Eighth-Grade Students' Perceptions of School Climate Based on School Diversity, Ethnicity, Educational Category, Socioeconomic Status, and Achievement

ERIC Educational Resources Information Center

Edwards, Patricia Thomas

2010-01-01

The purpose of this research study was to investigate if there were differences in students' school climate perceptions based on the independent variables, which were measured on a nominal scale and included school diversity (highly, moderately, minimally), ethnicity (Black, Hispanic, White, Other), educational category (general education, special…

Diversification of School Psychology: Developing an Evidence Base from Current Research and Practice

ERIC Educational Resources Information Center

Blake, Jamilia J.; Graves, Scott; Newell, Markeda; Jimerson, Shane R.

2016-01-01

Why is there a need to increase the racial/ethnic diversity of faculty in school psychology? Chiefly, school psychologists serve the most racially/ethnically diverse population: children in US schools. Therefore, developing a knowledge base that is inclusive of this wide range of perspective as well as growing a workforce that is reflective of…

Religious Diversity, Inter-Ethnic Relations and the Catholic School: Introducing the "Responsive" Approach to Single Faith Schooling

ERIC Educational Resources Information Center

Breen, Damian

2009-01-01

The article offers a case study of the ways in which a Catholic primary school located in the centre of a large South-Asian community in Leicester, UK, responded to the religious and ethnic diversity of its surroundings. The school, Our Saviour's, engaged in shared activities with a neighbouring school which had a majority intake of Hindu, Muslim…

Racial and Ethnic Diversity in Schools: The Case of English Canada

ERIC Educational Resources Information Center

Gerin-Lajoie, Diane

2012-01-01

In recent decades, schools located in English Canada have experienced important demographic changes in their student population. This article examines the racial, ethnic, linguistic, and cultural diversity in these schools, through the discourses of those who spend the most time with the students: teachers and principals. Here, the concept of…

Creating Culturally Responsive Environments: Ethnic Minority Teachers' Constructs of Cultural Diversity in Hong Kong Secondary Schools

ERIC Educational Resources Information Center

Hue, Ming-tak; Kennedy, Kerry John

2014-01-01

One of the challenges facing Hong Kong schools is the growing cultural diversity of the student population that is a result of the growing number of ethnic minority students in the schools. This study uses semi-structured interviews with 12 American, Canadian, Indian, Nepalese and Pakistani teachers working in three secondary schools in the public…

Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School

PubMed Central

Benner, Aprile D.; Yan, Ni

2015-01-01

Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections—parental involvement and communication quality—accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to elementary school. For students with more same-race/ethnic representation in their classrooms, greater classroom race/ethnic diversity promoted more parental involvement, which in turn promoted children's interpersonal skills and reading achievement. Classroom diversity made little difference on parental involvement when students had fewer same-race/ethnic peers in the classroom. Teacher-parent communication quality did not emerge as an explanatory mechanism, and findings did not vary by the race/ethnic match between students and their teachers. PMID:26549968

Reproducing Monocultural Education: Ethnic Majority Staff's Discursive Constructions of Monocultural School Practices

ERIC Educational Resources Information Center

Mampaey, Jelle; Zanoni, Patrizia

2016-01-01

This paper investigates the role of ethnic majority staff in the perpetuation of monocultural education that excludes non-western, ethnic minority cultures and reproduces institutional racism in schools. Based on qualitative data collected through semi-structured interviews in four ethnically diverse schools in the Flemish educational system, we…

Daily Intragroup Contact in Diverse Settings: Implications for Asian Adolescents' Ethnic Identity

ERIC Educational Resources Information Center

Yip, Tiffany; Douglass, Sara; Shelton, J. Nicole

2013-01-01

This study examined the daily-level association between contact with same-ethnic others and ethnic private regard among 132 Asian adolescents (mean age = 14 years) attending four high schools ranging in ethnic composition diversity. The data suggest a positive daily-level association between contact with same-ethnic others and ethnic private…

Minority Adolescents in Ethnically Diverse Schools: Perceptions of Equal Treatment Buffer Threat Effects

ERIC Educational Resources Information Center

Baysu, Gülseli; Celeste, Laura; Brown, Rupert; Verschueren, Karine; Phalet, Karen

2016-01-01

Can perceptions of equal treatment buffer the negative effects of threat on the school success of minority students? Focusing on minority adolescents from Turkish and Moroccan heritage in Belgium (M[subscript age] = 14.5; N = 735 in 47 ethnically diverse schools), multilevel mediated moderation analyses showed: (a) perceived discrimination at…

Promoting Equity for Our Nation's Youngest Students: School Psychologists as Agents of Social Justice in Early Childhood Settings

ERIC Educational Resources Information Center

Albritton, Kizzy; Anhalt, Karla; Terry, Nicole Patton

2016-01-01

Achievement and disciplinary inequities between students from racially and ethnically diverse backgrounds and their White peers have been documented for decades in U.S. public schools. Researchers have documented that some racially and ethnically diverse students enter school with weaker academic skills than their White counterparts. Further,…

Disclosure Experiences of Urban, Ethnically Diverse LGBT High School Students: Implications for School Personnel

ERIC Educational Resources Information Center

Varjas, Kris; Kiperman, Sarah; Meyers, Joel

2016-01-01

Disclosure of sexual orientation and/or gender identity is a milestone event for lesbian, gay, bisexual, or transgender (LGBT) youth and can have both positive and negative mental health consequences. Twenty-nine urban, ethnically diverse LGBT high school students participated in face-to-face, in-depth interviews. Qualitative results revealed two…

Daily Intragroup Contact in Diverse Settings: Implications for Asian Adolescents' Ethnic Identity

PubMed Central

Yip, Tiffany; Douglass, Sara E.; Shelton, J. Nicole

2013-01-01

This study examined the daily-level association between contact with same-ethnic others and ethnic private regard among 132 Asian adolescents (mean age 14) attending 4 high schools ranging in ethnic composition diversity. The data suggest a positive daily-level association between contact with same-ethnic others and ethnic private regard for adolescents who were highly identified with their ethnic group and who attended predominantly White or ethnically heterogeneous schools. In addition, using time lag analyses, contact with same-ethnic others yesterday was positively related to ethnic private regard today, but ethnic private regard yesterday was unrelated to contact with same-ethnic others today, suggesting that adolescents' identity is responsive to their environments. The implications of these findings for the development of ethnic identity are discussed. PMID:23294295

Examining Social Studies Teachers' Cultural Competence in a South Carolina Suburban Public High School: Implications for Diversity Training

ERIC Educational Resources Information Center

Catoe, Stephanie Denise Lewis

2010-01-01

The purpose of the present study was to investigate the factors that contribute to the cultural competence of social studies teachers in a South Carolina suburban public high school. With increasing numbers of racially, ethnically and culturally diverse student populations in public schools, and decreasing numbers of racially, ethnically and…

The Development of Ethnic/Racial Self-Labeling: Individual Differences in Context.

PubMed

Cheon, Yuen Mi; Bayless, Sara Douglass; Wang, Yijie; Yip, Tiffany

2018-03-15

Ethnic/racial self-labeling represents one's knowledge of and preference for ethnic/racial group membership, which is related to, but distinguishable from, ethnic/racial identity. This study examined the development of ethnic/racial self-labeling over time by including the concept of elaboration among a diverse sample of 297 adolescents (Time 1 mean age 14.75, 67% female, 37.4% Asian or Asian American, 10.4% Black, African American, or West Indian, 23.2% Hispanic or Latinx, 24.2% White, 4.4% other). Growth mixture modeling revealed two distinct patterns-low and high self-labeling elaboration from freshman to sophomore year of high school. Based on logistic regression analyses, the level of self-labeling elaboration was generally low among the adolescents who were foreign-born, reported low levels of ethnic/racial identity exploration, or attended highly diverse schools. We also found a person-by-context interaction where the impact of school diversity varied for foreign-born and native-born adolescents (b = 12.81, SE = 6.30, p < 0.05) and by the level of ethnic/racial identity commitment (b = 14.32, SE = 6.65, p < 0.05). These findings suggest varying patterns in ethnic/racial self-labeling elaboration among adolescents from diverse backgrounds and their linkage to individual and contextual factors.

School ethnic diversity and White students' civic attitudes in England.

PubMed

Janmaat, Jan Germen

2015-01-01

The current paper focuses on White British students in lower secondary education and investigates the effect of school ethnic diversity on their levels of trust and inclusive attitudes towards immigrants. Use is made of panel data of the Citizenship Education Longitudinal Study (CELS) to explore these relationships. Ethnic diversity is measured with the proportion of students in a grade identifying with a minority. In agreement with contact theory, the paper initially finds a positive relation between diversity and inclusive attitudes on immigrants. However, this link disappears once controls for social background, gender and prior levels of the outcome are included in the model. This indicates that students with particular pre-enrolment characteristics have self-selected in diverse schools and that inclusive attitudes have stabilized before secondary education. Diversity further appears to have a negative impact on trust, irrespective of the number of controls added to the model. Copyright © 2014 Elsevier Inc. All rights reserved.

Symbolic Boundaries and School Structure in New York and London Schools

ERIC Educational Resources Information Center

Warikoo, Natasha Kumar

2010-01-01

This article shows that an ethnically diverse student population leads to blurred ethnic and racial boundaries in high schools. Still, students in New York distinguish themselves much more along ethnic and racial lines than do London students. The evidence presented suggests that, in addition to national-level differences, traditional British…

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…

Recruitment of Diverse Students in School Psychology Programs: Direction for Future Research and Practice

ERIC Educational Resources Information Center

Proctor, Sherrie L.; Simpson, Chamane M.; Levin, Jacqueline; Hackimer, Laura

2014-01-01

Lack of racially, ethnically, and linguistically (REL) diverse school psychologists has been a concern for decades. Recent and rapid increases in student diversity within America's public schools require that school psychology address the longstanding lack of diversity within the field. This article details the demographics of school…

The Link between Classroom Ethnic Diversity and Civic Attitudes in England, Sweden and Germany. Research Briefing No. 75

ERIC Educational Resources Information Center

Janmaat, Jan Germen

2014-01-01

There is a widespread belief in educational circles that ethnically mixed schools contribute to inter-ethnic tolerance and community cohesion by making sustained inter-ethnic contact possible. This research explores the relation between classroom ethno-racial diversity and civic attitudes in England, Sweden and Germany using data from the…

Transition to Kindergarten for Children with Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers

ERIC Educational Resources Information Center

Starr, Elizabeth M.; Martini, Tanya S.; Kuo, Ben C. H.

2016-01-01

Despite the stated importance of a successful kindergarten transition (TTK) for future school success, no research has addressed this transition for culturally/ethnically diverse families having children with autism spectrum disorders (ASD). To address this gap, six focus groups (three with ethnically diverse parents, one with kindergarten…

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…

Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness above Preschool Classroom Quality

ERIC Educational Resources Information Center

Sabol, Terri J.; Bohlmann, Natalie L.; Downer, Jason T.

2018-01-01

This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included 211 predominately low-income, racially/ethnically diverse 4-year-old children in 49 preschool…

Promoting diversity through program websites: A multicultural content analysis of school psychology program websites.

PubMed

Smith, Leann V; Blake, Jamilia J; Graves, Scott L; Vaughan-Jensen, Jessica; Pulido, Ryne; Banks, Courtney

2016-09-01

The recruitment of culturally and linguistically diverse students to graduate programs is critical to the overall growth and development of school psychology as a field. Program websites serve as an effective recruitment tool for attracting prospective students, yet there is limited research on how school psychology programs use their websites to recruit diverse students. The purpose of this study was to evaluate whether school psychology program websites include sufficient levels of diversity-related content critical for attracting diverse applicants. The website content of 250 professional psychology programs (165 school psychology training programs and 85 clinical and counseling psychology programs) were examined for the presence of themes of diversity and multiculturalism that prospective racially/ethnically and linguistically diverse students deem important for selecting a graduate program. Results indicated that school psychology programs had less diversity-related content on their program's website relative to clinical and counseling psychology programs.' Implications for improving recruitment of racially/ethnically and linguistically diverse students through websites are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

An Exploratory Study of the Career Decisions of African American and Hispanic Teachers

ERIC Educational Resources Information Center

Waller, Johnnye

2010-01-01

There is a need for culturally diverse teachers. Weiher (2000) studied the relationship between African American and Hispanic student achievement and schools with teachers from diverse ethnic backgrounds. Results indicated the greater the difference between the percentage of ethnically diverse teachers and the percentage of diverse students, the…

"Color-Blind" and "Color-Conscious" Leadership: A Case Study of Desegregated Suburban Schools in the USA

ERIC Educational Resources Information Center

Mabokela, Reitumetse Obakeng; Madsen, Jean A.

2005-01-01

Leadership and diversity are invariably connected, as US schools are under pressure to educate an increasingly diverse population. Creating an inclusive school requires school leaders to respond to any intergroup conflict that may occur among an ethnically-diverse group of schools' participants. The study on which this article is based examined…

Psychosocial Benefits of Cross-Ethnic Friendships in Urban Middle Schools

ERIC Educational Resources Information Center

Graham, Sandra; Munniksma, Anke; Juvonen, Jaana

2014-01-01

To examine the unique functions of same- and cross-ethnic friendships, Latino (n = 536) and African American (n = 396) sixth-grade students (M[subscript age] = 11.5 years) were recruited from 66 classrooms in 10 middle schools that varied in ethnic diversity. Participants reported on the number of same- and cross-ethnic friends, perceived…

The relationship between school multiculturalism and interpersonal violence: an exploratory study.

PubMed

Le, Thao N; Johansen, Samantha

2011-11-01

Multiculturalism has been purported to be supportive of positive youth development and outcomes. This study examined the relationship between perceived school multiculturalism-whether youth felt and thought that their school and teachers supported and provided activities for diverse intergroup interactions-and serious interpersonal violence, and explored whether this relation was mediated by civic engagement, ethnic identity, ethnocultural empathy, and positive peers. An ethnically diverse sample of 324 middle-school youth (mean age: 12.5 years; range: 11-15 years; sex: 50% female) from a city in northern California participated in the study. Analyses consisted of structural equation modeling with bootstrapping. The results revealed a negative association between school multiculturalism and interpersonal violence that was fully mediated by positive peers and civic engagement. Although school multiculturalism was positively associated with ethnic identity, ethnic identity, in turn, was not significantly associated with interpersonal violence. School multiculturalism is an important protective factor against youth violence by facilitating positive peer relationships and community engagement among youth. Teachers, administrators, and health officials need to consider the ways in which they can facilitate and encourage greater understanding, openness, and respect for diversity, and promote harmonious interactions among different groups at schools. Greater institutional support for school multiculturalism through implementation of tolerance curriculum and activities, for example, could in turn facilitate favorable youth outcomes. © 2011, American School Health Association.

Leading Multi-Ethnic Schools: Adjustments in Concepts and Practices for Engaging with Diversity

ERIC Educational Resources Information Center

Shah, Saeeda

2008-01-01

The student population across world is increasingly reflective of diverse cultures, religions and ethnicities. This rich diversity may become a challenge for educational leaders, teachers, and policy-makers in the absence of an understanding of diverse sources of knowledge people draw on for directing their beliefs and daily practices. This paper…

K-12 School Diversity and Social Cohesion: Evidence in Support of a Compelling State Interest

ERIC Educational Resources Information Center

Mikulyuk, Ashley B.; Braddock, Jomills H.

2018-01-01

Despite existing research that demonstrates the benefits of racial diversity in education, the Court has become increasingly disinclined to allow the use of race or ethnicity in education policy targeted to increase race/ethnic diversity, absent a compelling state interest. The debate over the merits of educational diversity has almost exclusively…

Creation of Culturally Responsive Classrooms: Teachers' Conceptualization of a New Rationale for Cultural Responsiveness and Management of Diversity in Hong Kong Secondary Schools

ERIC Educational Resources Information Center

Hue, Ming-Tak; Kennedy, Kerry J.

2012-01-01

Presently, there are a growing number of ethnic minority students in Hong Kong schools. This article examines teachers' views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students, and how the diverse learning needs of these students are being addressed. Qualitative data were collected…

"Really Just Lip Service": Talking about Diversity in Suburban Schools

ERIC Educational Resources Information Center

Tyler, Alison C.

2016-01-01

Suburban school districts are in the midst of rapid racial/ethnic and socioeconomic diversification, although the teaching force remains much more homogenous. This article examines how educators in increasingly more diverse suburban schools conceptualize diversity. Qualitative data comes from interviews of 40 teachers, 23 principals and assistant…

Math Achievement and Self-Efficacy of Linguistically and Ethnically Diverse High School Students: Their Relationships with English Reading and Native Language Proficiency

ERIC Educational Resources Information Center

Son, Elena

2015-01-01

The under-preparation in math at the high school and college levels, as well as the low participation of ethnically and linguistically diverse individuals in STEM fields are concerning because their preparation for work in these areas is essential for the U.S. to remain competitive in the innovative knowledge economy. While there is now a…

Racism, ethnic density and psychological well-being through adolescence: evidence from the Determinants of Adolescent Social Well-Being and Health longitudinal study.

PubMed

Astell-Burt, Thomas; Maynard, Maria J; Lenguerrand, Erik; Harding, Seeromanie

2012-01-01

To investigate the effect of racism, own-group ethnic density, diversity and deprivation on adolescent trajectories in psychological well-being. Multilevel models were used in longitudinal analysis of psychological well-being (total difficulties score (TDS) from Goodman's Strengths and Difficulties Questionnaire, higher scores correspond to greater difficulties) for 4782 adolescents aged 11-16 years in 51 London (U.K.) schools. Individual level variables included ethnicity, racism, gender, age, migrant generation, socio-economic circumstances, family type and indicators of family interactions (shared activities, perceived parenting). Contextual variables were per cent eligible for free school-meals, neighbourhood deprivation, per cent own-group ethnic density, and ethnic diversity. Ethnic minorities were more likely to report racism than whites. Ethnic minority boys (except Indian boys) and Indian girls reported better psychological well-being throughout adolescence compared to their white peers. Notably, lowest mean TDS scores were observed for Nigerian/Ghanaian boys, among whom the reporting of racism increased with age. Adjusted for individual characteristics, psychological well-being improved with age across all ethnic groups. Racism was associated with poorer psychological well-being trajectories for all ethnic groups (p<0.001), reducing with age. For example, mean difference in TDS (95% confidence interval) between boys who experienced racism and those who did not at age 12 years=1.88 (+1.75 to +2.01); at 16 years = +1.19 (+1.07 to +1.31). Less racism was generally reported in schools and neighbourhoods with high than low own-group density. Own ethnic density and diversity were not consistently associated with TDS for any ethnic group. Living in more deprived neighbourhoods was associated with poorer psychological well-being for whites and black Caribbeans (p<0.05). Racism, but not ethnic density and deprivation in schools or neighbourhoods, was an important influence on psychological well-being. However, exposure to racism did not explain the advantage in psychological well-being of ethnic minority groups over whites.

Ethnic Discrimination against Mapuche Students in Urban High Schools in the Araucanía Region, Chile

ERIC Educational Resources Information Center

Becerra, Sandra; Merino, María Eugenia; Mellor, David

2015-01-01

Ethnic or racial discrimination towards children and adolescents at schools is of concern in many contexts around the world because it is associated with diverse psychosocial, behavioural, emotional, and identity problems. The purpose of this study was to identify the types of ethnic discrimination experienced by indigenous Mapuche adolescents in…

Students' perceived importance of diversity exposure and training in dental education.

PubMed

Novak, Karen F; Whitehead, Albert W; Close, John M; Kaplan, Alan L

2004-03-01

Intercultural competence is an important component of the doctor-patient relationship in the multicultural climate evolving in the United States. We hypothesized that 1) exposure to racial and ethnic diversity in the student body, faculty, staff, and patient population in dental school and 2) a dental school curriculum that includes presentations on issues concerning racial and ethnic diversity will contribute to students' feeling more competent and confident to enter the multicultural work environment that is rapidly developing in the United States. A Likert-type scale questionnaire was administered to 627 fourth-year dental students enrolled in seven dental schools representing geographically diverse regions of the United States. Of these, 376 questionnaires were returned for a response rate of 60 percent. Results indicated that both the perception of diversity in the school environment and the presentation of diversity-specific content in the curriculum had moderately positive and significant correlations with the students' perception of their competency or ability to serve and work with diverse populations. The respective Pearson correlation coefficients for diversity in the school environment and diversity curriculum were .497 (p<.001) and .459 (p<.001). These results support the hypotheses that diversity exposure and training in the dental school environment are important for dental students entering a multicultural workplace.

Do We Practice Diversity in Business Schools?

ERIC Educational Resources Information Center

Levsen, Virginia B.; Goettel, Nancy; Chong, Frank; Farris, Roy

2001-01-01

Surveyed U.S. business schools about the ethnic backgrounds and positions of faculty. Found that diversity varied among the positions held by faculty but not by the number of years in administrative positions. Significant differences between public and private schools were not evident. (EV)

Effects of classroom education on knowledge and attitudes regarding organ donation in ethnically diverse urban high schools

PubMed Central

Cárdenas, Vicky; Thornton, John Daryl; Wong, Kristine A.; Spigner, Clarence; Allen, Margaret D.

2010-01-01

School-based health education is a promising approach for improving organ donation rates, but little is known about its efficacy among ethnically diverse youth. The impact of a classroom intervention was examined in a multicultural high school population where students’ ethnicities were 45% African American, 30% Asian American, and 33% Caucasian (allowing for multiracial choices). A baseline survey was administered to all health classes within 2 weeks prior to intervention. On the intervention day, classes randomly assigned to the intervention group received an educational session, followed by a second survey; in control classes, the second survey was taken before the educational session. At baseline, non-Caucasian ethnicity and male gender were each associated with lower levels of willingness to donate. Following the intervention, students in the intervention group demonstrated a significant increase in knowledge scores (p<0.001), as well as positive movement of opinion regarding willingness to donate (p<0.0001). Most importantly, the positive changes in opinion occurred independently of ethnicity and gender, in spite of these both being negative predictors of opinion at baseline. These results demonstrate that even a single classroom exposure can impact knowledge levels, correct misinformation, and effect opinion change on organ donation among an ethnically diverse adolescent population. PMID:20088915

Considering Friends Within the Context of Peers in School for the Development of Ethnic/Racial Identity.

PubMed

Douglass, Sara; Mirpuri, Sheena; Yip, Tiffany

2017-02-01

The importance of ethnicity/race for adolescents' identity (i.e., centrality), and how that importance changes over time, may in part be a function of the social contexts that they inhabit. Although centrality has shown to be an adaptive component of ethnic/racial identity, little is known about how centrality changes during adolescence in relation to these social contexts. The current study examined the role of same-ethnic/racial peers and friends in the longitudinal development of ethnic/racial identity centrality. Drawing on four waves of data over 2 years collected with a diverse sample of 350 adolescents (M age at W1  = 15.2; 69 % female), the findings indicated that when adolescents had a greater proportion of same-ethnic/racial friends, they reported feeling that their ethnic/racial identity was more central to their sense of self six months later. However, this effect was strongest among adolescents with a low proportion of same-ethnic/racial peers in school, and weakest among adolescents with a high proportion of same-ethnic/racial peers in school. The implications of these findings for our understanding of the joint effects of peer and friend diversity in relation to ethnic/racial identity are discussed.

I Have What It Takes: Taking a Closer Look at Leadership in Culturally Diverse Schools

ERIC Educational Resources Information Center

Taylor, Jonita Dunn

2013-01-01

With the face of American schools changing rapidly to reflect a more diverse population, today's educators must work purposefully to create a teaching and learning environment that embraces the sociocultural differences of its students. While the ethnicity of students has become more diverse, the school principalship remains mostly white, with…

Teacher Diversity Awareness in the Context of Changing Demographics

ERIC Educational Resources Information Center

Acquah, Emmanuel O.; Tandon, Madhavi; Lempinen, Sonia

2016-01-01

This study examined awareness of and knowledge of how to address increasing linguistic and cultural diversity among 89 teachers in an ethnically and racially diverse school located in Southwest Finland. The empirical evidence suggests that in a school with many years of experience with a diverse student population the levels of awareness and…

Classroom, School, and District Impacts on Diverse Student Literacy Achievement

ERIC Educational Resources Information Center

Wilcox, Kristen Campbell; Lawson, Hal A.; Angelis, Janet

2015-01-01

Background/Context: Prior research has investigated the literacy achievement gap with particular focus on ethnically and linguistically diverse students' performance. This study extends that research by examining the relationships among classroom instructional practices, school priorities, and district policies in higher performing schools.…

Enhancing Ethnic Relations through Teaching Multicultural Education in the Secondary Schools.

ERIC Educational Resources Information Center

Angry, Raymond

Enhancing ethnic relations among students of diverse ethnic backgrounds was the aim of this practicum. A specific goal was to aid students in developing positive communication skills needed to enable them to work in collaborative learning groups without feelings of ethnic inferiority or ethnic superiority. Students were taught the vocabulary…

Diversity in School: A Brazilian Educational Policy against Homophobia

ERIC Educational Resources Information Center

Carrara, Sergio; Nascimento, Marcos; Duque, Aline; Tramontano, Lucas

2016-01-01

Diversity in School is a Brazilian initiative that seeks to increase understanding, recognition, respect, and value social and cultural differences through offering an e-learning course on gender, sexuality, and ethnic relations for teachers and school administrators in the public school system. The course and its objectives aim to enable staff…

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...

Ontario School Principals and Diversity: Are They Prepared to Lead for Equity?

ERIC Educational Resources Information Center

Tuters, Stephanie; Portelli, John

2017-01-01

Purpose: Ontario is the most ethnically diverse province in Canada. School educators cannot disregard the reality of diversity in all its senses. The question that directs the focus of this paper is: to what extent are leaders in Ontario formally prepared to lead schools that support the students of today? The paper aims to discuss this issue.…

Facilitating Racial and Ethnic Diversity in the Health Workforce.

PubMed

Snyder, Cyndy R; Frogner, Bianca K; Skillman, Susan M

2018-01-01

Racial and ethnic diversity in the health workforce can facilitate access to healthcare for underserved populations and meet the health needs of an increasingly diverse population. In this study, we explored 1) changes in the racial and ethnic diversity of the health workforce in the United States over the last decade, and 2) evidence on the effectiveness of programs designed to promote racial and ethnic diversity in the U.S. health workforce. Findings suggest that although the health workforce overall is becoming more diverse, people of color are most often represented among the entry-level, lower-skilled health occupations. Promising practices to help facilitate diversity in the health professions were identified in the literature, namely comprehensive programs that integrated multiple interventions and strategies. While some efforts have been found to be promising in increasing the interest, application, and enrollment of racial and ethnic minorities into health profession schools, there is still a missing link in understanding persistence, graduation, and careers.

An Elementary School Museum Celebrates Community Diversity.

ERIC Educational Resources Information Center

Branen, Karen; Congdon, Kristin

1994-01-01

Asserts that multicultural approaches to art education have increased in number and variety in recent years. Describes an in-school museum elementary art program that teaches students to appreciate the everyday art found in their ethnically diverse homes. (CFR)

Racism, ethnic density and psychological well-being through adolescence: evidence from the Determinants of Adolescent Social well-being and Health longitudinal study

PubMed Central

Astell-Burt, Thomas; Maynard, Maria J.; Lenguerrand, Erik; Harding, Seeromanie

2012-01-01

Objective. To investigate the effect of racism, own-group ethnic density, diversity and deprivation on adolescent trajectories in psychological well-being. Design. Multilevel models were used in longitudinal analysis of psychological well-being (total difficulties score (TDS) from Goodman's Strengths and Difficulties Questionnaire, higher scores correspond to greater difficulties) for 4782 adolescents aged 11–16 years in 51 London (UK) schools. Individual level variables included ethnicity, racism, gender, age, migrant generation, socioeconomic circumstances, family type and indicators of family interactions (shared activities, perceived parenting). Contextual variables were per cent eligible for free school-meals, neighbourhood deprivation, per cent own-group ethnic density, and ethnic diversity. Results. Ethnic minorities were more likely to report racism than Whites. Ethnic minority boys (except Indian boys) and Indian girls reported better psychological well-being throughout adolescence compared to their White peers. Notably, lowest mean TDS scores were observed for Nigerian/Ghanaian boys, among whom the reporting of racism increased with age. Adjusted for individual characteristics, psychological well-being improved with age across all ethnic groups. Racism was associated with poorer psychological well-being trajectories for all ethnic groups (p <0.001), reducing with age. For example, mean difference in TDS (95% confidence interval) between boys who experienced racism and those who did not at age 12 years = 1.88 (+1.75 to + 2.01); at 16 years = +1.19 (+1.07 to +1.31). Less racism was generally reported in schools and neighbourhoods with high than low own-group density. Own ethnic density and diversity were not consistently associated with TDS for any ethnic group. Living in more deprived neighbourhoods was associated with poorer psychological well-being for Whites and Black Caribbeans (p <0.05). Conclusion. Racism, but not ethnic density and deprivation in schools or neighbourhoods, was an important influence on psychological well-being. However, exposure to racism did not explain the advantage in psychological well-being of ethnic minority groups over Whites. PMID:22332834

The Ethnic Prejudice of Flemish Pupils: The Role of Pupils' and Teachers' Perceptions of Multicultural Teacher Culture

ERIC Educational Resources Information Center

Vervaet, Roselien; Van Houtte, Mieke; Stevens, Peter A. J.

2018-01-01

Background/Context: As a result of migration processes, schools in Flanders (the Dutch-speaking region of Belgium) are notably ethnically diverse. This evolution has coincided with an increasing number of studies focusing on ethnic-minority pupils' experiences of ethnic prejudice from their ethnic majority counterparts. Purpose/Objective/Research…

Challenging Racism through Schools: Teacher Attitudes to Cultural Diversity and Multicultural Education in Sydney, Australia

ERIC Educational Resources Information Center

Forrest, James; Lean, Garth; Dunn, Kevin

2016-01-01

How school teachers act to challenge racism in schools is a vital concern in an immigrant society like Australia. A 10% response from a self-administered online survey of government (public) primary and secondary school teachers across Sydney, Australia's largest EthniCity, examines attitudes of classroom teachers towards cultural diversity, goals…

Discrimination, ethnic identity, and academic outcomes of Mexican immigrant children: the importance of school context.

PubMed

Brown, Christia Spears; Chu, Hui

2012-01-01

This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community (N=204, 19 schools, mean age=9years). The study also examined schools' promotion of multiculturalism and teachers' attitudes about the value of diversity in predicting immigrant youth's attitudes and experiences. Results indicated that Latino immigrant children in this White community held positive and important ethnic identities and perceived low overall rates of discrimination. As expected, however, school and teacher characteristics were important in predicting children's perceptions of discrimination and ethnic identity, and moderated whether perceptions of discrimination and ethnic identity were related to attitudes about school and academic performance. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Minority acculturation and peer rejection: Costs of acculturation misfit with peer-group norms.

PubMed

Celeste, Laura; Meeussen, Loes; Verschueren, Karine; Phalet, Karen

2016-09-01

How do minority adolescents' personal acculturation preferences and peer norms of acculturation affect their social inclusion in school? Turkish and Moroccan minority adolescents (N = 681) reported their preferences for heritage culture maintenance, mainstream culture adoption, and their experiences of peer rejection as a key indicator of adjustment problems. Additionally, we aggregated peer acculturation norms of maintenance and adoption within ethnically diverse classrooms (N = 230 in 50 Belgian schools), distinguishing between co-ethnic (Turkish or Moroccan classmates only, N = 681) and cross-ethnic norms (also including N = 1,930 other classmates). Cross-ethnic peer-group norms (of adoption and maintenance) and co-ethnic norms (of maintenance, marginally) predicted minority experiences of peer rejection (controlling for ethnic composition). Moreover, misfit of minorities' own acculturation preferences with both cross-ethnic and co-ethnic peer-group norms was harmful. When cross-ethnic norms stressed adoption, 'integrationist' minority youth - who combined culture adoption with maintenance - experienced most peer rejection. Yet, when co-ethnic peers stressed maintenance, 'assimilationist' minority youth experienced most rejection. In conclusion, acculturation misfit with peer-group norms is a risk factor for minority inclusion in ethnically diverse environments. © 2016 The British Psychological Society.

Positive Youth Development among Diverse Racial-Ethnic Children: Quality Afterschool Contexts as Developmental Assets

ERIC Educational Resources Information Center

Smith, Emilie Phillips; Witherspoon, Dawn P.; Osgood, D. Wayne

2017-01-01

Positive youth development (PYD) deserves more empirical attention, particularly among children of diverse racial-ethnic backgrounds. Given the need among families for monitoring and supervision during out-of-school time, community-based afterschool is a potentially promotive ecological setting. This study explores the quality of afterschool…

Multicultural Education in Social Studies Textbooks in South Korea and the United States: A Comparative Analysis

ERIC Educational Resources Information Center

Kim, Younghan

2013-01-01

Today, globalization has increased cross-border migration in many countries. The public school classroom in the United States has been getting more diverse, linguistically, culturally, racially, and ethnically. Classrooms in South Korea are also becoming linguistically, culturally, racially, and ethnically diverse because of the fast growth of…

Suburbanizing Segregation? Changes in Racial/Ethnic Diversity and the Geographic Distribution of Metropolitan School Segregation, 2002-2012

ERIC Educational Resources Information Center

Stroub, Kori J.; Richards, Meredith P.

2017-01-01

Background: While postwar suburban migration established suburbs as relatively affluent, homogeneous white enclaves distinct from the urban core, recent waves of suburbanization and exurbanization have been spurred largely by rapid growth in the nonwhite population. While these increases in suburban racial/ethnic diversity represent a significant…

An examination of biracial college youths' family ethnic socialization, ethnic identity, and adjustment: do self-identification labels and university context matter?

PubMed

Brittian, Aerika S; Umaña-Taylor, Adriana J; Derlan, Chelsea L

2013-04-01

This study examined family ethnic socialization, ethnic identity, and adjustment among Latino/White and Asian/White biracial college students (n = 507), with special attention to how ethnic self-identification and university ethnic composition informed the ethnic identity process. Findings indicated that family ethnic socialization was positively related to participants' ethnic identity exploration and resolution, but not ethnic identity affirmation. Furthermore, ethnic identity resolution and affirmation were associated with higher self-acceptance and self-esteem, and lower depressive symptoms. Importantly, university ethnic composition moderated the association between ethnic identity resolution and anxiety, such that resolution promoted adjustment in contexts that were relatively more ethnically diverse. University ethnic composition also moderated the association between ethnic identity affirmation and both self-esteem and self-acceptance, such that affirmation was associated with better adjustment but only in schools that were less ethnically diverse.

An Examination of Biracial College Youths’ Family Ethnic Socialization, Ethnic Identity, and Adjustment: Do Self-Identification Labels and University Context Matter?

PubMed Central

Brittian, Aerika S.; Umaña-Taylor, Adriana J.; Derlan, Chelsea L.

2014-01-01

This study examined family ethnic socialization, ethnic identity, and adjustment among Latino/White and Asian/White biracial college students (n = 507), with special attention to how ethnic self-identification and university ethnic composition informed the ethnic identity process. Findings indicated that family ethnic socialization was positively related to participants’ ethnic identity exploration and resolution, but not ethnic identity affirmation. Furthermore, ethnic identity resolution and affirmation were associated with higher self-acceptance and self-esteem, and lower depressive symptoms. Importantly, university ethnic composition moderated the association between ethnic identity resolution and anxiety, such that resolution promoted adjustment in contexts that were relatively more ethnically diverse. University ethnic composition also moderated the association between ethnic identity affirmation and both self-esteem and self-acceptance, such that affirmation was associated with better adjustment but only in schools that were less ethnically diverse. PMID:22905967

Diversity Taboos: Religion and Sexual Orientation in the Social Studies Classroom. Curriculum Concerns.

ERIC Educational Resources Information Center

Wade, Rahima, Ed.

1995-01-01

Asserts that, in many schools, educators have made great strides in responding to ethnic diversity and gender issues. Argues that two other aspects of diversity--sexual orientation and religious differences--are often ignored. Discusses curriculum design, school policy development, and teaching methods related to these topics. (CFR)

Increasing Diversity in School Psychology: Uniting the Efforts of Institutions, Faculty, Students, and Practitioners

ERIC Educational Resources Information Center

Grapin, Sally L.; Bocanegra, Joel O.; Green, Tonika Duren; Lee, Erica T.; Jaafar, Dounia

2016-01-01

Historically, practitioners from culturally diverse backgrounds, especially racial, ethnic, and linguistic (REL) minority backgrounds, have been significantly underrepresented in the field of school psychology. A lack of diversity in the workforce is problematic for a number of reasons and ultimately limits the range of talents, ideas, and…

Promoting motor skills in low-income, ethnic children: The Physical Activity in Linguistically Diverse Communities (PALDC) nonrandomized trial.

PubMed

Okely, Anthony D; Hardy, Louise L; Batterham, Marijka; Pearson, Phillip; McKeen, Kim; Puglisi, Lauren

2017-11-01

This study reports the long-term effects of a professional learning program for classroom teachers on fundamental motor skill (FMS) proficiency of primary school students from ethnically diverse backgrounds. A cluster non-randomized trial using a nested cross-sectional design. The study was conducted in 8 primary schools located in disadvantaged and culturally diverse areas in Sydney, Australia. The intervention used an action learning framework, with each school developing and implementing an action plan for enhancing the teaching of FMS in their school. School teams comprised 4-5 teachers and were supported by a member of the research team. The primary outcome was total proficiency score for 7 FMS (run, jump, catch, throw, kick, leap, side gallop). Outcome data were analyzed using mixed effects models. Eight-hundred and sixty-two students (82% response rate) were assessed at baseline in 2006 and 830 (82%) at follow-up in 2010. Compared with students in the control schools, there was a significantly greater increase in total motor skill proficiency among children in the intervention schools at follow-up (adjusted difference=5.2 components, 95%CI [1.65, 8.75]; p=0.01) and in four of the seven motor skills. Training classroom teachers to develop and implement units of work based around individual FMS is a promising strategy for increasing FMS among ethnically diverse children over an extended period of time. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

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…

The Role of Gender, Race/Ethnicity, and Disability Status on the Relationship between Student Perceptions of School and Family Support and Self-Determination

ERIC Educational Resources Information Center

Cavendish, Wendy

2017-01-01

The role of gender, race/ethnicity, and disability category in the relationship between student perceptions of family support of personal growth and school facilitation of student involvement and the development of self-determination was examined in a sample of 190 diverse high school students with disabilities. Results indicated that both school…

Korean American High School Students' Perspectives on U.S. History

ERIC Educational Resources Information Center

An, Sohyun

2012-01-01

Along with the ever-increasing racial/ethnic diversity in U.S. schools, researchers began to investigate the impact of racial/ethnic identity on young people's understanding of the nation's history. Compared to other racial minorities, Asian American students have received little academic and educational attention. This article seeks to address…

The Relationship between Ethnic Diversity and Classroom Disruption in the Context of Migration Policies

ERIC Educational Resources Information Center

Veerman, Gert-Jan M.

2015-01-01

This paper studies the relationship between ethnic school composition and classroom disruption in secondary education in the context of migration policies. We measured classroom disruption using students' reports from 3533 schools in 20 countries provided by cross-national PISA (Programme for International Student Assessment) 2009 data. We employ…

The Role of Teacher Trust in Segregated Elementary Schools: A Multilevel Repeated Measures Examination

ERIC Educational Resources Information Center

Dewulf, Lisa; van Braak, Johan; Van Houtte, Mieke

2017-01-01

This study aims to investigate how teachers' trust in their students relates to reading comprehension achievement in socially and ethnically segregated elementary schools in Flanders (Belgium) by taking into account class composition characteristics. It is examined how student variables, ethnic diversity and the proportion of non-native students…

Teaching about Ethnic Heritage: More than Costumes and Unusual Food.

ERIC Educational Resources Information Center

Pang, Valerie Ooka

1988-01-01

Multicultural education, at least in elementary school, should represent a balance between our national identity as Americans and our diverse ethnic heritage, fostering respect for the contributions of different ethnic groups. A unit on the Underground Railroad and Black courage is included. (MT)

High Schools, Race, and America's Future: What Students Can Teach Us about Morality, Diversity, and Community

ERIC Educational Resources Information Center

Blum, Lawrence

2012-01-01

In "High Schools, Race, and America's Future", Lawrence Blum offers a lively account of a rigorous high school course on race and racism. Set in a racially, ethnically, and economically diverse high school, the book chronicles students' engagement with one another, with a rich and challenging academic curriculum, and with questions that relate…

Social Isolation and Social Cohesion: The Effects of K-12 Neighborhood and School Segregation on Intergroup Orientations

ERIC Educational Resources Information Center

Braddock, Jomills Henry, II; Gonzalez, Amaryllis Del Carmen

2010-01-01

Background/Context: The United States is becoming increasingly racially and ethnically diverse, and increasingly racially isolated across race-ethnic boundaries. Researchers have argued that both diversity and racial isolation serve to undermine the social cohesion needed to bind American citizens to one another and to society at large. Focus of…

Ethnic/racial discrimination moderates the effect of sleep quality on school engagement across high school.

PubMed

Dunbar, Margaret; Mirpuri, Sheena; Yip, Tiffany

2017-10-01

Previous research has indicated that school engagement tends to decline across high school. At the same time, sleep problems and exposure to social stressors such as ethnic/racial discrimination increase. The current study uses a biopsychosocial perspective to examine the interactive and prospective effects of sleep and discrimination on trajectories of academic performance. Growth curve models were used to explore changes in 6 waves of academic outcomes in a sample of 310 ethnically and racially diverse adolescents (mean age = 14.47 years, SD = .78, and 64.1% female). Ethnic/racial discrimination was assessed at Time 1 in a single survey. Sleep quality and duration were also assessed at Time 1 with daily diary surveys. School engagement and grades were reported every 6 months for 3 years. Higher self-reported sleep quality in the ninth grade was associated with higher levels of academic engagement at the start of high school. Ethnic/racial discrimination moderated the relationship between sleep quality and engagement such that adolescents reporting low levels of discrimination reported a steeper increase in engagement over time, whereas their peers reporting poor sleep quality and high levels of discrimination reported the worse engagement in the ninth grade and throughout high school. The combination of poor sleep quality and high levels of discrimination in ninth grade has downstream consequences for adolescent academic outcomes. This study applies the biopsychosocial model to understand the development and daily experiences of diverse adolescents. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Direct and interactive links between cross-ethnic friendships and peer rejection, internalizing symptoms, and academic engagement among ethnically diverse children.

PubMed

Kawabata, Yoshito; Crick, Nicki R

2015-04-01

The present study examined direct and interactive links between friendships and social, academic, and psychological adjustment problems (i.e., peer rejection as nominated by same-ethnic and cross-ethnic peers, teacher-reported academic engagement, and teacher-reported internalizing symptoms) among school-age children in multiethnic schools (n = 509, age: 9-10). The data, which included 2 time points with a 6-month interval, were drawn from a relatively large-sized, short-term longitudinal study. Results showed that cross-ethnic friendships (not same-ethnic friendships) were associated with greater academic engagement concurrently and predated decreased peer rejection and internalizing symptoms longitudinally, even after controlling for the availability of same-ethnic peers and classroom diversity. Furthermore, cross-ethnic friendships (not same-ethnic friendships) moderated the link between relational victimization and increased peer rejection and greater internalizing symptoms, such that this link was evidenced for children with fewer cross-ethnic friendships. However, the moderation effect was contingent upon the type of outcome variables and the ethnicity of the child. For example, the buffering effect against the negative contribution of relational victimization to internalizing symptoms was found particularly for African American children. The findings are discussed based on theories of normative development, ethnic socialization, and intergroup relations. (c) 2015 APA, all rights reserved).

Education in a Diverse Society Necessitates the Implementation of an Equitable Language Policy: The Russian Experience

ERIC Educational Resources Information Center

Sinagatullin, Ilghiz M.

2013-01-01

Russia's secondary school populations are becoming increasingly diverse in terms of ethnicity, culture, language, and religion. The growing diversity makes a considerable impact on the functions and goals of schools, the realization of which requires the implementation of an equitable language policy. In this article, I briefly represent Russia as…

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…

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.

Perceptions of healthy eating and physical activity in an ethnically diverse sample of young children and their parents: the DEAL prevention of obesity study.

PubMed

Rawlins, E; Baker, G; Maynard, M; Harding, S

2013-04-01

Ethnicity is a consistent correlate of obesity; however, little is known about the perceptions and beliefs that may influence engagement with obesity prevention programmes among ethnic minority children. Barriers to (and facilitators of) healthy lifestyles were examined in the qualitative arm of the London (UK) DiEt and Active Living (DEAL) study. Children aged 8-13 years and their parents, from diverse ethnic groups, were recruited through schools and through places of worship. Thirteen focus group sessions were held with 70 children (n = 39 girls) and eight focus groups and five interviews with 43 parents (n = 34 mothers). Across ethnic groups, dislike of school meals, lack of knowledge of physical activity guidelines for children and negativity towards physical education at school among girls, potentially hindered healthy living. Issues relating to families' wider neighbourhoods (e.g. fast food outlets; lack of safety) illustrated child and parental concerns that environments could thwart intentions for healthy eating and activity. By contrast, there was general awareness of key dietary messages and an emphasis on dietary variety and balance. For ethnic minorities, places of worship were key focal points for social support. Discourse around the retention of traditional practices, family roles and responsibilities, and religion highlighted both potential facilitators (e.g. the importance of family meals) and barriers (reliance on convenience stores for traditional foods). Socio-economic circumstances intersected with key themes, within and between ethnic groups. Several barriers to (and facilitators of) healthy lifestyles were common across ethnic groups. Diversity of cultural frameworks not only were more nuanced, but also shaped lifestyles for minority children. © 2012 The Authors Journal of Human Nutrition and Dietetics © 2012 The British Dietetic Association Ltd.

Perceptions of healthy eating and physical activity in an ethnically diverse sample of young children and their parents: the DEAL prevention of obesity study

PubMed Central

Rawlins, E; Baker, G; Maynard, M; Harding, S

2013-01-01

Background Ethnicity is a consistent correlate of obesity; however, little is known about the perceptions and beliefs that may influence engagement with obesity prevention programmes among ethnic minority children. Barriers to (and facilitators of) healthy lifestyles were examined in the qualitative arm of the London (UK) DiEt and Active Living (DEAL) study. Methods Children aged 8–13 years and their parents, from diverse ethnic groups, were recruited through schools and through places of worship. Thirteen focus group sessions were held with 70 children (n = 39 girls) and eight focus groups and five interviews with 43 parents (n = 34 mothers). Results Across ethnic groups, dislike of school meals, lack of knowledge of physical activity guidelines for children and negativity towards physical education at school among girls, potentially hindered healthy living. Issues relating to families' wider neighbourhoods (e.g. fast food outlets; lack of safety) illustrated child and parental concerns that environments could thwart intentions for healthy eating and activity. By contrast, there was general awareness of key dietary messages and an emphasis on dietary variety and balance. For ethnic minorities, places of worship were key focal points for social support. Discourse around the retention of traditional practices, family roles and responsibilities, and religion highlighted both potential facilitators (e.g. the importance of family meals) and barriers (reliance on convenience stores for traditional foods). Socio-economic circumstances intersected with key themes, within and between ethnic groups. Conclusions Several barriers to (and facilitators of) healthy lifestyles were common across ethnic groups. Diversity of cultural frameworks not only were more nuanced, but also shaped lifestyles for minority children. PMID:22827466

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…

Evaluation of a Kindergarten Diagnostic Assessment Instrument by Gender and Ethnicity.

ERIC Educational Resources Information Center

Miller-Whitehead, Marie

Prekindergarten students (n=1,137) in an ethnically and socioeconomically diverse urban public school took a kindergarten diagnostic assessment in September prior to entry into the regular kindergarten program. The assessment was a pilot version of a longer instrument that had been used at the school for several years. Results were used for…

American High School Students from Different Ethnic Backgrounds: The Role of Parents and the Classroom in Achievement Motivation

ERIC Educational Resources Information Center

Kim, Jung-In

2015-01-01

The purpose of this study was to investigate the relationships between ethnically diverse US high school students' (N = 331) perceptions of their parents' or classroom's motivating factors and their achievement motivation in their math class, connecting achievement goal orientation and self-determination theories. Two hypothesized path models were…

Positionings of Racial, Ethnic, and Linguistic Minority Students in High School Biology Class: Implications for Science Education in Diverse Classrooms

ERIC Educational Resources Information Center

Ryu, Minjung

2015-01-01

In the present study, I analyze ethnographic data from a year-long study of two Advanced Placement (AP) Biology classes that enrolled students with diverse racial, ethnic, and linguistic backgrounds. Specifically, I consider participation, positioning, and learning of newcomer Korean students in the focal classes. Building on the notion of figured…

Associations between school meals offered through the National School Lunch Program and the School Breakfast Program and fruit and vegetable intake among ethnically diverse, low-income children.

PubMed

Robinson-O'Brien, Ramona; Burgess-Champoux, Teri; Haines, Jess; Hannan, Peter J; Neumark-Sztainer, Dianne

2010-10-01

Despite evidence in support of the health benefits associated with fruit and vegetable (FV) intake, national data indicate that FV consumption among school-aged children is below recommended levels, particularly among low-income children. School meals offered through the School Breakfast Program and National School Lunch Program can provide an important contribution to child FV intake. This study examines the proportion of fruits and vegetables consumed from school meals programs among ethnically diverse, low socioeconomic status children. Participants (n = 103) included fourth to sixth grade boys and girls from 4 urban elementary schools in St. Paul, Minnesota serving primarily low-income populations. Research staff interviewed children during school hours and recorded dietary intake via 24-hour recall. Analysis included descriptive statistics using cross tabulations and means. Average reported mean (SD) daily FV intake was 3.6 (2.5) servings, with 80% of children consuming fewer than 5 daily servings of FV. On average, children consumed over half of their daily FV intake within school. Children with low FV intake (<5 FV servings daily) consumed a higher proportion of their daily intake at school than children with higher FV intake (≥5 FV servings daily) (39% vs 59%; p = .002). Child FV intake is below recommended levels. School meals provide an important contribution to the daily FV intake among ethnically diverse, low socioeconomic status children, particularly among those with the lowest FV intake. School meals programs promoting FV intake within the school environment may provide an opportunity to encourage increased FV consumption. © 2010, American School Health Association.

Investigation of Social Cognitive Career Theory for Minority Recruitment in School Psychology

ERIC Educational Resources Information Center

Bocanegra, Joel O.; Gubi, Aaron A.; Cappaert, Kevin J.

2016-01-01

School psychology trainers have historically struggled to adequately increase the number of professionals from diverse backgrounds. An increase in diverse providers is important in meeting the needs of a burgeoning racial/ethnic minority student population. Previous research suggests that minority undergraduate psychology students have less…

Patterns of Excellence: Policy Perspectives on Diversity in Teaching and School Leadership.

ERIC Educational Resources Information Center

Fenwick, Leslie T.

While the nation's public school population is growing in racial/ethnic, cultural, and linguistic diversity, the teaching force is not. This shortage of minority teachers results from declining or static minority college enrollment, inadequate precollegiate academic preparation, certification barriers to the profession, and dwindling interest of…

Supporting Diverse Learners through Professional Learning for Teachers

ERIC Educational Resources Information Center

Winnen, Ashley Newman

2016-01-01

School leaders use professional learning practices as a strategy to improve teaching and therefore student learning. As student populations become more ethnically and socioeconomically diverse, teachers need ongoing training to meet the needs of today's students. One successful elementary school in Colorado was the focus of this case study…

Coherence, Contradiction, and the Development of School Science Identities

ERIC Educational Resources Information Center

Olitsky, Stacy; Flohr, Linda Loman; Gardner, Jessica; Billups, Markita

2010-01-01

This study demonstrates the potential for collaborative research among participants in local settings to effect positive change in urban settings characterized by diversity. It describes an interpretive case study of a racially, ethnically, and socioeconomically diverse eighth grade science classroom in an urban magnet school in order to explore…

Eco-Apartheid: Linking Environmental Health to Educational Outcomes

ERIC Educational Resources Information Center

Akom, Antwi

2011-01-01

Background/Context: The issue of how to achieve a racially diverse student population has become increasingly challenging since a 2007 U.S. Supreme Court split decision endorsed the importance of creating diverse schools, while simultaneously limiting the assignment to public schools based on an individual student's race or ethnicity. The article…

From Pipelines to Partnerships: A Synthesis of Research on How Diverse Families, Schools, and Communities Support Children's Pathways Through School

ERIC Educational Resources Information Center

Cooper, Catherine R.; Chavira, Gabriela; Mena, Dolores D.

2005-01-01

This article maps recent progress on 5 key questions about "the academic pipeline problem" of different rates of persistence through school among ethnically diverse students across the nation. The article shows the complementary development of the Overlapping Spheres of Influence Theory and Sociocultural Theory and aligns concepts and measures…

Multiculturalism and subjective happiness as mediated by cultural and relational variables.

PubMed

Le, Thao N; Lai, Mary H; Wallen, Judy

2009-07-01

A diverse ethnic context and an increasing immigrant youth population will soon become the reality across the entire U.S. demographic landscape. Research has suggested that a multicultural context positively influences ethnic minority and immigrant youth by fostering ethnic identity and psychosocial development. However, it is unknown whether and how perceived multiculturalism can affect positive youth outcomes such as life satisfaction and subjective happiness. This study explored perceived school multiculturalism among 338 ethnic minority and immigrant youth, and found a positive relation between perceived school multiculturalism and subjective happiness with full mediation by ethnocultural empathy for African Americans, Asians, males, and females. Although school multiculturalism was also predictive of ethnocultural empathy for Hispanics, ethnocultural empathy in turn, was not significantly predictive of subjective happiness. Taken together, these results suggest that one way to facilitate psychological growth and flourishing among ethnic minority youth is to encourage multiculturalism in school settings.

Living in the city: school friendships, diversity and the middle classes.

PubMed

Vincent, Carol; Neal, Sarah; Iqbal, Humera

2018-06-01

Much of the literature on the urban middle classes describes processes of both affiliation (often to the localities) and disaffiliation (often from some of the non-middle-class residents). In this paper, we consider this situation from a different position, drawing on research exploring whether and how children and adults living in diverse localities develop friendships with those different to themselves in terms of social class and ethnicity. This paper focuses on the interviews with the ethnically diverse, but predominantly white British, middle-class parent participants, considering their attitudes towards social and cultural difference. We emphasize the importance of highlighting inequalities that arise from social class and its intersection with ethnicity in analyses of complex urban populations. The paper's contribution is, first, to examine processes of clustering amongst the white British middle-class parents, particularly in relation to social class. Second, we contrast this process, and its moments of reflection and unease, with the more deliberate and purposeful efforts of one middle-class, Bangladeshi-origin mother who engages in active labour to facilitate relationships across social and ethnic difference. © London School of Economics and Political Science 2017.

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.

Youths of Mexican Descent of the Southwest: Exploring Differences in Ethnic Labels

ERIC Educational Resources Information Center

Holley, Lynn C.; Salas, Lorraine Moya; Marsiglia, Flavio F.; Yabiku, Scott T.; Fitzharris, Blythe; Jackson, Kelly F.

2009-01-01

Knowledge of the factors that influence youths' choice of racial or ethnic labels would help us understand intragroup diversity, suggest ways in which school social workers can support youths' ethnic identity development, and learn whether youths who choose different combinations of labels may be grouped together for research purposes. This study…

Effects of Teacher Diversity and Student-Teacher Racial/Ethnic Matching in Elementary Schools on Educational Outcomes

ERIC Educational Resources Information Center

Banerjee, Neena

2013-01-01

This dissertation investigates the implications of student-teacher racial/ethnic matching on two educational outcomes. The fourth chapter investigates whether assignment to same-race teachers affects students' math and reading achievement growth in early elementary grades and whether the overall racial/ethnic composition of the teaching workforce…

Ethnic and Social Disparities in Different Types of Examinations in Undergraduate Pre-Clinical Training

ERIC Educational Resources Information Center

Stegers-Jager, K. M.; Brommet, F. N.; Themmen, A. P. N.

2016-01-01

Medical schools are increasingly faced with a more diverse student population. Generally, ethnic minority students are reported to underperform compared with those from the ethnic majority. However, there are inconsistencies in findings in different types of examinations. Additionally, little is known about the performance of first-generation…

Peer Victimization and Psychosocial Adjustment: The Experiences of Canadian Immigrant Youth

ERIC Educational Resources Information Center

McKenney, Katherine S.; Pepler, Debra; Craig, Wendy; Connolly, Jennifer

2006-01-01

The study explored the peer victimization experiences of immigrant youth in Canada. More specifically, their involvement in general victimization and ethnic victimization (i.e., being bullied on the basis of one's ethnic background) was examined using an ethnically-diverse sample of elementary and high school students. There were no significant…

Diverse Classrooms, Diverse Curriculum, Diverse Complications: Three Teacher Perspectives

ERIC Educational Resources Information Center

Ungemah, Lori D.

2015-01-01

Racial, ethnic, linguistic, and religious diversity continues to increase in classrooms. Many call for a more diverse curriculum, but curricular diversity brings its own challenges to both teachers and students. These three vignettes are drawn from my ethnographic data at Atlantic High School in Brooklyn, New York, where I worked for ten years as…

Effect of School Belonging Trajectories in Grades 6–8 on Achievement: Gender and Ethnic Differences

PubMed Central

Hughes, Jan N.; Im, Myung Hee; Allee, Paula J.

2015-01-01

This study investigated the association between trajectories of school belonging across grades 6–8 and academic achievement in grade 8 in an ethnically diverse sample of 527 academically at-risk adolescents. Students reported annually on school belonging. Reading and math achievement were assessed at grade 5 (baseline) and grade 8. Interactive effects of gender and ethnicity were found in the conditional growth models for school belonging. Girls of all ethnicities had identical growth trajectories and reported higher initial school belonging than Euro-American or Latino boys. Latino and Euro-American males had lower initial level of school belonging than African American males, and Latino males had lower growth in school belonging than Euro-American males. In structural equation modeling (SEM) analyses, initial level of school belonging predicted grade 8 reading for girls and grade 8 math for boys and girls, above prior achievement and school and child covariates, but growth in school belonging predicted grade 8 achievement only for African American students. Implications for strategies to improve school belonging among academically at-risk youth are discussed. PMID:26563601

Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

ERIC Educational Resources Information Center

Froiland, John Mark; Worrell, Frank C.

2016-01-01

Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high…

What Do You See? A Case Study of Community College Science Pedagogy

ERIC Educational Resources Information Center

Calhoun, Chantae M.

2012-01-01

Community colleges educate almost half of all American undergraduates. These students include but are not limited to under-prepared high school graduates, and individuals who are working full-time while attending school, as well as students of diverse cultural, socioeconomic, and ethnic backgrounds. With such a diverse student population, science…

The Social Mediation of Learning in Multiethnic Schools: Introduction

ERIC Educational Resources Information Center

de Abreu, Guida; Elbers, Ed

2005-01-01

The ethnic diversity within schools is a major challenge for education in most European countries. The diversity of cultural backgrounds of students and parents leads to new transitions, enables new forms of participation, and demands the creation of new concepts, values and practices. Processes of mediation have a vital place in the required…

Teaching about Islam in Secondary Schools: Curricular and Pedagogical Considerations

ERIC Educational Resources Information Center

Moore, James R.

2006-01-01

Current demographic trends are contributing to a rapid increase in religious, racial, and ethnic diversity in the United States. This article provides a rationale for teaching about religious diversity, particularly Islam, in public schools and the vital role religion has played in American history. The article provides readers with important…

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.

Ethnic Afterschool Programs and Language Schools in Diverse Asian American Communities: Varying Resources, Opportunities, and Educational Experiences (Part 2: How They Differ)

ERIC Educational Resources Information Center

Paik, Susan J.; Rahman, Zaynah; Kula, Stacy M.; Saito, L. Erika; Witenstein, Matthew A.

2017-01-01

Based on 135 ethnic afterschool programs and language schools, this descriptive study (Part 2 of 2 in this issue) revealed differences in the types of programs housed within East, South, and Southeast Asian coethnic communities (strong, weak, or dispersed) in the U.S. The article applies a combined cultural-structural framework to understand…

The Road to Law School and Beyond: Examining Challenges to Racial and Ethnic Diversity in the Legal Profession. LSAC Research Report Series.

ERIC Educational Resources Information Center

Wilder, Gita Z.

To explore possible sources of the underrepresentation of minority groups in law school, this paper brings together existing data that describe the participation of members of different racial/ethnic groups, especially African Americans and Hispanics, at successive points along the way to employment in the law. It focuses on the process by which…

Neighbourhood ethnic diversity buffers school readiness impact in ESL children.

PubMed

Puchala, Chassidy; Vu, Lan T H; Muhajarine, Nazeem

2010-01-01

Contextual factors, as measured by neighbourhood characteristics, shape the experiences children have and affect their "school readiness", i.e., whether they are well or poorly prepared for the transition from home to kindergarten. This study assessed the independent effects of individual and neighbourhood factors on school readiness; specifically, it examined whether and to what degree neighbourhood factors modified children's language ability and thus their school readiness in a population of children in Saskatoon, Saskatchewan. The study included all children attending kindergarten in 2001, 2003 and 2005 in Saskatoon. School readiness and child characteristics were measured by the Early Development Instrument (EDI). The EDI measures child development at school commencement in five domains: physical health and well-being, social competence, emotional maturity, cognitive and language development, and communication skills and general knowledge. Data from the 2001 Census were used to characterize Saskatoon's neighbourhoods. Multilevel modeling examined the independent and buffering or exacerbating effects of individual and neighbourhood factors on the relation between English as a Second Language (ESL) status in children and EDI domain scores. ESL children had significantly lower scores on all EDI domains compared with non-ESL children. Certain factors (e.g., younger age, male, Aboriginal status, having special needs) were significantly related to lower readiness in terms of the emotional maturity, and communication skills and general knowledge domains. Importantly, children who lived in neighbourhoods that were highly transient (with a higher proportion of residents who had moved in the previous year) had lower EDI scores on both domains, and those in neighbourhoods with lower rates of employment had lower EDI scores on communication skills and general knowledge. Neighbourhood ethnic diversity mitigated the negative impact of ESL status on school readiness for both domains. ESL children from neighbourhoods with a high degree of ethnic diversity had higher EDI scores than ESL children from neighbourhoods with low ethnic diversity. The current study provided insight regarding the impact of contextual factors in addition to individual factors, such as ESL status, on school readiness outcomes. Future research should continue to examine contextual factors related to ESL status and early child developmental outcomes, particularly focusing on the mechanisms of influence.

A Pedagogy of Belonging: Troubling Encounters with Ethnic and Religious Difference

ERIC Educational Resources Information Center

Edgeworth, Kathryn; Santoro, Ninetta

2015-01-01

Understanding the construction of belonging, and how unbelonging might be troubled, is critical work. For schools in many parts of the world one of the many challenges of globalisation is the task of teaching with, and for, ethnic and cultural diversity. This paper examines the exclusionary practices of teaching that construct ethnic and religious…

Children's Friendships in Diverse Primary Schools: Teachers and the Processes of Policy Enactment

ERIC Educational Resources Information Center

Vincent, Carol; Neal, Sarah; Iqbal, Humera

2016-01-01

Drawing on data from a project exploring children's and adults' friendships across social class and ethnic difference, this paper focuses on the enactment of national and institutional policy around children's friendships as realized in three primary schools in diverse urban areas in London. Through a focus on the way in which social and emotional…

Barriers and facilitators to uptake of the school-based HPV vaccination programme in an ethnically diverse group of young women.

PubMed

Batista Ferrer, Harriet; Trotter, Caroline L; Hickman, Matthew; Audrey, Suzanne

2016-09-01

To identify the barriers and facilitators to uptake of the HPV vaccine in an ethnically diverse group of young women in the south west of England. Three school-based vaccination sessions were observed. Twenty-three young women aged 12 to 13 years, and six key informants, were interviewed between October 2012 and July 2013. Data were analysed using thematic analysis and the Framework method for data management. The priority given to preventing cervical cancer in this age group influenced whether young women received the HPV vaccine. Access could be affected by differing levels of commitment by school staff, school nurses, parents and young women to ensure parental consent forms were returned. Beliefs and values, particularly relevant to minority ethnic groups, in relation to adolescent sexual activity may affect uptake. Literacy and language difficulties undermine informed consent and may prevent vaccination. The school-based HPV vaccination programme successfully reaches the majority of young women. However, responsibility for key aspects remain unresolved which can affect delivery and prevent uptake for some groups. A multi-faceted approach, targeting appropriate levels of the socio-ecological model, is required to address procedures for consent and cultural and literacy barriers faced by minority ethnic groups, increase uptake and reduce inequalities. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health.

Achieving Ethnic Minority Students’ Inclusion: A Flemish School’s Discursive Practices Countering the Quasi-Market Pressure to Exclude

ERIC Educational Resources Information Center

Zanoni, Patrizia; Mampaey, Jelle

2013-01-01

The purpose of this paper is to identify how ethnically diverse schools can discursively maintain a good reputation. Reputation allows attracting the mixed student population necessary to achieve inclusion or closing the gap between the attainment of ethnic majority and minority students. In semi-market educational systems where students are free…

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

Words Speak Louder than Action?: A Mixed-Methods Case Study

ERIC Educational Resources Information Center

Vincent, Stacy K.; Kirby, Andrea T.

2015-01-01

The purpose of this mixed-methods case study was to examine the dynamic of Culturally Responsive Pedagogy (Gay, 2010) among nine secondary agriculture teachers in ethnically diverse schools. By reviewing the diversity of student enrollment in the agriculture programs, the participants were separated by two groups: diverse and non-diverse. A hybrid…

Teaching Middle School Language Arts: Incorporating Twenty-First Century Literacies

ERIC Educational Resources Information Center

Small Roseboro, Anna J.

2010-01-01

"Teaching Middle School Language Arts" is the first book on teaching middle school language arts for multiple intelligences and related twenty-first-century literacies in technologically and ethnically diverse communities. More than 670,000 middle school teachers (grades six through eight) are responsible for educating nearly 13 million students…

Intergroup Relations in Integrated Schools: A Glimpse inside Interdistrict Magnet Schools

ERIC Educational Resources Information Center

Bifulco, Robert; Buerger, Christian; Cobb, Casey

2012-01-01

The frequency and quality of intergroup contact within racially and ethnically diverse schools has potentially important implications for the achievement of desegregation goals. The analyses presented here use survey data to assess intergroup contact within a sample of ten interdistrict magnet schools in Connecticut. Findings indicate frequent…

Religion and Primary School Choice in Ireland: School Institutional Identities and Student Profile

ERIC Educational Resources Information Center

Darmody, Merike; Smyth, Emer

2018-01-01

Ireland's demographic profile has changed significantly in the past 20 years, being now characterised by increasing cultural, ethnic and religious diversity. However, primary schooling in Ireland has remained highly denominational, mostly Roman Catholic, in nature, with a small number of minority faith schools and multi-denominational schools.…

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.

Faculty Diversity Programs in U.S. Medical Schools and Characteristics Associated with Higher Faculty Diversity

PubMed Central

Page, Kathleen Raquel; Castillo-Page, Laura; Wright, Scott M.

2011-01-01

Purpose To describe diversity programs for racial and ethnic minority faculty in U.S. medical schools and identify characteristics associated with higher faculty diversity. Method The authors conducted a cross-sectional survey study of leaders of diversity programs at 106 U.S. MD-granting medical schools in 2010. Main outcome measures included African American and Latino faculty representation, with correlations to diversity program characteristics, minority medical student representation, and state demographics. Results Responses were obtained from 82 of the 106 institutions (77.4%). The majority of the respondents were deans, associate and assistant deans (68.3%), members of minority ethnic/racial background (65.9% African American, 14.7% Latino), and women (63.4%). The average time in the current position was 6.7 years, with approximately 50% effort devoted to the diversity program. Most programs targeted medical trainees and faculty (63.4%). A majority of programs received monetary support from their institutions (82.9%). In bivariate analysis, none of the program characteristics measured were associated with higher than the mean minority faculty representation in 2008 (3% African American and 4.2% Latino faculty). However, minority state demographics in 2008, and proportion of minority medical students a decade earlier, were significantly associated with minority faculty representation. Conclusions Medical student diversity ten years earlier was the strongest modifiable factor associated with faculty diversity. Our results support intervening early to strengthen the minority medical student pipeline to improve faculty diversity. Schools located in states with low minority representation may need to commit additional effort to realize institutional diversity. PMID:21869663

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…

Growing a Circle of Courage Culture: One School's Journey

ERIC Educational Resources Information Center

Espiner, Deborah; Guild, Diane

2010-01-01

Mt. Richmond Special School is the first Circle of Courage school in New Zealand. The school reflects the richness of the cultural and learning diversity found in many New Zealand schools. Located in the heart of South Auckland, the school's 130 students represent a wide range of ethnic backgrounds. The universal values in the Circle of Courage…

The Gerrymandering of School Attendance Zones and the Segregation of Public Schools: A Geospatial Analysis

ERIC Educational Resources Information Center

Richards, Meredith P.

2014-01-01

In this study, I employ geospatial techniques to assess the impact of school attendance zone "gerrymandering" on the racial/ethnic segregation of schools, using a large national sample of 15,290 attendance zones in 663 districts. I estimate the effect of gerrymandering on school diversity and school district segregation by comparing the…

Multicultural Books in Schools: Collection Development Aids.

ERIC Educational Resources Information Center

Williams, Helen E., Comp.

1991-01-01

Presents an annotated bibliography of 16 bibliographic sources and journals to help school library media specialists identify multicultural books and materials for their collections. The ethnic and cultural diversity of public schools' student populations is described, and benefits of multicultural literature are discussed. (nine references) (LRW)

Perspectives in Understanding the Schooling and Achievement of Students from Culturally and Linguistically Diverse Backgrounds

ERIC Educational Resources Information Center

Chu, Szu-Yin

2011-01-01

The U.S. is comprised of many different cultural and linguistic groups, and this diversity is reflected in every state and local school district. However, the ongoing underachievement and high dropout rate of some racial/ethnic groups is still of major concern. This paper focuses on a discussion of three powerful factors related to the schooling…

Psychometric Properties of the Student Risk Screening Scale: An Effective Tool for Use in Diverse Urban Elementary Schools

ERIC Educational Resources Information Center

Oakes, Wendy Peia; Wilder, Kaitlin S.; Lane, Kathleen Lynne; Powers, Lisa; Yokoyama, Lynn T. K.; O'Hare, Mary Ellen; Jenkins, Abbie B.

2010-01-01

The authors examined the psychometric properties of the "Student Risk Screening Scale", as used in three ethnically, culturally, and economically diverse urban midwestern elementary schools. The results suggest strong internal consistency ([alpha] = 0.81-0.82) and test-retest stability (r = 0.86). Initial ratings of risk as measured by…

Teaching for Cross Cultural Understanding.

ERIC Educational Resources Information Center

Arlington County Public Schools, VA.

The document contains materials prepared for a workshop designed to foster cross-cultural understanding in junior high school teachers. It is presented in six sections. Section I defines several key concepts such as culture, racism, ethnic diversity, stereotype, pluralism, ethnic encapsulization, and types of teaching styles and dialects.…

History Lessons: Inequality, Diversity and the National Curriculum

ERIC Educational Resources Information Center

Alexander, Claire; Weekes-Bernard, Debbie

2017-01-01

This article explores the continued importance of teaching a diverse curriculum at a time when issues of racial and ethnic equality and diversity have been increasingly sidelined in the political discussion around "British" values and identities, and how these should be taught in schools. The 2014 History National curriculum, in…

The Impact of Classroom Diversity on Teachers' Perspectives of Their Schools as Workplaces.

ERIC Educational Resources Information Center

Chen, Michael; Goldring, Ellen

Changing demographic patterns present teachers with students of diverse ethnic backgrounds, learning abilities, family structures, and linguistic traditions. This study assessed the impact of classroom diversity on Israeli teachers' perspectives of the their workplace. Generally favorable perceptions of multiculturalism in the abstract conflict…

Preparing Bilingual Teachers for the Future: Developing Culture and Linguistic Global Competence

ERIC Educational Resources Information Center

Alfaro, Cristina

2008-01-01

Increasing diversity and linguistics complexity in classrooms is occurring in schools throughout the world. Bilingual teachers need to develop knowledge and skills to succees in teaching diverse students. Demographic shifts are bringing increasing numbers of international students from diverse racial, ethnic, religious, class, and linguistic…

Developing a Critical Consciousness for Diversity and Equity among Preservice Music Teachers

ERIC Educational Resources Information Center

Robinson, Nicole R.

2017-01-01

For approximately 50 years, music education scholars have purported the need for more diversity training among preservice music teachers. This call has become increasingly urgent as contemporary preservice music teachers encounter the most ethnically and culturally diverse classrooms in public school history. Although preservice music teachers may…

Professional Development Scholarships Increase Qualifications of Diverse Providers

ERIC Educational Resources Information Center

Lipscomb, Shannon T.; Schmitt, Sara A.; Pratt, Megan E.

2015-01-01

Efforts to improve school readiness call for improvements in the professional qualifications of the early childhood workforce. It is critically important that these efforts are inclusive of a diverse workforce. Providers from diverse ethnic and linguistic backgrounds make up a sizable portion of the early childhood workforce, yet diversity…

Understanding Barriers and Solutions Affecting Preschool Attendance in Low-Income Families

ERIC Educational Resources Information Center

Susman-Stillman, Amy; Englund, Michelle M.; Storm, Karen J.; Bailey, Ann E.

2018-01-01

Preschool attendance problems negatively impact children's school readiness skills and future school attendance. Parents are critical to preschoolers' attendance. This study explored parental barriers and solutions to preschool attendance in low-income families. School-district administrative data from a racially/ethnically diverse sample of…

Early Adolescent Health Risk Behaviors, Conflict Resolution Strategies, and School Climate

ERIC Educational Resources Information Center

LaRusso, Maria; Selman, Robert

2011-01-01

Drawing upon an ethnically and socio-economically diverse sample of 323 7th grade students from twelve urban schools within one school district, this mixed method study examined early adolescents' self-reported health risk behaviors as related to their conflict resolution strategies and their school's conflict resolution climate. Survey data…

Oakland Unified School District Community Schools: Supporting Students, Teachers, and Families. Knowledge Brief

ERIC Educational Resources Information Center

John W. Gardner Center for Youth and Their Communities, 2015

2015-01-01

Oakland is home to one of the most demographically diverse populations in the country, with residents of different racial, ethnic, national, linguistic, and other cultural groups. In response to these vast disparities, in 2010, Oakland Unified School District (OUSD) launched an initiative to transform all district schools into full service…

School Leadership and Ethnic Diversity: Approaching the Challenge

ERIC Educational Resources Information Center

Andersen, Fred Carlo; Ottesen, Eli

2011-01-01

In this article we explore school leaders' responses to challenges of inclusion in two Norwegian upper secondary schools. The empirical data are interviews with principals, deputies and social advisers in the two schools. We use multicultural education and inclusive leadership as theoretical lenses in the analysis. The results show that while the…

Ethnic Studies, Citizenship Education, and the Public Good

ERIC Educational Resources Information Center

Banks, James A.

2012-01-01

Since the 1990s, ethnic studies and other components of multicultural education have been criticized by neo-conservative and assimilationist scholars who maintain that school diversity initiatives weaken national identity and fail to help students attain the knowledge, attitudes, and skills needed to function effectively in the national mainstream…

Family Obligation and the Transition to Young Adulthood.

ERIC Educational Resources Information Center

Fuligni, Andrew J.; Pedersen, Sara

2002-01-01

Examined changes in sense of family obligation (FO) among an ethnically diverse group of 745 Americans in transition from secondary school into young adulthood. Found that FO increased for all young adults, with slight variations according to ethnic and financial backgrounds. Implications of FO for employment and educational persistence depended…

Perceptions of Home-School Continuity among Culturally Different Parents.

ERIC Educational Resources Information Center

West, Martha M.; And Others

In this qualitative study, the ways in which four ethnically diverse mothers' perceptions of early childhood education combined with the school experiences of their children were examined. Interviews with the four women, Mexican American, Korean American, African American, and Anglo, were recorded; school experiences were videotaped; and the…

Teacher and Peer Support for Young Adolescents' Motivation, Engagement, and School Belonging

ERIC Educational Resources Information Center

Kiefer, Sarah M.; Alley, Kathleen M.; Ellerbrock, Cheryl R.

2015-01-01

The purpose of this sequential explanatory mixed methods study was to investigate teacher and peer support for young adolescents' academic motivation, classroom engagement, and school belonging within one large, urban, ethnically diverse middle school. In the initial quantitative phase, associations among aspects of teacher support (autonomy,…

Race, Ethnicity and Education under New Labour

ERIC Educational Resources Information Center

Tomlinson, Sally

2005-01-01

From 1997 the New Labour government was eager to affirm a commitment to social justice and racial equality, and initially there were moves to address some long-standing educational grievances. But a continuation of Conservative market policies of choice and diversity in schooling and a targeting of 'failing' schools exacerbated school segregation…

Proposed Plan for Magnet Schools--Cleveland Public Schools. Section I: Overview of Magnet Program.

ERIC Educational Resources Information Center

Fleming, Margaret, Ed.; And Others

This report presents an overview of Cleveland's proposed magnet program for facilitating school desegregation and improving educational opportunities for students from diverse ethnic/racial backgrounds. Included are discussions of individual student needs, strategies for improved instruction, possible community impact, the United States Office of…

The Family Liaison Position in High-Poverty, Urban Schools

ERIC Educational Resources Information Center

Dretzke, Beverly J.; Rickers, Susan R.

2016-01-01

This study examined the roles and responsibilities of family liaisons working in urban schools with enrollments characterized by high poverty, high mobility, and ethnic diversity. Results indicated that the major responsibilities of the liaisons were creating a trusting and welcoming environment, facilitating parent involvement in the school,…

Project FIT: A School, Community and Social Marketing Intervention Improves Healthy Eating Among Low-Income Elementary School Children.

PubMed

Alaimo, Katherine; Carlson, Joseph J; Pfeiffer, Karin A; Eisenmann, Joey C; Paek, Hye-Jin; Betz, Heather H; Thompson, Tracy; Wen, Yalu; Norman, Gregory J

2015-08-01

Project FIT was a two-year multi-component nutrition and physical activity intervention delivered in ethnically-diverse low-income elementary schools in Grand Rapids, MI. This paper reports effects on children's nutrition outcomes and process evaluation of the school component. A quasi-experimental design was utilized. 3rd, 4th and 5th-grade students (Yr 1 baseline: N = 410; Yr 2 baseline: N = 405; age range: 7.5-12.6 years) were measured in the fall and spring over the two-year intervention. Ordinal logistic, mixed effect models and generalized estimating equations were fitted, and the robust standard errors were utilized. Primary outcomes favoring the intervention students were found regarding consumption of fruits, vegetables and whole grain bread during year 2. Process evaluation revealed that implementation of most intervention components increased during year 2. Project FIT resulted in small but beneficial effects on consumption of fruits, vegetables, and whole grain bread in ethnically diverse low-income elementary school children.

Increasing Teacher Diversity: Growing Your Own through Partnerships

ERIC Educational Resources Information Center

Schmitz, Steven A.; Nourse, Steven W.; Ross, Molly E.

2012-01-01

That the student population in public schools is becoming increasingly diverse is not all that surprising. Studies indicate that in less than three decades, a majority of children will likely belong to race-ethnic minorities. Conversely, teacher candidates are not keeping pace with the diversity ratio of students in the PK-12 public school…

Gender and Ethnic Diversity in Academic PM&R Faculty: National Trend Analysis of Two Decades.

PubMed

Hwang, Jaeho; Byrd, Kia; Nguyen, Michael O; Liu, Michael; Huang, Yuru; Bae, Gordon H

2017-08-01

Over the years, a number of studies have demonstrated an increase in gender and ethnic diversity among US physicians. Despite substantial progress in eliminating gender and racial inequities in the field of medicine, women and ethnic minorities are still underrepresented among medical faculty at academic institutions. This study aims to describe the trends in gender and ethnic diversity among Physical Medicine and Rehabilitation (PM&R) faculty through statistical analysis of data describing gender and ethnicity of full-time academic faculty gathered from the Association of American Medical Colleges Faculty Roster from 1994 to 2014. Proportions representing the percentages of females and ethnic minorities of a given faculty position in medical schools were compared across each of the other faculty ranks. Results showed that the average yearly percent increases in the proportion of female PM&R faculty in associate professor (0.68%) and full professor (0.54%) positions were greater than those in instructor (0.30%) and assistant professor (0.35%) positions. In contrast, the average yearly percent increase in the proportion of non-Caucasian PM&R faculty in full professor positions (0.19%) was less than those in instructor (0.84%), assistant (0.93%), and associate professor (0.89%) positions. Overall, trends among faculty exhibit a steady increase in gender and ethnic diversity, although promotion disparity continues to exist among specific academic positions for some groups. This study provides a current perspective on recent changes in diversity among faculty in PM&R and may prove useful when defining strategies to improve workforce diversity.

A nursing career lattice pilot program to promote racial/ethnic diversity in the nursing workforce.

PubMed

Sporing, Eileen; Avalon, Earlene; Brostoff, Marcie

2012-03-01

The nursing career lattice program (NCLP) at Children's Hospital Boston has provided employees with social, educational, and financial assistance as they begin or advance their nursing careers. At the conclusion of a pilot phase, 35% of employees in the NCLP were enrolled in nursing school and 15% completed nursing school. The NCLP exemplifies how a workforce diversity initiative can lead to outcomes that support and sustain a culture rich in diversity and perpetuate excellence in nursing in one organization.

Individualized Education Program Development Among Racially/Ethnically Diverse Children and Adolescents with Health Conditions.

PubMed

Hinojosa, Melanie Sberna; Hinojosa, Ramon; Nguyen, Jennifer; Bright, Melissa

2017-03-01

Background Black, Hispanic, and low income children bear a greater burden of chronic health conditions compared to wealthier white counterparts. Under federal law, schools provide services to children when their health conditions impair learning. These school services, called individualized education programs (IEPs) can reduce disparities in school outcomes. This paper examines the extent to which children with health conditions have an IEP plan, an important first step in understanding service utilization. Method Andersen's Behavioral Model was used to examine IEP plan presence by using the 2012 National Survey of Children's Health. School aged children (6-17), with at least one health condition (N = 16,496) were examined using multivariable logistic regression analysis to understand predisposing (age, sex, race/ethnicity), enabling (family and neighborhood), and need (health related) factors as predictors of having an IEP plan. Race/ethnicity interaction terms tested for moderating effects of race/ethnicity on the relationship between predisposing, enabling and need factors and having an IEP plan. Results Hispanic children were 93.4 % (OR = .066) less likely and Black children were 87.9 % (OR = .121) less likely to have an IEP plan compared to White children. Black, Hispanic, and Multiracial children were more likely to have an IEP plan if they had more family and neighborhood resources (OR range 1.37-1.62) and greater health needs and health care needs (OR range 1.29-2.57). Conclusion The Behavioral Model was useful in predicting the presence of IEP plans among racially/ethnically diverse children with health conditions as an important step in understanding disparities in healthcare access in schools.

Teaching for Successful Intelligence Raises School Achievement.

ERIC Educational Resources Information Center

Sternberg, Robert J.; Torff, Bruce; Grigorenko, Elena

1998-01-01

A "successful intelligence" intervention improved school achievement for a group of 225 ethnically diverse third-graders, both on performance assessments measuring analytical, creative, and practical achievements and on conventional multiple-choice memory assessments. Teaching for triarchic thinking facilitates factual recall, because learning…

Segregation and Immigration: An Examination of School Composition for Children of Immigrants

ERIC Educational Resources Information Center

Wells, Ryan

2009-01-01

Immigration in the U.S. continues to increase and to become increasingly diverse. About 20% of U.S. students are children of immigrants. This phenomenon is occurring as schools are racially and ethnically resegregating even as race-based decision making for K-12 schooling has been severely limited. This study examines school segregation for…

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…

Urban Adolescents' Out-of-School Activity Profiles: Associations with Youth, Family, and School Transition Characteristics

ERIC Educational Resources Information Center

Pedersen, Sara

2005-01-01

This study applied individual growth trajectory analyses and person-oriented analysis to identify common profiles of out-of-school activity engagement trajectories among racially and ethnically diverse inner city teens (N = 1,430). On average, teens exhibited declining trajectories of participation in school-based and team sports activities and…

An Objective Assessment of Children's Physical Activity during the Keep It Moving! After-School Program

ERIC Educational Resources Information Center

Schuna, John M., Jr.; Lauersdorf, Rebekah L.; Behrens, Timothy K.; Liguori, Gary; Liebert, Mina L.

2013-01-01

Background: After-school programs may provide valuable opportunities for children to accumulate healthful physical activity (PA). This study assessed the PA of third-, fourth-, and ?fth-grade children in the Keep It Moving! (KIM) after-school PA program, which was implemented in an ethnically diverse and low socioeconomic status school district in…

Understanding Diversity in Suburban School Districts: The Impact of Culturally Proficient Professional Development and School Leadership

ERIC Educational Resources Information Center

Jones, Eva L.

2017-01-01

According to the National Center for Educational Statistics (NCES), minority populations are increasing significantly and are predicted to become the majority nationwide by 2024 (Kena et al., 2015). Frankenberg & Orfield (2012) explain that suburban schools are struggling with the realization that their schools are more racially/ethnically and…

Institutional marginalisation and student resistance: barriers to learning about culture, race and ethnicity.

PubMed

Roberts, Jane H; Sanders, Tom; Mann, Karen; Wass, Val

2010-10-01

Although education about culture, race and ethnicity has increasingly been viewed as an important addition to the medical undergraduate curriculum, internationally the evidence of its effectiveness is mixed. Research to date fails to show why. We chose to explore how contrasting approaches to learning about cultural diversity impacted on medical students. The views of second year students towards teaching about cultural diversity at two UK medical schools, with differently structured curricula, were explored using a series of focus groups (7). The findings, using a methodology based on a combination of grounded theory and thematic analysis identified two potentially competing views espoused by the students at both sites. First, they claimed that although cultural diversity was important, their medical schools marginalised and failed to adequately support effective teaching. Second, in contrast, they claimed that the medical school was an 'inappropriate' setting for successful teaching about cultural diversity. Students did not consider the subject matter to be of central relevance to biomedicine. They felt it should be learnt experientially in the workplace and socially among peers. These narratives represent two potentially conflicting standpoints, which might be understood through the sociological concept of 'habitus', where students conform to the institution's dominant values in order to succeed. The tensions identified in this study cannot be ignored if effective learning about race, ethnicity and culture is to be achieved. Early introduction to understanding the delivery of health care to diverse populations is needed. This should be accompanied by more open collaborative debate between tutors and students on the issues raised.

Family check-up effects across diverse ethnic groups: reducing early-adolescence antisocial behavior by reducing family conflict.

PubMed

Smith, Justin D; Knoble, Naomi B; Zerr, Argero A; Dishion, Thomas J; Stormshak, Elizabeth A

2014-01-01

Multicultural responsiveness and adaptation have been a recent area of emphasis in prevention and intervention science. The changing demographics of the United States demand the development of intervention strategies that are acceptable and effective for diverse cultural and ethnic groups. The Family Check-Up (FCU) was developed to be an intervention framework that is flexible and adaptive to diverse cultural groups (Dishion & Stormshak, 2007 ). We empirically evaluated the extent to which the intervention is effective for improving youth adjustment and parent-child interactions for diverse cultural groups. A sample of 1,193 families was drawn from 2 large-scale randomized prevention trials conducted in diverse urban middle schools. We formulated 3 groups on the basis of youth self-identification of ethnicity (European American, African American, Hispanic) and examined group differences in the hypothesized mediating effect of family conflict (FC) on later antisocial behavior (ASB). Path analysis revealed that youths in the intervention condition reported significantly less ASB over a 2-year period (Grades 6-8). Moreover, youth-reported reductions in FC at 12 months were an intervening effect. Ethnicity did not moderate this relationship. Consistent with one of the primary tenets of coercion theory, participation in the FCU acts on ASB through FC across diverse ethnic groups, lending support to the multicultural competence of the model. Limitations of this study are discussed, along with areas for future research.

Promoting Culturally Responsive Standards-Based Teaching

ERIC Educational Resources Information Center

Saifer, Steffen; Barton, Rhonda

2007-01-01

Culturally responsive standards-based (CRSB) teaching can help bring diverse school communities together and make learning meaningful. Unlike multicultural education--which is an important way to incorporate the world's cultural and ethnic diversity into lessons--CRSB teaching draws on the experiences, understanding, views, concepts, and ways of…

School Social Workers' Perceived Efficacy at Tasks Related to Curbing Suspension and Undesirable Behaviors

ERIC Educational Resources Information Center

Teasley, Martell L.; Miller, Christina R.

2011-01-01

This study explores school social workers' perceptions of their ability to successfully engage in practice tasks that reduce the likelihood of school suspension and undesirable behaviors among racial and ethnic groups within diverse geographical locations (urban, suburban, and rural). Using survey research methods with a convenience sample, 201…

School, Occupation, Culture, and Family: The Impact of Parental Schooling on the Parent-Child Relationship.

ERIC Educational Resources Information Center

Laosa, Luis M.

1982-01-01

Hypothesized effects of school which determine parent behavior dispositions were found to have important consequences for a child's cognitive skills, learning strategies, and personality. A conceptual and empirical investigation was conducted in the context of ethnic diversity, individual variability, and educational and occupational equity. A…

Is Science Me? Exploring Middle School Students' STE-M Career Aspirations

ERIC Educational Resources Information Center

Aschbacher, Pamela R.; Ing, Marsha; Tsai, Sherry M.

2014-01-01

This study explores middle school students' aspirations in science, technology, engineering, and medical (STE-M) careers by analyzing survey data during their eighth and ninth grade years from an ethnically and economically diverse sample of Southern California urban and suburban public school students (n = 493). Students were classified based on…

How Home Gets to School: Parental Control Strategies Predict Children's School Readiness

ERIC Educational Resources Information Center

Walker, Aimee Kleisner; MacPhee, David

2011-01-01

At-risk families' control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a…

The Role of Identity Narratives in Overcoming Barriers to Parental Engagement

ERIC Educational Resources Information Center

Naqvi, Rahat; Carey, Jennifer; Cummins, Jim; Altidor-Brooks, Alison

2015-01-01

This paper describes a qualitative study conducted over the course of one school year in an ethnically diverse school. Aimed at exploring the conditions under which parents of low socioeconomic status (SES) immigrant-background children will engage actively with the school, we involved parents and facilitators in story-telling sessions, sharing…

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…

Attitudes of Native and Immigrant Students towards School Bullying in Greece

ERIC Educational Resources Information Center

Nikolaou, Georgios; Samsari, Eleni

2016-01-01

Although school bullying is a serious form of violence, relevant studies do not agree if immigrant students are at higher risk to be involved in bullying than native students in ethnically diverse schools. The purpose of the study was to investigate the attitudes of Greek and non-Greek students about school bullying. The sample composed of 719…

Connect for Success: Building a Teacher, Parent, Teen Alliance. A Toolkit for Middle and High School Teachers.

ERIC Educational Resources Information Center

Recruiting New Teachers, Inc., Belmont, MA.

Beginning in middle school, there is an increasing gap between school and the home. In linguistically and ethnically diverse communities, there is often an even greater separation between children's school lives and the home. This toolkit provides teachers, particularly new teachers and those in high-poverty urban and rural communities, with…

Behavior Concerns among Low-Income, Ethnically and Linguistically Diverse Children in Child Care: Importance for School Readiness and Kindergarten Achievement

ERIC Educational Resources Information Center

Hartman, Suzanne; Winsler, Adam; Manfra, Louis

2017-01-01

Research Findings: Recent research and teacher reports have highlighted the importance of early behavior skills for children's school readiness and academic success in elementary school. Significant gaps in school readiness and achievement exist between children in poverty and those more affluent. Low-income children are also more likely to…

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…

Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood

PubMed Central

Gillen-O’Neel, Cari; Ruble, Diane N.; Fuligni, Andrew J.

2011-01-01

Previous research addressing the dynamics of stigma and academics has focused on African-American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6–11) and diverse (African-American, Chinese, Dominican, Russian, and European-American) students. Results indicated that ethnic-minority children reported higher stigma awareness than European-American children. For all children, stigma awareness was associated with higher academic anxiety and lower intrinsic motivation. Despite these associations, ethnic-minority children reported higher levels of intrinsic motivation than their European-American peers. A significant portion of the higher intrinsic motivation among Dominican students was associated with their higher levels of school belonging, suggesting that supportive school environments may be important sources of intrinsic motivation among some ethnic-minority children. PMID:21883152

The Role of Cultural Diversity Climate in Recruitment, Promotion, and Retention of Faculty in Academic Medicine

PubMed Central

Price, Eboni G; Gozu, Aysegul; Kern, David E; Powe, Neil R; Wand, Gary S; Golden, Sherita; Cooper, Lisa A

2005-01-01

BACKGROUND Ethnic diversity among physicians may be linked to improved access and quality of care for minorities. Academic medical institutions are challenged to increase representation of ethnic minorities among health professionals. OBJECTIVES To explore the perceptions of physician faculty regarding the following: (1) the institution's cultural diversity climate and (2) facilitators and barriers to success and professional satisfaction in academic medicine within this context. DESIGN Qualitative study using focus groups and semi-structured interviews. PARTICIPANTS Nontenured physicians in the tenure track at the Johns Hopkins University School of Medicine. APPROACH Focus groups and interviews were audio-taped, transcribed verbatim, and reviewed for thematic content in a 3-stage independent review/adjudication process. RESULTS Study participants included 29 faculty representing 9 clinical departments, 4 career tracks, and 4 ethnic groups. In defining cultural diversity, faculty noted visible (race/ethnicity, foreign-born status, gender) and invisible (religion, sexual orientation) dimensions. They believe visible dimensions provoke bias and cumulative advantages or disadvantages in the workplace. Minority and foreign-born faculty report ethnicity-based disparities in recruitment and subtle manifestations of bias in the promotion process. Minority and majority faculty agree that ethnic differences in prior educational opportunities lead to disparities in exposure to career options, and qualifications for and subsequent recruitment to training programs and faculty positions. Minority faculty also describe structural barriers (poor retention efforts, lack of mentorship) that hinder their success and professional satisfaction after recruitment. To effectively manage the diversity climate, our faculty recommended 4 strategies for improving the psychological climate and structural diversity of the institution. CONCLUSIONS Soliciting input from faculty provides tangible ideas regarding interventions to improve an institution's diversity climate. PMID:16050848

The role of cultural diversity climate in recruitment, promotion, and retention of faculty in academic medicine.

PubMed

Price, Eboni G; Gozu, Aysegul; Kern, David E; Powe, Neil R; Wand, Gary S; Golden, Sherita; Cooper, Lisa A

2005-07-01

Ethnic diversity among physicians may be linked to improved access and quality of care for minorities. Academic medical institutions are challenged to increase representation of ethnic minorities among health professionals. To explore the perceptions of physician faculty regarding the following: (1) the institution's cultural diversity climate and (2) facilitators and barriers to success and professional satisfaction in academic medicine within this context. Qualitative study using focus groups and semi-structured interviews. Nontenured physicians in the tenure track at the Johns Hopkins University School of Medicine. Focus groups and interviews were audio-taped, transcribed verbatim, and reviewed for thematic content in a 3-stage independent review/adjudication process. Study participants included 29 faculty representing 9 clinical departments, 4 career tracks, and 4 ethnic groups. In defining cultural diversity, faculty noted visible (race/ethnicity, foreign-born status, gender) and invisible (religion, sexual orientation) dimensions. They believe visible dimensions provoke bias and cumulative advantages or disadvantages in the workplace. Minority and foreign-born faculty report ethnicity-based disparities in recruitment and subtle manifestations of bias in the promotion process. Minority and majority faculty agree that ethnic differences in prior educational opportunities lead to disparities in exposure to career options, and qualifications for and subsequent recruitment to training programs and faculty positions. Minority faculty also describe structural barriers (poor retention efforts, lack of mentorship) that hinder their success and professional satisfaction after recruitment. To effectively manage the diversity climate, our faculty recommended 4 strategies for improving the psychological climate and structural diversity of the institution. Soliciting input from faculty provides tangible ideas regarding interventions to improve an institution's diversity climate.

Minority faculty voices on diversity in academic medicine: perspectives from one school.

PubMed

Mahoney, Megan R; Wilson, Elisabeth; Odom, Kara L; Flowers, Loma; Adler, Shelley R

2008-08-01

To examine the perceptions and experiences of ethnic minority faculty at University of California-San Francisco regarding racial and ethnic diversity in academic medicine, in light of a constitutional measure outlawing race- and gender-based affirmative action programs by public universities in California. In 2005, underrepresented minority faculty in the School of Medicine at University of California-San Francisco were individually interviewed to explore three topics: participants' experiences as minorities, perspectives on diversity and discrimination in academic medicine, and recommendations for improvement. Interviews were tape-recorded, transcribed verbatim, and subsequently coded using principles of qualitative, text-based analysis in a four-stage review process. Thirty-six minority faculty (15 assistant professors, 11 associate professors, and 10 full professors) participated, representing diversity across specialties, faculty rank, gender, and race/ethnicity. Seventeen were African American, 16 were Latino, and 3 were Asian. Twenty participants were women. Investigators identified four major themes: (1) choosing to participate in diversity-related activities, driven by personal commitment and institutional pressure, (2) the gap between intention and implementation of institutional efforts to increase diversity, (3) detecting and reacting to discrimination, and (4) a need for a multifaceted approach to mentorship, given few available minority mentors. Minority faculty are an excellent resource for identifying strategies to improve diversity in academic medicine. Participants emphasized the strong association between effective mentorship and career satisfaction, and many delineated unique mentoring needs of minority faculty that persist throughout academic ranks. Findings have direct application to future institutional policies in recruitment and retention of underrepresented minority faculty.

Minority Faculty Voices on Diversity in Academic Medicine: Perspectives From One School

PubMed Central

Mahoney, Megan R.; Wilson, Elisabeth; Odom, Kara L.; Flowers, Loma; Adler, Shelley R.

2010-01-01

Purpose To examine the perceptions and experiences of ethnic minority faculty at University of California–San Francisco regarding racial and ethnic diversity in academic medicine, in light of a constitutional measure outlawing race- and gender-based affirmative action programs by public universities in California. Method In 2005, underrepresented minority faculty in the School of Medicine at University of California–San Francisco were individually interviewed to explore three topics: participants’ experiences as minorities, perspectives on diversity and discrimination in academic medicine, and recommendations for improvement. Interviews were tape-recorded, transcribed verbatim, and subsequently coded using principles of qualitative, text-based analysis in a four-stage review process. Results Thirty-six minority faculty (15 assistant professors, 11 associate professors, and 10 full professors) participated, representing diversity across specialties, faculty rank, gender, and race/ethnicity. Seventeen were African American, 16 were Latino, and 3 were Asian. Twenty participants were women. Investigators identified four major themes: (1) choosing to participate in diversity-related activities, driven by personal commitment and institutional pressure, (2) the gap between intention and implementation of institutional efforts to increase diversity, (3) detecting and reacting to discrimination, and (4) a need for a multifaceted approach to mentorship, given few available minority mentors. Conclusions Minority faculty are an excellent resource for identifying strategies to improve diversity in academic medicine. Participants emphasized the strong association between effective mentorship and career satisfaction, and many delineated unique mentoring needs of minority faculty that persist throughout academic ranks. Findings have direct application to future institutional policies in recruitment and retention of underrepresented minority faculty. PMID:18667896

Teaching in a Diverse Society.

ERIC Educational Resources Information Center

Grossman, Herbert

The goal of this text is to help educators recognize and reduce ethnic, socioeconomic, gender, contextual, and communicative disparities and inequalities in school. It is designed for preservice educators and attempts to help them understand the influence of diversity factors on the educational careers of their students. Chapter 1 describes the…

Understanding English Language Variation in U.S. Schools. Multicultural Education Series

ERIC Educational Resources Information Center

Charity Hudley, Anne H.; Mallinson, Christine

2010-01-01

In today's culturally diverse classrooms, students possess and use many culturally, ethnically, and regionally diverse English language varieties that may differ from standardized English. This book helps classroom teachers become attuned to these differences and offers practical strategies to support student achievement while fostering positive…

Multiple Voices for Ethnically Diverse Exceptional Learners, 1999.

ERIC Educational Resources Information Center

Ford, Bridgie Alexis, Ed.

1999-01-01

This publication is designed to address new paradigms such as research, policies, and daily school practices which tend to reduce or perpetuate inequities in educational opportunities for culturally and linguistically diverse individuals with disabilities and/or gifts and talents. This particular issue includes articles that discuss referrals of…

Leading with Diversity: Cultural Competencies for Teacher Preparation and Professional Development

ERIC Educational Resources Information Center

Trumbull, Elise; Pacheco, Maria

2005-01-01

As the student population in schools becomes increasingly diverse, many teachers need professional development to build cultural competencies--the skills and awareness related to issues such as culture, language, race, and ethnicity. This book draws together in one place the research and practical knowledge about cultural competencies that…

Student Attitudes towards Diversity in Sweden

ERIC Educational Resources Information Center

Elmeroth, Elisabeth

2009-01-01

The aim of the research reported in this paper was to study and analyse student attitudes towards ethnic diversity and their expectations regarding the school in creating positive attitudes. The results show that the majority of the students embrace a positive attitude towards multicultural society. However, this attitude varies when the variables…

Managing Diversity in Education: Languages, Policies, Pedagogies

ERIC Educational Resources Information Center

Little, David, Ed.; Leung, Constant, Ed.; Van Avermaet, Piet

2013-01-01

Diversity--social, cultural, linguistic and ethnic--poses a challenge to all educational systems. Some authorities, schools and teachers look upon it as a problem, an obstacle to the achievement of national educational goals, while for others it offers new opportunities. Successive PISA reports have laid bare the relative lack of success in…

Inclusive Schooling: Fostering Citizenship among Immigrant Students in Europe

ERIC Educational Resources Information Center

Rutkowski, David; Rutkowski, Leslie; Engel, Laura C.

2014-01-01

Growing ethnic and cultural diversity within Europe has brought increased attention to the impact and inclusion of immigrant populations and has also presented societies with valuable opportunities for intercultural learning between diverse groups. Using the International Civic and Citizenship Study data from 24 European education systems, in this…

Deconstructing Diversity: Professional Development for Elementary Teachers

ERIC Educational Resources Information Center

Aujla-Bhullar, Sonia

2011-01-01

Organizing and facilitating professional development (PD) for teachers around issues of ethnicity, race, language, culture, and religion is an important area of research within Canadian education. The diversity in schools across Canada is growing, and meeting the needs of these students becomes essential as we reflect on the aims of teacher…

Parental Involvement in Education during Middle School: Perspectives of Ethnically Diverse Parents, Teachers, and Students

ERIC Educational Resources Information Center

Hill, Nancy E.; Witherspoon, Dawn P.; Bartz, Deborah

2018-01-01

Maintaining productive partnerships between families and schools is more complex when youth enter middle school. A systematic and inclusive understanding of the strategies parents use, youth want and need, and teachers' desire is needed to broaden our conceptualization and deepen our understanding of parental involvement in education. The authors…

Challenges Inherent in the Design and Implementation of After-School Intervention Programs for Middle Grade Underachieving Readers

ERIC Educational Resources Information Center

Velten, Justin; Mokhtari, Kouider

2016-01-01

In this brief report, we share three challenges we encountered when designing and implementing an after school intervention program for an ethnically diverse group of middle grade underachieving readers. We also offer practical solutions to help guide middle school teams in anticipating and addressing potential problems when putting in place…

The Effects of School-Level Victimization on Self-Blame: Evidence for Contextualized Social Cognitions

ERIC Educational Resources Information Center

Schacter, Hannah L.; Juvonen, Jaana

2015-01-01

The current study examined school-level victimization as a moderator of associations between peer victimization and changes in 2 types of self-blaming attributions, characterological and behavioral, across the first year of middle school. These associations were tested in a large sample (N = 5,991) of ethnically diverse adolescents from fall to…

Leadership Identity in Ethnically Diverse Schools in South Africa and England

ERIC Educational Resources Information Center

Lumby, Jacky; Heystek, Jan

2012-01-01

This article adopts an international perspective to examine the perceptions and practice of leaders in a South African and an English primary school and the leadership implications. Both schools have experienced a relatively swift and large scale diversification of learners away from the previous white majority. In each case the educators have not…

Cultural Diversity and the School-Family Connection

ERIC Educational Resources Information Center

Protheroe, Nancy

2006-01-01

Schools can no longer define good parents as those involved in traditional ways. Parents of students with a variety of ethnic, economic, and social backgrounds may not come to PTA meetings or help their children with homework, but many want their children to succeed in school. Educators need to understand the role that family beliefs play in…

School Integration and K-12 Outcomes: An Updated Quick Synthesis of the Social Science Evidence. Research Brief No. 5. Updated

ERIC Educational Resources Information Center

Mickelson, Roslyn Arlin

2016-01-01

Some sixty years after the 1954 "Brown" decision declared separate schooling inherently unequal, America's student population is much larger and more demographically diverse. For many decades court mandated desegregation plans were implemented, but today public schools are again largely segregated by race, ethnicity, and family…

Discussing School Celebrations from an Intercultural Perspective--A Study in the Finnish Context

ERIC Educational Resources Information Center

Niemi, Pia-Maria; Kuusisto, Arniika; Kallioniemi, Arto

2014-01-01

The increased diversity in pupils' cultural and ethnic backgrounds in schools creates urgent demands for the organization of school celebrations in many countries. Celebrations represent the cultural values of the society and it is important to find out how various traditions are expressed in them. This study examines teachers' and other…

A Multiple Case Study on the Phenomenon of Culturally Responsive Pedagogy in Rural Western North Carolina

ERIC Educational Resources Information Center

Heidlebaugh-Buskey, Pamela

2013-01-01

As schools have become increasingly diverse, the teaching force has remained mainly White (Brown, 2004). The disparity between students and teachers is seen in schools across the nation, including small, rural schools. Many teachers are unprepared for the reality that their cultural, racial, ethnic, or linguistic backgrounds will differ from those…

Provider Perspectives on School-Based Mental Health for Urban Minority Youth: Access and Services

ERIC Educational Resources Information Center

Gamble, Brandon E.; Lambros, Katina M.

2014-01-01

This article provides results from a qualitative study on the efforts of school-based mental health providers (SBMHPs) who serve students in urban, suburban, and ethnically diverse settings to help families access quality mental health services. School-based mental health plays a key role in the provision of direct and indirect intervention…

The Role of After-School Digital Media Clubs in Closing Participation Gaps and Expanding Social Networks

ERIC Educational Resources Information Center

Vickery, Jacqueline Ryan

2014-01-01

This article considers how after-school digital media clubs, as an example of informal learning, can provide meaningful opportunities for youth to participate in the creation of interest-driven learning ecologies through media production. Ethnographic research was conducted in two after-school digital media clubs at a large, ethnically diverse,…

Gender Expression, Violence, and Bullying Victimization: Findings from Probability Samples of High School Students in 4 US School Districts

ERIC Educational Resources Information Center

Gordon, Allegra R.; Conron, Kerith J.; Calzo, Jerel P.; White, Matthew T.; Reisner, Sari L.; Austin, S. Bryn

2018-01-01

Background: Young people may experience school-based violence and bullying victimization related to their gender expression, independent of sexual orientation identity. However, the associations between gender expression and bullying and violence have not been examined in racially and ethnically diverse population-based samples of high school…

Is Science Me? High School Students' Identities, Participation and Aspirations in Science, Engineering, and Medicine

ERIC Educational Resources Information Center

Aschbacher, Pamela R.; Li, Erika; Roth, Ellen J.

2010-01-01

This study follows an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted. Through longitudinal interviews and surveys, students shared narratives about…

Dimensionality and Measurement Invariance of a School Readiness Screener by Gender and Parent Education Levels

ERIC Educational Resources Information Center

Quirk, Matthew; Mayworm, Ashley; Furlong, Michael J.; Grimm, Ryan; Rebelez, Jennica

2015-01-01

This study examined the dimensionality and measurement invariance of the Kindergarten Student Entrance Profile (KSEP), a brief screening tool designed for use as a universal school readiness assessment. Teachers rated the readiness of 10,031 children during the first month of kindergarten in four ethnically diverse, medium-sized school districts…

Developing the next Generation of Black and Global Majority Leaders for London Schools

ERIC Educational Resources Information Center

Johnson, Lauri; Campbell-Stephens, Rosemary

2013-01-01

Purpose: The aim of this paper is to discuss the views of black and ethnic minority school leaders about the "Investing in Diversity" program, a black-led program developed in 2004 to address the underrepresentation of black leaders in the London schools. Major themes are identified from interviews with black and South Asian women…

A Look at Teacher Diversity

ERIC Educational Resources Information Center

American Educator, 2016

2016-01-01

More than 60 years after the ruling in "Brown v. Board of Education" was handed down, its promise remains unfulfilled. In many respects, America's public schools continue to be "separate and unequal." Indeed, the growing resegregation of American schools by race and ethnicity, compounded by economic class segregation, has…

Domain-Specific Impulsivity in School-Age Children

ERIC Educational Resources Information Center

Tsukayama, Eli; Duckworth, Angela Lee; Kim, Betty

2013-01-01

Impulsivity is a salient individual difference in children with well-established predictive validity for life outcomes. The current investigation proposes that impulsive behaviors vary systematically by domain. In a series of studies with ethnically and socioeconomically diverse samples of middle school students, we find that schoolwork-related…

Diversity based on race, ethnicity, and sex, of the US radiation oncology physician workforce.

PubMed

Chapman, Christina H; Hwang, Wei-Ting; Deville, Curtiland

2013-03-15

To assess the current diversity of the US radiation oncology (RO) physician workforce by race, ethnicity, and sex. Publicly available American Medical Association, American Association of Medical Colleges, and US census registries were used to assess differences by race, ethnicity, and sex for 2010 among RO practicing physicians, academic faculty, residents, and residency applicants. RO resident diversity was compared to medical school graduates and medical oncology (MO) fellows. Significant differences in diversity of RO residents by race, ethnicity, and sex were evaluated between 2003 and 2010 academic years. Females and traditionally underrepresented minorities in medicine (URM), blacks, Hispanics, American Indians, Alaska Natives, Native Hawaiian, and Pacific Islanders are underrepresented as RO residents (33.3% and 6.9%, respectively), faculty (23.8%, 8.1%), and practicing physicians (25.5%, 7.2%) levels compared with the US population (50.8%, 30.0%; P<.01). Although females and URMs remain underrepresented at the resident trainee level compared with their proportions as medical school graduates (48.3%, 15.6%) and MO fellows (45.0%, 10.8%; P<.01), females are significantly increased in proportion as RO residents compared with RO practicing physicians (P<.01), whereas representation of individual URM groups as RO residents is no different than current practicing physicians. There is no trend toward increased diversification for female or URM trainees over 8 years, suggesting underrepresentation is not diminishing. Females and URM are underrepresented in the RO physician workforce. Given existing cancer disparities, further research and efforts are needed to ensure that the field is equipped to meet the needs of an increasingly diverse society. Copyright © 2013 Elsevier Inc. All rights reserved.

Diversity Based on Race, Ethnicity, and Sex, of the US Radiation Oncology Physician Workforce

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

Chapman, Christina H.; Hwang, Wei-Ting; Deville, Curtiland, E-mail: deville@uphs.upenn.edu

Purpose: To assess the current diversity of the US radiation oncology (RO) physician workforce by race, ethnicity, and sex. Methods and Materials: Publicly available American Medical Association, American Association of Medical Colleges, and US census registries were used to assess differences by race, ethnicity, and sex for 2010 among RO practicing physicians, academic faculty, residents, and residency applicants. RO resident diversity was compared to medical school graduates and medical oncology (MO) fellows. Significant differences in diversity of RO residents by race, ethnicity, and sex were evaluated between 2003 and 2010 academic years. Results: Females and traditionally underrepresented minorities in medicinemore » (URM), blacks, Hispanics, American Indians, Alaska Natives, Native Hawaiian, and Pacific Islanders are underrepresented as RO residents (33.3% and 6.9%, respectively), faculty (23.8%, 8.1%), and practicing physicians (25.5%, 7.2%) levels compared with the US population (50.8%, 30.0%; P<.01). Although females and URMs remain underrepresented at the resident trainee level compared with their proportions as medical school graduates (48.3%, 15.6%) and MO fellows (45.0%, 10.8%; P<.01), females are significantly increased in proportion as RO residents compared with RO practicing physicians (P<.01), whereas representation of individual URM groups as RO residents is no different than current practicing physicians. There is no trend toward increased diversification for female or URM trainees over 8 years, suggesting underrepresentation is not diminishing. Conclusions: Females and URM are underrepresented in the RO physician workforce. Given existing cancer disparities, further research and efforts are needed to ensure that the field is equipped to meet the needs of an increasingly diverse society.« less

School psychology recruitment research characteristics and implications for increasing racial and ethnic diversity.

PubMed

Proctor, Sherrie L; Romano, Maria

2016-09-01

Shortages of school psychologists and the underrepresentation of minorities in school psychology represent longstanding concerns. Scholars recommend that one way to address both issues is to recruit individuals from racially and ethnically diverse backgrounds into school psychology. The purpose of this study was to explore the characteristics and minority focused findings of school psychology recruitment studies conducted from 1994 to 2014. Using an electronic search that included specified databases, subject terms and study inclusion criteria along with a manual search of 10 school psychology focused journals, the review yielded 10 published, peer-reviewed recruitment studies focused primarily on school psychology over the 20-year span. Two researchers coded these 10 studies using a rigorous coding process that included a high level of inter rater reliability. Results suggest that the studies utilized varied methodologies, primarily sampled undergraduate populations, and mostly included White participants. Five studies focused on minority populations specifically. These studies indicate that programs should actively recruit minority undergraduates and offer financial support to attract minority candidates. Implications suggest a need for more recruitment research focused on minority populations and the implementation and evaluation of minority recruitment models. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Family Check-Up Effects Across Diverse Ethnic Groups: Reducing Early-Adolescence Antisocial Behavior by Reducing Family Conflict

PubMed Central

Smith, Justin D.; Knoble, Naomi B.; Zerr, Argero A.; Dishion, Thomas J.; Stormshak, Elizabeth A.

2013-01-01

Objective Multicultural responsiveness and adaptation have been a recent area of emphasis in prevention and intervention science. The changing demographics of the United States demand the development of intervention strategies that are acceptable and effective for diverse cultural and ethnic groups. The Family Check-Up (FCU) was developed to be an intervention framework that is flexible and adaptive to diverse cultural groups (Dishion & Stormshak, 2007). We empirically evaluated the extent to which the intervention is effective for improving youth adjustment and parent–child interactions for diverse cultural groups. Method A sample of 1,193 families was drawn from 2 large-scale randomized prevention trials conducted in diverse urban middle schools. We formulated 3 groups on the basis of youth self-identification of ethnicity (European American, African American, Hispanic) and examined group differences in the hypothesized mediating effect of family conflict (FC) on later antisocial behavior (ASB). Results Path analysis revealed that youths in the intervention condition reported significantly less ASB over a 2-year period (Grades 6 through 8). Moreover, youth-reported reductions in FC at 12 months were an intervening effect. Ethnicity did not moderate this relationship. Conclusions Consistent with one of the primary tenets of coercion theory, participation in the FCU acts on ASB through FC across diverse ethnic groups, lending support to the multicultural competence of the model. Limitations of this study are discussed, along with areas for future research. PMID:24731120

Promoting Effective Parenting Practices and Preventing Child Behavior Problems in School among Ethnically Diverse Families from Underserved, Urban Communities

ERIC Educational Resources Information Center

Brotman, Laurie Miller; Calzada, Esther; Huang, Keng-Yen; Kingston, Sharon; Dawson-McClure, Spring; Kamboukos, Dimitra; Rosenfelt, Amanda; Schwab, Amihai; Petkova, Eva

2011-01-01

This study examines the efficacy of "ParentCorps" among 4-year-old children (N = 171) enrolled in prekindergarten in schools in a large urban school district. "ParentCorps" includes a series of 13 group sessions for parents and children held at the school during early evening hours and facilitated by teachers and mental health…

Promoting Energy-Balance Behaviors among Ethnically Diverse Adolescents: Overview and Baseline Findings of the Central Texas CATCH Middle School Project

ERIC Educational Resources Information Center

Springer, Andrew E.; Kelder, Steven H.; Byrd-Williams, Courtney E.; Pasch, Keryn E.; Ranjit, Nalini; Delk, Joanne E.; Hoelscher, Deanna M.

2013-01-01

The Central Texas Coordinated Approach To Child Health (CATCH) Middle School Project is a 3.5-year school-based project aimed at promoting physical activity (PA), healthy eating, and obesity prevention among public middle school students in Texas. This article describes the CATCH intervention model and presents baseline findings from spring 2009.…

Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature

ERIC Educational Resources Information Center

Brown-Jeffy, Shelly; Cooper, Jewell E.

2011-01-01

The United States is a diverse country with constantly changing demographics. The noticeable shift in demographics is even more phenomenal among the school-aged population. The increase of ethnic-minority student presence is largely credited to the national growth of the Hispanic population, which exceeded the growth of all other ethnic minority…

Pedagogy for Ethnic Minority Pupils with Special Educational Needs in England: Common yet Different?

ERIC Educational Resources Information Center

Tan, Andrea Geok Poh; Ware, Jean; Norwich, Brahm

2017-01-01

The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is relatively little research carried out in the UK on children with both EAL needs and SEN. This paper presents the…

Building Harmony and Peace through Multiculturalist Theology-Based Religious Education: An Alternative for Contemporary Indonesia

ERIC Educational Resources Information Center

Baidhawy, Zakiyuddin

2007-01-01

Indonesia has experienced a paradigm shift during the last decade in the framework of managing societal diversity because of an increase in ethnic and religious conflict. This shift has an impact on education because school curricula must address issues of living together as a nation united despite differences in religion and ethnicity. This is…

Inter-Ethnic Relations among Children at School: The Perspectives of Young People in Scotland

ERIC Educational Resources Information Center

Hill, Malcolm; Graham, Catherine; Caulfield, Catriona; Ross, Nicola; Shelton, Anita

2007-01-01

In the UK, policies and academic writings about inter-ethnic relations have witnessed many changes in recent decades, with a growing focus on the effects of different forms of racism and anti-racism. Opinions have been diverse on the extent to which both the majority and minority populations should respect and adapt to each other's traditions.…

The Ecology of Achievement among Students Diverse in Ethnicity and Ability

ERIC Educational Resources Information Center

McMahon, Susan D.; Keys, Christopher B.; Berardi, Luciano; Crouch, Ronald

2011-01-01

This longitudinal study uses an ecological framework to examine school and individual influences on academic achievement among African American and Latino students with and without disabilities who had recently transferred to more inclusive schools. The authors' ecological framework includes four domains: organizational policies and practices,…

The State of Teacher Diversity in American Education

ERIC Educational Resources Information Center

Albert Shanker Institute, 2015

2015-01-01

More than 60 years after the ruling in "Brown v. Board of Education" was handed down, its promise remains unfulfilled. In many respects, America's public schools continue to be "separate and unequal." Indeed, the growing re-segregation of American schools by race and ethnicity, compounded by economic class segregation, has…

Friction in Different Languages

ERIC Educational Resources Information Center

Hurley, Sarah Jessica; Murray, Alexa Lee; Cormas, Peter

2014-01-01

This article describes a lesson taught in a designated English Language Learner (ELL) classroom in an elementary school in Pawtucket, Rhode Island, using a sheltered instruction approach. Eighty one percent of the students at this school are from diverse ethnic backgrounds where 25 per cent of them receive ELL services. A variety of languages are…

Including Migrant Worker Children in the Learning and Social Context of the Rural Primary School

ERIC Educational Resources Information Center

Hamilton, Paula

2013-01-01

Many of the larger towns and cities within the UK have long experienced a cosmopolitan mix of cultures, resulting in ethnically and linguistically diverse schools. However, the wider expansion of the European Union in 2004 has brought about significant changes and challenges for many schools, particularly for those in more rural areas. This…

Peer Network Dynamics and the Amplification of Antisocial to Violent Behavior among Young Adolescents in Public Middle Schools

ERIC Educational Resources Information Center

Kornienko, Olga; Dishion, Thomas J.; Ha, Thao

2018-01-01

This study examined longitudinal changes in peer network selection and influence associated with self-reported antisocial behavior (AB) and violent behavior (VB) over the course of middle school in a sample of ethnically diverse adolescents. Youth and families were randomly assigned to a school-based intervention focused on the prevention of…

A content analysis of physical science textbooks with regard to the nature of science and ethnic diversity

NASA Astrophysics Data System (ADS)

Brooks, Kristine M.

The goal of science education is the preparation of scientifically literate students (Abd-El-Khalick & Lederman, 2000, & American Association for the Advancement of Science (AAAS), 1990). In order to instruct students in the nature of science with its history, development, methods and applications, science teachers use textbooks as the primary organizer for the curriculum (Chippetta, Ganesh, Lee, & Phillips, 2006). Science textbooks are the dominant instructional tool that exerts great influence on instructional content and its delivery (Wang, 1998). Science and science literacy requires acquiring knowledge about the natural world and understanding its application in society, or, in other words, the nature of science. An understanding of the nature of science is an important part of science literacy (Abd-El-Khalik & Lederman, 2000, & AAAS, 1990). The nature of science has four basic themes or dimensions: science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science with its interaction with technology and society (Chippetta & Koballa, 2006). Textbooks must relay and incorporate these themes to promote science literacy. The results from this content analysis provide further insights into science textbooks and their content with regard to the inclusion of the nature of science and ethnic diversity. Science textbooks usually downplay human influences (Clough & Olson, 2004) whether as part of the nature of science with its historical development or its interaction with societies of diverse cultures. Minority students are underperforming in science and science is divided on ethnic, linguistic, and gender identity (Brown, 2005). Greater representations of diversity in curriculum materials enable minority students to identify with science (Nines, 2000). Textbooks, with their influence on curriculum and presentation, must include links for science and students of diverse cultures. What is the balance of the four aspects of the nature of science and what is the balance of ethnic diversity in the participants in science (students and scientists) in physical science textbooks? To establish an answer to these questions, this investigation used content analysis. For the balance of the four aspects of the nature of science, the analysis was conducted on random page samples of five physical science textbooks. A random sampling of the pages within the physical science textbooks should be sufficient to represent the content of the textbooks (Garcia, 1985). For the balance of ethnic diversity of the participants in science, the analysis was conducted on all pictures or drawings of students and scientists within the content of the five textbooks. One of these IPC books is under current use in a large, local school district and the other four were published during the same, or similar, year. Coding procedures for the sample used two sets of coders. One set of coders have previously analyzed for the nature of science in a study on middle school science textbooks (Phillips, 2006) and the coders for ethnic diversity are public school teachers who have worked with ethnically diverse students for over ten years. Both sets of coders were trained and the reliability of their coding checked before coding the five textbooks. To check for inter-coder reliability, percent agreement, Cohen's kappa and Krippendorff's alpha were calculated. The results from this study indicate that science as a body of knowledge and science as a way of investigating are the prevalent themes of the nature of science in the five physical science textbooks. This investigation also found that there is an imbalance in the ethnic diversity of students and scientists portrayed within the chapters of the physical science textbooks studied. This imbalance reflects ratios that are neither equally balanced nor in align with the U.S. Census. Given that textbooks are the main sources of information in most classrooms, the imbalance of the nature of science could provide the students, and the teachers, with an incomplete perception and understanding of the nature of science. This imbalance could also provide the students with inadequate skills to develop and process science information and apply it to their world. The ethnic diversity portrayed in the physical science textbooks provides an inadequate link between the students' ethnic backgrounds and the ethnic diversity of the participants of science. Educators and publishers should provide science textbooks that incorporate all four aspects of the nature of science to a degree that science is perceived as more than just facts and information. Science must be recognized as a way of investigating, a way of thinking, and a way of applying knowledge to society. Further, in order to recognize all people who take part in science, students and scientists from a variety of ethnic groups should be portrayed in the physical science textbooks.

Effectiveness of school-based humanistic counselling for psychological distress in young people: Pilot randomized controlled trial with follow-up in an ethnically diverse sample.

PubMed

Pearce, Peter; Sewell, Ros; Cooper, Mick; Osman, Sarah; Fugard, Andrew J B; Pybis, Joanne

2017-06-01

The aim of this study was to pilot a test of the effectiveness of school-based humanistic counselling (SBHC) in an ethnically diverse group of young people (aged 11-18 years old), with follow-up assessments at 6 and 9 months. Pilot randomized controlled trial, using linear-mixed effect modelling and intention-to-treat analysis to compare changes in levels of psychological distress for participants in SBHC against usual care (UC). ISRCTN44253140. In total, 64 young people were randomized to either SBHC or UC. Participants were aged between 11 and 18 (M = 14.2, SD = 1.8), with 78.1% of a non-white ethnicity. The primary outcome was psychological distress at 6 weeks (mid-therapy), 12 weeks (end of therapy), 6-month follow-up and 9-month follow-up. Secondary measures included emotional symptoms, self-esteem and attainment of personal goals. Recruitment and retention rates for the study were acceptable. Participants in the SBHC condition, as compared with participants in the UC condition, showed greater reductions in psychological distress and emotional symptoms, and greater improvements in self-esteem, over time. However, at follow-up, only emotional symptoms showed significant differences across groups. The study adds to the pool of evidence suggesting that SBHC can be tested and that it brings about short-term reductions in psychological and emotional distress in young people, across ethnicities. However, there is no evidence of longer-term effects. School-based humanistic counselling can be an effective means of reducing the psychological distress experienced by young people with emotional symptoms in the short term. The short-term effectiveness of school-based humanistic counselling is not limited to young people of a White ethnicity. There is no evidence that school-based humanistic counselling has effects beyond the end of therapy. © 2016 The British Psychological Society.

Learning to Be a Culturally Responsive Teacher through International Study Trips: Transformation or Tourism?

ERIC Educational Resources Information Center

Santoro, Ninetta; Major, Jae

2012-01-01

Recent rapid changes in the ethnic and cultural make-up of school communities have highlighted the need for teacher education to prepare teachers for culturally diverse contexts. International study trips provide direct experience and interaction with culturally diverse "others" as a way to extend pre-service teachers' understandings of…

Using Children's Folktales to Explore Multiculturalism

ERIC Educational Resources Information Center

Alexander, Linda B.; Sanez, Maria

2006-01-01

Cultural and ethnic diversity in the United States has been significantly increasing in the past few decades. This growth is greatly reflected in schools in the U. S. where children come from very diverse backgrounds. With the country's expanding relationships with other nations across the world, the need for children to view themselves as members…

Culturally Diverse Videos, Audios, and CD-ROMs for Children and Young Adults.

ERIC Educational Resources Information Center

Wood, Irene

The purpose of this book is to help librarians develop high quality video, audio, and CD-ROM collections for preschool through high school learning with titles that reflect the ethnic heritage and experience of the diverse North American population, primarily African Americans, Asian Americans, Hispanic Americans, and Native Americans. The more…

Diverse Friendship Networks and Heterogeneous Peer Effects on Adolescent Misbehaviors

ERIC Educational Resources Information Center

Xu, Yilan; Fan, Linlin

2018-01-01

This study estimates peer effects in diverse friendship networks by friend types. Evidence from friendship networks for 57,351 U.S. high school adolescents demonstrates that adolescents are more likely to make friends with someone of the same immigrant status or ethnicity ('similar friends') than those with different backgrounds ('dissimilar…

Immigration and the New Racial Diversity in Rural America*

PubMed Central

Lichter, Daniel T.

2012-01-01

This article highlights the new racial and ethnic diversity in rural America, which may be the most important but least anticipated population shift in recent demographic history. Ethnoracial change is central to virtually every aspect of rural America over the foreseeable future: agro-food systems, community life, labor force change, economic development, schools and schooling, demographic change, intergroup relations, and politics. The goal here is to plainly illustrate how America’s racial and ethnic transformation has emerged as an important dimension of ongoing U.S. urbanization and urbanism, growing cultural and economic heterogeneity, and a putative “decline in community” in rural America. Rural communities provide a natural laboratory for better understanding the implications of uneven settlement and racial diversity, acculturation, and economic and political incorporation among Hispanic newcomers. This article raises the prospect of a new racial balkanization and outlines key impediments to full incorporation of Hispanics into rural and small town community life. Immigration and the new ethnoracial diversity will be at the leading edge of major changes in rural community life as the nation moves toward becoming a majority-minority society by 2042. PMID:26478602

Immigration and the New Racial Diversity in Rural America.

PubMed

Lichter, Daniel T

2012-03-01

This article highlights the new racial and ethnic diversity in rural America, which may be the most important but least anticipated population shift in recent demographic history. Ethnoracial change is central to virtually every aspect of rural America over the foreseeable future: agro-food systems, community life, labor force change, economic development, schools and schooling, demographic change, intergroup relations, and politics. The goal here is to plainly illustrate how America's racial and ethnic transformation has emerged as an important dimension of ongoing U.S. urbanization and urbanism, growing cultural and economic heterogeneity, and a putative "decline in community" in rural America. Rural communities provide a natural laboratory for better understanding the implications of uneven settlement and racial diversity, acculturation, and economic and political incorporation among Hispanic newcomers. This article raises the prospect of a new racial balkanization and outlines key impediments to full incorporation of Hispanics into rural and small town community life. Immigration and the new ethnoracial diversity will be at the leading edge of major changes in rural community life as the nation moves toward becoming a majority-minority society by 2042.

The Role of Ethnic Pride and Parental Disapproval of Smoking on Smoking Behaviors among Minority and White Adolescents in a Suburban High School

PubMed Central

Kong, Grace; Camenga, Deepa; Cavallo, Dana; Connell, Christian M.; Pflieger, Jacqueline C.; Krishnan-Sarin, Suchitra

2012-01-01

Background Adolescence is a critical developmental period when tobacco use is initiated and progression to regular smoking occurs. Another growing concern is the mounting evidence of ethnic/racial disparities in the smoking rates and adverse health consequences related to smoking. To reduce ethnic/racial disparities in smoking behaviors, understanding the protective influences against smoking behaviors among minority adolescents is important. Therefore, we examined the role of ethnic pride and parental disapproval of smoking on a wide range of smoking behaviors in ethnic/racial minority and White adolescents attending a suburban high school in Connecticut. Methods A total of 870 adolescents (ethnic/racial minority: n = 202) completed questions on susceptibility to smoking, ever trying a cigarette, smoking at least 1 cigarette daily in the past 30 days, as well as parental disapproval of smoking and ethnic pride in a school-wide survey. Results Logistic regression analyses indicated that perceived parental disapproval of adolescent smoking and ethnic pride were associated with susceptibility to smoking, ever trying a cigarette, and daily smoking differently for minority and White adolescents. For White youth, high parental disapproval of smoking was protective against all three smoking behaviors while ethnic pride was not. For minority youth, the combined protective effect of higher ethnic pride and higher parental disapproval of smoking was protective against all smoking behaviors. Conclusion The protective role of parental disapproval of smoking and ethnic pride on smoking behaviors may inform culturally sensitive smoking interventions aimed at diverse, multi-ethnic youth, and future studies are needed to examine this. PMID:22882393

Examining the Protective Effect of Ethnic Identity on Drug Attitudes and Use Among a Diverse Youth Population.

PubMed

Zapolski, Tamika C B; Fisher, Sycarah; Banks, Devin E; Hensel, Devon J; Barnes-Najor, Jessica

2017-08-01

Ethnic identity is an important buffer against drug use among minority youth. However, limited work has examined pathways through which ethnic identity mitigates risk. School-aged youth (N = 34,708; 52 % female) of diverse backgrounds (i.e., African American (n = 5333), Asian (n = 392), Hispanic (n = 662), Multiracial (n = 2129), Native American (n = 474), and White (n = 25718) in grades 4-12 provided data on ethnic identity, drug attitudes, and drug use. After controlling for gender and grade, higher ethnic identity was associated with lower past month drug use for African American, Hispanic, and Multiracial youth. Conversely, high ethnic identity was associated with increased risk for White youth. An indirect pathway between ethnic identity, drug attitudes, and drug use was also found for African American, Hispanic, and Asian youth. Among White youth the path model was also significant, but in the opposite direction. These findings confirm the importance of ethnic identity for most minority youth. Further research is needed to better understand the association between ethnic identity and drug use for Multiracial and Hispanic youth, best ways to facilitate healthy ethnic identity development for minority youth, and how to moderate the risk of identity development for White youth.

Childhood Anxiety in a Diverse Primary Care Population: Parent-Child Reports, Ethnicity and SCARED Factor Structure

ERIC Educational Resources Information Center

Wren, Frances J.; Berg, Eric A.; Heiden, Lynda A.; Kinnamon, Carolyn J.; Ohlson, Lirio A.; Bridge, Jeffrey A.; Birmaher, Boris; Bernal, M. Pilar

2007-01-01

Objective: To explore in a multiethnic primary care population the impact of child gender and of race/ethnicity on parent and child reports of school-age anxiety and on the factor structure of the Screen for Childhood Anxiety and Related Emotional Disorders (SCARED). Method: A consecutive sample of 515 children (8 to less than 13 years) and their…

Scale of Attitudes of Schoolchildren towards Immigrant Pupils

ERIC Educational Resources Information Center

del Barco, Benito Leon; Castano, Elena Felipe; Carrosa, Teresa Gomez; Delgado, Margarita Gozalo; Perez, Carlos Latas

2007-01-01

In the academic year 2004-2005, approximately 400,000 immigrant pupils were enrolled in Spanish schools and six-form colleges. The racial and ethnic diversity that Spanish society and schools present could be a source of new opportunities and social enrichment, for the national as well as the immigrant population. However, this contact between…

Project-Based Learning in Primary Schools: Effects on Pupils' Learning and Attitudes

ERIC Educational Resources Information Center

Kaldi, Stavroula; Filippatou, Diamanto; Govaris, Christos

2011-01-01

This study focuses upon the effectiveness of project-based learning on primary school pupils regarding their content knowledge and attitudes towards self-efficacy, task value, group work, teaching methods applied and peers from diverse ethnic backgrounds. A cross-curricular project was implemented within the curriculum area of environmental…

Educational Outcomes of a Collaborative School-Home Behavioral Intervention for ADHD

ERIC Educational Resources Information Center

Pfiffner, Linda J.; Villodas, Miguel; Kaiser, Nina; Rooney, Mary; McBurnett, Keith

2013-01-01

This study evaluated educationally relevant outcomes from a newly developed collaborative school-home intervention (Collaborative Life Skills Program [CLS]) for youth with attention and/or behavior problems. Participants included 17 girls and 40 boys in second through fifth grades (mean age = 8.1 years) from diverse ethnic backgrounds. CLS was…

Assessing Demographic and Schoolwide Positive Behavior Support Factors That Predict Disproportional Trends in Office Disciplinary Referals

ERIC Educational Resources Information Center

Schumann, Joan

2013-01-01

Several studies identify inequitable educational outcomes for students from diverse racial, ethnic, and cultural backgrounds. For example, when compared to White/Caucasian students, such students are more likely to be disciplined in school settings. School-wide positive behavior support (SWPBS) is an intervention likely to improve disproportionate…

Bullying Prevention as a Social Justice Issue: Implications with Asian American Elementary School Students

ERIC Educational Resources Information Center

Wang, Cixin; Wang, Weimeng; Zheng, Lianzhe; Atwal, Kavita

2016-01-01

This study examined Asian American elementary students' experience with victimization. Data were collected from 313 fourth and fifth graders from an ethnically diverse elementary school in southern California. Most participants self-identified as Asian/Asian American and spoke an Asian language at home. Results indicated that Asian American…

Is There Room for Biliteracy? Credentialing California's Future Bilingual Teachers

ERIC Educational Resources Information Center

Olivos, Edward M.; Sarmiento, Lilia E.

2006-01-01

Despite the ethnic and linguistic diversity found in California's public schools, or because of it, in 1998 voters approved Proposition 227, a ballot initiative designed to dismantle bilingual education programs in the state. By the 2003-2004 school year, the California Department of Education reports that statewide 8,908 teachers were providing…

Secular, Singular and Self-Expression? Religious Freedom in Australian and New Zealand Education

ERIC Educational Resources Information Center

Varnham, Sally; Evers, Maxine

2009-01-01

Children today live in a multicultural society. Its ethnic, religious and cultural diversity is reflected in school communities. In Australia, education is provided largely within the secular public systems of each state and territory. In addition, there is a significant denominational, primarily Catholic, school sector. In New Zealand, the state…

Whiteness and National Identity: Teacher Discourses in Australian Primary Schools

ERIC Educational Resources Information Center

Walton, Jessica; Priest, Naomi; Kowal, Emma; White, Fiona; Fox, Brandi; Paradies, Yin

2018-01-01

The study examines how white teachers talked to children about national identity and cultural diversity by drawing on qualitative research with eight- to 12-year-old students and their teachers from four Australian primary schools with different racial, ethnic and cultural demographics. Despite a range of explicit and implicit approaches that…

Predicting First-Grade Reading Performance from Kindergarten Response to Tier 1 Instruction

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Folsom, Jessica S.; Schatschneider, Christopher; Wanzek, Jeanne; Greulich, Luana; Meadows, Jane; Li, Zhi; Connor, Carol M.

2011-01-01

Many schools are implementing multitier response-to-intervention (RTI) models to reduce reading difficulties. This study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant and was conducted in 7 ethnically and socioeconomically diverse schools. We observed reading instruction in 20…

The Language of Friendship and Identity: Children's Communication Choices in an Interfaith Exchange

ERIC Educational Resources Information Center

Ipgrave, Julia

2009-01-01

The development of partnerships between schools and school children of different religious and cultural backgrounds is currently being promoted at national level in an attempt to encourage social cohesion in ethnically and religiously diverse societies. This article reports on one such partnership, a programme of email communication between…

The New Compulsory Schooling Age Policy in NSW, Australia: Ethnicity, Ability and Gender Considerations

ERIC Educational Resources Information Center

Reid, Carol; Young, Helen

2012-01-01

The new schooling-leaving age policy in New South Wales, a state in Australia, requires all students to stay at school until they are 17 years old. The policy was introduced in January 2010, with little warning and, it appears, little consideration of its impact in complex contexts. In south-western Sydney, the most diverse region in the city, the…

Ethnic stigma, academic anxiety, and intrinsic motivation in middle childhood.

PubMed

Gillen-O'Neel, Cari; Ruble, Diane N; Fuligni, Andrew J

2011-01-01

Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6-11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated that ethnic-minority children reported higher stigma awareness than European American children. For all children, stigma awareness was associated with higher academic anxiety and lower intrinsic motivation. Despite these associations, ethnic-minority children reported higher levels of intrinsic motivation than their European American peers. A significant portion of the higher intrinsic motivation among Dominican students was associated with their higher levels of school belonging, suggesting that supportive school environments may be important sources of intrinsic motivation among some ethnic-minority children. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Empathy 2.0 and the Wonderful World of Wiki Collaboration

ERIC Educational Resources Information Center

Tarrant, Cindy; Godwin, Kathryn; Daniel, Stacey; Bolton, Dawn

2013-01-01

In a perfect world, diversity would abound in people's daily lives, promoting friendships across racial, ethnic, and religious lines. When that is not possible and students learn in a more segregated setting, wikis provide a tool to reach beyond the school walls, find a diverse audience, and create meaningful discourse. This article narrates an…

Diversifying the Teacher Workforce: A Retrospective and Prospective Analysis

ERIC Educational Resources Information Center

Villegas, Ana Maria; Lucas, Tamara F.

2004-01-01

In this chapter, the authors argue that increasing the racial/ethnic diversity of the teacher workforce should be a key component of any system that aims to supply schools with well-prepared teachers for all students. The authors first explain why they think attention and resources should be devoted to increasing the diversity of the teacher…

Teaching Tolerance and Reaching Diverse Students through the Use of Children's Books

ERIC Educational Resources Information Center

Chakraborty, Basanti; Stone, Sandra

2008-01-01

Schools in the United States are more culturally diverse than ever before, and this trend is expected to continue. One way to prevent conflicts related to differences in ethnic, racial, or religious background is by using culturally sensitive children's books. In this article, the authors discuss the need of culturally sensitive children's books…

Cultural Diversity in the Teaching Profession: A Case Study.

ERIC Educational Resources Information Center

Santoro, Ninetta

A two-part study examined the gap in Australian research about teachers of different ethnic groups. The first part of the study examined demographics of the population of diverse secondary teachers who work in government secondary schools and are born overseas, educated overseas, and are non-native speakers of English. The information comes from a…

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.

"Isn't that a Dude?": Using Images to Teach Gender and Ethnic Diversity in the U.S. History Classroom--Pocahontas: A Case Study

ERIC Educational Resources Information Center

Padurano, Dominique

2011-01-01

A few days into the new school year, the author's female students invariably beg, plead, and cajole her in the hopes of watching Disney's "Pocahontas" in class. Toddlers when the film was released in 1995, doubtless they have seen it already dozens of times; more importantly, the author cringes at the ethnic and gender stereotypes sometimes…

"I Never Hear It Talked About": Exploring Discourses of Whiteness in a Predominantly White Elementary School

ERIC Educational Resources Information Center

Heuschkel, Kimberly A.

2013-01-01

Much is known about the practices, beliefs, assumptions, and discourses of teachers as they look at issues of racial, ethnic, and cultural diversity but little has been done to understand how racial injustice is sustained in these school settings and how whiteness operates in predominantly white educational contexts. White elementary school…

Citizens and/or Consumers: Mutations in the Construction of Concepts and Practices of School Choice

ERIC Educational Resources Information Center

Wilkins, Andrew

2010-01-01

Recent research on school choice highlights the tendency among some White, middle-class parents to engage with discourses of community responsibility and ethnic diversity as part of their responsibility and duty as choosers and who therefore exercise choice in ways that undercut the individualistic and self-interested character framing…

InnerSpark: A Creative Summer School and Artistic Community for Teenagers with Visual Arts Talent

ERIC Educational Resources Information Center

Chin, Christina S.; Harrington, David M.

2009-01-01

InnerSpark is a residential summer arts training program for high school students established by the California State Legislature (California Education Code sections 8950-8957) in order to make it possible for "artistically gifted and talented students, broadly representative of the socioeconomic and ethnic diversity of the state, to receive…

Connecting the Dots: How Connectedness to Multiple Contexts Influences the Psychological and Academic Adjustment of Urban Youth

ERIC Educational Resources Information Center

Witherspoon, Dawn; Schotland, Marieka; Way, Niobe; Hughes, Diane

2009-01-01

Cluster analyses and hierarchical linear modeling were used to investigate the impact of perceptions of connectedness to family, school, and neighborhood contexts on academic and psycho-social outcomes for 437 urban ethnically diverse adolescents. Five profiles of connectedness to family, school, and neighborhood were identified. Two profiles were…

Shaping Aspirations, Awareness, Academics, and Action: Outcomes of Summer Enrichment Programs for English-Learning Secondary Students

ERIC Educational Resources Information Center

Matthews, Paul H.; Mellom, Paula J.

2012-01-01

Mixed-method evaluation of two iterations of month-long summer enrichment programs for English-learning secondary students investigated impacts on participants' beliefs about school and academic achievement, and on actual course choices, test outcomes, and graduation rates. Students (N = 85) from one ethnically diverse, high-poverty high school in…

"We Haven't Done Enough for White Working-Class Children": Issues of Distributive Justice and Ethnic Identity Politics

ERIC Educational Resources Information Center

Keddie, Amanda

2015-01-01

This article explores the politically contentious issue of White working-class student under-achievement within one particular school--a large and culturally diverse comprehensive secondary school in the greater London area. The article examines the equity philosophies and identity politics articulated by staff in their understanding of and…

World of Learning: Houston Independent School District 2014 Annual Report and 2015 Calendar

ERIC Educational Resources Information Center

Houston Independent School District, 2015

2015-01-01

No other city in the nation more clearly exemplifies the dramatically changing social, political, and economic landscape of America's urban centers than Houston. Houston has transformed from a bi-racial southern city on the bayou to one of the most ethnically and culturally diverse communities in the nation. Houston Independent School District…

Impact of After-School Nutrition Workshops in a Public Library Setting

ERIC Educational Resources Information Center

Freedman, Marjorie R.; Nickell, Audrey

2010-01-01

Objective: To determine if after-school nutrition workshops conducted in public libraries were related to lasting changes in food choice. Methods: "Snack Smart" workshops, based on Social Cognitive Theory, were conducted in 8 branch libraries (49 ethnically diverse children, ages 9 to 14) to assess changes in consumption of targeted food items by…

Tobacco Control Policy Advocacy Attitudes and Self-Efficacy among Ethnically Diverse High School Students

ERIC Educational Resources Information Center

Ramirez, Amelie G.; Velez, Luis F.; Chalela, Patricia; Grussendorf, Jeannie; McAlister, Alfred L.

2006-01-01

This study applied self-efficacy theory to assess empowerment to advocate on behalf of tobacco control policies. The Youth Tobacco Survey with added policy advocacy self-efficacy, attitudes, and outcome expectations scales was given to 9,177 high school students in Texas. Asians showed the lowest prevalence of experimentation and current smoking,…

Integration amidst Separation: Religion, Urban Education, and the First Amendment

ERIC Educational Resources Information Center

Magaldi-Dopman, Danielle; Park-Taylor, Jennie

2014-01-01

In today's urban schools, foreign-born children and children of immigrants are the fastest growing sector of the student population and as a result of this changing demographic, our schools are more ethnically, racially and religiously diverse than they have ever been (Suárez-Orozco et al. in "Thriving and spirituality among youth:…

Let My Spirit Soar! Narratives of Diverse Women in School Leadership.

ERIC Educational Resources Information Center

Ah Nee-Benham, Maenette K. P.; Cooper, Joanne E.

A neglected area in school leadership research is that of minority women's leadership. This collection of essays by nine minority women in education draws on their personal experiences creating a profile of the personal differences and leadership characteristics each woman brings to her situation. The text looks at the ways that ethnic women, by…

To Teach: Discovering the Career Path from After-School to the Teaching Profession

ERIC Educational Resources Information Center

Klein Williams, Marcella

2012-01-01

The education system in California currently faces three major challenges--teacher shortage, lack of diversity in the teacher population in terms of gender and ethnicity, and a need for more effective teachers. After school programs have the potential of addressing all these challenges in a cost-effective manner. However, for these programs to…

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.

The Diversity Project as a Joint Venture: How Higher Education and Industry Collaborate to Move the Needle of Progress

ERIC Educational Resources Information Center

Siegel, David J.

2006-01-01

This study examines the role of corporate influence in shaping an American business school's commitment to racial and ethnic diversity. Themes emerging from an intensive case study include: (a) the centrality of corporate interest and support; (b) co-investment in "pipeline development" strategies that encourage more minorities to pursue business…

Educator and Student Diversity in Washington State: Gaps and Historical Trends. CEDR Working Paper. WP #2015-10

ERIC Educational Resources Information Center

Goldhaber, Dan; Theobald, Roddy; Tien, Christopher

2015-01-01

It has been well documented--including in recent reports from Washington State (Professional Educator Standards Board, 2014) and several large districts across the country (Albert Shanker Institute, 2015)--that the public teaching workforce is far less racially and ethnically diverse than the student body in U.S. public schools. Washington State,…

"I Treat All Students as Equal": Further and Higher Education Teachers' Responses to Diversity

ERIC Educational Resources Information Center

Leach, Linda

2011-01-01

Diversity, understood in a multiplicity of ways, has been a focus of attention in education in recent years. As in many other countries, recent post-school education policies in Aotearoa/New Zealand have emphasised previously under-represented ethnic groups, such as Maori and Pasifika. The intention has been to widen participation in further and…

Children’s friendships in super-diverse localities: Encounters with social and ethnic difference

PubMed Central

Iqbal, Humera; Neal, Sarah; Vincent, Carol

2016-01-01

This article explores how children make, manage, or avoid friendships in super-diverse primary school settings. We draw on interviews and pictorial data from 78 children, aged 8–9 years across three local London primary schools to identify particular friendship groupings and the extent to which they followed existing patterns of social division. Children in the study did recognise social and cultural differences, but their friendship perceptions, affections, conflicts and practices meant that the way in which difference impacted relationships was partial and unstable. Friendship practices in the routine settings of school involved interactions across difference, but also entrenchments around similarity. PMID:28232774

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.

Not Made for Defeat.

ERIC Educational Resources Information Center

Kugelmass, Judy W.

2000-01-01

An ethnically diverse elementary school committed to coteaching, narrative assessments, and a bias-free ambience performed poorly on 1996 statewide standardized assessments. Initially stymied by a new depersonalized district report card, teachers developed strategic compromises that accommodated the superintendent's bureaucratic directives and…

“URM Candidates Are Encouraged to Apply”: A National Study to Identify Effective Strategies to Enhance Racial and Ethnic Faculty Diversity in Academic Departments of Medicine

PubMed Central

Peek, Monica E.; Kim, Karen E.; Johnson, Julie K.; Vela, Monica B.

2016-01-01

Purpose There is little evidence regarding which factors and strategies are associated with high proportions of underrepresented minority (URM) faculty in academic medicine. The authors conducted a national study of U.S. academic medicine departments to better understand the challenges, successful strategies, and predictive factors for enhancing racial and ethnic diversity among faculty (i.e., physicians with an academic position or rank). Method This was a mixed-methods study using quantitative and qualitative methods. The authors conducted a cross-sectional study of eligible departments of medicine in 125 accredited U.S. medical schools, dichotomized into low-URM (bottom 50%) versus high-URM rank (top 50%). They used t tests and chi-squared tests to compare departments by geographic region, academic school rank, city type, and composite measures of “diversity best practices.” The authors also conducted semistructured in-depth interviews with a subsample from the highest-and lowest-quartile medical schools in terms of URM rank. Results Eighty-two medical schools responded (66%). Geographic region and academic rank were statistically associated with URM rank, but not city type or composite measures of diversity best practices. Key themes emerged from interviews regarding successful strategies for URM faculty recruitment and retention including institutional leadership, the use of human capital and social relationships and strategic deployment of institutional resources. Conclusions Departments of medicine with high proportions of URM faculty employ a number of successful strategies and programs for recruitment and retention. More research is warranted to identify new successful strategies and to determine the impact of specific strategies on establishing and maintaining workforce diversity. PMID:23348090

"URM candidates are encouraged to apply": a national study to identify effective strategies to enhance racial and ethnic faculty diversity in academic departments of medicine.

PubMed

Peek, Monica E; Kim, Karen E; Johnson, Julie K; Vela, Monica B

2013-03-01

There is little evidence regarding which factors and strategies are associated with high proportions of underrepresented minority (URM) faculty in academic medicine. The authors conducted a national study of U.S. academic medicine departments to better understand the challenges, successful strategies, and predictive factors for enhancing racial and ethnic diversity among faculty (i.e., physicians with an academic position or rank). This was a mixed-methods study using quantitative and qualitative methods. The authors conducted a cross-sectional study of eligible departments of medicine in 125 accredited U.S. medical schools, dichotomized into low-URM (bottom 50%) versus high-URM rank (top 50%). They used t tests and chi-squared tests to compare departments by geographic region, academic school rank, city type, and composite measures of "diversity best practices." The authors also conducted semistructured in-depth interviews with a subsample from the highest- and lowest-quartile medical schools in terms of URM rank. Eighty-two medical schools responded (66%). Geographic region and academic rank were statistically associated with URM rank, but not city type or composite measures of diversity best practices. Key themes emerged from interviews regarding successful strategies for URM faculty recruitment and retention, including institutional leadership, the use of human capital and social relationships, and strategic deployment of institutional resources. Departments of medicine with high proportions of URM faculty employ a number of successful strategies and programs for recruitment and retention. More research is warranted to identify new successful strategies and to determine the impact of specific strategies on establishing and maintaining workforce diversity.

Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research

PubMed Central

Ratto, Allison B; Anthony, Bruno J; Pugliese, Cara; Mendez, Rocio; Safer-Lichtenstein, Jonathan; Dudley, Katerina M; Kahn, Nicole F; Kenworthy, Lauren; Biel, Matthew; Martucci, Jillian L; Anthony, Laura G

2016-01-01

Low-income and ethnic minority families continue to face critical disparities in access to diagnostic and treatment services for neurodevelopmental conditions, such as autism spectrum disorder and attention deficit hyperactivity disorder. Despite the growing cultural diversity of the United States, ethnic minority children and families continue to be substantially underrepresented across research on neurodevelopmental disorders, and there is a particularly concerning lack of research on the treatment of these conditions in low-income and ethnic minority communities. Of note, there are currently no published studies on adapting autism spectrum disorder treatment for low-income Latino communities and relatively few studies documenting adapted treatments for children with attention deficit hyperactivity disorder in these communities. This article describes methodological considerations and adaptations made to research procedures using a Diffusion of Innovation framework in order to effectively recruit and engage low-income, ethnic minority, particularly Latino, families of children with neurodevelopmental disorders, in a comparative effectiveness trial of two school-based interventions for executive dysfunction. PMID:27313190

At which geographic scale does ethnic diversity affect intra-neighborhood social capital?

PubMed

Sluiter, Roderick; Tolsma, Jochem; Scheepers, Peer

2015-11-01

The claim that ethnic diversity within the living environment would hamper bonding and bridging social capital has been studied extensively, producing highly inconsistent findings. We studied whether ethnic diversity effects depend on the geographic scale at which ethnic diversity is measured. We examined ethnic diversity effects on intra- and inter-ethnic contacts in the neighborhood, respectively on opposition to ethnic in- and out-group neighbors. Hypotheses were derived from Blau's meeting opportunities thesis and contact theory, ethnic competition theory, and constrict theory. Using information about 2545 Dutch respondents with their locality defined as egohoods and administrative units, we found that ethnic diversity effects vary with the geographic scale. Ethnic diversity of smaller localities is positively associated with bridging social capital. At larger scales, the findings are mixed: ethnic diversity is positively related to inter-ethnic contacts and opposition to out-group neighbors. Ethnic diversity of smaller localities is negatively related to bonding social capital. In contrast to often-made claims that diversity within the local context would matter most, estimates of diversity effects are not always stronger when diversity measures are aggregated to smaller geographic areas. Copyright © 2015 Elsevier Inc. All rights reserved.

The Collective Construction of Middle-Class White Womanhood: Investigations of Teaching and Teacher Professionalization in a Diverse Elementary School

ERIC Educational Resources Information Center

Yoon, Irene H.

2011-01-01

This dissertation investigates how the intersections of race, class, and gender operate in the everyday teaching and professional norms of middle-class White women teachers--particularly in schools such as the one in this study, where a majority of middle-class, White women teachers serve predominantly low-income, racially and ethnically diverse…

Envisioning Multicultural Education Development in U.S. Islamic Schools in Light of Reviewed Literature

ERIC Educational Resources Information Center

El-Atwani, Kadriye

2015-01-01

The purpose of this article is first to provide a literature review that informs the race, class, and ethnic diversity among Muslims in the United States; then to show how this literature review may acknowledge developing multicultural education in Islamic schools in the United States. In the direction of these aims, the author reviews the…

Creative Musical Play: An Innovative Approach to Early Childhood Music Education in an Urban Community School of Music

ERIC Educational Resources Information Center

John, Bina Ann; Cameron, Linda; Bartel, Lee

2016-01-01

Music is a distinct form of communication that manifests naturally when children are engaged in musical play regardless of their cultural backgrounds. In an ethnically diverse, urban community music school, where the majority of children represent non-western populations, the need for creativity-focused approaches that do not assume a western…

Empowering Pasifika Students to Express Their Identities through Visual Arts in New Zealand Secondary Schools: The Role of Euro-Descendent Teachers

ERIC Educational Resources Information Center

Smith, Jill

2016-01-01

The greatest numbers of young people in New Zealand are from Pasifika peoples' ethnic groups. In contrast, art teachers in secondary schools are predominantly European. Research conducted in 2015, which investigated how art teachers are responding to the increasing diversity of students, uncovered important insights. This article provides…

The Global Classroom: A Study in Appreciation, Awareness, and Acceptance of Different Cultures and People in Our Ever Changing World.

ERIC Educational Resources Information Center

Demovsky, Sandra; Niemuth, Judy

An action research project developed and implemented a program for increasing global skills and awareness of ethnic diversity in the classroom so that students could better understand others. The targeted population at two midwestern sites consisted of middle school sixth graders and high school learning disabled students in social studies…

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample

ERIC Educational Resources Information Center

Silva, Kassondra M.; Spinrad, Tracy L.; Eisenberg, Nancy; Sulik, Michael J.; Valiente, Carlos; Huerta, Snjezana; Edwards, Alison; Eggum, Natalie D.; Kupfer, Anne S.; Lonigan, Christopher J.; Phillips, Beth M.; Wilson, Shauna B.; Clancy-Menchetti, Jeanine; Landry, Susan H.; Swank, Paul R.; Assel, Michael A.; Taylor, Heather B.

2011-01-01

Research Findings: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring…

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.

Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion Versus Cultural Pluralism.

PubMed

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

2016-07-01

The present study is concerned with cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural pluralism. Longitudinal multilevel analyses based on 386 early adolescent immigrant students (Mage  = 10.49 years) in 44 ethnically heterogeneous classrooms in Germany revealed that the manifestations of both types of policies promote psychological school adjustment (i.e., better well-being and fewer psychological and behavioral problems) at the individual level. However, they differ in their effects on acculturation orientations. At the classroom level, equality and inclusion promote assimilation. Implications for research and educational practice are discussed. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Vaccinating Asian Pacific Islander children against hepatitis B: ethnic-specific influences and barriers.

PubMed

Pulido, M J; Alvarado, E A; Berger, W; Nelson, A; Todoroff, C

2001-01-01

Hepatitis B virus (HBV) is a known cause of liver cancer, especially among Asian and Pacific Islanders (API). Despite national recommendations and school entry requirements for vaccination, many children are not fully vaccinated with the Hepatitis B vaccine (Hep B) before entering school. The purpose of this study was to measure ethnic group-specific hepatitis B vaccination rates among school-aged API children after implementation of universal recommendations and school laws, and quantify ethnic-specific risk factors associated with late and incomplete vaccinations. A multilingual questionnaire was distributed to parents of second and fourth graders in nine Los Angeles County (LAC) elementary schools with high proportions of API students. Data on Hepatitis B vaccination dates, source of health care and health information, cultural factors, and general knowledge and attitudes about HBV and vaccination were collected and analyzed. Overall, 1,696 (77%) of 2,183 questionnaires were returned. Of these, 1,024 were from API children. The API second graders in this survey had a 72% coverage rate, ranging from 46% to 94% among the individual ethnic groups. Fifty-one percent of API fourth graders had three doses of Hep B vaccine, ranging from 38% to 69% among the individual ethnic groups. Factors influencing coverage levels among API fourth graders were speaking limited English at home, living in the United States less than five years, and not having discussed hepatitis B vaccination with a health care provider. Factors influencing low immunization levels differed among the API ethnic groups. Analysis and intervention on a non-aggregate level are necessary for designing both effective and cultural-specific outreach programs for diverse API communities such as LAC's.

Family Diversity and the Nature of Parental Involvement.

ERIC Educational Resources Information Center

Balli, Sandra J.

1996-01-01

Parents influence children's achievement through verbal and nonverbal communication of their expectations about education, participating in school activities, and helping with homework. Family variables such as ethnicity, socioeconomic status, and parenting style affect the nature and degree of involvement. (SK)

Culturally Responsive Leadership for Community Empowerment

ERIC Educational Resources Information Center

Johnson, Lauri

2014-01-01

Culturally responsive leadership, derived from the concept of culturally responsive pedagogy, incorporates those leadership philosophies, practices, and policies that create inclusive schooling environments for students and families from ethnically and culturally diverse backgrounds. In this essay I extend the tenets of culturally responsive…

Working More Productively To Produce Similar Patterns of Educational Performance among Racial/Ethnic Groups in the United States. Urban Diversity Series.

ERIC Educational Resources Information Center

Miller, L. Scott

This monograph in the Urban Diversity Series takes an in-depth look at the nature of academic achievement gaps and the efforts since the 1960s to close these gaps. The monograph provides a comprehensive analysis of achievement data from pre-school through higher education. It concludes with recommendations for developing evidence-based educational…

Action Research Step-by-Step: A Tool for Educators to Change Their Worlds

ERIC Educational Resources Information Center

Brighton, Catherine M.; Moon, Tonya R.

2007-01-01

Mr. Hartman is an honors-level and Advanced Placement science teacher in a diverse, urban high school where he has been teaching for the last 20 years. In recent years, Mr. Hartman has become increasingly more concerned with the lack of ethnic/cultural diversity in his advanced science classes. On the other hand, Mrs. Rodriguez is a principal in a…

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.

Peers, tobacco advertising, and secondhand smoke exposure influences smoking initiation in diverse adolescents.

PubMed

Voorhees, Carolyn C; Ye, Cong; Carter-Pokras, Olivia; MacPherson, Laura; Kanamori, Mariano; Zhang, Guangyu; Chen, Lu; Fiedler, Robert

2011-01-01

Identify demographic, social, and environmental factors associated with smoking initiation in a large, racially and ethnically diverse sample of underage youth participating in the 2006 Maryland Youth Tobacco Survey. Cross-sectional, multistage, probability sample survey. Schools (308 middle and high schools) in Maryland. Subjects were 12- to 17-year-old adolescents participating in a school-based survey. New smokers and nonsmokers were included in the analysis (n  =  57,072). Social and media influence, secondhand smoke exposure, tobacco product use, and demographic information including age, race/ethnicity, and geographic region. Chi-square and multiple logistic regression analyses controlling for clustering. Hispanic and Hawaiian/Pacific Islander youth were most likely and Asian and Black youth were least likely to be new smokers. Smoking initiation was positively associated with higher age, living with a current smoker, secondhand smoke exposure, exposure to advertisements for tobacco products, having more friends that smoke, tobacco products offered by friends, risk perceptions, and use of other tobacco products such as smokeless tobacco and cigars. Multivariate logistic regression results suggested that composite measures of peer influence, advertising exposure, and secondhand smoke exposure were independently associated with smoking initiation. Media, peer influence, and secondhand smoke exposure were the most important factors influencing smoking initiation and were common to all racial/ethnic groups in this study. Interventions combining targeted public awareness, education, and media campaigns directed at parents/guardians should be investigated.

The specificity and the development of social-emotional competence in a multi-ethnic-classroom.

PubMed

Petrowski, Katja; Herold, Ulf; Joraschky, Peter; von Wyl, Agnes; Cierpka, Manfred

2009-05-28

Ethnic diversity in schools increases due to globalization. Thus, the children's social-emotional competence development must be considered in the context of a multi-ethnic classroom. In this study, the social-emotional competence of 65 Asian-American and Latin-American children was observed at the beginning and the end of their kindergarten year. Initially, significant differences existed among these ethnic groups in respect to moral reasoning. Furthermore, the male children showed more dysregulated aggression but the female children implemented more moral reasoning than their male counterparts. These ethnic specificities did not disappear over the course of the year. In addition, a significant change in avoidance strategies as well as expressed emotions in the narrative took place over the course of one year. Ethnic specificity in social-emotional competence does exist independent of gender at the beginning as well as at the end of the kindergarten year in a multi-ethnic kindergarten classroom.

The Roles of Population, Place, and Institution in Student Diversity in American Higher Education

PubMed Central

Franklin, Rachel S.

2014-01-01

Student racial and ethnic diversity in higher education is an important and timely topic, as institutions, policy-makers, and economists increasingly recognize the value that accrues at many levels of having a skilled and diverse student body and workforce. Students benefit from learning in a diverse environment; firms may benefit from a diverse workforce; and more demographically diverse regions make experience higher rates of economic growth. However, the forces governing institution-level student diversity are poorly understood, as little prior research on the topic exists. This paper uses school enrollment data to parse out the contribution institutional characteristics, geographical setting, and local demographic characteristics make to student body diversity at each level of study. Results indicate that geographical location and local demographic composition play a role in student body diversity, as do the type and orientation of the institution. Institutional characteristics explain a lot of the variation in student body diversity and actual location of schools matters less than the demographic composition of young people around that location. Two broad conclusions emerge with regard to schools seeking to increase their student diversity. First, some may find their efforts hampered by circumstances outside their control (location, for example). Second, the influence of public/private status and even school size suggest further research on the ways in which these factors influence student diversity so that eventual policy action can be more effective. PMID:25425748

Ghettos and enclaves in the cross-place realm: mapping socially bounded spaces across cities.

PubMed

Montgomery, Alesia F

2011-01-01

Since the early Chicago School, urban researchers have used residential proximity to assess contacts within and between racial and ethnic groups. This approach is increasingly limited. Diverse groups use email, social networking sites, instant messaging and mobile phones to communicate across urban zones and distant cities. These practices enable mutual support among far-flung family members and co-ethnics as they engage with an array of institutions throughout their day. Through interviews and observations that include women and men of diverse occupations, races and national origins, the author explores how and why cross-place enclosures of sociality and resources develop. Rather than framing the residential area as the locus of racial/ethnic concentration, the author focuses on cross-place concentrations in the technologically mediated workspace. This study enhances theorization of the structural negotiations, interpersonal pressures and group preferences that produce separate lifeworlds in globalizing cities.

Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

NASA Astrophysics Data System (ADS)

Adamuti-Trache, Maria; Sweet, Robert

2014-03-01

The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.

The Short-Term and Maintenance Effects of Self-Regulated Strategy Development in Writing for Middle School Students

ERIC Educational Resources Information Center

Hacker, Douglas J.; Dole, Janice A.; Ferguson, Monica; Adamson, Sharon; Roundy, Linda; Scarpulla, Laura

2015-01-01

Our purpose for this quasi-experimental study was to evaluate the short-term and maintenance effects of the self-regulated strategy development writing instructional model by Graham and Harris with 7th-grade students in an urban, ethnically diverse Title I middle school. We compared the writing skills of our intervention students with those of…

Race/Ethnicity and Social Capital among Middle- and Upper-Middle-Class Elementary School Families: A Structural Equation Model

ERIC Educational Resources Information Center

Caldas, Stephen J.; Cornigans, Linda

2015-01-01

This study used structural equation modeling to conduct a first and second order confirmatory factor analysis (CFA) of a scale developed by McDonald and Moberg (2002) to measure three dimensions of social capital among a diverse group of middle- and upper-middle-class elementary school parents in suburban New York. A structural path model was…

Race and Ethnicity in School Psychology Publications: A Content Analysis and Comparison to Publications in Related Disciplines

ERIC Educational Resources Information Center

Noltemeyer, Amity L.; Proctor, Sherrie L.; Dempsey, Allison

2013-01-01

Previous research has examined the quantity and types of diversity-related research in the field of school psychology, revealing gaps in the literature. Extension of this line of research with current data and comparison to related disciplines is needed. This study used content analysis to address these issues, with a specific focus on the racial…

Sticks and Stones May Break My Bones, but Names will Make Me Feel Sick: The Psychosocial, Somatic, and Scholastic Consequences of Peer Harassment

ERIC Educational Resources Information Center

Nishina, Adrienne; Juvonen, Jaana; Witkow, Melissa R.

2005-01-01

This study examined associations among peer victimization, psychosocial problems, physical symptoms, and school functioning across the 1st year in middle school. An ethnically diverse sample of urban 6th graders (N = 1,526) reported on their perceptions of peer victimization, psychosocial adjustment, and physical symptoms during fall and spring.…

A Social Marketing Approach to Promoting Healthful Eating and Physical Activity in Low-Income and Ethnically Diverse Schools

ERIC Educational Resources Information Center

Paek, Hye-Jin; Jung, Yumi; Oh, Hyun Jung; Alaimo, Katherine; Pfeiffer, Karin; Carlson, Joseph J.; Wen, Yalu; Betz, Heather Hayes; Orth, Julie

2015-01-01

Objective: To evaluate the short-term outcome of the social marketing approach used in Project FIT, we developed a school- and community-based programme for promoting healthful eating and physical activity in kindergarten to 5th-grade children and their parents. Design: A 2-year quasi-experiment for children and two cross-sectional surveys for…

Class, Gender, (Hetero)Sexuality and Schooling: Paradoxes within Working-Class Girls' Engagement with Education and Post-16 Aspirations

ERIC Educational Resources Information Center

Archer, Louise; Halsall, Anna; Hollingworth, Sumi

2007-01-01

This paper discusses the ways in which inner-city, ethnically diverse, working-class girls' constructions of hetero-femininities mediate and shape their dis/engagement with education and schooling. Drawing on data from a study conducted with 89 urban, working-class young people in London, attention is drawn to three main ways through which young…

Cumulative Risk, Negative Emotionality, and Emotion Regulation as Predictors of Social Competence in Transition to School: A Mediated Moderation Model

ERIC Educational Resources Information Center

Chang, Hyein; Shelleby, Elizabeth C.; Cheong, JeeWon; Shaw, Daniel S.

2012-01-01

The goals of this study were to examine the additive and interactive effects of cumulative risk and child negative emotionality on children's social competence in the transition from preschool to school and to test whether these associations were mediated by child emotion regulation within a sample of 310 low-income, ethnically diverse boys.…

Friends in Activities, School-related Affect, and Academic Outcomes in Diverse Middle Schools.

PubMed

Knifsend, Casey A; Camacho-Thompson, Daisy E; Juvonen, Jaana; Graham, Sandra

2018-06-01

Participating in school-based activities is linked to positive academic engagement and achievement, but less is known about how peer relationships within activities affect these outcomes. The current study examined friends in extracurricular activities as a predictor of academic outcomes in multiethnic middle schools in California. Specifically, the mediating role of school belonging, and interactions by ethnicity and type of activity, were examined in a sample including African American or Black, East or Southeast Asian, White, and Latino youth in extracurricular activities (N = 2268; M age  = 13.36 in eighth grade; 54% female). The results of multilevel mediational models suggested that school belonging mediated the link between friends in activities and academic outcomes, and these findings replicated across groups based on ethnicity and the type of activity in which one was involved in general. These results are discussed in terms of how activities can be structured to promote positive peer relations in ways that are linked with academic engagement and achievement.

Diversity in medical school: perceptions of first-year students at four southeastern U.S. medical schools.

PubMed

Elam, C L; Johnson, M M; Wiggs, J S; Messmer, J M; Brown, P I; Hinkley, R

2001-01-01

To assess students' perceptions of the extent of diversity in their classes, the role of diversity in their first-year curriculum, and their predictions of the amount of diversity in their future patient populations. In 1998, students at four southeastern U.S. medical schools that had distinct demographics and differing institutional missions completed a questionnaire on diversity at the end of the first year. In the instrument, diversity was defined according to nine population characteristics: age, sex, race, ethnic background, physical disability, religious affiliation, sexual orientation, socioeconomic status, and rural background (growing up in a community of less than 5,000). Responses were compared according to students' institution, sex, and race. Questionnaires were returned by 349 of 474 students (74%). Students at the school with the most diverse first-year class placed the greatest value on the contributions of diversity to the learning environment. Women students placed more value on the inclusion of diversity issues in the curriculum than did men students, and they placed greater value on understanding diversity issues in their future medical practices than did men. Compared with Asian American, Hispanic, and white students, African American students were the least likely to think that the curriculum contained adequate information about diversity. The results indicate that perceptions of diversity were influenced by the students' own demographic characteristics and those of their medical school. The more diverse the class, the more comfortable the students were with diversity and the more they valued its contribution to their medical education.

Impact of student ethnicity and primary childhood language on communication skill assessment in a clinical performance examination.

PubMed

Fernandez, Alicia; Wang, Frances; Braveman, Melissa; Finkas, Lindsay K; Hauer, Karen E

2007-08-01

Clinical performance examinations (CPX) with standardized patients (SPs) have become a preferred method to assess communication skills in US medical schools. Little is known about how trainees' backgrounds impact CPX performance. The objective of this paper is to examine the impact of student ethnicity, primary childhood language, and experience of diversity on the communication scores of a high-stakes CPX using SPs. This research was designed as an observational study. The participants of this study were third-year medical students at one US medical school. The measurements used in this study were CPX scores from mandatory exam, student demographics and experience with diversity measured by self-report on a survey, and Medical College Admission Test (MCAT) and United States Medical Licensing Examination (USMLE) scores. A total of 135 students participated. Asian and black students scored lower than white students on the communication portion of the CPX by approximately half a standard deviation (Asian, 67.4%; black, 64.4%; white, 69.4%, p < .05). There were no differences by ethnicity on history/physical exam scores. Multivariate analysis controlling for MCAT verbal scores reduced ethnic differences in communication scores (Asian-white mean differences = 1.95, p = 0.02), but Asian-white differences were eliminated only after sequential models included primary childhood language (difference = 0.57, p = 0.6). Even after controlling for English language knowledge as measured in MCAT verbal scores, speaking a primary childhood language other than English is associated with lower CPX communication scores for Asian students. While poorer communication skills cannot be ruled out, SP exams may contain measurement bias associated with differences in childhood language or culture. Caution is indicated when interpreting CPX communication scores among diverse examinees.

A case study of middle school food policy and persisting barriers to healthful eating.

PubMed

Jara, Eddy; Ozer, Emily J; Seyer-Ochi, Ingrid

2014-01-01

Decreasing access to competitive foods in schools has produced only modest effects on adolescents' eating patterns. This qualitative case study investigated persistent barriers to healthful eating among students attending an ethnically diverse middle school in a working-class urban neighborhood that had banned on campus competitive food sales. Participant observations, semi-structured interviews and document reviews were conducted. Unappealing school lunches and easily accessible unhealthful foods, combined with peer and family influences, increased the appeal of unhealthy foods. Areas for further inquiry into strategies to improve urban middle school students' school and neighborhood food environments are discussed.

Predictors of level of voice in adolescent girls: ethnicity, attachment, and gender role socialization.

PubMed

Theran, Sally A

2009-09-01

The current study empirically examined predictors of level of voice (ethnicity, attachment, and gender role socialization) in a diverse sample of 108 14-year-old girls. Structural equation modeling results indicated that parental attachment predicted level of voice with authority figures, and gender role socialization predicted level of voice with authority figures and peers. Both masculinity and femininity were salient for higher levels of voice with authority figures whereas higher scores on masculinity contributed to higher levels of voice with peers. These findings suggest that, contrary to previous theoretical work, femininity itself is not a risk factor for low levels of voice. In addition, African-American girls had higher levels of voice with teachers and classmates than did Caucasian girls, and girls who were in a school with a greater concentration of ethnic minorities had higher levels of voice with peers than did girls at a school with fewer minority students.

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).

A center for self-management of chronic illnesses in diverse groups.

PubMed

Inouye, Jillian; Boland, Mary G; Nigg, Claudio R; Sullivan, Kathleen; Leake, Anne; Mark, Debra; Albright, Cheryl L

2011-01-01

Prevention and successful treatment of chronic disease require a scientific understanding of the impacts and interactions of ethnicity, culture, and illness on self-management interventions. This article presents one approach to developing effective methods to address the needs of ethnic minorities living with chronic illnesses. Described is the University of Hawaii Center for Ohana Self-Management of Chronic Illnesses (COSMCI) located in the School of Nursing & Dental Hygiene and funded by the National Institute of Nursing Research (Award Number P20NR010671). The interdisciplinary center focuses on family and community self-management interventions in ethnically diverse populations with chronic illnesses. Areas discussed are: 1) the operational structure for creating an environment conducive to interdisciplinary ohana self-management chronic illness research in ethnically diverse populations; and 2) the development of sustainable interdisciplinary, biobehavioral research capacity. The COSMCI uses a social cognitive theory framework to guide the application of established self-management interventions to Asian and Pacific Island populations (API) through three conceptually linked research projects on HIV infection, type 2 diabetes, and chronic obstructive pulmonary disease. COSMI addresses the feasibility of sharing of lessons learned among the approaches taken. The interdisciplinary nature of COSMCI increases the potential success of the intervention efforts. Hawaii Medical Journal Copyright 2010.

Improving cultural competence education: the utility of an intersectional framework.

PubMed

Powell Sears, Karen

2012-06-01

Most US medical schools have instituted cultural competence education in the undergraduate curriculum. This training is intended to improve the quality of care that doctors, the majority of whom are White, deliver to ethnic and racial minority patients. Research into the outcomes of cultural competence training programmes reveals that they have been largely ineffective in improving doctors' skills. In varied curricular formats, programmes tend to teach group-specific cultural knowledge, despite the vast heterogeneity of racial and ethnic groups. This cultural essentialism diminishes training effectiveness. This paper proposes key curriculum content changes and suggests the inclusion of an intersectional framework in the cultural competence curriculum. This framework maintains that racial and ethnic minority groups hold multiple social statuses, called social locations, which interact with one another to uniquely shape the health views, needs and experiences of the individuals within the groups. Social locations include those defined by race, ethnicity, gender, social class and sexuality, which are experienced multiplicatively, not additively, within a particular social context. Cultural competence education must go beyond simplified cultural understandings to explore these more complex meanings. Doctors' ability to understand, communicate with and treat diverse groups can be vastly improved by applying an intersectional framework in academic research, self-awareness exercises and clinical training. Integrating an intersectional framework into cultural competency education can better prepare doctors for caring for racial and ethnic minority patients. This paper recommends curriculum elements for the classroom and clinical training that can improve doctor knowledge and skills for caring for diverse groups. Medical schools can use the proposed model to facilitate the development of new educational strategies and learning experiences. These improvements can lead to more equitable care and ultimately diminish disparities in health care. Although these recommendations are designed with US schools in mind, they may improve doctor understanding and care of marginal populations across the world. © Blackwell Publishing Ltd 2012.

Lesbian, Gay, and Heterosexual Adoptive Parents' Experiences in Preschool Environments

PubMed Central

Goldberg, Abbie E.

2014-01-01

Little research has examined the school experiences of lesbian/gay (LG) parent families or adoptive parent families. The current exploratory study examined the experiences of 79 lesbian, 75 gay male, and 112 heterosexual adoptive parents of preschool-age children with respect to their (a) level of disclosure regarding their LG parent and adoptive family status at their children's schools; (b) perceived challenges in navigating the preschool environment and advocating on behalf of their children and families; and (c) recommendations to teachers and schools about how to create affirming school environments with respect to family structure, adoption, and race/ethnicity. Findings revealed that the majority of parents were open about their LG and adoptive family status, and had not encountered challenges related to family diversity. Those parents who did experience challenges tended to describe implicit forms of marginalization, such as insensitive language and school assignments. Recommendations for teachers included discussing and reading books about diverse families, tailoring assignments to meet the needs of diverse families, and offering school community-building activities and events to help bridge differences across families. PMID:25414543

Lesbian, Gay, and Heterosexual Adoptive Parents' Experiences in Preschool Environments.

PubMed

Goldberg, Abbie E

2014-01-01

Little research has examined the school experiences of lesbian/gay (LG) parent families or adoptive parent families. The current exploratory study examined the experiences of 79 lesbian, 75 gay male, and 112 heterosexual adoptive parents of preschool-age children with respect to their (a) level of disclosure regarding their LG parent and adoptive family status at their children's schools; (b) perceived challenges in navigating the preschool environment and advocating on behalf of their children and families; and (c) recommendations to teachers and schools about how to create affirming school environments with respect to family structure, adoption, and race/ethnicity. Findings revealed that the majority of parents were open about their LG and adoptive family status, and had not encountered challenges related to family diversity. Those parents who did experience challenges tended to describe implicit forms of marginalization, such as insensitive language and school assignments. Recommendations for teachers included discussing and reading books about diverse families, tailoring assignments to meet the needs of diverse families, and offering school community-building activities and events to help bridge differences across families.

Student perspectives on the diversity climate at a U.S. medical school: the need for a broader definition of diversity.

PubMed

Dhaliwal, Jasmeet S; Crane, Lori A; Valley, Morgan A; Lowenstein, Steven R

2013-04-17

Medical schools frequently experience challenges related to diversity and inclusiveness. The authors conducted this study to assess, from a student body's perspective, the climate at one medical school with respect to diversity, inclusiveness and cross-cultural understanding. In 2008 students in the doctor of medicine (MD), physical therapy (PT) and physician assistant programs at a public medical school were asked to complete a diversity climate survey consisting of 24 Likert-scale, short-answer and open-ended questions. Questions were designed to measure student experiences and attitudes in three domains: the general diversity environment and culture; witnessed negative speech or behaviors; and diversity and the learning environment. Students were also asked to comment on the effectiveness of strategies aimed at promoting diversity, including diversity and sensitivity training, pipeline programs, student scholarships and other interventions. Survey responses were summarized using proportions and 95 percent confidence intervals (95% CI), as well as inductive content analysis. Of 852 eligible students, 261 (31%) participated in the survey. Most participants agreed that the school of medicine (SOM) campus is friendly (90%, 95% CI 86 to 93) and welcoming to minority groups (82%, 95% CI 77 to 86). Ninety percent (95% CI 86 to 93) found educational value in a diverse faculty and student body. However, only 37 percent (95% CI 30 to 42) believed the medical school is diverse. Many survey participants reported they have witnessed other students or residents make disparaging remarks or exhibit offensive behaviors toward minority groups, most often targeting persons with strong religious beliefs (43%, 95% CI 37 to 49), low socioeconomic status (35%, 95% CI 28 to 40), non-English speakers (34%, 95% CI 28 to 40), women (30%, 95% CI 25 to 36), racial or ethnic minorities (28%, 95% CI 23 to 34), or gay, lesbian, bisexual or transgendered (GLBT) individuals (25%, 95% CI 20 to 30). Students witnessed similar disparaging or offensive behavior by faculty members toward persons with strong religious beliefs (18%, 95% CI 14 to 24), persons of low socioeconomic status (12%, 95% CI 9 to 17), non-English speakers (10%, 95% CI 6 to 14), women (18%, 95% CI 14 to 24), racial or ethnic minorities (12%, 95% CI 8 to 16) and GLBT individuals (7%, 95% CI 4 to 11). Students' open-ended comments reinforced the finding that persons holding strong religious beliefs or conservative values were the most common targets of disparaging or offensive behavior. These data suggest that medical students believe that diversity and a climate of inclusiveness and respect are important to a medical school's educational and clinical care missions. However, according to these students, the institution must embrace a broader definition of diversity, such that all minority groups are valued, including individuals with conservative viewpoints or strong religious beliefs, the poor and uninsured, GLBT individuals, women and non-English speakers.

Associations of neighborhood concentrated poverty, neighborhood racial/ethnic composition, and indoor allergen exposures: a cross-sectional analysis of los angeles households, 2006-2008.

PubMed

Camacho-Rivera, Marlene; Kawachi, Ichiro; Bennett, Gary G; Subramanian, S V

2014-08-01

Although racial/ethnic, socioeconomic, and neighborhood factors have been linked to asthma, and the association between indoor allergens and asthma is well documented, few studies have examined the relationship between these factors and indoor allergens. We examined the frequency of reported indoor allergens and differences by racial/ethnic, socioeconomic, and neighborhood characteristics among a diverse sample of Los Angeles households. Multilevel logistic regression models were used to analyze the data from 723 households from wave 2 of the Los Angeles Family and Neighborhood Survey. The reported presence of rats, mice, cockroaches, mold, pets, and tobacco smoke were the primary outcomes of interest. Hispanic and Asian households had a nearly threefold increase in the odds of reporting cockroaches compared to non-Hispanic Whites (OR, 2.85; 95 % CI 1.38-5.88 and OR, 2.62; 95 % CI 1.02-6.73, respectively) even after adjusting for socioeconomic factors. Primary caregivers who had obtained a high school degree were significantly less likely to report the presence of mice and cockroaches compared to primary caregivers with less than a high school degree (OR, 0.19; 95 % CI 0.08-0.46 and OR, 0.39; 95 % CI 0.23-0.68, respectively). Primary caregivers with more than a high school degree were also less likely to report the presence of rats, mice, and cockroaches within their households, compared to those with less than a high school degree. Compared to renters, home owners were less likely to report the presence of mice, cockroaches, and mold within their households. At the neighborhood level, households located within neighborhoods of high concentrated poverty (where the average poverty rate is at least 50 %) were more likely to report the presence of mice and cockroaches compared to households in low concentrated poverty neighborhoods (average poverty rate is 10 % or less), after adjusting for individual race/ethnicity and socioeconomic characteristics. Our study found evidence in support of neighborhood-level racial/ethnic and socioeconomic influences on indoor allergen exposure, above and beyond individual factors. Future studies should continue to explore individual and neighborhood-level racial/ethnic and socioeconomic differences in household allergen exposures across diverse contexts.

Cultural Literacy: Negotiating Language, Culture, and Thought

ERIC Educational Resources Information Center

Clark, Ellen Riojas; Flores, Belinda Bustos

2007-01-01

Our schools see increasing numbers of students who reflect the wide diversity of this country's population, but too often these differences--culture, language, socioeconomic backgrounds, ethnicity are viewed from negative or deficit perspectives when they are, in fact, the cultural capital that enriches discussion, broadens viewpoints, and…

Race and Politics Rip into the Urban Superintendency.

ERIC Educational Resources Information Center

Rist, Marilee C.

1990-01-01

Heightened racial and ethnic-group politics and increasingly rocky board-superintendent relations are making the urban superintendency increasingly untenable. The politics of urban school governance can stymie even the best candidates. To survive, big-city superintendents need a thick hide, sensitivity to diversity, charisma, self-confidence,…

Take the Initiative

ERIC Educational Resources Information Center

Garcia, Michelle

2009-01-01

There's a lot wrong with the diversity training that goes on in the nation's schools. There are programs that offer shortcuts for communication across racial and ethnic lines, too often drawing on stereotypes rather than challenging them. There are dialogue programs that usher in difficult conversations about racism, prejudice and bias, sometimes…

Students' Perspectives on LGBTQ-Inclusive Curriculum

ERIC Educational Resources Information Center

Snapp, Shannon D.; Burdge, Hilary; Licona, Adela C.; Moody, Raymond L.; Russell, Stephen T.

2015-01-01

Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students' experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities…

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,…

Peacebuilding in Community Colleges: A Teaching Resource

ERIC Educational Resources Information Center

Smith, David J., Ed.

2013-01-01

Offering lifelong and developmental learning to over 13 million students at nearly 1,200 schools, community colleges in the United States attract a student body with remarkable economic, ethnic, and cultural diversity. They provide students with skills and foundational knowledge upon which successful professional careers and rewarding personal…

Does decentralisation enhance a school's role of promoting social cohesion? Bosnian school leaders' perceptions of school governance

NASA Astrophysics Data System (ADS)

Komatsu, Taro

2014-05-01

This study seeks to understand whether and how decentralised school governance in Bosnia and Herzegovina (BiH) enhances the schools' role of promoting social cohesion. This includes increasing "horizontal" trust among different ethnic groups and "vertical" trust between civilians and public institutes. The study examined secondary school leaders' perceptions regarding school board influence on social cohesion policies and practices, their interactions with school board members, and their accountability to the school-based governing body. The results show that school leaders and school boards, supposedly representing the interests of local stakeholders, did not appear to be actively engaged in the deliberate process of promoting social cohesion. While school directors tended to view themselves as being independent from the school boards, ethnically diverse school boards provided important support to proactive school leaders for their inter-group activities. Given that the central level is not providing initiatives to promote social cohesion and that BiH citizens appear to generally support social cohesion, decentralised school governance has the potential to improve social trust from the bottom up. To promote participatory school governance, the study recommends that BiH school leaders should be provided with opportunities to re-examine and redefine their professional accountability and to assist local stakeholders to improve their involvement in school governance.

Engaging Parents in Preventive Interventions for Young Children: Working with Cultural Diversity Within Low-Income, Urban Neighborhoods.

PubMed

Dawson-McClure, Spring; Calzada, Esther J; Brotman, Laurie M

2017-08-01

A robust literature documents the impact of poverty on child development and lifelong health, well-being and productivity. Racial and ethnic minority children continue to bear the burden of poverty disproportionately. Evidence-based parenting interventions in early childhood have the potential to attenuate risk attributable to poverty and stress. To reduce racial, ethnic, and socioeconomic disparities in the USA, parenting interventions must be accessible, engaging, and effective for low-income families of color living in large urban centers. This paper describes the initial development of ParentCorps and ongoing improvements to realize that vision. Initial development focused on creating a parenting intervention that places culture at the center and effectively embedding it in schools. ParentCorps includes core components found in nearly all effective parenting interventions with a culturally informed approach to engaging families and supporting behavior change. As the intervention is implemented at scale in increasingly diverse communities, improvement efforts include augmenting professional development to increase racial consciousness among all staff (evaluators, coaches, and school-based facilitators) and applying an implementation science framework to study and more fully support schools' use of a package of engagement strategies.

The respective racial and ethnic diversity of US pediatricians and American children.

PubMed

Stoddard, J J; Back, M R; Brotherton, S E

2000-01-01

Much effort has been directed toward increasing the training of physicians from underrepresented minority groups, yet few direct comparisons have examined the diversity of the racial/ethnic backgrounds of the physicians relative to the patient populations they serve, either currently or into the future. This has been particularly true in the case of pediatrics, in which little information has emerged regarding the racial/ethnic backgrounds of pediatricians, yet evidence points to ever-growing diversity in the US child population. We embarked on a comparative analysis to examine trends in the racial and ethnic composition of pediatricians vis-a-vis the patient population they serve, America's infants, children, adolescents, and young adults. Data on US pediatricians sorted by racial/ethnic group came from Association of American Medical Colleges distribution data and is based on the cohort of pediatricians graduating from US medical schools between 1983 and 1989 extrapolated to the total number of pediatricians actively practicing in 1996. Data on the demographic diversity of the US child population came from the US Census Bureau. We derived pediatrician-to-child population ratios (PCPRs) specific to racial/ethnic groups to measure comparative diversity between and among groups. Our results show that the black PCPR, currently less than one third of the white PCPR, will fall from 14.3 pediatricians per 100 000 children in 1996 to 12 by 2025. The Hispanic PCPR will fall from 16.9 in 1996 to 9.2 in 2025. The American Indian/Alaska Native PCPR will drop from 7.8 in 1996 to 6.5 by the year 2025. The PCPR specific to the Asian/Pacific Islander group will decline from 52.9 in 1996 to 26.1 in 2025. For whites, the PCPR will increase from 47.8 to 54.2 during this period. For 1996, each of the 5 PCPRs is significantly different from the comparison ratio. The same is true for 2025. For the time trend comparison (between 1996 and 2025), there is a significant difference for each ratio except for American Indian/Alaska Native. The racial and ethnic makeup of the US child population is currently far more diverse than that of the pediatricians who provide their health care services. If child population demographic projections hold true, and no substantial shifts transpire in the composition of the pediatric workforce, the disparities will increase substantially by the year 2025.

Cooperative Learning: Effective Approach to a Multicultural Society.

ERIC Educational Resources Information Center

Elhoweris, Hala

Tension and anxiety are prevalent among students from different ethnic and cultural backgrounds. With the rapidly changing population demographics of the United States and the significant growth of diverse multicultural groups, schools and professionals are being challenged as to how to provide the best comprehensive education to their…

Social Science Research and School Diversity Policy

ERIC Educational Resources Information Center

Williams, Sheneka M.; McDermott, Kathryn A.

2014-01-01

For decades, policy makers, advocates, and researchers have been engaged in efforts to make educational opportunity more equal for students from different racial, ethnic, and socioeconomic groups. A great deal of research has been conducted on their efforts; however, there is some disagreement on the extent to which the research has been…

Analysis of School District Wealth and Teacher Efficacy and Expectations

ERIC Educational Resources Information Center

McCluskey, Katherine

2016-01-01

Income disparity continues to increase across the United States as more students are coming from environments of low-income homes, racially and ethnically diverse backgrounds limited English proficiency, and high mobility rates which have contributed to disparity in educational achievement. The overarching question that drove this study was…

Rearranging Pigeonholes: Interrupting the Ethnic Hierarchy of a School's Workforce

ERIC Educational Resources Information Center

Price, Anne

2009-01-01

Increasing the cultural and linguistic diversity of the teaching workforce in Australia was a key recommendation of the House of Representatives Standing Committee Inquiry into Teacher Education in their report, "Top of the Class" (written by L. Hartsuyker). The report reflects findings from national and international research that…

School, Work and Family Planning. Interim Impacts in Project Redirection.

ERIC Educational Resources Information Center

Polit, Denise F.; And Others

Project Redirection was designed to help pregnant and parenting adolescents progress toward eventual self-sufficiency by linking them with community agencies and volunteers at four geographically and ethnically diverse sites in the United States. Distinctive features of the program include: (1) a broad scope of services including employability…

Politics and School Desegregation before and after "Parents Involved"

ERIC Educational Resources Information Center

Brown, Frank; Hunter, Richard C.

2009-01-01

The authors attempt to tell the story of "Brown" and "Parents Involved" on educational inequality and connect these topics to economic competition globally. "Brown" came about in the 1950s in a much different environment: America was less diverse racially and ethnically, and economic competition on a global scale was…

Coping with Changing Demographics. ERIC Digest Series Number EA45.

ERIC Educational Resources Information Center

Klauke, Amy

Studying local and national population distribution, as well as economic and social patterns, is becoming crucial for educators who serve rapidly changing communities. School officials should take into consideration the tremendous diversity in cultures, economic and family situations, and educational levels existing within an ethnic group. Several…

Obesity is associated with decreased academic performance in elementary school students

USDA-ARS?s Scientific Manuscript database

The relationship between weight status and academic performance among 2nd grade students was examined. We hypothesized that overweight and obese students would have poorer grades than students who were normal weight. The sample was composed of 798 ethnically diverse children (White=28%, Black=23%, H...

Representation of People of Asian Descent in Mainstream Mass Media within the United States

ERIC Educational Resources Information Center

Kim, Younghan

2013-01-01

The public school classroom in the United States has been getting more diverse, linguistically and ethnically. Immigrant and second/third generation students learn American culture and norms from messages conveyed through mainstream media like internet, advertisements, films, newspapers, TV, and magazines. Their self-perceptions, perspectives…

Building Collections: Recognizing and Appreciating Differences

ERIC Educational Resources Information Center

Krapp, Joanna Vergona

2004-01-01

A huge world exists outside the family. When youngsters enter school, they meet children from diverse and unfamiliar backgrounds--regional, ethnic, religious, and racial. Often there is confusion, mistrust, and apprehension. In the eyes of a child, being different is not always a good thing. Parents and teachers bear the burden of discussing…

"Situative Cognition": Barrier to Teaching across Cultures

ERIC Educational Resources Information Center

Whitfield, Patricia; Klug, Beverly J.; Whitney, Patricia

2007-01-01

In an unsettled world, the migration of significant numbers of individuals across national and even continental boundaries has changed the demographics of many nations with profound effects on their schools. Frequently, teachers are confronted with classes characterized by ethnic and cultural diversity for which they are either underprepared or…

Cultural Diversity in Higher Education: Implications for Hospitality Programs

ERIC Educational Resources Information Center

Casado, Matt A.; Dereshiwsky, Mary I.

2007-01-01

During the decade of the 1990s, the rapidly changing ethnic composition of our schools and workplace, especially in the hospitality industry, required that attention be given to curriculum content and methods of instruction to accommodate increasing numbers of minority students and employees. Most institutions, including hospitality programs,…

Early Schooling and the Nation's Future.

ERIC Educational Resources Information Center

Boyer, Ernest L.

1987-01-01

Currently 40 percent of those classified as poor are children. The social implications for the educational reform movement require that educators develop programs to confront poverty, health, and family problems. Within the next two decades the majority of students will be ethnically and linguistically diverse, poorer, and more handicapped. (MD)

Parent/Child Concordance about Bullying Involvement and Family Characteristics Related to Bullying and Peer Victimization

ERIC Educational Resources Information Center

Holt, Melissa K.; Kaufman Kantor, Glenda; Finkelhor, David

2009-01-01

This study examined parent perspectives on bullying, parent/child concordance about bullying involvement, and family characteristics associated with bullying perpetration and peer victimization. Participants were 205 fifth-grade students and their parents. Students attended an urban, ethnically diverse school district in the Northeast. Youth…

Educational Aspiration-Expectation Discrepancies: Relation to Socioeconomic and Academic Risk-Related Factors

ERIC Educational Resources Information Center

Boxer, Paul; Goldstein, Sara E.; DeLorenzo, Tahlia; Savoy, Sarah; Mercado, Ignacio

2011-01-01

This study examines whether disconnection between educational aspirations and expectations is associated with socioeconomic status, academic performance, academic risk-related behaviors and related psychosocial factors in an ethnically and economically diverse sample of early adolescents from a public middle school (N = 761). Results suggest that…

Patterns of Cultural Adjustment among Young Migrants to Australia

ERIC Educational Resources Information Center

Sonderegger, Robi; Barrett, Paula M.

2004-01-01

In response to appeals for empirical data on culture-specific differences and developmental pathways of acculturative stress among young migrants and refugees, the present study examines the cultural adjustment patterns of ethnically diverse migrants to Australia. Two hundred and seventy three primary and high school students (comprised of…

Finding One's Place in the Republic: Educating for Citizenship in a Diversifying France

ERIC Educational Resources Information Center

Nesbitt, Travis William

2013-01-01

The school, France's traditional vehicle for integrating diverse populations into a national culture and fostering civic participation, has encountered difficulties in fulfilling its central mission as demographic shifts have given rise to competing conceptions of religious, cultural, ethnic, political and national identity. For French society the…

Teachers' Stereotypes of Asian, Black, and White Students

ERIC Educational Resources Information Center

Chang, Doris F.; Demyan, Amy L.

2007-01-01

This research uses two different measurement operations to examine contemporary stereotypes of Asians, Blacks, and Whites held by an ethnically diverse sample of teachers. Data were drawn from a sample of 188 teachers representing over 160 schools in Southern California. Consistent with previous research, participants endorsed a "model…

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.

Diversity in Dermatology Residency Programs.

PubMed

Van Voorhees, Abby S; Enos, Clinton W

2017-10-01

Given the change in our population to one that is more racially and ethnically diverse, the topic of diversity in dermatology residency programs has gained attention. In a field that has become highly competitive, diversity is lagging behind. What are the reasons for this? The existing diversity among medical school matriculants is reflective of the applicant pool, and although modest, there has been an increase in applications and acceptances from minority populations. However, these proportions do not carry through to the population applying to dermatology residency. Making sense of this and planning how to recruit a more diverse applicant pool will improve the quality and cultural competency of future dermatologists. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Society of Pediatric Psychology Diversity Award: Training Underrepresented Minority Students in Psychology

PubMed Central

Mitchell, Monica J.; Crosby, Lori E.

2016-01-01

Improving diversity, particularly among trainees and professionals from underrepresented ethnic minority backgrounds, has been a long-stated goal for the field of Psychology. Research has provided strategies and best practices, such as ensuring cultural sensitivity and relevance in coursework, clinical and research training, promoting a supportive and inclusive climate, providing access to cultural and community opportunities, and increasing insight and cultural competence among professionals (Rogers & Molina, 2006). Despite this, the rates of psychologists from ethnically diverse and underrepresented minority (URM) backgrounds remain low and few published studies have described programmatic efforts to increase diversity within the field. This paper describes the INNOVATIONS training model, which provides community and culturally related research experiences, graduate-school related advising, and mentoring to high school and college students. The paper also examines how the model may support enrollment of URM students in doctoral programs in psychology. Findings indicate that INNOVATIONS supported students’ transition from high school and college to graduate programs (with approximately 75% of students enrolling in Master’s and Doctoral programs). INNOVATIONS also supported students, including those from URM backgrounds, enrolling in doctoral programs (41.7%). Students who were trained in the research assistant track were most likely to enroll in psychology doctoral programs, perhaps as a result of the intensive time and training committed to research and clinical experiences. Data support the importance of research training for URM students pursuing psychology graduate study and the need to ensure cultural relevance of the training. Implications for clinical and pediatric psychology are discussed. PMID:28603680

A 12-year comparison of students' perspectives on diversity at a Jesuit Medical School.

PubMed

Mujawar, Imran; Sabatino, Matt; Ray Mitchell, Stephen; Walker, Benjamin; Weissinger, Peggy; Plankey, Michael

2014-01-01

Many studies have assessed perspectives of medical students toward institutional diversity, but few of them have attempted to map changes in diversity climate over time. This study aims to investigate changes in diversity climate at a Jesuit medical institution over a 12-year period. In 1999, 334 medical students completed an anonymous self-administered online survey, and 12 years later, 406 students completed a comparable survey in 2011. Chi-square tests assessed the differences in percent responses to questions of the two surveys, related to three identities: gender, race, and sexual orientation. The 1999 versus 2011 samples were 46% versus 49% female, 61% versus 61% Caucasian, and 41% vs. 39% aged 25 years or older. Findings suggested improvements in medical students' perceptions surrounding equality 'in general' across the three identities (p<0.001); 'in the practice of medicine' based on gender (p<0.001), race/ethnicity (p=0.60), and sexual orientation (p=0.43); as well as in the medical school curriculum, including course text content, professor's delivery and student-faculty interaction (p<0.001) across the three identities. There was a statistically significant decrease in experienced or witnessed events related to gender bias (p<0.001) from 1999 to 2011; however, reported events of bias based on race/ethnicity (p=0.69) and sexual orientation (p=0.58) only showed small decreases. It may be postulated that the improvement in students' self-perceptions of equality and diversity over the past 12 years may have been influenced by a generational acceptance of cultural diversity and, the inclusion of diversity training courses within the medical curriculum. Diversity training related to race and sexual orientation should be expanded, including a follow-up survey to assess the effectiveness of any intervention.

A 12-year comparison of students' perspectives on diversity at a Jesuit Medical School.

PubMed

Mujawar, Imran; Sabatino, Matt; Mitchell, Stephen Ray; Walker, Benjamin; Weissinger, Peggy; Plankey, Michael

2014-01-01

Background Many studies have assessed perspectives of medical students toward institutional diversity, but few of them have attempted to map changes in diversity climate over time. Objective This study aims to investigate changes in diversity climate at a Jesuit medical institution over a 12-year period. Methods In 1999, 334 medical students completed an anonymous self-administered online survey, and 12 years later, 406 students completed a comparable survey in 2011. Chi-square tests assessed the differences in percent responses to questions of the two surveys, related to three identities: gender, race, and sexual orientation. Results The 1999 versus 2011 samples were 46% versus 49% female, 61% versus 61% Caucasian, and 41% vs. 39% aged 25 years or older. Findings suggested improvements in medical students' perceptions surrounding equality 'in general' across the three identities (p<0.001); 'in the practice of medicine' based on gender (p<0.001), race/ethnicity (p=0.60), and sexual orientation (p=0.43); as well as in the medical school curriculum, including course text content, professor's delivery and student-faculty interaction (p<0.001) across the three identities. There was a statistically significant decrease in experienced or witnessed events related to gender bias (p<0.001) from 1999 to 2011; however, reported events of bias based on race/ethnicity (p=0.69) and sexual orientation (p=0.58) only showed small decreases. Conclusions It may be postulated that the improvement in students' self-perceptions of equality and diversity over the past 12 years may have been influenced by a generational acceptance of cultural diversity and, the inclusion of diversity training courses within the medical curriculum. Diversity training related to race and sexual orientation should be expanded, including a follow-up survey to assess the effectiveness of any intervention.

Raising the "glass ceiling" for ethnic minority women in health care management.

PubMed

Kumar, R; Johnston, G

1999-01-01

Ethnic minority women are well represented in the work force and in the health care system in general, but do not have a similar level of representation in the management sector. This paper explores three strategies for schools of health administration to consider to lessen the effect of a "glass ceiling" that may be encountered by ethnic minority women aspiring to positions of leadership in health services agencies. These strategies are advancing affirmative action, valuing ethnic women in health administration education, and investigating diversity management. Inherent in each of the three strategies is the need for acknowledgment and more open discussion of the "glass ceiling." Problem-solving in relation to the potential for systemic discrimination adversely affecting ethnic minority women in senior health care management positions, and greater study of the three strategies using both qualitative and quantitative methodologies is also needed.

Trust and contact in diverse neighbourhoods: An interplay of four ethnicity effects.

PubMed

Tolsma, J; van der Meer, T W G

2018-07-01

Ethnically diverse neighbourhoods are generally less cohesive. A negative relationship between neighbourhood diversity and social cohesion is, however, neither a necessary nor a sufficient condition to conclude that neighbourhood diversity erodes intra-neighbourhood cohesion. This contribution shows - by using data collected during the second wave of the NEtherlands Longitudinal Lifecourse Study (NELLS) - that: (1) members of ethnic minority groups are more likely to report having contact with and trust their immediate neighbours than natives (ego ethnicity effect); (2) minority group residents are less likely to be contacted and trusted by their neighbours (alter ethnicity effect) and (3) all ethnic groups prefer to mix with coethnics (dyad ethnicity effect). Once we control for these three ethnic composition effects at the ego, alter and dyad-level, neighbourhood ethnic diversity is no longer related to less contact between neighbours. Previously identified negative relationships between neighbourhood diversity and cohesion should therefore be re-evaluated, as they may be the consequence of ethnic composition effects instead of a true neighbourhood diversity effect. Copyright © 2018. Published by Elsevier Inc.

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.

Association Between Student Purchases of Beverages During the School Commute and In-School Consumption of Sugar-Sweetened Beverages, San Francisco Bay Area, 2013

PubMed Central

Oliva, Ariana; Hampton, Karla E.; Patel, Anisha I.

2015-01-01

Introduction Consumption of sugar-sweetened beverages (SSBs) such as sodas, fruit-flavored drinks, and sports drinks is a major contributor to childhood obesity. One strategy to reduce children’s SSB consumption has been to restrict the sale of SSBs in schools. However, such policies may not sufficiently curb students’ SSB intake, because students can obtain SSBs elsewhere, including from stores located on their school commute. Little is known about students’ purchases of beverages during the school commute or about whether this purchasing behavior is related to in-school SSB consumption. The objective of this study was to describe where students from low-income, ethnically diverse communities obtain the SSBs they drink during school lunchtime and to examine whether students who purchase beverages while traveling to and from school are more likely to drink SSBs during school lunchtime. Methods We analyzed survey data from a random sample of low-income, ethnically diverse middle school students (N = 597) who participated in a randomized controlled trial of a water promotion intervention. We used logistic regression analysis to examine the association between students’ purchase of beverages during the school commute and their SSB consumption during school lunchtime. Results One-fifth (20.4%) of students drank an SSB during lunch. Approximately 23% of SSBs were obtained during the school commute. Students who reported buying beverages during their school commute (50.1% of all students) were more likely to report drinking SSBs during lunch than students who reported that they do not buy beverages during the school commute (adjusted odds ratio 3.32, 95% confidence interval, 2.19–5.05, P < .001). Conclusion Students’ purchase of beverages during the school commute was strongly associated with SSB consumption during school lunchtime. Interventions could benefit from focusing on retail environments (eg, encouraging retailers to promote healthy beverages, posting beverage calorie information). PMID:26679489

Association Between Student Purchases of Beverages During the School Commute and In-School Consumption of Sugar-Sweetened Beverages, San Francisco Bay Area, 2013.

PubMed

Grummon, Anna H; Oliva, Ariana; Hampton, Karla E; Patel, Anisha I

2015-12-17

Consumption of sugar-sweetened beverages (SSBs) such as sodas, fruit-flavored drinks, and sports drinks is a major contributor to childhood obesity. One strategy to reduce children's SSB consumption has been to restrict the sale of SSBs in schools. However, such policies may not sufficiently curb students' SSB intake, because students can obtain SSBs elsewhere, including from stores located on their school commute. Little is known about students' purchases of beverages during the school commute or about whether this purchasing behavior is related to in-school SSB consumption. The objective of this study was to describe where students from low-income, ethnically diverse communities obtain the SSBs they drink during school lunchtime and to examine whether students who purchase beverages while traveling to and from school are more likely to drink SSBs during school lunchtime. We analyzed survey data from a random sample of low-income, ethnically diverse middle school students (N = 597) who participated in a randomized controlled trial of a water promotion intervention. We used logistic regression analysis to examine the association between students' purchase of beverages during the school commute and their SSB consumption during school lunchtime. One-fifth (20.4%) of students drank an SSB during lunch. Approximately 23% of SSBs were obtained during the school commute. Students who reported buying beverages during their school commute (50.1% of all students) were more likely to report drinking SSBs during lunch than students who reported that they do not buy beverages during the school commute (adjusted odds ratio 3.32, 95% confidence interval, 2.19-5.05, P < .001). Students' purchase of beverages during the school commute was strongly associated with SSB consumption during school lunchtime. Interventions could benefit from focusing on retail environments (e.g., encouraging retailers to promote healthy beverages, posting beverage calorie information).

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.

The Power of Policy: A Case Study of Healthy Eating Among Children

PubMed Central

Cassady, Diana; Vogt, Rainbow; Oto-Kent, Debbie; Mosley, Ramona; Lincoln, Richard

2006-01-01

We used a case study approach to examine the nutritional effect of a policy to increase fruit and vegetable consumption in the Students Today Achieving Results for Tomorrow after-school program. The snack menu was changed in 44 after-school programs serving 8000 low-income and ethnically diverse elementary-school students. A comparison of previous and current snack menus identified a significant increase in fruit servings (83%) and no change in vegetable servings. We discuss the unintended consequences resulting from the menu changes. PMID:16873746

Mexican Origin Youths’ Trajectories of Perceived Peer Discrimination from Middle Childhood to Adolescence: Variation by Neighborhood Ethnic Concentration

PubMed Central

White, Rebecca M. B.; Zeiders, Katharine H.; Knight, George P.; Roosa, Mark W.; Tein, Jenn-Yun

2014-01-01

Developmentally salient research on perceived peer discrimination among minority youths is limited. Little is known about trajectories of perceived peer discrimination across the developmental period ranging from middle childhood to adolescence. Ethically concentrated neighborhoods are hypothesized to protect minority youths from discrimination, but strong empirical tests are lacking. The first aim of the current study was to estimate trajectories of perceived peer discrimination from middle childhood to adolescence, as youths transitioned from elementary to middle and to high school. The second aim was to examine the relationship between neighborhood ethnic concentration and perceived peer discrimination over time. Using a diverse sample of 749 Mexican origin youths (48.9% female), a series of growth models revealed that youths born in Mexico, relative to those born in the U.S., perceived higher discrimination in the 5th grade and decreases across time. Youths who had higher averages on neighborhood ethnic concentration (across the developmental period) experienced decreases in perceived peer discrimination over time; those that had lower average neighborhood ethnic concentration levels showed evidence of increasing trajectories. Further, when individuals experienced increases in their own neighborhood ethnic concentration levels (relative to their own cross-time averages), they reported lower levels of perceived peer discrimination. Neighborhood ethnic concentration findings were not explained by the concurrent changes youths were experiencing in school ethnic concentrations. The results support a culturally-informed developmental view of perceived peer discrimination that recognizes variability in co-ethnic neighborhood contexts. The results advance a view of ethnic enclaves as protective from mainstream threats. PMID:24488094

Mexican origin youths' trajectories of perceived peer discrimination from middle childhood to adolescence: variation by neighborhood ethnic concentration.

PubMed

White, Rebecca M B; Zeiders, Katharine H; Knight, George P; Roosa, Mark W; Tein, Jenn-Yun

2014-10-01

Developmentally salient research on perceived peer discrimination among minority youths is limited. Little is known about trajectories of perceived peer discrimination across the developmental period ranging from middle childhood to adolescence. Ethically concentrated neighborhoods are hypothesized to protect minority youths from discrimination, but strong empirical tests are lacking. The first aim of the current study was to estimate trajectories of perceived peer discrimination from middle childhood to adolescence, as youths transitioned from elementary to middle and to high school. The second aim was to examine the relationship between neighborhood ethnic concentration and perceived peer discrimination over time. Using a diverse sample of 749 Mexican origin youths (48.9% female), a series of growth models revealed that youths born in Mexico, relative to those born in the U.S., perceived higher discrimination in the 5th grade and decreases across time. Youths who had higher averages on neighborhood ethnic concentration (across the developmental period) experienced decreases in perceived peer discrimination over time; those that had lower average neighborhood ethnic concentration levels showed evidence of increasing trajectories. Further, when individuals experienced increases in their own neighborhood ethnic concentration levels (relative to their own cross-time averages), they reported lower levels of perceived peer discrimination. Neighborhood ethnic concentration findings were not explained by the concurrent changes youths were experiencing in school ethnic concentrations. The results support a culturally-informed developmental view of perceived peer discrimination that recognizes variability in co-ethnic neighborhood contexts. The results advance a view of ethnic enclaves as protective from mainstream threats.

The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade.

PubMed

Garandeau, Claire F; Ahn, Hai-Jeong; Rodkin, Philip C

2011-11-01

This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as controls. Multilevel analyses were conducted on an ethnically diverse sample of 968 fourth- and fifth-graders from 46 classrooms in 9 schools. Associations between aggression and status varied greatly from one classroom to another. Aggressive students were more popular and better liked in classrooms with higher levels of peer status hierarchy. Aggressive students had higher social status in Grade 5 than in Grade 4 and lower social preference in classrooms of higher academic level. Classroom aggression and ethnic composition did not moderate aggression-status associations. Limitations and practical implications of these findings are discussed.

Critical Race Theory 20 Years Later: Where Do We Go From Here?

ERIC Educational Resources Information Center

Howard, Tyrone C.; Navarro, Oscar

2016-01-01

As the nation's schools become increasingly diverse along ethnic and racial lines, examining and understanding the racial complexities in the United States is more germane now than ever in the nation's history. To that end, critical race theory (CRT) has been a transformative conceptual, methodological, and theoretical construct that has assisted…

Socialization and Pre-Career Development of Public Relations Professionals via the Undergraduate Curriculum

ERIC Educational Resources Information Center

Waymer, Damion; Brown, Kenon A.; Baker, Kimberly; Fears, Lillie

2018-01-01

We interviewed racially/ethnically diverse, early career public relations practitioners. By asking participants to reflect on their collegiate social and educational development, we unearth contributing factors to these individuals' success both in college and in their professions to date. Respondents desired much more in-school training and…

Guidelines for Multicultural School Library Services.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg. Instructional Resources Branch.

A major characteristic of Canadian society has been an increasingly multi-racial, multi-ethnic and multi-linguistic population. It has become evident that there is a critical need for the educational system to respond more effectively and more creatively to the needs of a diverse society. In order to address this issue, the Manitoba government has…

Substance Use as a Longitudinal Predictor of the Perpetration of Teen Dating Violence

ERIC Educational Resources Information Center

Temple, Jeff R.; Shorey, Ryan C.; Fite, Paula; Stuart, Gregory L.; Le, Vi Donna

2013-01-01

The prevention of teen dating violence is a major public health priority. However, the dearth of longitudinal studies makes it difficult to develop programs that effectively target salient risk factors. Using a school-based sample of ethnically diverse adolescents, this longitudinal study examined whether substance use (alcohol, marijuana, and…

Peer Victimization, Aggression, and Their Co-Occurrence in Middle School: Pathways to Adjustment Problems

ERIC Educational Resources Information Center

Graham, Sandra; Bellmore, Amy D.; Mize, Jennifer

2006-01-01

An ethnically diverse sample of 6th-grade students completed peer nomination procedures that were used to create subgroups of students with reputations as victims, aggressors, aggressive victims, and socially adjusted (neither aggressive nor victimized). Self-report data on psychological adjustment, attributions for peer harassment, and perceived…

Teens Reflect on Their Sources of Contraceptive Information

ERIC Educational Resources Information Center

Jones, Rachel K.; Biddlecom, Ann E.; Hebert, Luciana; Mellor, Ruth

2011-01-01

Based on semistructured interviews with a racially and ethnically diverse sample of 58 U.S. high school students, this study examines teens' exposure to contraceptive information from a range of sources and the extent to which they trust this information. Teens report exposure to contraceptive information from many individuals and places, most…

The Selection of Friends by Preschool Children

ERIC Educational Resources Information Center

Romero, Sandy; Perez, Karla; Pasnak, Robert; Lehman, Elyse

2009-01-01

The friendships of 59 ethnically diverse (African American, European American, Latino, Middle Eastern, and West African) children enrolled in Head Start classes were assessed in the spring of the school year via a peer nomination technique and a roster rating method. Two types of behavior that earlier researchers found to be predictive of how well…

Correlates of Psychosocial Well-Being among Overweight Adolescents: The Role of the Family

ERIC Educational Resources Information Center

Fulkerson, Jayne A.; Strauss, Jaine; Neumark-Sztainer, Dianne; Story, Mary; Boutelle, Kerri

2007-01-01

An ethnically diverse sample of at-risk-for-overweight and overweight youths (body mass index greater than the 85th percentile for age and gender; n = 667 male participants, and n = 684 female participants) completed a school-based survey measuring family variables (connectedness, mealtime environment, and weight commentary), psychosocial…

Predicting School Leadership Interests in Parents of English Learners: An Exploratory Study

ERIC Educational Resources Information Center

Vera, Elizabeth; Heineke, Amy; Carr, Andrea; Camacho, Daniel; Israel, Marla Susman; Goldberger, Nancy; Clawson, Angela; Hill, Martin

2016-01-01

This study contributes to the literature on parent involvement by examining predictors of educational leadership interests of parents of English learners (ELs). Using a sample of 129 parents of ELs who represented diverse ethnic backgrounds, the researchers examined parent leadership interests with survey research. Parent leadership interests were…

Working through Whiteness, Race and (Anti) Racism in Physical Education Teacher Education

ERIC Educational Resources Information Center

Flintoff, Anne; Dowling, Fiona; Fitzgerald, Hayley

2015-01-01

Background: The persistent gaps between a largely white profession and ethnically diverse school populations have brought renewed calls to support teachers' critical engagement with race. Programmes examining the effects of racism have had limited impact on practice, with student teachers responding with either denial, guilt or fear; they also…

The Parenting Dimensions of British Pakistani and White Mothers of Primary School Children

ERIC Educational Resources Information Center

Ali, Shama; Frederickson, Norah

2011-01-01

There is increasing emphasis internationally on the use of parenting programmes to support the development of appropriate social behaviour in children. However, in such programmes diversity is often ignored. Research into the parenting styles and practices (dimensions) of different ethnic groups is needed in order to investigate the applicability…

Elementary School Children's Reasoning about Social Class: A Mixed-Methods Study

ERIC Educational Resources Information Center

Mistry, Rashmita S.; Brown, Christia S.; White, Elizabeth S.; Chow, Kirby A.; Gillen-O'Neel, Cari

2015-01-01

The current study examined children's identification and reasoning about their subjective social status (SSS), their beliefs about social class groups (i.e., the poor, middle class, and rich), and the associations between the two. Study participants were 117 10- to 12-year-old children of diverse racial, ethnic, and socioeconomic backgrounds…

"Feeling" Hierarchy: The Pathway from Subjective Social Status to Achievement

ERIC Educational Resources Information Center

Destin, Mesmin; Richman, Scott; Varner, Fatima; Mandara, Jelani

2012-01-01

The current study tested a psychosocial mediation model of the association between subjective social status (SSS) and academic achievement for youth. The sample included 430 high school students from diverse racial/ethnic and socioeconomic backgrounds. Those who perceived themselves to be at higher social status levels had higher GPAs. As…

Young Scholars: A Talent Development Model for Finding and Nurturing Potential in Underserved Populations

ERIC Educational Resources Information Center

Horn, Carol V.

2015-01-01

The Fairfax County Public Schools (FCPS) Young Scholars model offers new language and ideas for thinking about giftedness that embrace expanded beliefs about the nature of intelligence and highlight the importance of nurturing intelligent behavior in children from diverse cultural, ethnic, and linguistic backgrounds as early as possible. These…

Enhancing Children's Acceptance of Diverse Peers: Interaction Patterns in Two Mainstreamed Multicultural Day Care Centers.

ERIC Educational Resources Information Center

Swadener, Elizabeth Blue

For one school year, the classroom and playground social behaviors of normally developing and developmentally delayed children were analyzed for the occurrence of interactions across gender, across race and ethnicity, and across developmental condition. The potential impact of teachers' nonsexist language, and encouragement of interaction among…

The Power of Community: Mobilizing for Family and Schooling. Immigration and the Transnational Experience.

ERIC Educational Resources Information Center

Delgado-Gaitan, Concha

This book presents an ethnography of community efforts in Carpinteria, California, to bridge ethnic differences, empower parents, and improve education for the town's diverse student population. Located on the central California coast south of Santa Barbara, Carpinteria has been home to generations of Mexican immigrants and their children. Over…

Factors Affecting the Normalization of CALL in Chinese Senior High Schools

ERIC Educational Resources Information Center

He, Bi; Puakpong, Nattaya; Lian, Andrew

2015-01-01

With the development of Information Technology, increasing attention has been paid to Computer Assisted Language Learning (CALL). Meanwhile, increasing enthusiasm is seen for English learning and teaching in China. Yet, few research studies have focused on the normalization of CALL in ethnically diverse areas. In response to this research gap,…

Conceptualizing Family Risk in a Racially/Ethnically Diverse, Low-Income Kindergarten Population

ERIC Educational Resources Information Center

Hendricker, Elise; Reinke, Wendy M.

2017-01-01

Children who exhibit early behavioral and academic difficulties are at increased risk of later negative outcomes (U.S. Department of Human and Health Services 2009). Within the school setting, conceptualization of family risk, culture, and demographic factors is needed to effectively identify at-risk families to improve child educational outcomes.…

Addressing the Challenge of Disenfranchisement of Youth: Poverty and Racism in the Schools

ERIC Educational Resources Information Center

Hughes, Carolyn; Newkirk, Reginald; Stenhjem, Pamela H.

2010-01-01

Understanding the role that poverty and racism play in the educational and socioeconomic barriers that confront racially and ethnically diverse youth is critical to affecting positive change with youth. Teaching principles, solutions, and basic concepts to make education a viable, life-giving experience for young people of color are discussed.

Fostering Effective and Sustainable Home-School Relations with Migrant Worker Parents: A New Story to Tell?

ERIC Educational Resources Information Center

Hamilton, Paula

2013-01-01

Current government policy, which calls for closer working relationships with families, together with the escalation of globalised communities places mounting pressure on teachers to take account of increasingly diverse family values, traditions and parenting styles. Considering the disproportionate number of minority ethnic children facing…

Council for Unity, Inc. 1993-94.

ERIC Educational Resources Information Center

Schearer, Mary

The Council for Unity began in 1975 in response to repeated incidents of interracial violence in a New York City high school. The program's primary goal has been to promote intergroup awareness, sensitivity, and cooperation among groups from diverse ethnic, racial, and religious groups and to reduce bias. The program currently operates in 15 high…

Teaching after 9/11

ERIC Educational Resources Information Center

Gardner, Robert

2016-01-01

Robert Gardner is a Social Studies teacher at a large urban high school in Edmonton (Canada) with a widely diverse ethnic population. He observes that after the terrorist attacks of September 11, 2001 his students became much more engaged in discussion of international issues and more willing to share their personal experiences of life outside of…

Parental Autonomy Support, Community Feeling and Student Expectations as Contributors to Later Achievement among Adolescents

ERIC Educational Resources Information Center

Froiland, John Mark; Worrell, Frank C.

2017-01-01

This longitudinal study examined the relationships among parental autonomy support, student intrinsic life goals (i.e. community feeling), student expectations for long-term educational attainment and later academic performance (measured by GPA) in 227 students in an ethnically and racially diverse high school. Hypotheses were tested with…

Exploring the Civic Identities of Latina/o High School Students: Reframing the Historical Narrative

ERIC Educational Resources Information Center

Salinas, Cinthia; Alarcón, Jeannette D.

2016-01-01

Notions of citizenship, as taught through the official state curriculum, are narrow and fail to consider the importance of histories that reveal a composite of diverse races/ethnicities, multiple languages, and complex patterns of immigration and transnationalism. The richness of such histories embodies the experiences and contributions of…

Active Parent Consent for Health Surveys with Urban Middle School Students: Processes and Outcomes

ERIC Educational Resources Information Center

Secor-Turner, Molly; Sieving, Renee; Widome, Rachel; Plowman, Shari; Vanden Berk, Eric

2010-01-01

Background: To achieve high participation rates and a representative sample, active parent consent procedures require a significant investment of study resources. The purpose of this article is to describe processes and outcomes of utilizing active parent consent procedures with sixth-grade students from urban, ethnically diverse, economically…

Moral Education in a Multicultural Context: The Malaysian Primary Curriculum.

ERIC Educational Resources Information Center

Banks, Ellen C.

In Malaysia, the national moral education curriculums are designed to develop the values that Malaysians of diverse cultures share or that the government wishes to develop as shared values to bring about religious and ethnic harmony. Moral education for Muslims is incorporated into in-school religious education, while a separate, essentially…

Role of Resilient Personality on Lower Achieving First Grade Students' Current and Future Achievement

ERIC Educational Resources Information Center

Kwok, Oi-man; Hughes, Jan N.; Luo, Wen

2007-01-01

This study investigated a measurement model of personality resilience and the contribution of personality resilience to lower achieving first grade students' academic achievement. Participants were 445 ethnically diverse children who at entrance to first grade scored below their school district median on a test of literacy. Participants were…

Multi-Domain Risk and Protective Factor Predictors of Violent Behavior among At-Risk Youth

ERIC Educational Resources Information Center

Logan-Greene, Patricia; Nurius, Paula S.; Herting, Jerald R.; Hooven, Carole L.; Walsh, Elaine; Thompson, Elaine Adams

2011-01-01

This study extends prior examination of adolescent violence etiology, drawing on an ethnically diverse, community accessed, yet emotionally vulnerable sample (N = 849) of adolescents at-risk for school dropout. A balanced risk and protective factor framework captured theorized dimensions of strain, coping, and support resources. We tested the…

Psychopathology in the Schools: Multicultural Factors that Impact Assessment and Intervention

ERIC Educational Resources Information Center

Suzuki, Lisa A.; Alexander, Charlene M.; Lin, Pei-Ying; Duffy, Kathleen M.

2006-01-01

All cultures promote specific norms of behavior that can influence the assessment and intervention process with members of racially/ethnically diverse groups who are diagnosed with various forms of psychopathology. The purpose of this article is to highlight literature on the prevalence of psychological disorders with respect to children and…

Multicultural Cinderella: This Is Fun Work!

ERIC Educational Resources Information Center

Alexander, Linda B.

2006-01-01

Schools in the United States are seeing a tremendous increase in the cultural and ethnic diversity of the children they serve. Demographic projections have estimated that by 2020, nearly half of U.S. students will be people of color (National Association of State Boards of Education 2002). This reality, along with expanding relationships among…

Critical Visual Analysis of Multicultural Sketches

ERIC Educational Resources Information Center

Hayik, Rawia

2011-01-01

In a teaching context fraught with conflicts on religious and ethnic backgrounds, I decide as a teacher researcher to address these issues with Israeli-Arab middle school students in my EFL classroom. Picture books on religious diversity and minority issues are used as a springboard for providing spaces for students to discuss these issues orally,…

Experiences of Underrepresented Minorities in Doctoral Nursing Programs at Predominantly White Universities

ERIC Educational Resources Information Center

Gregory, Linda D.

2017-01-01

The representation of racial and ethnic minorities in the nursing workforce is disproportionately low in comparison with their representation in the general population in the United States. Despite diversity initiatives, the slight increase in enrollment of under-represented minority (URM) students in graduate schools of nursing at predominantly…

Concurrent and Predictive Validity of the Phelps Kindergarten Readiness Scale-II

ERIC Educational Resources Information Center

Duncan, Jennifer; Rafter, Erin M.

2005-01-01

The purpose of this research was to establish the concurrent and predictive validity of the Phelps Kindergarten Readiness Scale, Second Edition (PKRS-II; L. Phelps, 2003). Seventy-four kindergarten students of diverse ethnic backgrounds enrolled in a northeastern suburban school participated in the study. The concurrent administration of the…

Beyond Looking: Using Data to Coach for Instructional Improvement

ERIC Educational Resources Information Center

Martin, Michael; Taylor, Katherine

2009-01-01

As a team of job-embedded instructional coaches in an ethnically and economically diverse learning environment, the authors are dedicated to thinking through and troubleshooting the improvement of teaching and learning in the three learning communities that make up Clover Park High School. They agree with commentator Laurie Olsen who writes, "Data…

4-H Participation and Science Interest in Youth

ERIC Educational Resources Information Center

Heck, Katherine; Carlos, Ramona M.; Barnett, Cynthia; Smith, Martin H.

2012-01-01

The study reported here investigated the impacts of participation in 4-H on young people's interest and participation in science. Survey data were collected from relatively large and ethnically diverse samples of elementary and high school-aged students in California. Results indicated that although elementary-grade 4-H members are not more…

Narrative Voices of Early Adolescents: Influences of Learning Disability and Cultural Background

ERIC Educational Resources Information Center

Celinska, Dorota K.

2009-01-01

This study analyzed personal and fictional narratives of culturally/ethnically diverse students with and without learning disabilities. The participants were 82 fourth to seventh graders from urban and suburban schools located in a Midwest metropolitan area. Narratives were elicited in the context of naturalistic conversation and analyzed using…

Calling for a broader conceptualization of diversity: surface and deep diversity in four Canadian medical schools.

PubMed

Young, Meredith E; Razack, Saleem; Hanson, Mark D; Slade, Steve; Varpio, Lara; Dore, Kelly L; McKnight, David

2012-11-01

Policy groups recommend monitoring and supporting more diversity among medical students and the medical workforce. In Canada, few data are available regarding the diversity of medical students, which poses challenges for policy development and evaluation. The authors examine diversity through a framework of surface (visible) and deep (less visible) dimensions and present data regarding a sample of Canadian medical students. Between 2009 and 2011, nine cohorts from four Canadian medical schools completed the Health Professions Student Diversity Survey (HPSDS) either on paper or online. Items asked each participant's age, gender, gender identity, sexual identity, marital status, ethnicity, rural status, parental income, and disability. Data were analyzed descriptively and compared, when available, with national data. Of 1,892 students invited, 1,552 (82.0%) completed the HPSDS. Students tended to be 21 to 25 years old (68.3%; 1,048/1,534), female (59.0%; 902/1,529), heterosexual (94.6%; 1,422/1,503), single (90.1%; 1,369/1,520), and unlikely to report any disability (96.5%; 1,463/1,516). The majority of students identified with the gender on their birth certificate (99.8%; 1,512/1,515). About half had spent the majority of their lives in urban environments (46.7%; 711/1,521), and most reported parental household incomes of over $100,000/year (57.6%; 791/1,373). Overall, they were overrepresentative of higher-income groups and underrepresentative of populations of Aboriginal, black, or Filipino ethnicities in Canada. The authors propose the development of a National Student Diversity Database to support both locally relevant policies regarding pipeline programs and an examination of current application and selection procedures to identify potential barriers for underrepresented students.

Parental coping, depressive symptoms, and children's asthma control and school attendance in low-income, racially, and ethnically diverse urban families.

PubMed

Rodríguez, Erin M; Kumar, Harsha; Alba-Suarez, Juliana; Sánchez-Johnsen, Lisa

2017-10-01

Low-income urban children of color are at elevated risk for poor asthma control. This cross-sectional study examined associations among parents' coping (primary control, secondary control, and disengagement), parental depressive symptoms, and children's asthma outcomes (asthma control and school attendance) in a predominantly low-income, racially/ethnically diverse sample of families. Parents (N = 78; 90% female) of children (33% female; 46% Black; 38% Latino) aged 5-17 years (M = 9.5 years) reported on their own coping and depressive symptoms, their child's asthma control, and full and partial days of school missed due to asthma. Parents' secondary control coping (i.e., coping efforts to accommodate/adapt to asthma-related stressors) was negatively correlated, and disengagement coping (i.e. coping efforts to avoid/detach from stressors) was positively correlated, with their depressive symptoms. Secondary control coping was also correlated with fewer partial days of school missed. Primary control coping (i.e., coping efforts to change stressors) was not associated with depressive symptoms or asthma outcomes. Parents' depressive symptoms were also positively correlated with poorer asthma control and partial days of school missed. Regression models showed direct and indirect effects of secondary control and disengagement coping on asthma outcomes via depressive symptoms, after controlling for demographic factors. Parents' secondary control and disengagement coping are related to children's asthma outcomes. Secondary control coping may support parents' mental health and children's asthma control in low-income urban families.

For Better or Worse: Friendship Choices and Peer Victimization Among Ethnically Diverse Youth in the First Year of Middle School.

PubMed

Echols, Leslie; Graham, Sandra

2016-09-01

As children approach early adolescence, the risk of peer victimization often increases. Many children experience some form of peer victimization during this time, but children who experience chronic victimization may be particularly vulnerable to adjustment difficulties. Thus, identifying risk and protective factors associated with chronic victimization continues to be an important area of research. This study examined the effect of change in the victimization of friends on change in children's own victimization, taking into account the ethnic group representation of children in their classes. Over 3000 6th grade students (52 % female; M = 11.33 years) were drawn from 19 middle schools varying in ethnic composition. Friendships were distinguished by type-reciprocal, desired, and undesired-and a novel methodology for measuring ethnic group representation at the individual level was employed. Multilevel modeling indicated that change in friends' victimization from fall to spring of 6th grade had a differential impact on children's own victimization by friendship type and that the benefits and consequences of change in friends' victimization were especially pronounced for children in the numerical ethnic majority. The findings underscore the role of friendship choices in peer victimization, even if those choices are not reciprocated, and highlight the unique social risks associated with being in the numerical ethnic majority.

For Better or Worse: Friendship Choices and Peer Victimization among Ethnically Diverse Youth in the First Year of Middle School

PubMed Central

Echols, Leslie; Graham, Sandra

2016-01-01

As children approach early adolescence, the risk of peer victimization often increases. Many children experience some form of peer victimization during this time, but children who experience chronic victimization may be particularly vulnerable to adjustment difficulties. Thus, identifying risk and protective factors associated with chronic victimization continues to be an important area of research. This study examined the effect of change in the victimization of friends on change in children’s own victimization, taking into account the ethnic group representation of children in their classes. Over 3,000 6th grade students (52% female; M = 11.33 years) were drawn from 19 middle schools varying in ethnic composition. Friendships were distinguished by type—reciprocal, desired, and undesired—and a novel methodology for measuring ethnic group representation at the individual level was employed. Multilevel modeling indicated that change in friends’ victimization from fall to spring of 6th grade had a differential impact on children’s own victimization by friendship type and that the benefits and consequences of change in friends’ victimization were especially pronounced for children in the numerical ethnic majority. The findings underscore the role of friendship choices in peer victimization, even if those choices are not reciprocated, and highlight the unique social risks associated with being in the numerical ethnic majority. PMID:27272516

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 role of mentor type and timing in predicting educational attainment.

PubMed

Fruiht, Veronica M; Wray-Lake, Laura

2013-09-01

Having an adult mentor during adolescence has been found to predict academic success. Building on previous work, the present study examined interactions between the type of mentor (i.e., kin, teacher, friend, or community), the time that mentor became important (i.e., before, during, or after high school), and the ethnicity of the protégé in predicting educational attainment in young adulthood. Analyses used Waves III and IV of the National Longitudinal Study of Adolescent Health (N = 2,409). Participants' ages ranged from 18 to 27 (M = 21.75, SD = 1.79). The sample was 56.7 % female and nationally representative of ethnic diversity. Analyses showed that having a teacher-mentor was more predictive of educational attainment than having other types of mentors and that overall, having a mentor after high school predicts the most educational attainment. Kin- and community-mentors appeared to be more important to educational attainment during and before high school, respectively. Findings were consistent across ethnic groups. Overall, results highlight the value of teacher-mentors throughout childhood, adolescence, and early adulthood and our study further suggests that different types of mentors may be particularly useful at specific points in development.

Racial-ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment.

PubMed

Witherspoon, Dawn P; Daniels, Lisa L; Mason, Amber E; Smith, Emilie Phillips

2016-03-01

Research consistently shows that neighborhood socio-demographic characteristics and residents' neighborhood perceptions matter for youth well-being, including a positive sense of racial-ethnic identity. Although elementary-school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial-ethnic identity and, in turn, their academic adjustment. A diverse sample (30.4% African American, 35.2% White, 12.3% Latino, & 22.0% Other) of 227 children in Grades 2 through 5 were surveyed in afterschool programs. Bivariate correlations showed that youth living in disadvantaged neighborhoods reported more barriers due to their race-ethnicity, but these barriers were not related to their sense of academic efficacy. Residing in a disadvantaged neighborhood was unrelated to youth's academic self-efficacy. However, path analyses showed that positive neighborhood perceptions were associated with a stronger sense of race-ethnicity (i.e., affirmation and belonging), which was in turn related to greater academic efficacy. These results suggest that neighborhood connection provides a source of affirmation and value for young children, helping them to understand who they are as part of a racial-ethnic group and helping to foster a sense of future achievement opportunities. This study provides additional evidence that along with other important proximal contexts (e.g., family, school), young children's neighborhood context is important for development. Results are discussed to highlight environmental influences on young children's awareness of race-ethnicity and the implications of the combined impact of neighborhood and racial-ethnic identity on psychosocial adjustment. © Society for Community Research and Action 2016.

Racial-ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children’s Academic Adjustment

PubMed Central

Witherspoon, Dawn P.; Daniels, Lisa L.; Mason, Amber E.; Smith, Emilie Phillips

2016-01-01

Research consistently shows that neighborhood socio-demographic characteristics and residents’ neighborhood perceptions matter for youth well-being, including a positive sense of racial-ethnic identity. Although elementary-school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial-ethnic identity and, in turn, their academic adjustment. A diverse sample (30.4% AA, 35.2% White, 12.3% Latino, & 22.0% Other) of 227 children in Grades 2 through 5 were surveyed in afterschool programs. Bivariate correlations showed that youth living in disadvantaged neighborhoods reported more barriers due to their race-ethnicity, but these barriers were not related to their sense of academic efficacy. Residing in a disadvantaged neighborhood was unrelated to youth’s academic self-efficacy. However, path analyses showed that positive neighborhood perceptions were associated with a stronger sense of race-ethnicity (i.e., affirmation and belonging), which was in turn related to greater academic efficacy. These results suggest that neighborhood connection provides a source of affirmation and value for young children, helping them to understand who they are as part of a racial-ethnic group and helping to foster a sense of future achievement opportunities. This study provides additional evidence that along with other important proximal contexts (e.g., family, school), young children’s neighborhood context is important for development. Results are discussed to highlight environmental influences on young children’s awareness of race-ethnicity and the implications of the combined impact of neighborhood and racial-ethnic identity on psychosocial adjustment. PMID:27217314

Diversification of U.S. medical schools via affirmative action implementation

PubMed Central

Lakhan, Shaheen Emmanuel

2003-01-01

Background The diversification of medical school student and faculty bodies via race-conscious affirmative action policy is a societal and legal option for the U.S. Supreme Court has recently ruled its use constitutional. This paper investigates the implications of affirmative action, particularly race-conscious compared to race-blind admissions policy; explains how alternative programs are generally impractical; and provides a brief review of the history and legality of affirmative action in the United States. Discussion Selection based solely on academic qualifications such as GPA and MCAT scores does not achieve racial and ethnic diversity in medical school, nor does it adequately predict success as practicing physicians. However, race-conscious preference yields greater practice in underserved and often minority populations, furthers our biomedical research progression, augments health care for minority patients, and fosters an exceptional medical school environment where students are better able to serve an increasingly multicultural society. Summary The implementation of race-conscious affirmative action results in diversity in medicine. Such diversity has shown increased medical practice in underserved areas, thereby providing better health care for the American people. PMID:13678423

Decreasing Dropout Rates for Minority Male Youth with Disabilities from Culturally and Ethnically Diverse Backgrounds

ERIC Educational Resources Information Center

Faircloth, Susan C.; Toldson, Ivory A.; Lucio, Robert

2014-01-01

In a time when graduation rates are showing notable improvement among students of color and students with disabilities, there are still great challenges that remain. The National Dropout Prevention Center for Students with Disabilities has published a monograph that explores the problem of high school dropout rates among American Indian, African…

Student Perceptions of Instruction in Middle and Secondary U.S. History Classes

ERIC Educational Resources Information Center

Wanzek, Jeanne; Kent, Shawn C.; Stillman-Spisak, Stephanie J.

2015-01-01

Today's social studies teachers and students face an unprecedented time of standards and accountability. Students bring influences that may interact with the instructional context teachers provide for learning. Eighth- and 11th-grade U.S. history students (n = 512) from 11 schools (23 teachers), diverse in location, ethnicity, and socioeconomic…

Teaching to Diversity: Teaching and Learning in the Multi-Ethnic Classroom.

ERIC Educational Resources Information Center

Meyers, Mary

This book introduces the latest theories about second language acquisition along with tested approaches and practices for use in elementary schools. It is designed for all educators (not only English as a Second Language teachers) who wish to adapt their repertoire of skills to help all students with literacy skills. The 10 chapters are: (1)…

Child, Family, and Childcare Predictors of Delayed School Entry and Kindergarten Retention among Linguistically and Ethnically Diverse Children

ERIC Educational Resources Information Center

Winsler, Adam; Hutchison, Lindsey A.; De Feyter, Jessica J.; Manfra, Louis; Bleiker, Charles; Hartman, Suzanne C.; Levitt, Jerome

2012-01-01

Concern about kindergarten retention is on the rise within the current climate of high-stakes testing and escalating kindergarten expectations. Kindergarten retention has been linked in previous research to various risk factors such as poverty, low maternal education, single parent status, minority status, English language learner (ELL) status,…

Learning US History in an Age of Globalization and Transnational Migration

ERIC Educational Resources Information Center

An, Sohyun

2009-01-01

This paper examines US Korean youth's perspectives on US history and the impact of their sociocultural backgrounds, particularly their migration status, on their historical interpretations. Based on in-depth interviews with 42 US Korean high school students, the study opens up the question of diversity within an ethnic group, while it also begins…

Racialized Classroom Practices in a Diverse Amsterdam Primary School: The Silencing, Disparagement, and Discipline of Students of Color

ERIC Educational Resources Information Center

Weiner, Melissa F.

2016-01-01

In both Europe and the US, racial and ethnic minority students experience discrimination at the hands of teachers that negatively impacts academic achievement. In the US, scholars have documented how a predominantly white teaching force racializes students of color through discipline and low expectations, which impact educational attainment. But…

Becoming a Race-Conscious Social Studies Teacher: The Influence of Personal and Professional Experiences

ERIC Educational Resources Information Center

Martell, Christopher C.; Stevens, Kaylene M.

2017-01-01

In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race…

Approaches to Multicultural Education in Preservice Teacher Education: Philosophical Frameworks and Models for Teaching

ERIC Educational Resources Information Center

Smith, Earl Bradford

2009-01-01

With the increase in ethnic diversity in the United States, many educators have recognized the need to expand their knowledge of multicultural education in the public schools. The success or failure of multicultural education depends upon the effective preparation of teachers and administrators. These teachers must be competent in the courses they…

Reducing Ethnic Stereotypes among Adolescents with a Cultural Approach to World Geography.

ERIC Educational Resources Information Center

Johnson, Phaedra Lynn

The purpose of this study was to implement a curriculum that emphasized a cultural approach rather than a physical approach to World Geography. Through the implementation of this curriculum at Kearns Junior High School (Kearns, Utah), the students developed a broader understanding of diverse cultures. The project involved 62 ninth graders, and was…

Are the Gates Open to All? Teacher Licensure Accessibility at a Large Midwestern Urban University

ERIC Educational Resources Information Center

van den Hoogenhof, Suzanne

2012-01-01

The percentage of ethnically and linguistically diverse teachers in public education is very low, especially when compared to students. This is problematic for a number of reasons. First, the racial mismatch between the student body and teacher workforce in public schools perpetuates the achievement gap. Second, research shows that not only…

Sources and Timing of Sex Education: Relations with American Adolescent Sexual Attitudes and Behavior

ERIC Educational Resources Information Center

Somers, Cheryl L.; Surmann, Amy T.

2005-01-01

The purpose of this study was to explore the comparative contribution that (a) multiple sources of education about sexual topics (peers, media, school and other adults), and (b) the timing of this sex education, make on American adolescent sexual attitudes and behavior. Participants were 672 ethnically and economically diverse male and female,…

An Examination of the Performance Gains of Culturally and Linguistically Diverse Students on a Mathematics Performance Assessment within the QUASAR Project.

ERIC Educational Resources Information Center

Lane, Suzanne; And Others

The performance of students from different racial or ethnic subgroups and of students receiving bilingual (Spanish and English) or monolingual (English only) instruction in mathematics was studied using students from schools in the QUASAR (Qualitative Understanding Amplifying Student Achievement and Reasoning) project, a mathematics education…

Developing Student Sensitivity about Interlocking Dependency in Natural/Social Global Environments: Eco/Social Studies in Rural Schools.

ERIC Educational Resources Information Center

Peters, Richard

The purpose of global education is to develop in youth the knowledge, skills, and attitudes needed to live effectively in a world possessing limited natural resources and characterized by ethnic diversity, cultural pluralism, and increasing interdependence. Although it is difficult for rural students to develop a global perspective because of…

Community Violence Exposure and Adolescent Substance Use: Does Monitoring and Positive Parenting Moderate Risk in Urban Communities?

ERIC Educational Resources Information Center

Lee, Rosalyn

2012-01-01

This study investigates whether monitoring and positive parenting moderate the relationship between community violence exposure (CVE) and youth substance use. Analyses utilized a subsample (N = 2197) of a cross-sectional, ethnically diverse, urban school district sample. Dependent variables were any past year alcohol or drug use (AOD) and binge…

Increasing Culturally Diverse Meals in Head Start Using a Collaborative Approach: Lessons Learned for School Food Service Modifications

ERIC Educational Resources Information Center

Hoffman, Jessica A.; Agrawal, Tara; Thompson, Douglas; Ferguson, Tyler; Grinder, AnnMarie; Carter, Sonia; Healey, Christine; Bhaumik, Urmi; Castaneda-Sceppa, Carmen

2012-01-01

Head Start's performance standards require that the nutrition programs "serve a variety of foods which consider cultural and ethnic preferences and which broaden the child's food experience" (Head Start Program Performance Standards and Other Regulations, 2006). In this study, food service modifications were made via a participatory…

Understanding "Serious Videogame" storyline and genre preferences related to game immersion among low-income ethnically diverse urban and rural adolescents

USDA-ARS?s Scientific Manuscript database

Researchers and non-profit organizations have embraced various media, because they help school-aged children acquire knowledge and develop decision-making ski11s. Serious videogames (i.e., games designed to entertain and educate, train or change behavior) may be effective at modifying youth health b...

Child Sexual Abuse Consequences in Community Samples of Latino and European American Adolescents

ERIC Educational Resources Information Center

Newcomb, Michael D.; Munoz, David T.; Carmona, Jennifer Vargas

2009-01-01

Objective: Research investigating the impact of child sexual abuse (CSA) in community samples of adolescents has been limited. This study aims to identify sexual abuse among ethnically diverse high school adolescents of both genders and evaluate their psycho-emotional consequences. Method: Through the use of self-report instruments, a sample of…

Planning for the Unusual Class of 2008.

ERIC Educational Resources Information Center

Zuniga, Robin Etter; Blanco, Cheryl D.

1999-01-01

The high school graduating class of 2008 will be the largest, the youngest, and the most racially and ethnically diverse in U.S. history. This new generation, coupled with a demographic slump in the 24- to 35-year-old population expected at that time, will force higher education institutions to face a new set of concerns and expectations. (MSE)

Promoting tolerance and moral engagement through peer modeling.

PubMed

McAlister, A L; Ama, E; Barroso, C; Peters, R J; Kelder, S

2000-11-01

Behavioral journalism influences audiences by presenting peer modeling for cognitive processes that lead to behavior change. This technique was used in student newsletters promoting intergroup tolerance and moral engagement in a Houston high school with a diverse ethnic composition. Pretest (N = 393) and posttest (N = 363) cross-sectional comparisons of the student population in that school provided evidence of short-term (6 month) communication effects on attitudes and behavior. Tolerance and moral engagement increased among students in the school where behavioral journalism newsletters were distributed, and there was a corresponding reduction in hostile behavioral intentions and in reports of verbal aggression.

Peer Victimization within the Ethnic Context of High School

ERIC Educational Resources Information Center

Felix, Erika D.; You, Sukkyung

2011-01-01

Risk for peer victimization varies by ethnicity, but few studies explore how the ethnic context of the school can affect this. Using a large sample of schools and high school students, we used hierarchical linear modeling to explore victimization risk by ethnicity within the ethnic context of the school. Models predicted total, physical, verbal,…

Neighborhood Ethnic Diversity and Behavioral and Emotional Problems in 3 Year Olds: Results from the Generation R Study

PubMed Central

Flink, Ilse J. E.; Prins, Rick G.; Mackenbach, Johan J. P.; Jaddoe, Vincent W.; Hofman, Albert; Verhulst, Frank C.; Tiemeier, Henning; Raat, Hein

2013-01-01

Background Studies suggest that neighborhood ethnic diversity may be important when it comes to understanding ethnic inequalities in mental health. The primary aim of this study was to investigate whether neighborhood ethnic diversity moderated the association between the ethnic minority status and child behavioral and emotional problems. Methods We included 3076 preschoolers participating in the Generation R Study, a birth cohort study in Rotterdam, the Netherlands. At child age 3-years, parents completed the Child Behavior Checklist (CBCL/1,5-5). Individual-level data, assessed with questionnaires, was combined with neighborhood-level data. Multi-level logistic regression models predicted the Odds Ratios for the CBCL total problems score as a function of maternal ethnic background and neighborhood ethnic diversity, computed with the Racial Diversity Index and categorized into tertiles. Interaction on the additive scale was assessed using Relative Access Risk due to Interaction. Results Being from an ethnic minority was associated with child behavioral and emotional problems in unadjusted (OR 2.76, 95% CI 1.88–4.04) and adjusted models (OR 2.64, 95% CI 1.79–3.92). Residing in a high diversity neighborhood was associated with child behavioral and emotional problems in unadjusted (OR 2.03, 95% CI 1.13–3.64) but not in adjusted models (OR 0.89, 95% CI 0.51–1.57). When stratifying by the three levels of neighborhood ethnic diversity, ethnic inequalities in behavioral and emotional problems were greatest in low diversity neighborhoods (OR 5.24, 95%CI 2.47–11.14), smaller in high diversity neighborhoods (OR 3.15, 95% CI 1.66–5.99) and smallest in medium diversity neighborhoods (OR 1.59, 95% CI 0.90–2.82). Tests for interaction (when comparing medium to low diversity neighborhoods) trended towards negative on both the additive and multiplicative scale for the maternal-report (RERI: −3.22, 95% CI −0.70–0.59; Ratio of ORs: 0.30, 95% CI 0.12–0.76). Conclusion This study suggests that ethnic inequalities in child behavioral and emotional problems may be greatest in ethnically homogeneous neighborhoods. PMID:23967068

Crossing cultural borders into science teaching: Early life experiences, racial and ethnic identities, and beliefs about diversity

NASA Astrophysics Data System (ADS)

Brand, Brenda R.; Glasson, George E.

2004-02-01

The purpose of this ethnographic study was to explore the development of belief systems as related to racial and ethnic identities of preservice teachers as they crossed cultural borders into science teaching. Data were collected throughout a yearlong teacher preparation program to learn how early life experiences and racial and ethnic identities of preservice teachers influenced both their beliefs about diversity in science classrooms and science teaching pedagogy. Case studies of three preservice teachers from diverse racial and ethnic background are presented: Asian American, African American, and Rural Appalachian. Using Bank's ethnicity typology, findings suggest that racial and ethnic identity, developed in early life experiences of preservice teachers, provided clarity on the rigidity of their beliefs about diversity and how they view science teaching. By learning about the border crossing experiences of preservice teachers in relation to their beliefs about diversity as related to racial and ethnic identities, the researchers hoped to provide insight on preparing preservice teachers for the challenges of working in diverse classrooms.

Youth health risk behavior assessment in Fiji: The reliability of Global School-based Health Survey content adapted for ethnic Fijian girls

PubMed Central

Becker, Anne E.; Roberts, Andrea L.; Perloe, Alexandra; Bainivualiku, Asenaca; Richards, Lauren K.; Gilman, Stephen E.; Striegel-Moore, Ruth H.

2010-01-01

Objective The Global School-based Student Health Survey (GSHS) is an assessment for adolescent health risk behaviors and exposures, supported by the World Health Organization. Although already widely implemented—and intended for youth assessment across diverse ethnic and national contexts—no reliability data have yet been reported for GSHS-based assessment in any ethnicity or country-specific population. This study reports test-retest reliability for GSHS content adapted for a female adolescent ethnic Fijian study sample in Fiji. Design We adapted and translated GSHS content to assess health risk behaviors as part of a larger study investigating the impact of social transition on ethnic Fijian secondary schoolgirls in Fiji. In order to evaluate the performance of this measure for our ethnic Fijian study sample (n=523), we examined its test-retest reliability with kappa coefficients, % agreement, and prevalence estimates in a sub-sample (n=81). Reliability among strata defined by topic, age, and language was also examined. Results Average agreement between test and retest was 77%, and average Cohen's kappa was 0.47. Mean kappas for questions from core modules about alcohol use, tobacco use, and sexual behavior were substantial, and higher than those for modules relating to other risk behaviors. Conclusions Although test-retest reliability of responses within this country-specific version of GSHS content was substantial in several topical domains for this ethnic Fijian sample, only fair reliability for the module assessing dietary behaviors and other individual items suggests that population-specific psychometric evaluation is essential to interpreting language and country-specific GSHS data. PMID:20234961

Health Promotion and Health Behaviors of Diverse Ethnic/Racial Women Cosmetologists: A Review

PubMed Central

Thelusma, Naomi; Ralston, Penny

2016-01-01

Women from diverse ethnic/racial backgrounds have higher chronic disease mortality rates when compared to White non-Hispanic women. Community-based programs, such as beauty salons, have been used to reach diverse ethnic/racial women, yet little is known about diverse ethnic/racial women cosmetologists’ involvement in health promotion and their health behaviors, which is the purpose of this review. The growing beauty salon health promotion literature indicates that their roles in these studies have been varied, not only as health promoters but also as recruiters, facilitators, and in general major catalysts for investigator-initiated studies. However, the review also identified a major void in the literature in that there were few studies on health behaviors of diverse ethnic/racial women cosmetologists, especially African American women cosmetologists. Recommendations include increasing the capacity of diverse ethnic/racial women cosmetologists as community health leaders and investigating their health status, knowledge, attitudes, and practices. PMID:27199580

A 12-year comparison of students’ perspectives on diversity at a Jesuit Medical School

PubMed Central

Mujawar, Imran; Sabatino, Matt; Mitchell, Stephen Ray; Walker, Benjamin; Weissinger, Peggy; Plankey, Michael

2014-01-01

Background Many studies have assessed perspectives of medical students toward institutional diversity, but few of them have attempted to map changes in diversity climate over time. Objective This study aims to investigate changes in diversity climate at a Jesuit medical institution over a 12-year period. Methods In 1999, 334 medical students completed an anonymous self-administered online survey, and 12 years later, 406 students completed a comparable survey in 2011. Chi-square tests assessed the differences in percent responses to questions of the two surveys, related to three identities: gender, race, and sexual orientation. Results The 1999 versus 2011 samples were 46% versus 49% female, 61% versus 61% Caucasian, and 41% vs. 39% aged 25 years or older. Findings suggested improvements in medical students’ perceptions surrounding equality ‘in general’ across the three identities (p<0.001); ‘in the practice of medicine’ based on gender (p<0.001), race/ethnicity (p=0.60), and sexual orientation (p=0.43); as well as in the medical school curriculum, including course text content, professor’s delivery and student–faculty interaction (p<0.001) across the three identities. There was a statistically significant decrease in experienced or witnessed events related to gender bias (p<0.001) from 1999 to 2011; however, reported events of bias based on race/ethnicity (p=0.69) and sexual orientation (p=0.58) only showed small decreases. Conclusions It may be postulated that the improvement in students’ self-perceptions of equality and diversity over the past 12 years may have been influenced by a generational acceptance of cultural diversity and, the inclusion of diversity training courses within the medical curriculum. Diversity training related to race and sexual orientation should be expanded, including a follow-up survey to assess the effectiveness of any intervention. PMID:24581334

Patterns of Sexual Behavior in Lowland Thai Youth and Ethnic Minorities Attending High School in Rural Chiang Mai, Thailand

PubMed Central

Aurpibul, Linda; Tangmunkongvorakul, Arunrat; Musumari, Patou Masika; Srithanaviboonchai, Kriengkrai; Tarnkehard, Surapee

2016-01-01

Introduction 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. Methods and findings 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”. Conclusion 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. PMID:27906980

Diversifying the academic public health workforce: strategies to extend the discourse about limited racial and ethnic diversity in the public health academy.

PubMed

Annang, Lucy; Richter, Donna L; Fletcher, Faith E; Weis, Megan A; Fernandes, Pearl R; Clary, Louis A

2010-01-01

While public health has gained increased attention and placement on the national health agenda, little progress has been made in achieving a critical mass of underrepresented minority (URM) academicians in the public health workforce. In 2008, a telephone-based qualitative assessment was conducted with URM faculty of schools of public health to discuss this issue. As a result, we present successful strategies that institutional leaders can employ to extend the discourse about addressing limited diversity in the public health academy.

The Culture Care Meaning of Comfort for Ethnically Diverse Pre-Licensure Baccalaureate Nursing Students in the Educational Setting

ERIC Educational Resources Information Center

Zajac, Lynne K.

2010-01-01

The nursing profession is calling for enhanced diversity within the ranks of registered nurses to meet the health care needs of an increasingly diverse society. Nursing education is faced with the challenge of retaining ethnically diverse nursing students. Students who are ethnically diverse face unique challenges in addition to the universal…

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.

America's Leaky Pipeline for Teachers of Color: Getting More Teachers of Color into the Classroom

ERIC Educational Resources Information Center

Ahmad, Farah Z.; Boser, Ulrich

2014-01-01

To prepare American students for lives of high achievement, America's schools need a teaching corps that is not only highly effective but also racially and ethnically diverse. Progress has been made in recent decades in attracting people of color to the teaching profession. But major barriers--including a scarcity of high-quality, teacher-training…

Teacher Diversity Matters: A State-by-State Analysis of Teachers of Color

ERIC Educational Resources Information Center

Boser, Ulrich

2011-01-01

At some point over the next 10 to 12 years, the nation's public school student body will have no one clear racial or ethnic majority. In other words, students of color--students who are not classified as non-Hispanic whites, for purposes of this analysis--will constitute more than half of our primary and secondary students. This demographic trend…

A Whole-School Approach: A Proposal for Education for Tolerance in Indonesia

ERIC Educational Resources Information Center

Raihani

2011-01-01

Education is a primary way to equip children with the knowledge, skills, and competences necessary to live a life of harmonious relationships with diverse human beings. The escalating violence in the name of religion and ethnicity in Indonesia and other parts of the world is worrying, and one potential long-term solution is to educate school…

Playing with Ideas: Evaluating the Impact of the Ultimate Block Party, a Collective Experiential Intervention to Enrich Perceptions of Play

ERIC Educational Resources Information Center

Grob, Rachel; Schlesinger, Mark; Pace, Amy; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy

2017-01-01

Parental attitudes shape play opportunities afforded to children in home, community, and school settings. This study presents evaluation of an intervention designed to enrich parent's conception of play and its relationship with socially valued skills and capacities. On the basis of data from 291 racially and ethnically diverse parents/caregivers…

Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers' Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre-Kindergarten through Second-Grade Classrooms

ERIC Educational Resources Information Center

Alford, Beverly L.; Rollins, Kayla B.; Padrón, Yolanda N.; Waxman, Hersh C.

2016-01-01

Researchers observed pre-kindergarten through second-grade public school classrooms, specifically noting child-centered and teacher-directed pedagogical approaches, by simultaneously examining: (a) student behavior and activities, (b) teacher instructional orientation and rationale, and (c) overall classroom environment. Dissimilar to previous…

Teaching about Race in a Multicultural Setting: Culturally Relevant Pedagogy and the U.S. History Classroom

ERIC Educational Resources Information Center

Martell, Christopher C.

2014-01-01

In this interpretative case study, the researcher examined the beliefs and practices of three social studies teachers related to their teaching of race in U.S. history at a racially and ethnically diverse urban high school. Using the theory of culturally relevant pedagogy as a lens, this study employed mixed methods, analyzing teacher interviews,…

Intersecting Realities: A Novice's Attempts to Use Critical Literacy to Access Her Students' Figured Worlds

ERIC Educational Resources Information Center

Saunders, Jane M.

2012-01-01

Research suggests that while students in public schools in the U.S. are becoming increasingly diverse in terms of race, ethnicity, class, and culture, the pool of prospective teachers is made up largely of White, middle-class women. The demographic imperative indicates that this trend will remain stable for the foreseeable future, reinforcing the…

How Do Young Adolescents Cope with Social Problems? An Examination of Social Goals, Coping with Friends, and Social Adjustment

ERIC Educational Resources Information Center

Shin, Huiyoung; Ryan, Allison M.

2012-01-01

This study investigated individual differences in sixth-grade students (N = 181; 47% girls, ethnically diverse) use of friends as a coping resource when dealing with a social stressor with another peer at school. Confirmatory factor analysis supported the hypothesized three factor structure of coping with friends: mastery, avoidance, and…

Instructional Strategies to Consider When Teaching Hispanic English-Language Learners in Physical Education

ERIC Educational Resources Information Center

Samalot-Rivera, Amaury; Treadwell, Sheri M.; Sato, Takahiro

2018-01-01

Schools in the United States are becoming more ethnically, racially, linguistically and economically diverse. It is projected that by 2050 the Hispanic population that speaks English as a second language in the United States will increase from 49.7 million to 132.8 million. Students who speak Spanish as their first langue are one of the largest…

Party Animals or Responsible Men: Social Class, Race, and Masculinity on Campus

ERIC Educational Resources Information Center

Sweeney, Brian

2014-01-01

Studies of collegiate party and hookup culture tend to overlook variation along social class and racial/ethnic lines. Drawing on interview data at a "party school" in the Midwest, I examine the meanings and practices of drinking and casual sex for a group of class and race-diverse fraternity men. While more privileged men draw on ideas…

Legal Teaching Methods to Diverse Student Cohorts: A Comparison between the United Kingdom, the United States, Australia and New Zealand

ERIC Educational Resources Information Center

Kraal, Diane

2017-01-01

This article makes a comparison across the unique educational settings of law and business schools in the United Kingdom, the United States, Australia and New Zealand to highlight differences in teaching methods necessary for culturally and ethnically mixed student cohorts derived from high migration, student mobility, higher education rankings…

Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms

ERIC Educational Resources Information Center

Farmer, Thomas W.; Petrin, Robert A.; Robertson, Dylan L.; Fraser, Mark W.; Hall, Cristin M.; Day, Steven H.; Dadisman, Kimberly

2010-01-01

This study examined the social relations of bullies, victims, and bully-victims in second-grade classrooms. Bully-victims are identified as both bullies and victims. The sample consisted of 537 ethnically diverse second-grade students (247 boys, 290 girls) from 37 classrooms across 11 participating schools. Bullies, bully-victims, and victims…

Puerto Rico: Race, Ethnicity, Culture, and Physics Teaching

NASA Astrophysics Data System (ADS)

González-Espada, Wilson J.; Carrasquillo, Rosa E.

2017-09-01

It was a pleasant surprise to see Gary White's call for papers on race and physics teaching. We definitely think that the physics teaching and learning of students from diverse and minority backgrounds is an important issue to discuss, especially given the fact that bias and discrimination are common experiences in the lives of many Latinx, including school-age children and college students.

A Tale of Two Montreal Communities: Parents' Perspectives on Their Children's Language and Literacy Development in a Multilingual Context

ERIC Educational Resources Information Center

Riches, Caroline; Curdt-Christiansen, Xiao Lan

2010-01-01

This comparative inquiry examines the multi-/bilingual nature and cultural diversity of two distinctly different linguistic and ethnic communities in Montreal--English speakers and Chinese speakers--with a focus on the multi/bilingual and multi/biliterate development of children from these two communities who attend French-language schools, by…

Gender-typed behaviors, achievement, and adjustment among racially and ethnically diverse boys during early adolescence.

PubMed

Santos, Carlos E; Galligan, Kathrine; Pahlke, Erin; Fabes, Richard A

2013-01-01

This research examined the relations between adherence to gender-typed behaviors in boys' friendships, achievement, and self-esteem. Participants were racially and ethnically diverse adolescent boys in grade 8 (Mage  = 13.05; range = 12-14). The study was completed at a public junior high school that offered both single- and mixed-gender classes. Data were collected in 2 waves, the first wave in fall of 2010 and the second in spring of 2011. At each wave, participants completed assessments of gender concepts and self-esteem. Standardized tests scores from the end of the previous academic year and the end of the year of the study were utilized. Results revealed that the boys' adherence to physical toughness behaviors in their friendships was negatively associated with math standardized test scores and self-esteem from Time I to Time II. Indirect effects analyses revealed a relation between boys' adherence to emotional stoicism behaviors in friendships and math achievement and self-esteem via boys' adherence to physical toughness behaviors. Implications of these findings and the links between masculinity, boys' friendships, performance in school, and psychological adjustment are discussed. © 2013 American Orthopsychiatric Association.

Gender Norm Salience Across Middle Schools: Contextual Variations in Associations Between Gender Typicality and Socioemotional Distress.

PubMed

Smith, Danielle Sayre; Schacter, Hannah L; Enders, Craig; Juvonen, Jaana

2018-05-01

Youth who feel they do not fit with gender norms frequently experience peer victimization and socioemotional distress. To gauge differences between schools, the current study examined the longitudinal effects of school-level gender norm salience-a within-school association between gender typicality and peer victimization-on socioemotional distress across 26 ethnically diverse middle schools (n boys  = 2607; n girls  = 2805). Boys (but not girls) reporting lower gender typicality experienced more loneliness and social anxiety in schools with more salient gender norms, even when accounting for both individual and school level victimization. Greater gender norm salience also predicted increased depressed mood among boys regardless of gender typicality. These findings suggest particular sensitivity among boys to environments in which low gender typicality is sanctioned.

Role of ethnicity in human papillomavirus vaccination uptake: a cross-sectional study of girls from ethnic minority groups attending London schools

PubMed Central

Rockliffe, Lauren; Waller, Jo; Marlow, Laura A V; Forster, Alice S

2017-01-01

Objectives Research suggests that girls from ethnic minority groups are less likely to receive the human papillomavirus (HPV) vaccination than white British girls; however, the specific ethnic minority groups that have lower uptake have not been identified. This study aimed to examine the relationship between school-level uptake and ethnicity as well as uptake and other ethnicity-related factors, to understand which specific groups are less likely to receive the vaccination. Methods Aggregated uptake rates from 195 schools were obtained for each of the three recommended vaccine doses from 2008 to 2010. Census data at the lower super output area (LSOA) level for the postcode of each school were also obtained, describing the ethnic breakdown of the resident population (ethnicity, language spoken, religion, proficiency in English and duration of residency in the UK). These were used as proxy measures of the ethnic make-up of the schools. The most prevalent non-majority group for each ethnicity and ethnicity-related factor was assigned to each school. Analyses explored differences in uptake by ethnicity and ethnicity-related factors. Results No significant differences in vaccination uptake were found by ethnicity or ethnicity-related factors, although descriptive differences were apparent. Schools in areas where black ethnicities were the most prevalent non-white British ethnicities had consistently low rates of uptake for all doses. Schools in areas where some Asian ethnicities were the most prevalent non-white British ethnicities had consistently high rates of uptake for all doses. There was evidence of variability in mean uptake rates for ethnicities within ‘black’ and ‘Asian’ ethnic groups. Conclusions Future research would benefit from focusing on specific ethnicities rather than broad ethnic categories. Replication of this study with a larger sample and using complete individual-level data, collected on a national level, would provide a clearer indication of where ethnic differences in HPV vaccination uptake exist. PMID:28235971

Ethnic Identity and Perceived Stress Among Ethnically Diverse Immigrants.

PubMed

Espinosa, Adriana; Tikhonov, Aleksandr; Ellman, Lauren M; Kern, David M; Lui, Florence; Anglin, Deidre

2018-02-01

Recent empirical research suggests that having a strong ethnic identity may be associated with reduced perceived stress. However, the relationship between perceived stress and ethnic identity has not been tested in a large and ethnically diverse sample of immigrants. This study utilized a multi-group latent class analysis of ethnic identity on a sample of first and second generation immigrants (N = 1603), to determine ethnic identity classifications, and their relation to perceived stress. A 4-class ethnic identity structure best fit the data for this immigrant sample, and the proportion within each class varied by ethnicity, but not immigrant generation. High ethnic identity was found to be protective against perceived stress, and this finding was invariant across ethnicity. This study extends the findings of previous research on the protective effect of ethnic identity against perceived stress to immigrant populations of diverse ethnic origins.

Can competing diversity indices inform us about why ethnic diversity erodes social cohesion? A test of five diversity indices in Germany.

PubMed

Schaeffer, Merlin

2013-05-01

An ever-growing number of studies investigates the relation between ethnic diversity and social cohesion, but these studies have produced mixed results. In cross-national research, some scholars have recently started to investigate more refined and informative indices of ethnic diversity than the commonly used Hirschman-Herfindahl Index. These refined indices allow to test competing theoretical explanations of why ethnic diversity is associated with declines in social cohesion. This study assesses the applicability of this approach for sub-national analyses. Generally, the results confirm a negative association between social cohesion and ethnic diversity. However, the competing indices are empirically indistinguishable and thus insufficient to test different theories against one another. Follow-up simulations suggest the general conclusion that the competing indices are meaningful operationalizations only if a sample includes: (1) contextual units with small and contextual units with large minority shares, as well as (2) contextual units with diverse and contextual units with polarized ethnic compositions. The results are thus instructive to all researchers who wish to apply different diversity indices and thereby test competing theories. Copyright © 2013 Elsevier Inc. All rights reserved.

Dietary Intake and Cardiometabolic Risk in Ethnically Diverse Urban Schoolchildren

PubMed Central

Au, Lauren E.; Economos, Christina D.; Goodman, Elizabeth; Houser, Robert F.; Must, Aviva; Chomitz, Virginia R.; Morgan, Emily H.; Sacheck, Jennifer M.

2017-01-01

Dietary factors vary widely among ethnic groups. However, the effect of specific nutrients on cardiometabolic risk is not well understood, especially in children. Four dietary factors known to influence cardiometabolic risk (ie, carbohydrate, saturated, monounsaturated, and polyunsaturated fat intake) were assessed by the Block Kids 2004 Food Frequency Questionnaire in a cross-sectional sample of racially diverse fourth- through eighth-grade students (n=148) in a Boston-area school district studied between January and April 2010. Fasting total cholesterol, low-density lipoprotein, high-density lipoprotein (HDL) cholesterol, triglyceride, C-reactive protein (CRP), and interleukin-6 (IL-6) levels, and body mass index z scores were measured. Differences in dietary factors and cardiometabolic risk factors were examined among the following racial/ethnic groups: white (39%), Hispanic (32%), black (8%), Asian (10%), and multiracial/other (11%). In bivariate analyses, total, saturated, and polyunsaturated fat intakes differed by race/ethnicity (P<0.05), with white and black children reporting saturated fat intakes above the recommended level. Forty-seven percent of children had at least one suboptimal cardiometabolic risk factor. HDL cholesterol, triglyceride, and IL-6 concentrations differed by race/ethnicity (P<0.05, P<0.01, and P<0.01, respectively), with Hispanics having low HDL cholesterol levels and high triglyceride levels, whereas Asians had high IL-6 levels. In multivariate analyses controlling for demographic characteristics, none of the dietary factors examined explained racial/ethnic differences in lipid profiles or inflammatory markers. Body mass index z score was associated with lower HDL cholesterol, higher triglyceride, higher CRP, and higher IL-6 levels (P<0.0001). Further research is warranted to determine the influence of dietary recommendations at a young age among different racial/ethnic groups on cardiometabolic health. PMID:23102181

Handwashing among schoolchildren in an ethnically diverse population in northern rural Vietnam

PubMed Central

Xuan, Le Thi Thanh; Hoat, Luu Ngoc

2013-01-01

Background Handwashing with soap (HWWS) is a simple and effective measure to prevent transmission of fecal–oral disease and other infectious diseases in school-age children. To promote the behavior, we need to understand their HWWS compliance. The aim of this article is to describe handwashing behavior and HWWS compliance and to identify associated factors among schoolchildren in the multiethnic rural area of northern Vietnam. Methods The study was conducted in six primary and secondary schools and in the homes of four ethnic villages in northern Vietnam. Quantitative methods included face-to-face interviews with, and demonstration of handwashing protocol to, 319 schoolchildren in first, fourth, and seventh grades. Qualitative methods included structured observations at six schools and 20 homes comprising 24 children. The dependent variable was the self-reported HWWS behavior (yes/no). The independent variables included grade, school type, gender, ethnicity group, owning home latrine, and household assets. Logistic regression modelling was performed to examine associations between HWWS behavior and demographic factors. Results Among the 319 schoolchildren interviewed, 66% reported HWWS. Through the demonstration protocol, only 10 out of 319 schoolchildren, performed HWWS satisfactorily. The percentage of students who washed their hands at recommended times (30–60 sec) was 58%. This proportion increased by grade (from 34% among grade 1 to 67% among grade 7; p<0.05). Correlates of self-reported HWWS were more common in higher grades [grade 4 vs. grade 1: odds ratio (OR)=4.14 (2.00–8.56), grade 7 vs. grade 1: OR=7.76 (3.67–16.4)] and less common in ethnic minority groups [Xa Phó vs. Kinh-Tay: OR=0.28 (0.11–0.70)]. All 20 homes of schoolchildren visited had soap and water but none of the six schools had soap for handwashing. Conclusions This article describes poor compliance of schoolchildren with HWWS in a multiethnic population in Vietnam. Education on handwashing needs to be prioritized among multiethnic children at school. PMID:23374701

Tainted visions: the effect of visionary leader behaviors and leader categorization tendencies on the financial performance of ethnically diverse teams.

PubMed

Greer, Lindred L; Homan, Astrid C; De Hoogh, Annebel H B; Den Hartog, Deanne N

2012-01-01

Despite the increasing prevalence of ethnic diversity, findings regarding its effects on team performance remain contradictory. We suggest that past inconsistencies can be reconciled by examining the joint impact of leader behavior and leader categorization tendencies in ethnically diverse teams. We propose that leaders who exhibit high levels of visionary leader behavior and also have the tendency to categorize their team members into in- and out-groups will facilitate a negative effect of ethnic diversity on team communication and financial performance, whereas leaders who exhibit visionary behaviors but do not tend to categorize will lead ethnically diverse teams to positive outcomes. We find support for these ideas in a study of 100 retail outlets.

Prevalence, correlates and patterns of waterpipe smoking among secondary school students in southeast London: a cross-sectional study.

PubMed

Jawad, Mohammed; Power, Gerald

2016-02-01

Waterpipe smoking is growing worldwide, but little is known of its epidemiology in the UK due to its absence from national health surveys. We sought to address this by calculating the prevalence of waterpipe smoking among secondary school students in southeast London. We conducted a pooled secondary analysis of routine health surveillance surveys among 11-17 year olds in convenience-sampled secondary schools from three ethnically-diverse areas of southeast London. We calculated ever (lifetime) waterpipe use, and compared its sociodemographic correlates to ever (lifetime) cigarette use. In one area we collected data on patterns of waterpipe use. Of 2,098 respondents (mean age 14.1 ± 1.7 years, 55.7 % male, 46.6 % of black ethnicity), ever waterpipe use was 39.6 % (95 % CI 37.6-41.7 %) and was higher than that for ever cigarette use (32.4 %; 95 % CI 30.5-34.4). While waterpipe users were significantly and independently more likely to be male and of non-white ethnicities, at least 30 % of all age, gender and ethnic sub-groups had tried waterpipe smoking. In contrast, cigarette users were more likely to be older and of white ethnicity. In one of the three areas, over a quarter of waterpipe users were occasional or regular waterpipe smokers, and most were introduced to and currently used waterpipe in waterpipe-serving premises or friends' homes. Waterpipe smoking prevalence was high in southeast London, and users exhibited a different sociodemographic profile to cigarette users. Waterpipe should be included in national health surveys of young people. National surveillance is warranted to help develop suitable interventions to prevent uptake and promote cessation.

Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence.

PubMed

Hill, Patricia Wonch; McQuillan, Julia; Spiegel, Amy N; Diamond, Judy

2018-02-01

Why are some youth more likely to think of themselves as a science kind of person than others? In this paper, we use a cognitive social-theoretical framework to assess disparities in science identity among middle school-age youth in the United States. We investigate how discovery orientation is associated with science interest, perceived ability, importance, and reflected appraisal, and how they are related to whether youth see themselves, and perceive that others see them, as a science kind of person. We surveyed 441 students in an ethnically diverse, low-income middle school. Gender and race/ethnicity are associated with science identity but not with discovery orientation. Structural equation model results show that the positive association between discovery orientation and science identity is mediated by science interest, importance, and reflected appraisal. These findings advance understanding of how science attitudes and recognition may contribute to the underrepresentation of girls and/or minorities in science.

How discrimination and perspective-taking influence adolescents' attitudes about justice.

PubMed

Rasmussen, Hannah F; Ramos, Michelle C; Han, Sohyun C; Pettit, Corey; Margolin, Gayla

2018-01-01

Little is known about factors influencing adolescents' justice attitudes. This online study investigates perspective-taking and experiences with discrimination for their associations with adolescents' beliefs about how justice is best served. Participants included 179 ethnically/racially diverse high school students (M age  = 16.67 years; SD = 1.02). Higher perspective-taking was associated with less punitive and more restorative attitudes. Youth reporting more personal and ethnic/racial discrimination experiences endorsed more restorative justice attitudes. Perspective-taking also moderated the associations between reports of family, personal, and religious discrimination and punitive justice attitudes: adolescents reporting higher discrimination showed a stronger inverse relationship between perspective-taking and punitive attitudes. Findings have implications for school and community programs aiming to implement restorative policies, and for adolescents' civic participation. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Engaging parents in evidence-based treatments in schools: Community perspectives from implementing CBITS.

PubMed

Santiago, Catherine Decarlo; Pears, Gillian; Baweja, Shilpa; Vona, Pamela; Tang, Jennifer; Kataoka, Sheryl H

2013-12-01

This study explored parent engagement in an evidence-based treatment, the Cognitive Behavioral Intervention for Trauma in Schools (CBITS), which was delivered in a school setting. To examine the successes and challenges in engaging parents in this school-based program, we conducted qualitative interviews by phone to obtain data from clinicians, parents, and other school personnel across eleven schools from 3 different regions of the United States. Almost all of these schools served low-income and ethnically diverse communities. We describe general impressions of parent engagement, parent reactions and preferences with regard to CBITS, barriers to parent engagement, and how to overcome barriers from multiple perspectives. Parent engagement across schools varied, with extensive outreach and relatively good parent engagement in CBITS described in some schools, while in other schools, efforts to engage parents were not as consistent. Implications for future efforts to engage parents in school-based treatments are discussed.

Engaging parents in evidence-based treatments in schools: Community perspectives from implementing CBITS

PubMed Central

Santiago, Catherine DeCarlo; Pears, Gillian; Baweja, Shilpa; Vona, Pamela; Tang, Jennifer; Kataoka, Sheryl H.

2013-01-01

This study explored parent engagement in an evidence-based treatment, the Cognitive Behavioral Intervention for Trauma in Schools (CBITS), which was delivered in a school setting. To examine the successes and challenges in engaging parents in this school-based program, we conducted qualitative interviews by phone to obtain data from clinicians, parents, and other school personnel across eleven schools from 3 different regions of the United States. Almost all of these schools served low-income and ethnically diverse communities. We describe general impressions of parent engagement, parent reactions and preferences with regard to CBITS, barriers to parent engagement, and how to overcome barriers from multiple perspectives. Parent engagement across schools varied, with extensive outreach and relatively good parent engagement in CBITS described in some schools, while in other schools, efforts to engage parents were not as consistent. Implications for future efforts to engage parents in school-based treatments are discussed. PMID:24273613

Knowledge, attitudes, practices and behaviors regarding deceased organ donation and transplantation in Malaysia's multi-ethnic society: a baseline study.

PubMed

Wong, Li Ping

2011-01-01

Malaysia's organ and tissue donation rates are among the lowest in the world. The study aims to explore the knowledge, attitudes, practices and behaviors regarding deceased organ donation and transplantation in the diverse ethnic communities in the state of Selangor, Malaysia. A cross-sectional, population-based, computer-assisted telephone interview exploring multi-ethnic participants' knowledge, attitudes, practices and behavioral on deceased organ donation and transplantation was conducted from February to April 2009. Although only 5.5% of the total participants (N = 1174) reported that they have registered to be organ donor, a further 35.2% of those who have not register for organ donation indicated willingness to donate their own. Significant socio-demographic disparities with respect to knowledge and attitudes scores were observed. In particular, Malays (20.7%) indicated lower willingness to donate organs compared to the Chinese (36.6%) and Indians (51.4%) (p < 0.001). In multivariate logistic regression analysis, willingness to donate one's own organ was associated with knowledge score (odds ratio [OR] = 1.17, 95% confidence interval [CI] = 1.13-1.22), attitude score (OR = 1.17, 95% CI = 1.05-1.31), secondary school education (OR = 1.46, 95% CI = 1.05-2.02), and Malay ethnicity (OR = 0.18, 95% CI = 0.03-0.94). Findings assist organ donation and transplantation organizations to reach out the diverse socio-demographic and ethnic communities with cultural-specific information about organ donation. © 2010 John Wiley & Sons A/S.

Advancing the science of recruitment and retention of ethnically diverse populations.

PubMed

Nápoles, Anna M; Chadiha, Letha A

2011-06-01

We highlight several critical challenges that must be addressed to accelerate the advancement of the science on recruitment and retention of ethnically diverse older adults into health research. These include the relative lack of attention by researchers to methodological issues related to recruitment and retention of ethnically diverse populations and the inadequacy of funding to advance systematically this field. We describe strategies used by the Resource Centers on Minority Aging Research and other National Institute of Aging-funded programs to advance the science of recruitment of ethnically diverse older adults. Finally, we propose a set of broad recommendations designed to generate a body of evidence on successful methods of recruitment and retention of ethnically diverse populations in health research. To eliminate health disparities and better understand aging processes in ethnically diverse populations, much more research is needed on effective strategies for increasing minority enrollment in health research. Comparative effectiveness research on more intensive recruitment and retention methods, which are often needed for including diverse populations, will require dedicated funding and concerted efforts by investigators.

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

Racial and Ethnic Socialization as Moderators of Racial Discrimination and School Adjustment of Adopted and Non-adopted Korean American Adolescents

PubMed Central

Seol, Kyoung Ok; Yoo, Hyung Chol; Lee, Richard M.; Park, Ji Eun; Kyeong, Yena

2015-01-01

This study investigated roles of racial and ethnic socialization in the link between racial discrimination and school adjustment among a sample of 233 adopted Korean American adolescents from White adoptive families and 155 non-adopted Korean American adolescents from immigrant Korean families. Adopted Korean American adolescents reported lower levels of racial discrimination, racial socialization, and ethnic socialization than non-adopted Korean American adolescents. However, racial discrimination was negatively related to school belonging and school engagement, and ethnic socialization was positively related to school engagement for both groups. Racial socialization also had a curvilinear relationship with school engagement for both groups. Moderate level of racial socialization predicted positive school engagement, whereas low and high levels of racial socialization predicted negative school engagement. Finally, ethnic socialization moderated the link between racial discrimination and school belonging, which differed between groups. In particular, ethnic socialization exacerbated the relations between racial discrimination and school belonging for adopted Korean American adolescents, whereas, ethnic socialization buffered this link for non-adopted Korean American adolescents. Findings illustrate the complex relationship between racial and ethnic socialization, racial discrimination, and school adjustment. PMID:26479418

Racial and ethnic socialization as moderators of racial discrimination and school adjustment of adopted and nonadopted Korean American adolescents.

PubMed

Seol, Kyoung Ok; Yoo, Hyung Chol; Lee, Richard M; Park, Ji Eun; Kyeong, Yena

2016-04-01

This study investigated the roles of racial and ethnic socialization in the link between racial discrimination and school adjustment among a sample of 233 adopted Korean American adolescents from White adoptive families and 155 nonadopted Korean American adolescents from immigrant Korean families. Adopted Korean American adolescents reported lower levels of racial discrimination, racial socialization, and ethnic socialization than nonadopted Korean American adolescents. However, racial discrimination was negatively related to school belonging and school engagement, and ethnic socialization was positively related to school engagement for both groups. Racial socialization also had a curvilinear relationship with school engagement for both groups. A moderate level of racial socialization predicted positive school engagement, whereas low and high levels of racial socialization predicted negative school engagement. Finally, ethnic socialization moderated the link between racial discrimination and school belonging, which differed between groups. In particular, ethnic socialization exacerbated the relations between racial discrimination and school belonging for adopted Korean American adolescents, whereas ethnic socialization buffered this link for nonadopted Korean American adolescents. The findings illustrate the complex relationship between racial and ethnic socialization, racial discrimination, and school adjustment. (c) 2016 APA, all rights reserved).

Role of ethnicity in human papillomavirus vaccination uptake: a cross-sectional study of girls from ethnic minority groups attending London schools.

PubMed

Rockliffe, Lauren; Waller, Jo; Marlow, Laura A V; Forster, Alice S

2017-02-23

Research suggests that girls from ethnic minority groups are less likely to receive the human papillomavirus (HPV) vaccination than white British girls; however, the specific ethnic minority groups that have lower uptake have not been identified. This study aimed to examine the relationship between school-level uptake and ethnicity as well as uptake and other ethnicity-related factors, to understand which specific groups are less likely to receive the vaccination. Aggregated uptake rates from 195 schools were obtained for each of the three recommended vaccine doses from 2008 to 2010. Census data at the lower super output area (LSOA) level for the postcode of each school were also obtained, describing the ethnic breakdown of the resident population (ethnicity, language spoken, religion, proficiency in English and duration of residency in the UK). These were used as proxy measures of the ethnic make-up of the schools. The most prevalent non-majority group for each ethnicity and ethnicity-related factor was assigned to each school. Analyses explored differences in uptake by ethnicity and ethnicity-related factors. No significant differences in vaccination uptake were found by ethnicity or ethnicity-related factors, although descriptive differences were apparent. Schools in areas where black ethnicities were the most prevalent non-white British ethnicities had consistently low rates of uptake for all doses. Schools in areas where some Asian ethnicities were the most prevalent non-white British ethnicities had consistently high rates of uptake for all doses. There was evidence of variability in mean uptake rates for ethnicities within 'black' and 'Asian' ethnic groups. Future research would benefit from focusing on specific ethnicities rather than broad ethnic categories. Replication of this study with a larger sample and using complete individual-level data, collected on a national level, would provide a clearer indication of where ethnic differences in HPV vaccination uptake exist. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Roots of the Future: An Education Pack for Exploring Ethnic Diversity in Britain.

ERIC Educational Resources Information Center

White, Peter

This pack challenges ignorance about racial diversity in England by encouraging activities that shed light on the recent past and the society in which young people in Britain live. The exercises in this book invite young people to explore ethnic and cultural diversity in Britain. They are designed to show that ethnic diversity is good and…

Ethnic Segregation in Arizona Charter Schools.

ERIC Educational Resources Information Center

Cobb, Casey D.; Glass, Gene V.

1999-01-01

Addressed whether Arizona charter schools were more ethnically segregated than traditional public schools by studying 55 urban and 57 rural charter schools. Nearly half showed evidence of substantial ethnic segregation, and charter schools were higher in white enrollment than other public schools. (SLD)

Classroom Interaction Studies as a Source for Teacher Competencies: The Use of Case Studies with Multiple Instruments for Studying Teacher Competencies in Multicultural Classes

ERIC Educational Resources Information Center

den Brok, Perry; van Eerde, Dolly; Hajer, Maaike

2010-01-01

Dealing with ethnic and linguistic diversity is one of the major challenges in today's education. Therefore, the formulation of competencies for teachers and teacher training should take into account the specific requirements of teaching in multicultural schools. In 2002, a series of small-scale studies were conducted to identify and formulate…

The Power of Interactive Groups: How Diversity of Adults Volunteering in Classroom Groups Can Promote Inclusion and Success for Children of Vulnerable Minority Ethnic Populations

ERIC Educational Resources Information Center

Valls, Rosa; Kyriakides, Leonidas

2013-01-01

Despite the limited success of grouping students by attainment in enhancing educational achievement for all, this practice is still widely followed in European schools. Aiming at identifying successful educational actions that promote high academic achievement and social inclusion and cohesion, part of the EU-sponsored Europe-wide INCLUD-ED…

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…

Negotiating Afrikaner Subjectivity from the Post-Apartheid Margins: One Student's Subject Positions in the Discursively Constructed Classroom Space at an Elite English High School

ERIC Educational Resources Information Center

Ferreira, Ana

2014-01-01

The contemporary South African subject English classroom is a complex space requiring ongoing attention to issues of cultural and linguistic diversity, and frequently manifesting the need to work across historically constructed differences in race, ethnicity and socioeconomic status. This article reports on one aspect of a broader research…

From Foreigner Pedagogy to Intercultural Education: An Analysis of the German Responses to Diversity and Its Impact on Schools and Students

ERIC Educational Resources Information Center

Faas, Daniel

2008-01-01

Germany has been reluctant to adapt its education systems to the growing number of minority ethnic students, and politicians and policy makers have only recently officially acknowledged that Germany is an immigration country despite decades of mass immigration. This article first provides a socio-historical analysis of the German responses to…

The Use of Structured Social Interaction with the Culture-General Assimilator To Increase Cognitive Problem Solving about Intercultural Interactions in an Ethnically Diverse Population.

ERIC Educational Resources Information Center

Ilola, Lisa Marie

This study describes an intercultural learning program combining cooperative learning with critical incidents drawn from the culture-general assimilator developed by Brislin. The training program was adapted to school teachers, a population already identified as a high-risk group because of the frequency and unpredictability of the intercultural…

The Changing Colors of Maple Hills: Intersections of Culture, Race, Language, and Exceptionality in a Rural Farming Community

ERIC Educational Resources Information Center

Scanlan, Martin

2016-01-01

This case describes Maple Hills Elementary, a K-8 school in a rural farming community of the Midwest. As a community, Maple Hills has historically experienced a narrow range of diversity across race, ethnicity, language, and religion. Residents have predominantly been White, with German and English heritage, speak English as a mother tongue, and…

WWC Review of the Report "Efficacy of the Responsive Classroom Approach: Results from a 3-Year, Longitudinal Randomized Controlled Trial." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

The study authors examined the impact of "Responsive Classroom," a professional development program for teachers, on student achievement. This study took place in a large, ethnically and socioeconomically diverse district in a mid-Atlantic state. The intervention was implemented during 3 school years from 2008 to 2011. Study authors…

Discerning direct and mediated effects of ecological structures and processes on adolescents' educational outcomes.

PubMed

Benner, Aprile D; Graham, Sandra; Mistry, Rashmita S

2008-05-01

This short-term longitudinal study examined the relations among family and school characteristics, family-level processes (youth perceptions of parent-adolescent interactions), school-level processes (youth perceptions of school belonging, school climate), adolescents' school engagement, and later academic performance. Participants were an ethnically diverse, urban sample of 1,120 9th-grade students (M age = 14.6 years). The structural characteristics of families and schools influenced the proximal processes that occurred therein, and these proximal processes, in turn, influenced students' proximal (i.e., engagement) and distal educational outcomes (i.e., grades in school). Moreover, the structural characteristics of families and schools influenced proximal and distal outcomes indirectly through their influence on the proximal processes. The multimediated ecological model suggested that intervening at the process level may be a successful means of improving both adolescents' engagement in school and their subsequent school performance. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

Ethnic diversity and employment growth in English cities.

PubMed

Lee, Neil

2011-01-01

There are many reasons why cities with diverse populations may grow faster. Ethnic diversity might attract human capital, tourists or firms, increase productivity through diverse approaches to problem-solving or ethnic minority entrepreneurship. Yet there are also reasons to believe that diversity could be harmful, by leading to sub-optimal provision of public goods or reducing trust or social capital. Or it may be irrelevant, being merely a proxy for class. A number of studies have shown both positive and negative relationships between diversity and growth, using a range of different measures for "diversity." This paper asks two questions: have more diverse English cities grown faster? And does measurement matter: is it important to have a multinational population or an ethnically diverse one? To answer these questions, in this paper a range of models are estimated for employment growth for 53 English cities between 1981 and 2001. The evidence suggests that cities with a high proportion of their populations born abroad in 1981 grew faster in the subsequent 10 years. Neither diversity by country of birth nor ethnic diversity is significant in the period 1991-2001. However, when variables accounting for both are included together, it appears that cities with a large number of migrants saw higher employment growth in the 1990s, but that ethnically diverse cities were less successful. The results presented here suggest that considerable attention needs to be paid to the variable used to indicate "diversity" in these studies and that the impact of diversity varies according to nature of the groups any indicator for "diversity" is representing.

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…

Improving the Diversity Climate in Academic Medicine: Faculty Perceptions as a Catalyst for Institutional Change

PubMed Central

Price, Eboni G.; Powe, Neil R.; Kern, David E.; Golden, Sherita Hill; Wand, Gary S.; Cooper, Lisa A.

2010-01-01

Purpose To assess perceptions of underrepresented minority (URM) and majority faculty physicians regarding an institution’s diversity climate, and to identify potential improvement strategies. Method The authors conducted a cross-sectional survey of tenure-track physicians at the Johns Hopkins University School of Medicine from June 1, 2004 to September 30, 2005; they measured faculty perceptions of bias in department/division operational activities, professional satisfaction, career networking, mentorship, and intentions to stay in academia, and they examined associations between race/ethnicity and faculty perceptions using multivariate logistic regression. Results Among 703 eligible faculty, 352 (50.1%) returned surveys. Fewer than one third of respondents reported experiences of bias in department/division activities; however, URM faculty were less likely than majority faculty to believe faculty recruitment is unbiased (21.1% versus 50.6%, P = .006). A minority of respondents were satisfied with institutional support for professional development. URM faculty were nearly four times less likely than majority faculty to report satisfaction with racial/ethnic diversity (12% versus 47.1%, P = .001) and three times less likely to believe networking included minorities (9.3% versus 32.6%, P = .014). There were no racial/ethnic differences in the quality of mentorship. More than 80% of respondents believed they would be in academic medicine in five years. However, URM faculty were less likely to report they would be at their current institution in five years (42.6% versus 70.5%, P = .004). Conclusions Perceptions of the institution’s diversity climate were poor for most physician faculty and were worse for URM faculty, highlighting the need for more transparent and diversity-sensitive recruitment, promotion, and networking policies/practices. PMID:19116484

Pregnancy risk among black, white, and Hispanic teen girls in New York City public schools.

PubMed

Waddell, Elizabeth Needham; Orr, Mark G; Sackoff, Judith; Santelli, John S

2010-05-01

Disparities in teen pregnancy rates are explained by different rates of sexual activity and contraceptive use. Identifying other components of risk such as race/ethnicity and neighborhood can inform strategies for teen pregnancy prevention. Data from the 2005 and 2007 New York City Youth Risk Behavior Surveys were used to model demographic differences in odds of recent sexual activity and birth control use among black, white, and Hispanic public high school girls. Overall pregnancy risk was calculated using pregnancy risk index (PRI) methodology, which estimates probability of pregnancy based on current sexual activity and birth control method at last intercourse. Factors of race/ethnicity, grade level, age, borough, and school neighborhood were assessed. Whites reported lower rates of current sexual activity (23.4%) than blacks (35.4%) or Hispanics (32.7%), and had lower predicted pregnancy risk (PRI = 5.4% vs. 9.0% and 10.5%, respectively). Among sexually active females, hormonal contraception use rates were low in all groups (11.6% among whites, 7.8% among blacks, and 7.5% among Hispanics). Compared to white teens, much of the difference in PRI was attributable to poorer contraceptive use (19% among blacks and 50% among Hispanics). Significant differences in contraceptive use were also observed by school neighborhood after adjusting for age group and race/ethnicity. Interventions to reduce teen pregnancy among diverse populations should include messages promoting delayed sexual activity, condom use and use of highly effective birth control methods. Access to long-acting contraceptive methods must be expanded for all sexually active high school students.

The Reciprocal Links between School Engagement, Youth Problem Behaviors, and School Dropout during Adolescence

PubMed Central

Wang, Ming-Te; Fredricks, Jennifer

2013-01-01

Drawing on the self-system model, this study conceptualized school engagement as a multidimensional construct, including behavioral, emotional, and cognitive engagement, and examined whether changes in the three types of school engagement related to changes in problem behaviors from 7th through 11th grade. In addition, a transactional model of reciprocal relations between school engagement and problem behaviors was tested to predict school dropout. Data were collected on 1,272 youth from an ethnically and economically diverse county (58% African American, 36% European American; 51% females). Results indicated that adolescents who had declines in behavioral and emotional engagement with school tended to engage in increased delinquency and substance use over time. There were bidirectional associations between behavioral and emotional engagement in school and youth problem behaviors over time. Finally, lower behavioral and emotional engagement and greater problem behaviors predicted greater likelihood of dropping out of school. PMID:23895361

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.

Ethnicity and Schooling: A Caribbean Case Study.

ERIC Educational Resources Information Center

Gibson, Margaret A.

What is the relationship of ethnicity to students' experiences in and responses to schooling? How is success in school related to ethnicity? In this dissertation the schools and community of St. Croix, U.S. Virgin Islands, provide the setting for a multi-ethnic comparative case study in educational anthropology which addresses these questions.…

Ethnic Heritage and Language Schools in America. Studies in American Folklife, No. 4.

ERIC Educational Resources Information Center

Bradunas, Elena; Topping, Brett, Ed.

This book reports the findings of the Ethnic Heritage and Language Schools Project undertaken by the American Folklife Center in 1982. Twenty-one researchers used participant observation to study ethnic schools in different parts of the United States. The project studied schools that correspond to Fishman's classification of ethnic education…

Sleepless in Fairfax: the difference one more hour of sleep can make for teen hopelessness, suicidal ideation, and substance use.

PubMed

Winsler, Adam; Deutsch, Aaron; Vorona, Robert Daniel; Payne, Phyllis Abramczyk; Szklo-Coxe, Mariana

2015-02-01

Insufficient sleep is a risk factor for depression, suicidality, and substance use, yet little is known about gender, ethnic, and community-level differences in sleep and its associated outcomes, especially during adolescence. Further, much of the prior work has compared groups of teens getting plenty as opposed to insufficient amounts of sleep rather than examine sleep hours continuously. The present study examined adolescent weekday self-reported sleep duration and its links with hopelessness, suicidality, and substance use in a suburban community with very early high school start times. We utilized a large (N = 27,939, 51.2% female) and ethnically diverse sample of adolescents from the 2009 Fairfax County (Virginia) Youth Survey, an anonymous, self-report, population-level survey administered to all 8th, 10th and 12th grade students in public schools in the county. High-school students reported an average 6.5 h of sleep per school night, with 20% obtaining ≤5 h, and only 3% reporting the recommended 9 h/night. Females and minority youth obtained even less sleep on average, and the reduction in sleep in the transition from middle school to high school was more pronounced for females and for Asian students. Hierarchical, multivariate, logistic regression analyses, controlling for background variables, indicated that just 1 h less of weekday sleep was associated with significantly greater odds of feeling hopeless, seriously considering suicide, suicide attempts, and substance use. Relationships between sleep duration and suicidality were stronger for male teens, and sleep duration was more associated with hopelessness for white students compared to most ethnic minority groups. Implications for intervention at multiple levels are discussed.

Ethnic Peer Preferences among Asian American Adolescents in Emerging Immigrant Communities

ERIC Educational Resources Information Center

Kiang, Lisa; Peterson, Jamie Lee; Thompson, Taylor L.

2011-01-01

Growing diversity and evidence that diverse friendships enhance psychosocial success highlight the importance of understanding adolescents' ethnic peer preferences. Using social identity and social contact frameworks, the ethnic preferences of 169 Asian American adolescents (60% female) were examined in relation to ethnic identity, perceived…

Utility of the Stanford-Binet Intelligence Scales, Fifth Edition, with Ethnically Diverse Preschoolers

ERIC Educational Resources Information Center

Dale, Brittany A.; Finch, Maria HernÁndez; Mcintosh, David E.; Rothlisberg, Barbara A.; Finch, W. Holmes

2014-01-01

Current research on the use of revisions of intelligence measures with ethnically diverse populations and younger children is limited. The present study investigated the utility of the Stanford-Binet Intelligence Scales, Fifth Edition (SB5), with an ethnically diverse preschool sample. African American and Caucasian preschoolers, matched on age,…

Influence of Ethnic-Related Diversity Experiences on Intercultural Sensitivity of Students at a Public University in Malaysia

ERIC Educational Resources Information Center

Tamam, Ezhar; Abdullah, Ain Nadzimah

2012-01-01

In this study, the authors examine the influence of ethnic-related diversity experiences on intercultural sensitivity among Malaysian students at a multiethnic, multicultural and multilingual Malaysian public university. Results reveal a significant differential level of ethnic-related diversity experiences (but not at the level of intercultural…

Racial & Ethnic Diversity in Higher Education. ASHE Reader Series.

ERIC Educational Resources Information Center

Turner, Caroline Sotello Viernes, Ed.; Garcia, Mildred, Ed.; Nora, Amaury, Ed.; Rendon, Laura I., Ed.

This text is a resource on racial and ethnic diversity for faculty and students in higher education. It is organized in sections related to the history of racial and ethnic diversity in higher education, curriculum and teaching, students, faculty, administration, leadership and governance, and research issues. The chapters are: (1) "History of…

How experiential learning in an informal setting promotes class equity and social and economic justice for children from "communities at promise": An Australian perspective

NASA Astrophysics Data System (ADS)

Zyngier, David

2017-02-01

Educational research often portrays culturally, linguistically and economically disenfranchised (CLED) children's disengagement from school learning as individual behaviour, ignoring the contribution of race, gender, socio-cultural, ethnic and social class factors. This paper analyses a specific community engagement programme in Australia which uses experiential learning in an informal setting. The programme, which has been running for seven years, partners pre-service teachers, volunteer high school students and volunteers from a national bank with primary schools where many pupils are experiencing learning difficulties and school engagement problems as a result of their socio-economic status, their poverty, and their ethnic and cultural diversity. Drawing on the perspectives of the children and volunteers participating in the pilot study, and privileging their voices, this paper illustrates how community partnerships may be developed and sustained. The programme's conceptual framework of Connecting-Owning-Responding-Empowering (CORE) pedagogy is explored for its potential to enhance student engagement, achievement and empowerment through focused community involvement. The findings show that when students feel connected to and involved in their community, all participants are empowered in their learning and teaching.

The Implementation of an Innovative High School Mentoring Program Designed to Enhance Diversity and Provide a Pathway for Future Careers in Healthcare Related Fields.

PubMed

Patel, Salma I; Rodríguez, Patricia; Gonzales, Rayna J

2015-09-01

Although the population of diverse applicants applying to medical school has increased over recent years (AAMC Diversity in Medical Education: Facts and Figures 2012); efforts persist to ensure the continuance of this increasing trend. Mentoring students at an early age may be an effective method by which to accomplish diversity within the applicant pool. Having a diverse physician population is more likely able to adequately address the healthcare needs of our diverse population. The purpose of this study is to initiate a pipeline program, called the Medical Student Mentorship Program (MSMP), designed to specifically target high school students from lower economic status, ethnic, or racial underrepresented populations. High school students were paired with medical students, who served as primary mentors to facilitate exposure to processes involved in preparing and training for careers in medicine and other healthcare-related fields as well as research. Mentors were solicited from first and second year medical students at the University of Arizona College of Medicine-Phoenix (UACOM-P). Two separate cohorts of mentees were selected based on an application process from a local high school for the school years 2010-2011 and 2011-2012. Anonymous mentee and mentor surveys were used to evaluate the success of the MSMP. A total of 16 pairs of mentees and mentors in the 2010-2011 (Group 1) and 2011-2012 (Group 2) studies participated in MSMP. High school students reported that they were more likely to apply to medical school after participating in the program. Mentees also reported that they received a significant amount of support, helpful information, and guidance from their medical student mentors. Overall, feedback from mentees and mentors was positive and they reported that their participation was rewarding. Mentees were contacted 2 to 3 years post MSMP participation as sophomores or juniors in college, and all reported that they were on a pre-healthcare career track. The MSMP may serve as an effective pipeline program to promote future diversity in college and graduate training programs for future careers in science and medicine.

Perceived self-efficacy and student-teacher relationships among diverse Title I students' achievement in science

NASA Astrophysics Data System (ADS)

Larry, Triaka A.

The need for more diversity in STEM-related careers and college majors is urgent. Self-efficacy and student-teacher relationships are factors that have been linked to influencing students’ pursuit of subject-specific careers and academic achievement. The impact of self-efficacy and student perceptions of teacher interpersonal behaviors on student achievement have been extensively researched in the areas of Mathematics and English, however, most studies using science achievement, as a criterion variable, were conducted using non-diverse, White upper middle class to affluent participants. In order to determine the strength of relationships between perceived science self-efficacy, and student perceptions of teacher interpersonal behaviors as factors that influence science achievement (science GPA), the Science Self-Efficacy Questionnaire (SSEQ) and Questionnaire on Teacher Interactions (QTI) were administered to twelfth grade students enrolled at a highly diverse urban Title I high school, while controlling for demographics, defined as gender, ethnicity, and minority status. Using a hierarchical multiple linear regression analysis, results demonstrated that the predictor variables (i.e., gender, ethnicity, minority status, science self-efficacy, and teacher interpersonal behaviors) accounted for 20.8% of the variance in science GPAs. Science self-efficacy made the strongest unique contribution to explaining science GPA, while minority status and gender were found to be statistically significant contributors to the full model as well. Ethnicity and teacher interpersonal behaviors did not make a statistically significant contribution to the variance in science GPA, and accounted for ≤ 1% of the variance. Implications and recommendations for future research are subsequently given.

Impact of asthma on educational attainment in a socioeconomically deprived population: a study linking health, education and social care datasets.

PubMed

Sturdy, Pat; Bremner, Stephen; Harper, Gill; Mayhew, Les; Eldridge, Sandra; Eversley, John; Sheikh, Aziz; Hunter, Susan; Boomla, Kambiz; Feder, Gene; Prescott, Keith; Griffiths, Chris

2012-01-01

Asthma has the potential to adversely affect children's school examination performance, and hence longer term life chances. Asthma morbidity is especially high amongst UK ethnic minority children and those experiencing social adversity, populations which also have poor educational outcomes. We tested the hypothesis that asthma adversely affects performance in national school examinations in a large cohort from an area of ethnic diversity and social deprivation. With a novel method (using patient and address-matching algorithms) we linked administrative and clinical data for 2002-2005 for children in east London aged 5-14 years to contemporaneous education and social care datasets. We modelled children's performance in school examinations in relation to socio-demographic and clinical variables. The dataset captured examination performance for 12,136 children who sat at least one national examination at Key Stages 1-3. For illustration, estimates are presented as percentage changes in Key Stage 2 results. Having asthma was associated with a 1.1% increase in examination scores (95%CI 0.4 to 1.7)%,p = 0.02. Worse scores were associated with Bangladeshi ethnicity -1.3%(-2.5 to -0.1)%,p = 0.03; special educational need -14.6%(-15.7 to -13.5)%,p = 0.02; mental health problems -2.5%(-4.1 to -0.9)%,p = 0.003, and social adversity: living in a smoking household -1.2(-1.7 to -0.6)%,p<0.001; living in social housing -0.8%(-1.3 to -0.2)% p = 0.01, and entitlement to free school meals -0.8%(-1.5 to -0.1)%,p<0.001. Social adversity and ethnicity, but not asthma, are associated with poorer performance in national school examinations. Policies to improve educational attainment in socially deprived areas should focus on these factors.

Meanings of smoking and adolescent smoking across ethnicities.

PubMed

Spruijt-Metz, Donna; Gallaher, Peggy E; Unger, Jennifer B; Anderson-Johnson, Carl

2004-09-01

To develop insight into population-specific meanings of smoking in our highly multicultural middle schools in order to provide effective and appropriate tools for smoking prevention efforts. We used focus group interviews to develop the Meanings of Smoking Index (MSI), a nine-item scale that uses a "mark all that apply" strategy to assess what smoking means to children who have tried smoking as well as to those who are susceptible to smoking. In 24 public and parochial middle schools in the greater Los Angeles area, 2336 7th graders (1483 Latino, 565 Asian/ Pacific Islander and 288 white, 55.2% of the sample was female) completed the MSI as part of a school-based trial of culturally-targeted smoking prevention strategies. Items were rank ordered according to salience (rate of endorsement) and relevance (strength of relationship with lifetime smoking) across the entire sample and separately for Hispanic/Latino, Asian/Asian-American and white respondents. Spearman correlation coefficient was used to compare results between ethnicities. The most frequently endorsed meanings were similar across ethnicities. Magnitude of associations between smoking behaviors and meanings were dissimilar across ethnicities. The meaning with the strongest relationship to lifetime smoking for whites and Latinos was "it helps me study" (OR 3.4 and 2.6 respectively), and for Asians was "don't want to make another smoke alone" (OR 5.4). We have shown previously that interventions on meanings of eating behaviors changed dietary behaviors in adolescents. The present findings suggest that meanings are powerful determinants of adolescent smoking in culturally diverse populations and could offer powerful intervention tools to prevent adolescent smoking.

Impact of ethnicity, geography, and disease on the microbiota in health and inflammatory bowel disease.

PubMed

Prideaux, Lani; Kang, Seungha; Wagner, Josef; Buckley, Michael; Mahar, Jackie E; De Cruz, Peter; Wen, Zhonghui; Chen, Liping; Xia, Bing; van Langenberg, Daniel R; Lockett, Trevor; Ng, Siew C; Sung, Joseph J Y; Desmond, Paul; McSweeney, Chris; Morrison, Mark; Kirkwood, Carl D; Kamm, Michael A

2013-12-01

The gut microbiota is central to health and disorders such as inflammatory bowel disease. Differences in microbiota related to geography and ethnicity may hold the key to recent changes in the incidence of microbiota-related disorders. Gut mucosal microbiota was analyzed in 190 samples from 87 Caucasian and Chinese subjects, from Australia and Hong Kong, comprising 22 patients with Crohn's disease, 30 patients with ulcerative colitis, 29 healthy controls, and 6 healthy relatives of patients with Crohn's disease. Bacterial 16S rRNA microarray and 454 pyrosequencing were performed. The microbiota was diverse in health, regardless of ethnicity or geography (operational taxonomic unit number and Shannon diversity index). Ethnicity and geography, however, did affect microbial composition. Crohn's disease resulted in reduced bacterial diversity, regardless of ethnicity or geography, and was the strongest determinant of composition. In ulcerative colitis, diversity was reduced in Chinese subjects only, suggesting that ethnicity is a determinant of bacterial diversity, whereas composition was determined by disease and ethnicity. Specific phylotypes were different between health and disease. Chinese patients with inflammatory bowel disease more often than healthy Chinese tended to have had a Western diet in childhood, in the East and West. The healthy microbiota is diverse but compositionally affected by geographical and ethnic factors. The microbiota is substantially altered in inflammatory bowel disease, but ethnicity may also play an important role. This may be key to the changing epidemiology in developing countries, and emigrants to the West.

The effect of tuberculosis and tuberculosis contact tracing on school function: an exploratory focus group study.

PubMed

Upshur, R E; Deadman, L; Howorth, P; Shortt, L

1999-01-01

Selected schools in East York, an ethnically diverse municipality of 110,000 people within Toronto. To explore school staff's attitudes and beliefs about the nature of tuberculosis and its possible effect on the function and culture of schools. Four focus groups of 6-8 school staff, lasting from 1 to 1.5 hours, were held in the spring of 1997 at four different schools deemed to be at high risk for tuberculosis contact tracing. The study identified the following dominant themes: fear of tuberculosis and its impact on school, lack of knowledge and the need for education concerning tuberculosis, and issues in multiculturalism. Tuberculosis was perceived by staff of East York schools to be a source of fear. Lack of accurate and reliable information concerning tuberculosis contributes to this situation. Staff identified age-specific and culturally relevant, educational initiatives as means to reduce this fear.

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…

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

Brief Report: Teen Sexting and Psychosocial Health

PubMed Central

Temple, Jeff R.; Le, Vi Donna; van den Berg, Patricia; Ling, Yan; Paul, Jonathan A.; Temple, Brian W.

2014-01-01

The current study examines whether adolescents who report sexting exhibit more psychosocial health problems, compared to their non-sexting counterparts. Participants included 937 ethnically diverse male and female adolescents recruited and assessed from multiple high schools in southeast Texas. Measures included self-report of sexting, impulsivity, alcohol and drug use, and depression and anxiety symptoms. Teen sexting was significantly associated with symptoms of depression, impulsivity, and substance use. When adjusted for prior sexual behavior, age, gender, race/ethnicity, and parent education, sexting was only related to impulsivity and substance use. While teen sexting appears to correlate with impulsive and high-risk behaviors (substance use), we did not find sexting to be a marker of mental health. PMID:24331302

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.