English writing class via a social networking platform. Participants were 162 aboriginal students between 18 and 23 years of age at a nursing college in southern Taiwan. Different ethnicities were defined and represented by different memberships of indigenous groups or tribes, also known…

Resistance to Racial/Ethnic Dialog in Graduate Preparation Programs: Implications for Developing Multicultural Competence

ERIC Educational Resources Information Center

Kelly, Bridget Turner; Gayles, Joy Gaston

2010-01-01

This study sought to understand how individuals experienced multicultural courses in graduate preparation programs. The researchers conducted focus groups with 37 current and former graduate students in student affairs. Participants reported resistance to multicultural dialog, both in their direct experiences and through their perceptions of…

Hispanic College Students' Perceptions of Members of Business Occupations: An Exploratory Study

ERIC Educational Resources Information Center

Cory, Suzanne N.; Mullen, Ellen Wall; Reeves, Thomas Edward

2010-01-01

The authors explored freshmen Hispanic and non-Hispanic White student perceptions of the members of three different business occupations: bankers, accountants, and marketing managers. Using "t" tests, some differences were found between the two ethnic groups regarding perceived individual characteristics of members of the occupations, but the…

Distance education: The Introduction to College Chemistry course

NASA Astrophysics Data System (ADS)

Rice, Lisa A.

The purpose of this study was to compare a group of students in a traditional introductory college chemistry course to their distance learning counterparts. Both of the groups were required to have videotaped lessons and workbooks, but the traditional group met for two and one half hours each week with the instructor, whereas the distance students were not obligated to attend classroom meetings. The same instructor taught both of the groups and both were given equal access opportunities to the instructor beyond class meetings. The literature review included in this study indicated that distance learning has changed from a less popular alternative method for study to the forefront in modern academic institutions. The two target populations for this study were students enrolled in the Edison Community College Introduction to College Chemistry videotaped course and students taking the same course in a traditional setting. The study was conducted over a two consecutive semester interval, from August 2002 through May 2003. These two groups were compared on a number of items including gender, student attitudes about their own learning style, ethnicity, and final course grade. Information regarding attrition and reasons for choosing to take the course was collected. The results of this study found a significant difference in the number of students who withdrew from each course, with the distance students having the greater attrition rate. Gender and ethnicity were not significant in terms of student success when comparing the two groups. The self-reported behavior types showed no significant correlation to success for either the traditional or the distance students. However, many of the distance students felt that meeting occasionally for a face-to-face laboratory course would have been beneficial. Suggested applications of this study include strategies for a more successful distance learning experience for students. Also, laboratory courses such as chemistry have some inherent concerns that institutions must consider before offering such a course in a distance modality.

New Measures Assessing Predictors of Academic Persistence for Historically Underrepresented Racial/Ethnic Undergraduates in Science.

PubMed

Byars-Winston, Angela; Rogers, Jenna; Branchaw, Janet; Pribbenow, Christine; Hanke, Ryan; Pfund, Christine

2016-01-01

An important step in broadening participation of historically underrepresented (HU) racial/ethnic groups in the sciences is the creation of measures validated with these groups that will allow for greater confidence in the results of investigations into factors that predict their persistence. This study introduces new measures of theoretically derived factors emanating from social cognitive and social identity theories associated with persistence for HU racial/ethnic groups in science disciplines. The purpose of this study was to investigate: 1) the internal reliability and factor analyses for measures of research-related self-efficacy beliefs, sources of self-efficacy, outcome expectations, and science identity; and 2) potential group differences in responses to the measures, examining the main and interaction effects of gender and race/ethnicity. Survey data came from a national sample of 688 undergraduate students in science majors who were primarily black/African American and Hispanic/Latino/a with a 2:1 ratio of females to males. Analyses yielded acceptable validity statistics and race × gender group differences were observed in mean responses to several measures. Implications for broadening participation of HU groups in the sciences are discussed regarding future tests of predictive models of student persistence and training programs to consider cultural diversity factors in their design. © 2016 A. Byars-Winston 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).

76 FR 11492 - Notice for Request for Nominations

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-02

... members who represent disciplines and stakeholder groups such as: Disciplines [cir] Medicine (allopathic... primary care) Professional counseling Geriatrics Students, residents or fellows representing the following... advisory committee. Every effort is made to ensure that the views of women, ethnic and racial groups, and...

Another Inconvenient Truth: Race and Ethnicity Matter

ERIC Educational Resources Information Center

Hawley, Willis D.; Nieto, Sonia

2010-01-01

When it comes to maximizing learning opportunities and outcomes for students from racially and ethnically diverse backgrounds, race and ethnicity matter: They affect how students respond to instruction and curriculum, and they influence teachers' assumptions about how students learn. Effective implementation of race- and ethnicity-responsive…

‘AN INCREDIBLY STEEP HILL:’ HOW GENDER, RACE, AND CLASS SHAPE PERSPECTIVES ON ACADEMIC CAREERS AMONG BEGINNING BIOMEDICAL PHD STUDENTS

PubMed Central

Wood, Christine V.; Campbell, Patricia B.; McGee, Richard

2017-01-01

This paper analyzes perspectives on academic careers among 60 beginning PhD students in the biomedical sciences. It presents seven perspectives on academic careers articulated by the students in the sample and explains the way that race/ethnicity, gender, and students’ family education backgrounds are tied to those perspectives. The findings show that traditionally underrepresented students find the academic career path less navigable than students from well-represented groups. Among underrepresented students, even those from higher family education backgrounds, experiences related to race/ethnicity and gender often inform perceptions of the academic career even before they start their graduate research training. As the composition of the graduate population changes to include more women and underrepresented racial and ethnic minority men, it is important to note that not all graduate students enter with the same perspectives and views of the academic career and that there are meaningful differences in perspectives across demographic lines. Graduate programs can play a critical role in providing information and support for graduate students as they navigate their career choices, particularly at the earliest stages of training. By becoming sensitive to students’ perspectives on career options, and understanding how differences in perspectives arise, mentors and others can align advising strategies with the experiences and views of students. PMID:28239250

Perceptions of Behaviour and Patterns of Exclusion: Gypsy Traveller Students in English Secondary Schools

ERIC Educational Resources Information Center

Derrington, Chris

2005-01-01

This paper draws on a recent and unique longitudinal study of Gypsy Traveller students in fifteen local education authorities in England. Gypsy Traveller students are less likely to complete secondary education than any other minority ethnic group and it is estimated that up to 12 000 young Travellers in England are not registered at any secondary…

Assessing Measurement Invariance of the Student Personal Perception of Classroom Climate across Different Ethnic Groups

ERIC Educational Resources Information Center

Rubie-Davies, Christine; Asil, Mustafa; Teo, Timothy

2016-01-01

The class climate is acknowledged as being related to student learning. Students learn more in classrooms that are supportive and caring. However, there are few class climate instruments at the elementary school level. The aim of the current study was to assess the measurement invariance of a recently developed scale in a different context (New…

Education Finance Reform, Education Spending, and Student Performance: Evidence from Maryland's Bridge to Excellence in Public Schools Act

ERIC Educational Resources Information Center

Chung, Il Hwan

2015-01-01

The disparities in achievement among income and racial-ethnic groups of students have long been a major concern of educational policies. Among several identified factors that help explain the student performance gap, this paper focuses on inequity in funding for education among school districts, which resulted from heavy reliance of school…

Latino and African-American Students' Transfer Pathway to Elite Education in California

ERIC Educational Resources Information Center

Melguizo, Tatiana

2007-01-01

Transfer is a crucial point in a student's educational pathway since a student who fails to transfer will not be able to attain a bachelor's degree or the benefits that accompany it, such as middle-class status and higher earnings. When members of ethnic minority groups are particularly disadvantaged in reaching their full educational potential, a…

The Impact of Race and Ethnicity on the Identification Process for Giftedness in Utah

ERIC Educational Resources Information Center

Warne, Russell T.; Anderson, Braydon; Johnson, Alyce O.

2013-01-01

Many gifted education experts have found that Black, Hispanic, and Native American students are less likely to be identified for gifted programs than Asian American and White students. A study was conducted to ascertain the degree of underrepresentation of these groups in gifted programs in Utah. Using state-collected data from 14,781 students in…

Differences in Student Misbehavior after Completing In-School Suspension between Rural High School and Suburban High School Students

ERIC Educational Resources Information Center

Welch, Martin Ervind

2010-01-01

This study investigated the differences that exist in rural and suburban high school student misbehavior after completing in-school suspension (ISS) in Alabama's Mobile County Public School System. The independent variables of rural or suburban, gender, and ethnicity were used to determine the differences of the various groups. The archival…

Communication Disorders and the Inclusion of Newcomer African Refugees in Rural Primary Schools of British Columbia, Canada

ERIC Educational Resources Information Center

Usman, Lantana M.

2012-01-01

In Canadian public primary schools, newcomer West African refugees like other ethnic immigrant students are a visible minority group, often referred as Linguistic and Culturally Different (LCD) students. In the province of British Columbia, newcomer immigrant students are subjected to a battery of tests, as soon as they enroll in the primary…

Developing Cross-Racial Self-Efficacy: A Longitudinal Examination of the Role of Cross-Racial Mastery Experiences

ERIC Educational Resources Information Center

Liang, Christopher T. H.; Prince, Jessica K.

2008-01-01

A social-cognitive model for the development of cross-racial self-efficacy was developed and tested in a longitudinal study involving a racially and culturally diverse sample of undergraduate students (N = 879). Multiple group analyses indicated that the model fit equally well for men and women and for White students and ethnic minority students.…

Ethnic Incongruence and the Student-Teacher Relationship: The Perspective of Ethnic Majority Teachers

ERIC Educational Resources Information Center

Thijs, Jochem; Westhof, Saskia; Koomen, Helma

2012-01-01

Among 36 ethnic-Dutch school teachers in the Netherlands, the present study examined the role of ethnic incongruence in perceived student-teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 ethnic-Dutch students attending grades 4 through 6 (M[subscript age] = 10.81 years, SD = 1.05).…

Acculturation and Well-Being Among College Students From Immigrant Families.

PubMed

Schwartz, Seth J; Waterman, Alan S; Umaña-Taylor, Adriana J; Lee, Richard M; Kim, Su Yeong; Vazsonyi, Alexander T; Huynh, Que-Lam; Whitbourne, Susan Krauss; Park, Irene J K; Hudson, Monika; Zamboanga, Byron L; Bersamin, Melina M; Williams, Michelle K

2012-04-30

OBJECTIVE: The present study was designed to ascertain the associations between acculturation and well-being in first-generation and second-generation immigrant college students. Acculturation was operationalized as a multidimensional construct comprised of heritage and American cultural practices, values (individualism and collectivism), and identifications, and well-being was operationalized in terms of subjective, psychological, and eudaimonic components. METHOD: Participants were 2,774 first-generation and second-generation immigrant students (70% women), from 6 ethnic groups and from 30 colleges and universities around the United States. Participants completed measures of heritage and American cultural practices, values, and identifications, as well as of subjective, psychological, and eudaimonic well-being. RESULTS: Findings indicated that individualistic values were positively related to psychological and eudaimonic well-being, and positively, although somewhat less strongly, linked with subjective well-being. American and heritage identifications were both modestly related to psychological and eudaimonic well-being. These findings were consistent across gender, immigrant generation (first versus second), and ethnicity. CONCLUSIONS: Psychological and eudaimonic well-being appear to be inherently individualistic conceptions of happiness, and endorsement of individualistic values appears linked with these forms of well-being. Attachments to a cultural group-the United States, one's country of origin, or both-appear to promote psychological and eudaimonic well-being as well. The present findings suggest that similar strategies can be used to promote well-being for both male and female students, for students from various ethnic backgrounds, and for both first-generation and second-generation immigrant students. © 2012 Wiley Periodicals, Inc. J. Clin. Psychol. 00:1-21, 2012. © 2012 Wiley Periodicals, Inc.

Perceived and Personal Mental Health Stigma in Latino and African American College Students

PubMed Central

DeFreitas, Stacie Craft; Crone, Travis; DeLeon, Martha; Ajayi, Anna

2018-01-01

Mental health stigma occurs when people have negative thoughts and beliefs of those with mental health illnesses or mental health treatment. Mental health stigma is related to an assortment of negative outcomes including discrimination in housing and employment, reduced usage of mental health services, and poor mental health outcomes. These implications may be particularly salient for ethnic minorities such as African Americans and Latinos who already suffer from other types of discrimination. This study examines perceived and personal mental health stigma in African American and Latino college students from a nontraditional university to help elucidate factors related to the development of mental health stigma. Students completed surveys concerning their stigma beliefs. African American students were found to have higher rates of mental health stigma than Latino students. Furthermore, anxiety about those with mental illness was related to greater mental health stigma for both groups. For African Americans, it was found that their perception of their ability to visibly identify those with mental illness was related to greater mental health stigma. These findings suggest that interventions to reduce mental health stigma in college students should target specific ethnic minority groups and focus on issues that are particularly salient to those communities. PMID:29536000

Perceived and Personal Mental Health Stigma in Latino and African American College Students.

PubMed

DeFreitas, Stacie Craft; Crone, Travis; DeLeon, Martha; Ajayi, Anna

2018-01-01

Mental health stigma occurs when people have negative thoughts and beliefs of those with mental health illnesses or mental health treatment. Mental health stigma is related to an assortment of negative outcomes including discrimination in housing and employment, reduced usage of mental health services, and poor mental health outcomes. These implications may be particularly salient for ethnic minorities such as African Americans and Latinos who already suffer from other types of discrimination. This study examines perceived and personal mental health stigma in African American and Latino college students from a nontraditional university to help elucidate factors related to the development of mental health stigma. Students completed surveys concerning their stigma beliefs. African American students were found to have higher rates of mental health stigma than Latino students. Furthermore, anxiety about those with mental illness was related to greater mental health stigma for both groups. For African Americans, it was found that their perception of their ability to visibly identify those with mental illness was related to greater mental health stigma. These findings suggest that interventions to reduce mental health stigma in college students should target specific ethnic minority groups and focus on issues that are particularly salient to those communities.

Underreporting Discrimination among Arab American and Muslim American Community College Students: Using Focus Groups to Unravel the Ambiguities within the Survey Data

ERIC Educational Resources Information Center

Shammas, Diane

2017-01-01

Using a mixed methods approach, the researcher gathered a set of narrative responses from focus groups that supported the claim of underreporting campus discrimination on a survey. Multiple studies have shown that underrepresented minority students are likely to bond with same-ethnic peers in a racially tense campus climate. This mixed method is a…

Indigenous Mexican Culture, Identity and Academic Aspirations: Results from a Community-Based Curriculum Project for Latina/Latino Students

ERIC Educational Resources Information Center

Luna, Nora; Evans, William P.; Davis, Bret

2015-01-01

The Latina/Latino population is the largest minority group in the United States and has the highest high school dropout rate of any ethnic group. Nationally, just over one-half of Latina/Latino students graduate on time with a regular diploma, compared to nearly 80% of Whites. Because of the growing population and the wide achievement gap, there…

Reducing Subjectivity in Special Education Referrals by Educators Working with Latino Students: Using Functional Behavioral Assessment as a Pre-Referral Practice in Student Support Teams

ERIC Educational Resources Information Center

Moreno, Gerardo; Gaytan, Francisco X.

2013-01-01

Over the past several decades, the Latino population throughout the USA has demonstrated significant growth and exceeded that of other ethnic minority groups. This influx is particularly evident in the student enrollment of US schools as the number of Latino students has increased by approximately 10 million within the past 10 years. With this…

Ethnic Differences in Suicidal Ideation and its Correlates among South Asian American Emerging Adults

PubMed Central

Lane, Robert; Cheref, Soumia; Miranda, Regina

2016-01-01

Prior research on suicidal ideation and its correlates among South Asian American individuals has been limited. Given that South Asian American individuals are a burgeoning ethnic subgroup in the United States population, research regarding these factors is necessary to inform culturally competent suicide screening, prevention, and intervention among this increasingly prominent group. We examined depressive symptoms, hopelessness, and suicidal ideation among a sample of 204 undergraduate South Asian American (96 Bangladeshi American, 67 Asian Indian, and 41 Pakistani American) emerging adult students (66% female), ages 18 to 24 (M = 18.52, SD = 0.93). Participants completed measures of hopelessness, depressive symptoms, and suicidal ideation. Bangladeshi American ethnicity was associated with significantly lower levels of suicidal ideation than Asian Indian ethnicity. There was a non-significant trend for Pakistani American ethnicity to be associated with lower levels of suicidal ideation than Asian Indian ethnicity. Additionally, Bangladeshi American ethnicity and Pakistani American ethnicity each interacted with hopelessness, such that hopelessness was associated with lower levels of suicidal ideation among these groups than among their Asian Indian peers. Being of Asian Indian ethnicity may deleteriously influence vulnerability to suicidal ideation, while being of other South Asian American ethnicities may buffer against suicidal ideation, both independently and in interaction with hopelessness. Such contingencies should be considered during suicide screening, prevention, and intervention. PMID:27525054

Disordered eating and body image in Chinese and Caucasian students in the United States.

PubMed

Baillie, Lauren E; Copeland, Amy L

2013-08-01

This study evaluated the roles of exposure to Western culture and language choice and gender differences in disordered eating symptoms in Chinese and Caucasian students. 796 Caucasian and 194 Chinese students completed measures of eating disorder symptoms, body image, and body esteem. Participants chose their survey language (English or Chinese). Caucasian women had higher levels of body dissatisfaction than Chinese women. Women of both ethnicities reported more disordered eating symptoms and body dissatisfaction than men; these differences were smaller for the Chinese group. Differences emerged on certain dimensions of body esteem between Chinese women who responded in Chinese and those who responded in English. There were few differences between ethnicities, suggesting that mechanisms other than Western culture play a role. Cultural variables may account for the degree of intra-ethnic gender differences. Individuals who complete studies in their native language may differ from their English-responding counterparts in areas of body esteem. Published by Elsevier Ltd.

Descriptive Drinking Norms: For Whom Does Reference Group Matter?*

PubMed Central

Larimer, Mary E.; Neighbors, Clayton; LaBrie, Joseph W.; Atkins, David C.; Lewis, Melissa A.; Lee, Christine M.; Kilmer, Jason R.; Kaysen, Debra L.; Pedersen, Eric r.; Montoya, Heidi; Hodge, Kimberley; Desai, Sruti; Hummer, Justin F.; Walter, Theresa

2011-01-01

Objective: Perceived descriptive drinking norms often differ from actual norms and are positively related to personal consumption. However, it is not clear how normative perceptions vary with specificity of the reference group. Are drinking norms more accurate and more closely related to drinking behavior as reference group specificity increases? Do these relationships vary as a function of participant demographics? The present study examined the relationship between perceived descriptive norms and drinking behavior by ethnicity (Asian or White), sex, and fraternity/sorority status. Method: Participants were 2,699 (58% female) White (75%) or Asian (25%) undergraduates from two universities who reported their own alcohol use and perceived descriptive norms for eight reference groups: "typical student"; same sex, ethnicity, or fraternity/sorority status; and all combinations of these three factors. Results: Participants generally reported the highest perceived norms for the most distal reference group (typical student), with perceptions becoming more accurate as individuals' similarity to the reference group increased. Despite increased accuracy, participants perceived that all reference groups drank more than was actually the case. Across specific subgroups (fraternity/sorority members and men) different patterns emerged. Fraternity/sorority members reliably reported higher estimates of drinking for reference groups that included fraternity/ sorority status, and, to a lesser extent, men reported higher estimates for reference groups that included men. Conclusions: The results suggest that interventions targeting normative misperceptions may need to provide feedback based on participant demography or group membership. Although reference group-specific feedback may be important for some subgroups, typical student feedback provides the largest normative discrepancy for the majority of students. PMID:21906510

Differential effects of school experiences on active citizenship among German and Turkish-origin students.

PubMed

Jugert, Philipp; Eckstein, Katharina; Noack, Peter

2016-12-14

While research suggests that schools can foster active citizenship among youth, studies have not tested whether ethnic minority youth may benefit differently from school experiences than ethnic majority youth. In this study of 219 students (138 German majority and 81 Turkish-origin minority; M age  = 18.26; 55% females), we examined the association between different experiences at school and 4 indicators of youth active citizenship, controlling for various socio-demographic characteristics. Although value of social studies was associated with three out of four active citizenship indicators among both ethnic groups, the effects of the other school-related variables on active citizenship were moderated by ethnicity. Specifically, indicators of classroom climate, such as open classroom climate and classroom community, were only associated with greater active citizenship among Turkish-minority youth, while participatory factors, such as engagement in school decisions, were only associated with active citizenship among native German youth. © 2016 International Union of Psychological Science.

Standardized patient assessment of medical student empathy: ethnicity and gender effects in a multi-institutional study.

PubMed

Berg, Katherine; Blatt, Benjamin; Lopreiato, Joseph; Jung, Julianna; Schaeffer, Arielle; Heil, Daniel; Owens, Tamara; Carter-Nolan, Pamela L; Berg, Dale; Veloski, Jon; Darby, Elizabeth; Hojat, Mohammadreza

2015-01-01

To examine, primarily, the effects of ethnicity and gender, which could introduce bias into scoring, on standardized patient (SP) assessments of medical students and, secondarily, to examine medical students' self-reported empathy for ethnicity and gender effects so as to compare self-perception with the perceptions of SPs. Participants were 577 students from four medical schools in 2012: 373 (65%) were white, 79 (14%) black/African American, and 125 (22%) Asian/Pacific Islander. These students were assessed by 84 SPs: 62 (74%) were white and 22 (26%) were black/African American. SPs completed the Jefferson Scale of Patient Perceptions of Physician Empathy (JSPPPE) and the Global Ratings of Empathy tool. Students completed the Jefferson Scale of Empathy and two Interpersonal Reactivity Index subscales. The investigators used 2,882 student-SP encounters in their analyses. Analyses of SPs' assessments of students' empathy indicated significant interaction effects of gender and ethnicity. Female students, regardless of ethnicity, obtained significantly higher mean JSPPPE scores than men. Female black/African American, female white, and female Asian/Pacific Islander students scored significantly higher on the JSPPPE than their respective male counterparts. Male black/African American students obtained the lowest SP assessment scores of empathy regardless of SP ethnicity. Black/African American students obtained the highest mean scores on self-reported empathy. The significant interaction effects of ethnicity and gender in clinical encounters, plus the inconsistencies observed between SPs' assessments of students' empathy and students' self-reported empathy, raise questions about possible ethnicity and gender biases in the SPs' assessments of medical students' clinical skills.

Ethnic bias and clinical decision-making among New Zealand medical students: an observational study.

PubMed

Harris, Ricci; Cormack, Donna; Stanley, James; Curtis, Elana; Jones, Rhys; Lacey, Cameron

2018-01-23

Health professional racial/ethnic bias may impact on clinical decision-making and contribute to subsequent ethnic health inequities. However, limited research has been undertaken among medical students. This paper presents findings from the Bias and Decision-Making in Medicine (BDMM) study, which sought to examine ethnic bias (Māori (indigenous peoples) compared with New Zealand European) among medical students and associations with clinical decision-making. All final year New Zealand (NZ) medical students in 2014 and 2015 (n = 888) were invited to participate in a cross-sectional online study. Key components included: two chronic disease vignettes (cardiovascular disease (CVD) and depression) with randomized patient ethnicity (Māori or NZ European) and questions on patient management; implicit bias measures (an ethnicity preference Implicit Association Test (IAT) and an ethnicity and compliant patient IAT); and, explicit ethnic bias questions. Associations between ethnic bias and clinical decision-making responses to vignettes were tested using linear regression. Three hundred and two students participated (34% response rate). Implicit and explicit ethnic bias favoring NZ Europeans was apparent among medical students. In the CVD vignette, no significant differences in clinical decision-making by patient ethnicity were observed. There were also no differential associations by patient ethnicity between any measures of ethnic bias (implicit or explicit) and patient management responses in the CVD vignette. In the depression vignette, some differences in the ranking of recommended treatment options were observed by patient ethnicity and explicit preference for NZ Europeans was associated with increased reporting that NZ European patients would benefit from treatment but not Māori (slope difference 0.34, 95% CI 0.08, 0.60; p = 0.011), although this was the only significant finding in these analyses. NZ medical students demonstrated ethnic bias, although overall this was not associated with clinical decision-making. This study both adds to the small body of literature internationally on racial/ethnic bias among medical students and provides relevant and important information for medical education on indigenous health and ethnic health inequities in New Zealand.

Body image drawings dissociate ethnic differences and anorexia in adolescent girls.

PubMed

Goldzak-Kunik, Galit; Leshem, Micah

2017-01-01

To distinguish between ethnic differences among segregated schoolgirls and restrictive anorexia nervosa using a simple culture-fair test of body image (BI) figure drawings. Several responses to BI figure drawings by 178 adolescent schoolgirls from three ethnically distinct and segregated schools and communities in Israel, Jewish secular (JS), Jewish Haredi (H), and Christian Arab (C), and a group of 14 severely restricting anorexic girls (AN). BI evaluations were analyzed by MANCOVA, followed by paired or Student-t tests for comparisons between responses and groups respectively. Pearson r served for correlations and the Fisher Z for differences between slopes. Despite the total ethnic segregation among the schoolgirls, there are commonalities; all prefer a thinner ideal BI, and are similarly dissatisfied with their BI. However, ethnic differences also emerge: C underestimate their BI and how others view them, and H true and Ideal BI evaluations correlate, unlike the other groups. Despite this variability, and in stark contrast, the anorexic girls show a gross misperception of their BI, even in comparison to girls equated for BMI. The findings show that figure drawings evaluation of BI is a simple and robust instrument dissociating clinical and ethnic responses. Clinicians may consider body figure drawings as a simple, supportive, diagnostic for first-line recognition for risk of AN in adolescent girls.

Special Report - American Minorities in Astronomy

NASA Astrophysics Data System (ADS)

1995-05-01

There are about 15 African-American professional astronomers in the United States. Not 15 percent, fifteen. Latinos and Native Americans are similarly underrepresented. Those who make it not only must run the usual gauntlet of school, college, graduate school, and the job market; they must jump extra hurdles that can include poverty, discrimination, isolation, expectations of failure, and the burden of "representing" their ethnic group to their profession and their profession to their ethnic group. Over the past two decades, astronomers have worked to improve women's representation in their profession. What can we do to support American minority groups? Mercury h as asked astronomers, educators, and students from various perspectives to comment.

Overcoming the Model Minority Myth: Experiences of Filipino American Graduate Students

ERIC Educational Resources Information Center

Nadal, Kevin L.; Pituc, Stephanie T.; Johnston, Marc P.; Esparrago, Theresa

2010-01-01

Filipino Americans are one of the largest immigrant groups in the United States and the second largest Asian American/Pacific Islander ethnic group. However, there is little research focusing on the unique experiences of this group, particularly in higher education. This paper presents a qualitative exploration of the experiences of Filipino…

Improving Racial and Ethnic Distribution and Intergroup Relations; An Advisory Report to the Board of Education, Vallejo Unified School District.

ERIC Educational Resources Information Center

Gunsky, Frederic R.; And Others

As the result of field observation and a review of school data, this report presents the findings of a study of minority-group education and intergroup relations in the Vallejo Unified School District in California. It analyzes the racial and ethnic distribution o f students in the school district and describes the amount of equal educational…

The Irish: In Their Homeland, In America, In Connecticut. The Peoples of Connecticut Multicultural Ethnic Heritage Studies Series, Number One.

ERIC Educational Resources Information Center

Stone, Frank Andrews

The curriculum guide is designed to promote understanding of Irish Americans and their culture in their homeland and in America. It is part of a series of guides about ethnic groups in America and in Connecticut. Written for grades nine through 12, the material is adaptable for younger readers or adults. A 15-question quiz to test students'…

The reciprocal relationships among parents' expectations, adolescents' expectations, and adolescents' achievement: a two-wave longitudinal analysis of the NELS data.

PubMed

Zhang, Yanyan; Haddad, Eileen; Torres, Bernadeth; Chen, Chuansheng

2011-04-01

Previous research has consistently demonstrated the importance of parents' expectations and adolescents' expectations on adolescents' academic achievement. Less is known, however, about the reciprocal relationships among these constructs. To address this issue, we analyzed two waves of data from the National Education Longitudinal Study of 1988 (NELS:88) using longitudinal cross-lagged path models. The sample consisted of 14,376 students (51.1% females; 6.5% Asian, 11.1% Hispanic, 9.2% African American, and 73.2% White). Results indicated that there was a reciprocal relationship between parents' expectations and adolescents' expectations (i.e., they had mutual influence on each other). Moreover, there was a reciprocal relationship between expectations (both parents' and adolescents') and adolescents' academic achievement. Multiple-group analyses of gender and ethnicity revealed that the effects of parents' expectations on students' expectations were stronger among males than among females. With respect to ethnic differences, the effects of adolescents' expectations were weakest on parents' expectations among African Americans as compared to the other ethnic groups (i.e., Asian, Hispanic and White). Implications of these findings are discussed.

Testing a Model of Minority Identity Achievement, Identity Affirmation and Psychological Well-Being among Ethnic Minority and Sexual Minority Individuals

PubMed Central

2011-01-01

How is social identity related to psychological well-being among minority individuals? Drawing on developmental models of identity formation (e.g., Erikson, 1968) and on Social Identity Theory (Tajfel & Turner, 1979), we tested a conceptual model examining links between two key aspects of social identity and psychological well-being. We proposed that the association between identity achievement (exploring and understanding the meaning of one’s identity) and psychological well-being is mediated by identity affirmation (developing positive feelings and a sense of belonging to one’s social group). Across three studies, including ethnic minority high school students (Study 1), ethnic minority college students (Study 2) and lesbian and gay male adults (Study 3), we found strong support for the model. Results suggest that the process of exploring and understanding one’s minority identity can serve as an important basis for developing positive feelings toward and an enhanced sense of attachment to the group which can in turn confer psychological benefits for minority individuals. Implications and directions for future research are discussed. PMID:21341900

Developing an integrated self: academic and ethnic identities among ethnically diverse college students.

PubMed

Syed, Moin

2010-11-01

The purpose of the present study was to investigate the development of college students' major selection and whether and how this choice is associated with their developing ethnic identities. Ninety ethnically diverse college students were interviewed in their first, sophomore, and senior years. Mixed-method analyses revealed 5 theoretically consistent pathways of how students configured their ethnic identities and majors over time: low awareness, consciousness-raised, high awareness, integrating, and compartmentalized. These pathways were differentially related to students' ethnicities and majors, suggesting that students' identity experiences are moderated by their chosen majors. The results of this study underscore the contribution of a longitudinal, life-span, approach to identity development for understanding the diversity in identity pathways during college. The findings also have implications for practical purposes, particularly for advising, counseling, and curriculum development.

Should High Non-Completion Rates amongst Ethnic Minority Students Be Seen as an Ethnicity Issue? Evidence from a Case Study of a Student Cohort from a British University

ERIC Educational Resources Information Center

Rodgers, Timothy

2013-01-01

This paper examines the question of how the high non-completion rates found amongst ethnic minority students in UK higher education should be interpreted. US studies examining the nexus between academic performance, ethnicity and social background have concluded that ethnicity-related performance differences are not just the by-product of social…

It is not Black and White: Discrimination and distress in Hawai'i.

PubMed

Mossakowski, Krysia N; Wongkaren, Turro; Uperesa, Fàanofo Lisaclaire

2017-10-01

This study investigates whether the strength of the relationship between perceived discrimination and psychological distress varies by race/ethnicity, gender, and the number of years of residence in Hawai'i. Our sample consisted of 1,036 undergraduate students at a university in Hawai'i and the survey was conducted in 2012-2013. The sample was composed of 55% women and the average age was 21. The students reported their racial/ethnic backgrounds as White (19%), Japanese (21%), Filipino (16%), Chinese (10%), Native Hawaiian (14%), Pacific Islander (4%), other Asian (6%), and other race/ethnicity (10%). Interaction effect results revealed that Whites who had experienced everyday discrimination had higher levels of psychological distress than racial ethnic minorities. Women who had experienced everyday discrimination were more distressed than men and more distressed by a lower threshold level of discrimination. Furthermore, those who had lived in Hawai'i for a longer duration and experienced everyday discrimination were more distressed. Our findings draw attention to how the psychological effects of discrimination vary by racial/ethnic group, gender, and location in the United States. The relationship between everyday discrimination and higher levels of psychological distress especially among those who have lived in Hawai'i longer, women, and Whites indicates that targeted medical and social interventions are needed to protect the mental health of college students. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Do Students' Religion and School Absences Moderate the Effect of Ethnic Stereotypes on School-Placement Recommendations?

ERIC Educational Resources Information Center

Klapproth, Florian; Kärchner, Henrike; Glock, Sabine

2018-01-01

The results of two experiments demonstrate that preservice teachers made biased school-placement recommendations depending on student's ethnicity, which on average penalized students from an ethnic minority. Moreover, additional information that was supposed to disconfirm ethnic stereotypes (religious affiliation in Experiment 1, number of missed…

Student and Teacher Outcomes of The Superkids Quasi-Experimental Study

ERIC Educational Resources Information Center

Borman, Geoffrey D.; Dowling, N. Maritza

2009-01-01

In this article, we report kindergarten student and teacher outcomes from a quasi-experimental evaluation of The Superkids, a systematic, phonics-based, comprehensive K-2 reading program. We recruited 23 kindergarten teachers to implement The Superkids program from a diverse, yet predominantly ethnic minority, group of classrooms from across the…

"Fresh off the Boat?" Racial Microaggressions That Target South Asian Canadian Students

ERIC Educational Resources Information Center

Poolokasingham, Gauthamie; Spanierman, Lisa B.; Kleiman, Sela; Houshmand, Sara

2014-01-01

The present study sought to examine South Asian Canadian undergraduate students' (N = 7) experiences with racial microaggressions at a research-intensive Canadian university. Participants ranged in age from 19-23 years and comprised various ethnic groups (e.g., Indian, Bangladeshi, Sri Lankan, and Tamil). Data were collected during a…

Building Global Awareness in Early Childhood Teacher Preparation Programs

ERIC Educational Resources Information Center

Jean-Sigur, Raynice; Bell, Douglas; Kim, Yanghee

2016-01-01

Many early learning settings are more culturally diverse than ever before. Due to widespread migration, early learning classrooms now include students from a rich variety of racial, ethnic, and cultural groups. One classroom may contain students from a dozen countries and even more cultural experiences. To produce conscientious and creative global…

Waiting for the Change: A Long and Disappointing Search for Multiculturalism and Inclusion

ERIC Educational Resources Information Center

Algozzine, Bob

2015-01-01

Inclusion or providing educational opportunities for all students alongside their natural neighbors and peers remains a highly valued goal for me. Ensuring that effective educational practices are available and provided to all students and that no cultural, ethnic, or other groups are disproportionately placed in ineffective education settings…

Impact of Collaborative Project-Based Learning on Self-Efficacy of Urban Minority Students in Engineering

ERIC Educational Resources Information Center

Chen, Pearl; Hernandez, Anthony; Dong, Jane

2015-01-01

This paper presents an interdisciplinary research project that studies the impact of collaborative project-based learning (CPBL) on the development of self-efficacy of students from various ethnic groups in an undergraduate senior-level computer networking class. Grounded in social constructivist and situated theories of learning, the study…

Using Gottfredson's Theory of Circumscription and Compromise to Improve Latino Students' School Success

ERIC Educational Resources Information Center

Ivers, Nathaniel N.; Milsom, Amy; Newsome, Deborah W.

2012-01-01

Academic success among Latino youth is low relative to other racial/ethnic groups in the United States. It is important that school counselors recognize factors that influence school success among Latino youth and develop strategies to assist those students in reaching their potential. The authors discuss Gottfredson's theory of circumscription…

Predictors of Enrollment in High School Computer Courses.

ERIC Educational Resources Information Center

Campbell, N. Jo; Perry, Katye M.

Factors affecting the motivation of high school students to learn to use computers were examined in this study. The subjects were 160 students enrolled in a large city high school, 89 females and 71 males who represented five ethnic groups--White, Black, Hispanic, Asian, and American Indian. The majority of subjects had prior computer coursework…

Assumptions of Asian American Similarity: The Case of Filipino and Chinese American Students

ERIC Educational Resources Information Center

Agbayani-Siewert, Pauline

2004-01-01

The conventional research model of clustering ethnic groups into four broad categories risks perpetuating a pedagogy of stereotypes in social work policies and practice methods. Using an elaborated research model, this study tested the assumption of cultural similarity of Filipino and Chinese American college students by examining attitudes,…

An Exploration of Students' Perceptions of Empirically Supported Treatments: The Significance of Gender and Ethnicity

ERIC Educational Resources Information Center

Simons, Lori; Giorgio, Tina; Houston, Hank; Jacobucci, Ray

2007-01-01

A secondary analysis of a quasi-experimental study was conducted to evaluate differences in students 'perceptions of empirically supported treatments (ESTS) randomized to experimental (n= 10) and attention-control (n= 10) manual-based therapy interventions. The results indicated that attitudinal changes took place for both groups. The results…

Understanding Racial/Ethnic Stereotyping in Schools: From Image to Discourse.

ERIC Educational Resources Information Center

Ryan, James

1998-01-01

A study of 25 staff members, 40 students, and parents of 6 students at a Canadian suburban secondary school examined how prevailing stereotypical discourses were reflected in the ways people talked about and acted toward minority groups. Strategies for creating opportunities for alternative discourses to be heard are discussed. Contains 44…

Jeremiah E. Burke High School Multicultural, Multiethnic Reading Skills Curriculum Guide.

ERIC Educational Resources Information Center

Anderson, Jeanette; And Others

In designing this curriculum guide, the contributors drew materials from a variety of sources (social studies texts and reading workbooks) to help teachers develop student reading skills while indirectly exposing students to the customs, vocabularies, and histories of various ethnic groups and cultures. Activities are suggested for teaching word…

Testing Theoretical Relationships: Factors Influencing Positive Health Practices (PHP) in Filipino College Students

ERIC Educational Resources Information Center

Ayres, Cynthia; Mahat, Ganga; Atkins, Robert

2013-01-01

Objective: To examine variables influencing the positive health practices (PHP) of Filipino college students to gain a better understanding of health practices in this ethnic/racial group. Cross-sectional study tested theoretical relationships postulated among (a) PHP, (b) social support (SS), (c) optimism, and (d) acculturation. Participants: A…

Outsiders Within: Identity Conflicts in Non-Traditional Student Writers.

ERIC Educational Resources Information Center

Aronson, Anne

A study examined how a group of non-traditional students approached the issue of multiple identities, i.e., those identities of gender, race, culture, ethnicity, region, nation, class, sexual orientation and so on that made up each individual self. In-depth interviews with eight returning adult women attending a Catholic women's college in the…

What Works for Latino Students

ERIC Educational Resources Information Center

Santiago, Deborah; Brown, Sarita E.

2004-01-01

By the year 2025, 25 percent of school-age children in the United States and 22 percent of the college-age population will be Hispanic. Yet even with the growth of the population there remain significant achievement gaps between Hispanic students and other racial and ethnic groups, leading to fewer Latino high school and college graduates.…

Influence of Family Perceptions of Acting White on Acculturative Stress in African American College Students

ERIC Educational Resources Information Center

Thompson, Keisha V.; Lightfoot, Nicole L.; Castillo, Linda G.; Hurst, Morgan L.

2010-01-01

This study examined family-oriented stressors on acculturative stress in 83 African American college students attending a predominately White university. Results showed that family pressure for participants not to acculturate, pressure to maintain ethnic group language, perception of Acting White, and acculturation level were related to higher…

Gaining Insight into Hispanic Students' Postsecondary Plans

ERIC Educational Resources Information Center

Brown, Neel A.

2012-01-01

While the growth of the Hispanic population in the United States is outpacing other ethnicities, college enrollment and graduation rates of Hispanic students continue to lag behind other groups. This longitudinal, qualitative case study explored when, how, and why a sample of Hispanic high school seniors at a large high school in North Central…

An Ethnographic Case Study of School Administrators' Responsiveness to the Cultural and Educational Needs of Afro-Caribbean Immigrant Students

ERIC Educational Resources Information Center

Gordon, Aneita Elaine

2012-01-01

As the United States confronts increasing diversity, primarily attributable to migration and globalization trends, public schools are gradually becoming more ethnically, linguistically, and culturally diverse with groups including Black English-speaking students from the Caribbean. However, school personnel like administrators have the tendency to…

Misalignment of Career and Educational Aspirations in Middle School: Differences across Race, Ethnicity, and Socioeconomic Status

PubMed Central

Perry, Brea L.; Martinez, Elizabeth; Morris, Edward; Link, Tanja C.; Leukefeld, Carl

2017-01-01

Misalignment of educational and career goals (i.e., educational aspirations expressed are inadequate for attaining one’s desired occupation) is associated with lower educational attainment and a lack of college readiness, and may contribute to persistent educational and employment disparities. Drawing on data from 249 sixth graders in low-income schools, this research examines misalignment between educational and career aspirations across racial and ethnic and socioeconomic groups. Findings indicate that students in low-income schools aspire to middle and upper middle class careers, but sometimes lack an understanding of the educational degrees required to achieve their goals. Latinos are significantly more likely than other groups to report misaligned aspirations, as are students in the free and reduced lunch program and those without a college-educated parent. Consequently, early gaps in misaligned career and educational goals for disadvantaged students may set them on a trajectory that perpetuates educational and occupational inequalities in this population. We discuss the programmatic implications of these findings in light of the elevated college and career planning needs of students traditionally underrepresented in higher education. PMID:28540080

Misalignment of Career and Educational Aspirations in Middle School: Differences across Race, Ethnicity, and Socioeconomic Status.

PubMed

Perry, Brea L; Martinez, Elizabeth; Morris, Edward; Link, Tanja C; Leukefeld, Carl

2016-09-01

Misalignment of educational and career goals (i.e., educational aspirations expressed are inadequate for attaining one's desired occupation) is associated with lower educational attainment and a lack of college readiness, and may contribute to persistent educational and employment disparities. Drawing on data from 249 sixth graders in low-income schools, this research examines misalignment between educational and career aspirations across racial and ethnic and socioeconomic groups. Findings indicate that students in low-income schools aspire to middle and upper middle class careers, but sometimes lack an understanding of the educational degrees required to achieve their goals. Latinos are significantly more likely than other groups to report misaligned aspirations, as are students in the free and reduced lunch program and those without a college-educated parent. Consequently, early gaps in misaligned career and educational goals for disadvantaged students may set them on a trajectory that perpetuates educational and occupational inequalities in this population. We discuss the programmatic implications of these findings in light of the elevated college and career planning needs of students traditionally underrepresented in higher education.

Using "Reading to Learn" (R2L) Pedagogy to Teach Discussion Genre to Non-Chinese-Speaking Students in Hong Kong

ERIC Educational Resources Information Center

Shum, Mark Shiu-kee; Tai, Chung Pui; Shi, Dan

2018-01-01

Non-Chinese-speaking (NCS) South Asian students, as ethnic minority group in Hong Kong, are the main disadvantaged social cohort in Chinese language learning. It has been a challenge for L1 Chinese teachers to conduct L2 Chinese teaching to NCS students with diversified native languages and socio-cultural backgrounds. "Reading to Learn,…

Patterns of Sexual Behavior in Lowland Thai Youth and Ethnic Minorities Attending High School in Rural Chiang Mai, Thailand.

PubMed

Aurpibul, Linda; Tangmunkongvorakul, Arunrat; Musumari, Patou Masika; Srithanaviboonchai, Kriengkrai; Tarnkehard, Surapee

2016-01-01

The rural areas of Northern Thailand are home to a large cultural diversity of ethnic minority groups. Previous studies have shown that young people in rural Thailand have low levels of knowledge on HIV/AIDS and high sexual risks. We compared sexual behaviors between the lowland Thai youth and the youth from ethnic minority groups. This is a cross-sectional quantitative study conducted among high-school Thai and ethnic students in Chiang Mai. From a total 1215 participants, 487 (40.1%) were lowland Thai and 728 (59.9%) were from ethnic minorities. Overall, 17.9% of respondents reported "ever had sex." Lowland Thai adolescents were more likely to have ever had sex compared with ethnic minority adolescents (AOR, 1.61; CI, 1.06-2.45; P< 0.01). A higher proportion of lowland Thai respondents reported having ≥ 2 lifetime sexual partners (51.9% vs. 33.3%, P = 0.003), or currently having a boy/girlfriend (59.9% vs. 45.3%, P< 0.001) compared to ethnic minority adolescents. Consistent condom use was low in both groups (22.6%). The common significant factors associated with "ever had sex" in both groups were "ever drunk alcohol in the past year" and "currently having a boy/girlfriend." Specifically, for lowland Thai youth, being around the age of 17 or 18 years and "ever used methamphetamine in the past year" were associated with increased odds of "ever had sex". For ethnic minority adolescents, being female and belonging to religions other than Buddhism were associated with decreased odds of "ever had sex". A substantially higher proportion of lowland Thai engage in risky sexual behaviors when compared to ethnic minorities. However, both groups remained vulnerable to HIV and other sexually transmitted infections. To minimize sexual risks, education program and school-based interventions are warranted to increase awareness of young people about risky behaviors and to promote essential life skills.

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

Performance on large-scale science tests: Item attributes that may impact achievement scores

NASA Astrophysics Data System (ADS)

Gordon, Janet Victoria

Significant differences in achievement among ethnic groups persist on the eighth-grade science Washington Assessment of Student Learning (WASL). The WASL measures academic performance in science using both scenario and stand-alone question types. Previous research suggests that presenting target items connected to an authentic context, like scenario question types, can increase science achievement scores especially in underrepresented groups and thus help to close the achievement gap. The purpose of this study was to identify significant differences in performance between gender and ethnic subgroups by question type on the 2005 eighth-grade science WASL. MANOVA and ANOVA were used to examine relationships between gender and ethnic subgroups as independent variables with achievement scores on scenario and stand-alone question types as dependent variables. MANOVA revealed no significant effects for gender, suggesting that the 2005 eighth-grade science WASL was gender neutral. However, there were significant effects for ethnicity. ANOVA revealed significant effects for ethnicity and ethnicity by gender interaction in both question types. Effect sizes were negligible for the ethnicity by gender interaction. Large effect sizes between ethnicities on scenario question types became moderate to small effect sizes on stand-alone question types. This indicates the score advantage the higher performing subgroups had over the lower performing subgroups was not as large on stand-alone question types compared to scenario question types. A further comparison examined performance on multiple-choice items only within both question types. Similar achievement patterns between ethnicities emerged; however, achievement patterns between genders changed in boys' favor. Scenario question types appeared to register differences between ethnic groups to a greater degree than stand-alone question types. These differences may be attributable to individual differences in cognition, characteristics of test items themselves and/or opportunities to learn. Suggestions for future research are made.

Ethnic identity in context of ethnic discrimination: When does gender and other-group orientation increase risk for depressive symptoms for immigrant-origin young adults?

PubMed

Thibeault, M Alexander; Stein, Gabriela L; Nelson-Gray, Rosemery O

2018-04-01

Ethnic discrimination increases risk for depressive symptoms, but less is known about factors that influence the impact of this cultural challenge on psychological adjustment for immigrant-origin college students. Sociocultural identity development is especially relevant during emerging adulthood. Studies examining exacerbating or buffering impacts of ethnic identity have yielded mixed results. The current study examines conditions under which one aspect of ethnic identity, affirmation/belonging, moderates the impact of perceived ethnic discrimination stress on depressive symptoms. This was expected to vary by other-group orientation and gender, in accordance with rejection sensitivity theory. A multicultural sample of 290 non-White immigrant-origin emerging adults (aged 18-25) from mixed cultural backgrounds and generational statuses attending a college in the Southeastern United States completed electronic self-report questionnaires. More robust support was provided for social identity theory rather than rejection sensitivity theory: stronger affirmation/belonging was inversely associated with depressive symptoms across the sample, with a notable buffering impact for women. Trend-level results indicated a protective effect for those endorsing stronger affirmation/belonging paired with greater other-group orientation. Additionally, women with weaker affirmation/belonging demonstrated greater increased depressive symptoms compared to men with weaker affirmation/belonging. For this sample, social identity theory was relevant to the impact of affirmation/belonging on the relation between ethnic discrimination and depressive symptoms contingent on other-group orientation and gender. This finding underscores the importance of examining ethnic identity in a nuanced manner. Implications for these results extend to college counseling centers, where inclusion of sociocultural identity in case conceptualization would be useful. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Racial and ethnic minority medical students' perceptions of and interest in careers in academic medicine.

PubMed

Sánchez, J P; Peters, Lutheria; Lee-Rey, Elizabeth; Strelnick, Hal; Garrison, Gwen; Zhang, Kehua; Spencer, Dennis; Ortega, Gezzer; Yehia, Baligh; Berlin, Anne; Castillo-Page, Laura

2013-09-01

To describe diverse medical students' perceptions of and interest in careers in academic medicine. In 2010, the authors invited students attending three national medical student conferences to respond to a survey and participate in six focus groups. The authors identified trends in data through bivariate analyses of the quantitative dataset and using a grounded theory approach in their analysis of focus group transcripts. The 601 survey respondents represented 103 U.S. medical schools. The majority (72%) were in their first or second year; 34% were black and 17% were Hispanic. Many respondents (64%) expressed interest in careers in academic medicine; teaching and research were viewed as positive influences on that interest. However, black and Hispanic respondents felt they would have a harder time succeeding in academia. The 73 focus group participants (25% black, 29% Hispanic) described individual- and institutional-level challenges to academic medicine careers and offered recommendations. They desired deliberate and coordinated exposure to academic career paths, research training, clarification of the promotion process, mentorship, protected time for faculty to provide teaching and research training, and an enhanced infrastructure to support diversity and inclusion. Medical students expressed an early interest in academic medicine but lacked clarity about the career path. Black and Hispanic students' perceptions of having greater difficulty succeeding in academia may be an obstacle to engaging them in the prospective pool of academicians. Strategic and dedicated institutional resources are needed to encourage racial and ethnic minority medical students to explore careers in academic medicine.

Predicting the Grades of Low-Income--Ethnic-Minority Students from Teacher-Student Discrepancies in Reported Motivation

ERIC Educational Resources Information Center

Harvey, Kristin Emilia; Suizzo, Marie-Anne; Jackson, Karen Moran

2016-01-01

The aims of this study were to investigate the effects of discrepancies between teachers' perceptions of students' motivation and students' reports of their motivation on math and English grades and to identify possible gender and ethnic differences. Participants included 215 low-income, ethnic-minority students and their teachers in academically…

Ethnic Differences in Family Factors Related to Early Drug Initiation*

PubMed Central

CATALANO, RICHARD F.; MORRISON, DIANE M.; WELLS, ELIZABETH A.; GILLMORE, MARY R.; IRITANI, BONITA; HAWKINS, J. DAVID

2007-01-01

The literature on family predictors of substance use for the general population is reviewed and compared to findings for three specific ethnic groups: black, white and Asian-Americans. Rates of substance use initiation are examined in a sample of 919 urban 5th-grade students. Ethnic differences on measures of family predictors are examined and significant ethnic differences are found on several of these factors. Finally, separate regressions for black, white and Asian American youths of family factors on the variety of substances initiated examine ethnic similarities and differences in predictors. The results demonstrate significant differences by ethnicity in family management practices, involvement in family activity, sibling deviance, parental disapproval of children's drinking and family structure. The regression equations identified unique as well as common predictors of the variety of substances initiated by the end of 5th grade. Implications of the results are discussed. PMID:1285743

The Experiences of Latina Students during Their First Year of Attendance at a Four-Year University

ERIC Educational Resources Information Center

Perdigon, Nereida

2016-01-01

Latin@ is a minority group that has grown rapidly in the last twenty years in the United States. However, Latin@s have low participation in higher education, placing the group in a disadvantaged position compared with other ethnic groups. Therefore, it is important for the United States to educate and appropriately employ this group. This…

The Relationship between Cultural Anxiety and Ethnic Essentialism: The Mediating Role of an Endorsement of Multicultural Ideology

PubMed Central

Yang, Xiao-li; Liu, Li; Shi, Yuan-yuan; Li, Yong-shuai; Tan, Xuyun; Hu, Xiao-meng; Sun, Xiao-min

2015-01-01

Many studies have explored the social consequences of ethnic essentialism in recent decades. In addition, a few studies have focused on the impact of perceived cultural context on ethnic essentialism. However, it is not clear why perceived cultural context can lead to changes in ethnic essentialism. In the present study, we hypothesized that the cultural anxiety of ethnic minorities may trigger a strong endorsement of and support for a multicultural ideology, thereby affecting beliefs about ethnic groups. To address the issue, 226 Tibetan and 102 Hui college students from Mainland China completed our questionnaires. The results across the two samples showed that (1) cultural anxiety was positively associated with both the endorsement of a multicultural ideology and ethnic essentialism, (2) cultural anxiety and the endorsement of a multicultural ideology positively predicted ethnic essentialism after controlling for demographic variables, and (3) cultural anxiety had both a direct effect on ethnic essentialism and an indirect effect on ethnic essentialism through the endorsement of a multicultural ideology. Our findings suggest that when ethnic minorities experience cultural anxiety, they might endorse a multicultural ideology and adopt essentialism to affirm their ethnic identities. PMID:26555505

The Relationship between Cultural Anxiety and Ethnic Essentialism: The Mediating Role of an Endorsement of Multicultural Ideology.

PubMed

Yang, Xiao-li; Liu, Li; Shi, Yuan-yuan; Li, Yong-shuai; Tan, Xuyun; Hu, Xiao-meng; Sun, Xiao-min

2015-01-01

Many studies have explored the social consequences of ethnic essentialism in recent decades. In addition, a few studies have focused on the impact of perceived cultural context on ethnic essentialism. However, it is not clear why perceived cultural context can lead to changes in ethnic essentialism. In the present study, we hypothesized that the cultural anxiety of ethnic minorities may trigger a strong endorsement of and support for a multicultural ideology, thereby affecting beliefs about ethnic groups. To address the issue, 226 Tibetan and 102 Hui college students from Mainland China completed our questionnaires. The results across the two samples showed that (1) cultural anxiety was positively associated with both the endorsement of a multicultural ideology and ethnic essentialism, (2) cultural anxiety and the endorsement of a multicultural ideology positively predicted ethnic essentialism after controlling for demographic variables, and (3) cultural anxiety had both a direct effect on ethnic essentialism and an indirect effect on ethnic essentialism through the endorsement of a multicultural ideology. Our findings suggest that when ethnic minorities experience cultural anxiety, they might endorse a multicultural ideology and adopt essentialism to affirm their ethnic identities.

Student achievement in science: A longitudinal look at individual and school differences

NASA Astrophysics Data System (ADS)

Martinez, Alina

The importance of science in today's technological society necessitates continued attention to students' experiences in science and specifically their achievement in science. There is a need to look at gender and race/ethnicity simultaneously when studying students' experiences in science and to explore factors related to higher achievement among students. Using data from the Longitudinal Study of American Youth, this study contributes to existing literature on student achievement in science by simultaneously exploring the effects of race/ethnicity and gender. Capitalizing on the availability of yearly science achievement scores, I present trajectories of student achievement from 7th to 12th grade. This study also includes an exploration of school effects. Overall, student achievement in science increases from 7th to 12th grade, although some leveling is seen in later grades. Growth in achievement differs by both gender and race/ethnicity, but racial/ethnic differences are larger than gender differences. Hispanic, Black, Asian, and White males score higher, on average, throughout the secondary grades than their female counterparts. Achievement scores of Asian students are consistently higher than White students, who in turn score higher than Hispanic and finally Black students. Both background and science-related factors help explain variation in achievement status and growth in achievement. Parental education is positively associated with achievement status among all groups except Black students for whom there is no effect of parental education. Science related resources in the home are positively associated with student achievement and the effect of these resources increases in later grades. Student achievement in science is also positively related to student course taking and attitude toward science. Furthermore, both the negative effect of viewing science as a male domain, which exists for males and females, and the positive effect of parental support for science increase in magnitude in later grades. Thirteen percent of the variation in achievement was found to occur between schools. At the school level, student/teacher ratio is positively related to student achievement in 7th grade and the percent of students who receive free lunch in a school is negatively related to achievement, but neither of these is related to growth in achievement over time.

Spotlight on equality of employment opportunities: A qualitative study of job seeking experiences of graduating nurses and physiotherapists from black and minority ethnic backgrounds.

PubMed

Hammond, John; Marshall-Lucette, Sylvie; Davies, Nigel; Ross, Fiona; Harris, Ruth

2017-09-01

There is growing attention in the UK and internationally to the representation of black and minority ethnic groups in healthcare education and the workplace. Although the NHS workforce is very diverse, ethnic minorities are unevenly spread across occupations, and considerably underrepresented in senior positions. Previous research has highlighted that this inequality also exists at junior levels with newly qualified nurses from non-White/British ethnic groups being less likely to get a job at graduation than their White/British colleagues. Although there is better national data on the scale of inequalities in the healthcare workforce, there is a gap in our understanding about the experience of job seeking, and the factors that influence disadvantage in nursing and other professions such as physiotherapy. This qualitative study seeks to fill that gap and explores the experience of student nurses (n=12) and physiotherapists (n=6) throughout their education and during the first 6-months post qualification to identify key experiences and milestones relating to successful employment particularly focusing on the perspectives from different ethnic groups. Participants were purposively sampled from one university to ensure diversity in ethnic group, age and gender. Using a phenomenological approach, in-depth semi-structured interviews were conducted at course completion and 6 months later. Two main themes were identified. The 'proactive self' ('It's up to me') theme included perceptions of employment success being due to student proactivity and resilience; qualities valued by employers. The second theme described the need to 'fit in' with organisational culture. Graduates described accommodating strategies where they modified aspects of their identity (clothing, cultural markers) to fit in. At one extreme, rather than fitting in, participants from minority ethnic backgrounds avoided applying to certain hospitals due to perceptions of discriminatory cultures, 'I wouldn't apply there 'cos you know, it's not really an ethnic hospital'. In contrast, some participants recognised that other graduates (usually white) did not need to change and aspects of their identity brought unsolicited rewards 'if your face fits then the barriers are reduced'. The findings indicate that success in getting work is perceived as determined by individual factors, and fitting in is enabled by strategies adopted by the individual rather than the workplace. Demands for change are more acute for graduates from black and minority ethnic backgrounds. This is an issue for healthcare organisations seeking to be inclusive and challenges employers and educators to acknowledge inequalities and take action to address them. Copyright © 2017 Elsevier Ltd. All rights reserved.

Utilizing Cross-Cultural Curricula To Improve Interpersonal Job Skills Training.

ERIC Educational Resources Information Center

Barker, Shirl A.

2002-01-01

An experimental group of 65 secondary vocational students received cross-cultural training focused on interpersonal communication and job skills. Compered with 65 controls, the experimental group had significantly better interpersonal skills. Differences in terms of gender, ethnicity, and rural/urban location were found. (Contains 18 references.)…

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.).

How Does Biological Belief in Race Relate to Our Feelings towards In-Group and Out-Groups?: A Cognitive Dissonance Framework

ERIC Educational Resources Information Center

Tawa, John; Kim, Grace S.

2011-01-01

This study considered the effect of belief in race as a biological construct (RACEBIO) and inter-group anxiety (IGA) on in-group racial salience (IGRS) and out-group discomfort (OGD). Participants included 66 racially and ethnically diverse high school boarding students. As hypothesized, RACEBIO was positively related to both IGRS and OGD. In…

Ethnic Variations in Prevalence of High-Risk Sexual Behaviors Among Asian and Pacific Islander Adolescents in Hawaii

PubMed Central

Kameoka, Velma A.

2009-01-01

Objectives. We examined ethnic variations in high-risk sexual behaviors among Asian and Pacific Islander (API) adolescents in comparison with White adolescents. Methods. We obtained data from the 2003 Hawaii Youth Risk Behavior Survey on 4953 students in grades 9 through 12. We conducted χ2 and logistic regression analyses on these data to examine the prevalence of high-risk sexual behaviors among Japanese, Filipino, Native Hawaiian, and White adolescents. Results. We found significant ethnic variation in prevalence of high-risk sexual behaviors among API adolescents. Relative to White adolescents, Native Hawaiian adolescents were most likely to engage in lifetime sexual intercourse, recent sexual intercourse, and sexual initiation before age 13 years; Japanese adolescents were least likely to engage in these behaviors. Filipino adolescents were least likely to use substances before last sexual intercourse and condoms during last sexual intercourse. Conclusions. Our findings suggest divergent patterns of risk among API ethnic groups, underscoring the heterogeneity of API subgroups and emphasizing the need for health disparities research on disaggregated API ethnic groups. The findings of such research should be used to design ethnically relevant interventions aimed at mitigating the negative health consequences of high-risk sexual behaviors. PMID:19106424

Electronic Nicotine Delivery Systems (E-cigarette/Vape) use and Co-Occurring Health-Risk Behaviors Among an Ethnically Diverse Sample of Young Adults.

PubMed

Lanza, H Isabella; Teeter, Heather

2018-01-02

Prevalence rates of electronic nicotine delivery systems (ENDS; i.e., e-cigarette/vape) use has grown exponentially in the past few years. College students present a particularly vulnerable group for ENDS use. The current study sought to expand the literature by examining the context in which college students use ENDS, co-occurring health risks beyond traditional tobacco use, and the role of ethnicity in ENDS use. Health-risk behavior survey data was collected from 452 undergraduates attending a large, public urban university during the 2015-2016 academic year. Ever ENDS users vs. non-ENDS users were compared across potential demographic, health-risk, and other health-related correlates. Almost 40% of participants reported lifetime use of ENDS. No ethnic or sex differences were found. The primary source for obtaining ENDS was friends and ENDS were most often used with friends vs. alone or with others not considered friends. Participants engaging in risky alcohol use and cigarette smoking had a higher likelihood of endorsing ENDS use. Conclusions/Importance: The current study indicated that a large proportion of college students have tried ENDS irrespective of ethnicity or sex. An increasingly normative social context may inform the popularity of ENDS use across ethnicity and sex, but additional research using ethnically diverse samples is warranted. Risky alcohol use appears to be a significant correlate of ENDS use, even after accounting for the robust relationship between ENDS use and cigarette smoking. The robust relationship between alcohol and tobacco use likely extends to ENDS use.

Multiculturalism as a dimension of school climate: the impact on the academic achievement of Asian American and Hispanic youth.

PubMed

Chang, Janet; Le, Thao N

2010-10-01

Multiculturalism constitutes an important element of school climate, but the relation between perceived multiculturalism and academic achievement has not been widely studied. This study examined the influence of students' perceptions of school support for multiculturalism on academic achievement among 280 Asian American and Hispanic youth, including ethnic identity and ethnocultural empathy as potential mediators. Results of structural equation modeling revealed that perceived multiculturalism was significantly positively related to ethnocultural empathy for Asian Americans and Hispanics, and that ethnocultural empathy, in turn, was predictive of academic achievement for Hispanics only. Results of bootstrapping to test for mediation effects revealed ethnocultural empathy to be a salient mediator for Hispanic youth. Although ethnic identity did not mediate the link between multiculturalism and academic achievement, ethnic identity was significantly predictive of achievement for Hispanics. On the whole, these findings suggest that fostering a school climate supportive of multiculturalism may improve empathy toward ethnic out-groups. Furthermore, schools that promote compassion and tolerance for diverse ethnic groups may achieve better academic outcomes among Hispanic youth. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Teachers' Multicultural Awareness and the Ethnic Identity of Minority Students: An Individual Case Study of a Hani Student

ERIC Educational Resources Information Center

Qunhui, Ou; Na, Du

2012-01-01

This study considers the role of teachers' multicultural awareness in promoting minority students' ethnic identity by considering the situation in one particular middle school. A case study of a Hani student is presented to show how teachers' multicultural awareness affects ethnic identity and the academic achievement of minority students. This…

Student-Faculty Interaction: A Key to Academic Integration and Success for Ethnic Minority Students at a Major University in Southwest China

ERIC Educational Resources Information Center

Mei, Wu; Parkay, Forrest W.; Pitre, Paul E.

2016-01-01

This study examines the academic performance and "engagement" of ethnic minority students at a leading university in southwest China. Results indicate that ethnic minority students have significantly lower grades, lower class ranking, and have failed more courses than majority Han students. Results also show that the level of…

Deaf College Students' Attitudes toward Racial/Ethnic Diversity, Campus Climate, and Role Models

ERIC Educational Resources Information Center

Parasnis, Ila; Samar, Vincent J.; Fischer, Susan D.

2005-01-01

Deaf college Students attitudes toward a variety of issues related to racial/ethnic diversity were surveyed by contacting all racial/ethnic minority deaf students and a random sample of Caucasian deaf students attending the National Technical Institute for the Deaf (NTID), Rochester Institute of Technology; 38% completed the survey. Although…

Embracing Resistance at the Margins: First-Generation Latino Students' Testimonios on Dual/Concurrent Enrollment High School Programs

ERIC Educational Resources Information Center

Turner, Michelle R.

2010-01-01

Despite moderate gains in equal educational opportunities over the past 60 years, low-income students of color continue to lag behind their middle-class, White peers. This is particularly true for first-generation Latina/o students who: (a) have the highest K-12 drop-out rate than any other ethnic group in U.S. schools; (b) are underrepresented in…

The Imperial Valley College Freshman; A Demographic Study of the Full-Time Day Students Who Attended College for the First Time in the Fall Semester, 1968.

ERIC Educational Resources Information Center

Novak, Ruth V.

This comprehensive study incorporates as many characteristics as possible of 352 students in this agricultural region, an area much influenced by Mexican culture and by several other ethnic groups. The data came from student questionnaires, registration cards, and high school transcripts. With tables, discussion, and summary, the survey covers the…

Science That Matters: The Importance of a Cultural Connection in Underrepresented Students’ Science Pursuit

PubMed Central

Jackson, Matthew C.; Galvez, Gino; Landa, Isidro; Buonora, Paul; Thoman, Dustin B.

2016-01-01

Recent research suggests that underrepresented minority (URM) college students, and especially first-generation URMs, may lose motivation to persist if they see science careers as unable to fulfill culturally relevant career goals. In the present study, we used a mixed-methods approach to explore patterns of motivation to pursue physical and life sciences across ethnic groups of freshman college students, as moderated by generational status. Results from a longitudinal survey (N = 249) demonstrated that freshman URM students who enter with a greater belief that science can be used to help their communities identified as scientists more strongly over time, but only among first-generation college students. Analysis of the survey data were consistent with content analysis of 11 transcripts from simultaneously conducted focus groups (N = 67); together, these studies reveal important differences in motivational characteristics both across and within ethnicity across educational generation status. First-generation URM students held the strongest prosocial values for pursuing a science major (e.g., giving back to the community). URM students broadly reported additional motivation to increase the status of their family (e.g., fulfilling aspirations for a better life). These findings demonstrate the importance of culturally connected career motives and for examining intersectional identities to understand science education choices and inform efforts to broaden participation. PMID:27543631

A Career School-Within-a-School for Ethnically Diverse, At-Risk High School Students.

ERIC Educational Resources Information Center

Hon, Jeanne E.; Shorr, Abbe

1997-01-01

To counter low test scores, a rising dropout rate, and teacher apathy, a small group of teachers at Hollywood (California) High School developed a career academy, an interdisciplinary school-within-a-school stressing small classes and business speakers. The program recruited interested students and promoted a career theme with good employment…

School District Size and Academic Performance: A Multi-Year Study

ERIC Educational Resources Information Center

Lenear, Bonnie Clariss

2013-01-01

Purpose: The purpose of this study was to determine the effect of school district size on the academic performance of Texas students. Specifically addressed was the extent to which differences in school district size were related to differences in student academic performance. The academic performance of the three major ethnic groups (i.e., Black,…

Effects of a Culturally Relevant Educational Intervention on Retention among American Indian Tribal College Students

ERIC Educational Resources Information Center

Keith, Jill F.; Stastny, Sherri; Agnew, Wanda; Brunt, Adrith

2017-01-01

American Indian and Alaska Native students experience the lowest rates of college retention and graduation at four-year institutions in the United States. They often face a variety of barriers to completing their education that may be similar to other ethnic groups while also overcoming obstacles that are culturally specific. However, AIAN…

The Cheer Study to Reduce BMI in Elementary School Students: A School-Based, Parent-Directed Study in Framingham, Massachusetts

ERIC Educational Resources Information Center

Resnick, Elissa A.; Bishop, Marilyn; O'Connell, Anne; Hugo, Beverly; Isern, Germinal; Timm, Alison; Ozonoff, Al; Geller, Alan C.

2009-01-01

Childhood obesity may be lessened by parent-focused interventions. A pilot parent-directed trial with 46 parents of overweight and obese elementary school students was conducted at two ethnically diverse public schools in Framingham, Massachusetts. Parents were randomly assigned to either the Materials Group, which received mailed educational…

The Association between Principal Beliefs on Student Discipline and School Suspension Rates

ERIC Educational Resources Information Center

DeLoreto, Louis F.

2012-01-01

School suspension lists produced at the state and national level, indicate an overrepresentation of students with identified learning disabilities and are from racial/ethnic minority and low socio-economic groups. The main focus of this study was to explore this phenomenon and the relationship between principal beliefs on the use of suspension and…

The Uses and Abuses of Educational Testing: Chicanos as a Case in Point. Chapter 8.

ERIC Educational Resources Information Center

Valencia, Richard R.; Aburto, Sofia

A persistent problem in U.S. educational research has been how to explain the continuing low performance on standardized tests by certain racial and ethnic minority-group students, such as Chicanos. This chapter identifies abusive practices stemming from standardized testing that help to shape school failure among Chicano students, and discusses…

Trio Student Support Services: A Comparative Study of African American Students at Three Texas Universities

ERIC Educational Resources Information Center

Powell, Hattie Marie

2013-01-01

Although access to postsecondary education for ethnic minorities has increased since desegregation in 1954, the college completion rates for these groups have not, particularly for African Americans. For this reason, it is important to continue to examine strategies that contribute to increases in completion rates for African Americans. The…

Latino Educators of Tomorrow: Culture-Specific Mentoring for the College Transition

ERIC Educational Resources Information Center

Trevino, Anna

2011-01-01

The population of Latino students is growing faster than any other ethnic group in U.S. public schools today; however, the number of Latino teachers throughout the nation has remained low. The Latino Educators of Tomorrow is a new and ambitious Latino educational career program designed to increase the number of Latino students entering teaching…

Gifted Programming for Poor or Minority Urban Students: Issues and Lessons Learned

ERIC Educational Resources Information Center

Olszewski-Kubilius, Paula; Thomson, Dana L.

2010-01-01

Gaps in the achievement between poor and more advantaged children and minority and nonminority students of all ages continue to be the most central problem in the field of education. Achievement differences by racial/ethnic group and socioeconomic status (SES) level are especially pronounced and pervasive within the major urban school districts in…

Demographic Profiling--A Determination of Academic Performance in a Postgraduate Diploma in Marketing Management

ERIC Educational Resources Information Center

Beneke, J.; Beeming, C.

2011-01-01

This article analyses the direct effect of demographic variables on academic outcomes. The study concludes that ethnic group plays a pivotal role in determining the academic performance of students registered for the Postgraduate Diploma in Marketing Management at the University of Cape Town. White students (presumed to emanate from a privileged…

The Impact of Social Capital on the Access, Adjustment, and Success of Southeast Asian American College Students

ERIC Educational Resources Information Center

Palmer, Robert T.; Maramba, Dina C.

2015-01-01

Given that Southeast Asian American (SEAA) students are severely underrepresented in higher education and less likely to persistence to graduation compared to other ethnic groups in the Asian American Pacific Islander (AAPI) community, this study explored critical factors to their college success. Indeed, several themes emerged from this national…

A Psychometric Evaluation of the Achievement Goal Questionnaire-Revised in Singapore Secondary Students

ERIC Educational Resources Information Center

Ning, Hoi Kwan

2017-01-01

This study examined the psychometric properties of the Achievement Goal Questionnaire-Revised (AGQ-R) in a sample of Singapore secondary students (N = 1,171). Confirmatory factor analyses provided support for the AGQ-R in measuring the four achievements goals delineated in the 2 × 2 framework. Measurement invariance across ethnic groups was…

The Diversity Board: Encouraging Students To Interact with Others in a Multicultural Society.

ERIC Educational Resources Information Center

Dillon, Randy K.; Maben, Bethany A.

This paper offers a lesson plan for a classroom activity, called the "diversity board" which challenges and encourages college students to think seriously about what diversity means and how diversity influences behaviors and communication between people. The paper states that, in less than 20 years, racial and ethnic groups in The United…

Pathways to the Professoriate: The Experiences of First-Generation Latino Undergraduate Students at Hispanic Serving Institutions Applying to Doctoral Programs

ERIC Educational Resources Information Center

Martinez, Andrew

2018-01-01

Despite representing the largest ethnic minority group in the United States, Latinos remain underrepresented in the professoriate. Although Latinos are increasingly attending college, fewer graduate and even fewer continue to pursue graduate school. Prior research has explained the challenges that first-generation college students encounter in…

Social Dating Goals in Female College Students: Failure to Replicate in a Diverse Sample

ERIC Educational Resources Information Center

Killeya-Jones, Ley A.

2004-01-01

This article reports a failure to replicate aspects of the Social Dating Goals Scale (SDGS; Sanderson & Cantor, 1995) with an ethnically diverse group of female college students. The SDGS was developed and validated with predominantly White samples. In the present study, a diverse sample of 82 Asian, Black, Hispanic and White female college…

Do Variations of Science Teaching Approaches Make Difference in Shaping Student Content and Problem Solving Achievement across Different Racial/Ethnic Groups?

ERIC Educational Resources Information Center

Gao, Su; Wang, Jian

2016-01-01

Students' frequent exposure to inquiry-based science teaching is presumed more effective than their exposure to traditional didactic instruction in helping improve competence in content knowledge and problem solving. Framed through theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, this study examines this…

"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…

Self-Knowledge and Identity in a Mexican American Counseling Course: A Qualitative Exploration

ERIC Educational Resources Information Center

Zamarripa, Manuel X.; Lane, Ileana; Lerma, Eunice; Holin, Lyle, II

2011-01-01

This study explores the lived experiences of Mexican American graduate students who completed a course on Mexican American counseling and mental health. The experiences of Mexican American students taking a mental health course that focuses on their own ethnic group has not been previously discussed in the literature. Given the history of…

Urban Youth and Schooling: The Effect of School Climate on Student Disengagement and Dropout.

ERIC Educational Resources Information Center

Pellerin, Lisa A.

This study investigated the effects of schools' academic and disciplinary climates on student disengagement and dropping out, noting whether these effects varied by race/ethnic group. Data came from the High School Effectiveness Study (HSES), which allows contextual analysis of urban youth in their high schools, and the Common Core of Data, from…

Ethnicity and gender in late childhood and early adolescence: group identity and awareness of bias.

PubMed

Brown, Christia Spears; Alabi, Basirat O; Huynh, Virginia W; Masten, Carrie L

2011-03-01

The current study examined awareness of gender and ethnic bias and gender and ethnic identity in 350 African American, White/European American, and Latino/Hispanic students (Mage = 11.21 years, SD = 1.59) from the 4th, 6th, and 8th grades of diverse middle and elementary schools. The study collected (a) qualitative data to best capture the types of bias that were most salient to children and (b) daily diaries and individual measures to examine the multiple components of children's gender and ethnic identities. Results revealed ethnic, gender, and grade-level differences in awareness of ethnic and gender bias. Overall, more children were aware of gender bias than ethnic bias. This effect was most pronounced among White/European American youths. Among those in 4th grade, African American and Latino youths were more likely to be aware of ethnic bias than were White/European American youths. Analyses also examined how awareness of bias was related to gender and ethnic identity. For example, children who had a salient and important gender identity, and a devalued ethnic identity, were less likely than other children to be aware of ethnic bias. PsycINFO Database Record (c) 2011 APA, all rights reserved.

Does outdoor alcohol advertising around elementary schools vary by the ethnicity of students in the school?

PubMed

Pasch, Keryn E; Komro, Kelli A; Perry, Cheryl L; Hearst, Mary O; Farbakhsh, Kian

2009-04-01

The objectives of this study were to determine: (1) if the number of outdoor alcohol advertisements around schools varied by ethnicity of students in the school; and (2) how the content of alcohol advertising around schools varied by the ethnicity of students in the school. All outdoor alcohol advertisements within 1500 feet of 63 Chicago schools were documented and coded for content and theme. On average, the ethnic make-up of schools was 54.9% African American, 24.4% Hispanic, and 16.2% White; 79.7% of students were low SES. To compare the mean number and type of ads by ethnicity of the school, schools were coded by ethnicity (i.e., 20% or more Hispanic students compared with less than 20% Hispanic students). Youth attending schools with 20% or more Hispanic students were exposed to 6.5 times more alcohol advertising than students attending schools with less than 20% Hispanic students. Schools with 20% or more Hispanic students were also surrounded by more beer advertising and alcohol advertisements on bars and liquor stores. Alcohol advertising is more prevalent around schools with 20% or more Hispanic students. Policies should be considered to reduce the amount of alcohol advertising around schools.

Does outdoor alcohol advertising around elementary schools vary by the ethnicity of students in the school?

PubMed Central

Pasch, Keryn E.; Komro, Kelli A.; Perry, Cheryl L.; Hearst, Mary O.; Farbakhsh, Kian

2008-01-01

Objectives The objectives of this study were to determine: (1) if the number of outdoor alcohol advertisements around schools varied by ethnicity of students in the school, and (2) how the content of alcohol advertising around schools varied by the ethnicity of students in the school. Methods All outdoor alcohol advertisements within 1500 feet of 63 Chicago schools were documented and coded for content and theme. On average, the ethnic make-up of schools was 54.9% African American, 24.4% Hispanic, and 16.2% White; 79.7% of students were low SES. To compare the mean number and type of ads by ethnicity of the school, schools were coded by ethnicity (i.e. 20% or more Hispanic students compared with less than 20% Hispanic students). Results Youth attending schools with 20% or more Hispanic students were exposed to 6.5 times more alcohol advertising than students attending schools with less than 20% Hispanic students. Schools with 20% or more Hispanic students were also surrounded by more beer advertising and alcohol advertisements on bars and liquor stores. Conclusions Alcohol advertising is more prevalent around schools with 20% or more Hispanic students. Policies should be considered to reduce the amount of alcohol advertising around schools. PMID:18821155

The influence of school demographic factors and perceived student discrimination on delinquency trajectory in adolescence.

PubMed

Le, Thao N; Stockdale, Gary

2011-10-01

The purpose of this study was to examine the effects of school demographic factors and youth's perception of discrimination on delinquency in adolescence and into young adulthood for African American, Asian, Hispanic, and white racial/ethnic groups. Using data from the National Longitudinal Study of Adolescent Health (Add Health), models testing the effect of school-related variables on delinquency trajectories were evaluated for the four racial/ethnic groups using Mplus 5.21 statistical software. Results revealed that greater student ethnic diversity and perceived discrimination, but not teacher ethnic diversity, resulted in higher initial delinquency estimates at 13 years of age for all groups. However, except for African Americans, having a greater proportion of female teachers in the school decreased initial delinquency estimates. For African Americans and whites, a larger school size also increased the initial estimates. Additionally, lower social-economic status increased the initial estimates for whites, and being born in the United States increased the initial estimates for Asians and Hispanics. Finally, regardless of the initial delinquency estimate at age 13 and the effect of the school variables, all groups eventually converged to extremely low delinquency in young adulthood, at the age of 21 years. Educators and public policy makers seeking to prevent and reduce delinquency can modify individual risks by modifying characteristics of the school environment. Policies that promote respect for diversity and intolerance toward discrimination, as well as training to help teachers recognize the precursors and signs of aggression and/or violence, may also facilitate a positive school environment, resulting in lower delinquency. Copyright © 2011 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

The emerging dental workforce: why dentistry? A quantitative study of final year dental students' views on their professional career

PubMed Central

Gallagher, Jennifer E; Patel, Resmi; Donaldson, Nora; Wilson, Nairn HF

2007-01-01

Background Dental graduates are joining a profession experiencing changes in systems of care, funding and skill mix. Research into the motivation and expectations of the emerging workforce is vital to inform professional and policy decisions. The objective of this research was to investigate final year dental students' perceived motivation for their choice of career in relation to sex, ethnicity and mode of entry. Methods Self-administered questionnaire survey of all final year dental students at King's College London. Data were entered into SPSS; statistical analysis included Chi Squared tests for linear association, multiple regression, factor analysis and logistic regression. Results A response of 90% (n = 126) was achieved. The majority were aged 23 years (59%), female (58%) and Asian (70%). One in 10 were mature students. Eighty per cent identified 11 or more 'important' or 'very important' influences, the most common of which were related to features of the job: 'regular working hours' (91%), 'degree leading to recognised job' (90%) and 'job security' (90%). There were significant differences in important influences by sex (males > females: 'able to run own business'; females > males: 'a desire to work with people'), ethnic group (Asians > white: 'wish to provide public service', 'influence of friends', 'desire to work in healthcare', having 'tried an alternative career/course' and 'work experience') and mode of entry (mature > early entry: 'a desire to work with people'). Multivariate analysis suggested 61% of the variation in influences is explained by five factors: the 'professional job' (31%), 'healthcare-people' (11%), 'academic-scientific' (8%), 'careers-advising' (6%), and 'family/friends' (6%). The single major influence on choice of career was a 'desire to work with people'; Indian students were twice as likely to report this as white or other ethnic groups. Conclusion Final year dental students report a wide range of important influences on their choice of dentistry, with variation by sex, ethnicity and mode of entry in relation to individual influences. Features of the 'professional job', followed by 'healthcare and people' were the most important underlying factors influencing choice of career. PMID:17573967

Peer harassment, school connectedness, and academic achievement.

PubMed

Eisenberg, Marla E; Neumark-Sztainer, Dianne; Perry, Cheryl L

2003-10-01

This study described peer harassment in a large, multiethnic sample of adolescents, and explored the relationship between experiencing peer harassment and both school connectedness and achievement. Survey data came from 4,746 students in grades 7-12 at 31 public schools in ethnically and socioeconomically diverse communities in a Midwestern state. Frequency of five types of harassment were analyzed with data on school connectedness and grades. Multivariate analysis controlled for gender, grade level, race/ethnicity, and socioeconomic status. Results indicate that most students periodically experience mistreatment; 10% to 17% report being treated disrespectfully, having others act superior, or being insulted at least once per week, and an additional 14% to 22% of students report suffering these behaviors a few times per month. Girls, Whites, Native Americans, and middle school students reported more harassment than boys, other ethnic groups, and high school students, respectively. Peer harassment related significantly to both aspects of school life; those who disliked school tended to suffer more mistreatment, and "B" students reported the least harassment on average. Young people mistreated by peers may not want to be in school and may thereby miss out on the benefits of school connectedness as well as educational advancement. The high prevalence of peer harassment and its association with school connectedness and school achievement provide justification for interventions aimed at prevention of peer harassment. A schoolwide approach using educational and policy components may provide an appropriate prevention strategy.

Ethnic Diversity in Schools and Bi-Ethnic Dutch Students' Educational Outcomes and Social Functioning

ERIC Educational Resources Information Center

Karssen, Merlijn; van der Veen, Ineke; Volman, Monique

2016-01-01

The present study examined the relationship between ethnic diversity in school and educational outcomes, social-emotional functioning, and citizenship competences for bi-ethnic students. The focus of this study is bi-ethnic children with 1 non-migrant parent (with 2 non-migrant grandparents) and 1 migrant parent (with 2 foreign grandparents). It…

Considering sport participation as a source for physical activity among adolescents.

PubMed

Pharr, Jennifer; Lough, Nancy L

2014-07-01

Studies have shown participation in sport is lower among girls than boys, decreases as students matriculate through high school, is lowest among Black and Hispanic girls and has a positive relationship with SES. With sport recognized as a contributor to physical activity and health in adolescents, consideration of diminishing rates of participation appears warranted. The purpose of this study was to identify patterns related to differences in self-reported sport participation between genders, ethnic groups, grades and SES. This study was a cross-sectional, secondary analysis of data collected for a sport interest survey. All students in grades 8-11 attending middle and high schools were provided an opportunity to participate in the survey. Data from 49,832 students were analyzed. Among the participants, Black girls participated more and White girls participated less than expected. Black boys participated more while White and Asian boys participated less than expected. Reported sport participation was high compared with national data when analyzed by gender and ethnic group. Sport participation was higher in low SES schools compared with high SES schools. The importance of sport as a source of physical activity in underserved groups is significant.

Identity and Belonging in Social Learning Groups: The Importance of Distinguishing Social, Operational and Knowledge-Related Identity Congruence

ERIC Educational Resources Information Center

Hughes, Gwyneth

2010-01-01

Collaborative learning has much to offer but not all learners participate fully and peer groups can be exclusive. The article examines how belonging or "congruence" in learning groups is related to identities of gender, age, ethnicity and socio-economic status. A study of student experiences of collaborative learning on three different…

The Indirect Effect of Ethnic Identity on Marijuana Use Through School Engagement: An African American High School Sample.

PubMed

Arsenault, Chelsea E; Fisher, Sycarah; Stevens-Watkins, Danelle; Barnes-Najor, Jessica

2018-01-16

African American marijuana use is associated with many negative social, emotional, and health-related consequences. Of significance, over recent years this population has shown an increase in use. In the literature, ethnic identity and school engagement are prominent protective factors against substance use. This study will examine how these protective factors are related, specifically whether ethnic identity mitigates risk through school engagement to reduce marijuana use. A path analysis was conducted with 437 African American high school students (41% male) from Midwestern schools to examine the role of school engagement in the relationship between ethnic identity and marijuana use. The results revealed that students high in ethnic identity have higher school engagement, which lessens their frequency of marijuana use. Therefore, ethnic identity reduces marijuana use by increasing student's school engagement. Conclusions/Importance: The results offer a clearer picture of how ethnic identity and school engagement protect against marijuana use. The results also present insight into how to protect students who are low in ethnic identity.

The Top 100 Bachelor's Degrees Conferred

ERIC Educational Resources Information Center

Borden, Victor M. H.

2011-01-01

This article presents this year's Top 100 institutions that conferred the most bachelor's degrees to students of color in academic year 2009-2010. It shows the total number of bachelor's degrees for a specific minority group or for total minorities, with subtotals for women and men in that ethnic group. The author also includes the prior year…

The Effect of Group Differences among Church-Related Youth in Indonesia, Malaysia, and Singapore.

ERIC Educational Resources Information Center

Pedersen, Paul

1983-01-01

Examines the influence of nationality, ethnicity, language, and beliefs on priority concerns among church related college students in Indonesia (N=122), Malaysia and Singapore (N=341). Results confirm the importance of traditional values with less agreement between groups about peers and adults. Implications for counselors are discussed. (JAC)

When and Why Dropouts Leave High School

ERIC Educational Resources Information Center

Stearns, Elizabeth; Glennie, Elizabeth J.

2006-01-01

Teens may leave school because of academic failure, disciplinary problems, or employment opportunities. In this article, the authors test whether the reasons dropouts leave school differ by grade level and age. We compare dropout rates and reasons across grade levels and ages for all high school students, ethnic groups, and gender groups. Across…

Do You See What I See? Effects of Group Consciousness on African American Women's Attributions to Prejudice

ERIC Educational Resources Information Center

King, Kimberly R.

2003-01-01

This study examined the effects of three types of group consciousness among African American women ("ethnic," "feminist," and "womanist") on prejudice attributions and appraised personal significance ("centrality") of a negative intergroup event. African American female college students (N = 123) imagined themselves in an audiotaped scenario in…

Classroom Segregation: Where Do Students Sit and How Is This Related to Group Relations?

ERIC Educational Resources Information Center

McKeown, Shelley; Stringer, Maurice; Cairns, Ed

2016-01-01

With increasing ethnic and racial diversity in the classroom, understanding classroom dynamics and the use of space has become increasingly important. In particular, when theoretical perspectives, such as that offered by intergroup contact research, promotes the importance of contact between competing groups to improve relations. Adopting a…

Interracial Friendship and Structural Diversity: Trends for Greek, Religious, and Ethnic Student Organizations

ERIC Educational Resources Information Center

Park, Julie J.; Kim, Young K.

2013-01-01

This article examines how peer interactions in college organizations (Greek, ethnic, and religious) affect interracial friendships, including whether peer interaction in student organizations mediates the relationship between structural diversity and interracial friendship. Involvement in ethnic student organizations was non-significant;…

High School Students' Accuracy in Estimating the Cost of College: A Proposed Methodological Approach and Differences among Racial/Ethnic Groups and College Financial-Related Factors

ERIC Educational Resources Information Center

Nienhusser, H. Kenny; Oshio, Toko

2017-01-01

High school students' accuracy in estimating the cost of college (AECC) was examined by utilizing a new methodological approach, the absolute-deviation-continuous construct. This study used the High School Longitudinal Study of 2009 (HSLS:09) data and examined 10,530 11th grade students in order to measure their AECC for 4-year public and private…

Current and Future Status of Diversity in Ophthalmologist Workforce.

PubMed

Xierali, Imam M; Nivet, Marc A; Wilson, M Roy

2016-09-01

Increasing the level of diversity among ophthalmologists may help reduce disparities in eye care. To assess the current and future status of diversity among ophthalmologists in the workforce by sex, race, and ethnicity in the context of the available number of medical students in the United States. Data from the Association of American Medical Colleges, the American Medical Association, and US Census were used to evaluate the differences and trends in diversity among ophthalmologists, all full-time faculty except ophthalmology, ophthalmology faculty, ophthalmology residents, medical school students, and the US population between 2005 and 2015. For 2014, associations of sex, race, and ethnicity with physician practice locations were assessed. Proportions of ophthalmologists stratified by sex, race, and ethnicity between 2005 and 2015. Women and minority groups traditionally underrepresented in medicine (URM)-black, Hispanic, American Indian, Alaskan Native, Native Hawaiian, and Pacific Islander-were underrepresented as practicing ophthalmologists (22.7% and 6%, respectively), ophthalmology faculty (35.1% and 5.7%, respectively), and ophthalmology residents (44.3% and 7.7%, respectively), compared with the US population (50.8% and 30.7%, respectively). During the past decade, there had been a modest increase in the proportion of female practicing ophthalmologists who graduated from US medical schools in 1980 or later (from 23.8% to 27.1%; P < .001); however, no increase in URM ophthalmologists was identified (from 7.2% to 7.2%; P = .90). Residents showed a similar pattern, with an increase in the proportion of female residents (from 35.6% to 44.3%; P = .001) and a slight decrease in the proportion of URM residents (from 8.7% to 7.7%; P = .04). The proportion of URM groups among ophthalmology faculty also slightly decreased during the study period (from 6.2% to 5.7%; P = .01). However, a higher proportion of URM ophthalmologists practiced in medically underserved areas (P < .001). Women and URM groups remain underrepresented in the ophthalmologist workforce despite an available pool of medical students. Given the prevalent racial and ethnic disparities in eye care and an increasingly diverse society, future research and training efforts that increase the level of diversity among medical students and residents seems warranted.

The Role of Feedback in the Under-Attainment of Ethnic Minority Students: Evidence from Distance Education

ERIC Educational Resources Information Center

Richardson, John T. E.; Alden Rivers, Bethany; Whitelock, Denise

2015-01-01

In UK higher education, the attainment of ethnic minority students is lower than that of white students, and this remains the case when differences in entry qualifications have been taken into account. The present study investigated whether the under-attainment of ethnic minority students might be due to the nature of the feedback that they…

A Comparative Study of International Student Engagement and Success Based on Race/Ethnicity, Gender, and Institutional Type

ERIC Educational Resources Information Center

Phillips, Gareth Carlington

2013-01-01

The study examined international students' engagement and success using NSSE 2007 data. The sample consisted of 1996 first years and 2,158 seniors. These students were compared by race/ethnicity, gender, and institutional type. The study found that students' engagement differed by race/ethnicity as well as type of institution. The null hypotheses…

Explaining ethnic disparities in lung function among young adults: A pilot investigation

PubMed Central

Patel, Jaymini; Minelli, Cosetta; Burney, Peter G. J.

2017-01-01

Background Ethnic disparities in lung function have been linked mainly to anthropometric factors but have not been fully explained. We conducted a cross-sectional pilot study to investigate how best to study ethnic differences in lung function in young adults and evaluate whether these could be explained by birth weight and socio-economic factors. Methods We recruited 112 university students of White and South Asian British ethnicity, measured post-bronchodilator lung function, obtained information on respiratory symptoms and socio-economic factors through questionnaires, and acquired birth weight through data linkage. We regressed lung function against ethnicity and candidate predictors defined a priori using linear regression, and used penalised regression to examine a wider range of factors. We reviewed the implications of our findings for the feasibility of a larger study. Results There was a similar parental socio-economic environment and no difference in birth weight between the two ethnic groups, but the ethnic difference in FVC adjusted for sex, age, height, demi-span, father’s occupation, birth weight, maternal educational attainment and maternal upbringing was 0.81L (95%CI: -1.01 to -0.54L). Difference in body proportions did not explain the ethnic differences although parental immigration was an important predictor of FVC independent of ethnic group. Participants were comfortable with study procedures and we were able to link birth weight data to clinical measurements. Conclusion Studies of ethnic disparities in lung function among young adults are feasible. Future studies should recruit a socially more diverse sample and investigate the role of markers of acculturation in explaining such differences. PMID:28575113

Effects of Formative Feedback on Intrinsic Motivation: Examining Ethnic Differences

ERIC Educational Resources Information Center

El, Ron Pat; Tillema, Harm; van Koppen, Sabine W. M.

2012-01-01

In this study we investigate the influence of ethnic differences on student motivation when learning from formative feedback. Interpersonal teacher behavior and student motivational needs are used to explain the effects of assessment for learning on intrinsic motivation by comparing students from different ethnic backgrounds. The final study's…

Ethnic Identity and Career Development among First-Year College Students

ERIC Educational Resources Information Center

Duffy, Ryan D.; Klingaman, Elizabeth A.

2009-01-01

The current study explored the relation of ethnic identity achievement and career development progress among a sample of 2,432 first-year college students who completed the Career Decision Profile and Phinney's Multigroup Ethnic Identity Measure. Among students of color, correlational analyses revealed a series of statistically significant, but…

Drop-Out Rates among American Indian and Alaska Native Students: Beyond Cultural Discontinuity. ERIC Digest.

ERIC Educational Resources Information Center

St. Germaine, Richard

American Indian and Alaska Native (AI/AN) students regularly face obstacles during the transition to high school and have the highest dropout rate of all U.S. racial and ethnic groups. Educational theorists and researchers have various explanations for this high failure rate, each with its own prescriptions. These explanations include: (1) deficit…