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

PubMed

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

2014-04-01

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

Retention of minority participants in clinical research studies.

PubMed

Keller, Colleen S; Gonzales, Adelita; Fleuriet, K Jill

2005-04-01

Recruitment of minority participants for clinical research studies has been the topic of several analytical works. Yet retention of participants, most notably minority and underserved populations, is less reported and understood, even though these populations have elevated health risks. This article describes two related, intervention-based formative research projects in which researchers used treatment theory to address issues of recruitment and retention of minority women participants in an exercise program to reduce obesity. Treatment theory incorporates a model of health promotion that allows investigators to identify and control sources of extraneous variables. The authors' research demonstrates that treatment theory can improve retention of minority women participants by considering critical inputs, mediating processes, and substantive participant characteristics in intervention design.

Participation of Racial and Ethnic Minorities in Technology-Based Interventions to Self-Manage Type 2 Diabetes: A Scoping Review.

PubMed

Jang, Myoungock; Johnson, Constance M; D'Eramo-Melkus, Gail; Vorderstrasse, Allison A

2018-05-01

Strategies to decrease societal and cultural barriers for ethnic minorities to participate in health research are well established. However, limited data are available regarding participation of ethnic minorities in mobile and Internet technology-based interventions to self-manage type 2 diabetes where health disparities are predominant. Thus, the purpose was to understand the participation of ethnic minorities in technology-based intervention programs to manage type 2 diabetes. A scoping review was used to review a total of 21 intervention studies containing participant information about ethnic minorities and one qualitative study discussing participation of ethnic minorities. There was limited enrollment and participation of ethnic minorities. Technological barriers in addition to existing societal and cultural barriers were identified. Strategies to decrease the barriers were recommended. Technological barriers were identified on top of the societal and cultural barriers in traditional interventions. Further research to reduce the barriers is warranted.

48 CFR 2426.7001 - Policy.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS OTHER SOCIOECONOMIC PROGRAMS Minority Business Enterprises 2426.7001 Policy. It is the policy of the Department to foster and promote Minority Business Enterprise (MBE) participation in its... business enterprise” is a business which is at least 51 percent owned by one or more minority group members...

A Regression Model Approach to First-Year Honors Program Admissions Serving a High-Minority Population

ERIC Educational Resources Information Center

Rhea, David M.

2017-01-01

Many honors programs make admissions decisions based on student high school GPA and a standardized test score. However, McKay argued that standardized test scores can be a barrier to honors program participation, particularly for minority students. Minority students, particularly Hispanic and African American students, are apt to have lower…

Broader Impact Actualized: Collaborative Efforts that Facilitate Successful Movement of Underrepresented Students Through the Pipeline

NASA Astrophysics Data System (ADS)

Pyrtle, A. J.; Whitney, V. W.

2007-12-01

The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science Initiative \\(MS PHD'S)\\ was established by and for underrepresented minorities to facilitate increased and sustained participation in Earth system science community. Based on successful experiences of students within the SOARS program, the MS PHD'S 2003 pilot project incorporated a team mentoring structure. Student interaction with multiple mentors resulted in exposure to multiple learning perspectives and increased one-on-one, mentee/mentor interaction. Since program inception, eleven \\(11)\\ minority Earth system scientists have served as Program mentors and eighty-two (82) minority and non-minority scientists have served as Meeting Mentors to MS PHD'S student participants A total of ninety-nine \\(99)\\ undergraduate and graduate students from underrepresented populations have participated in the MS PHD'S program. Twenty-five undergraduate and graduate students participated in the MS PHD'S pilot program in 2003 as Cohort I. During FY 04-05, Cohort II consisted of twenty-seven students and twenty-three students formed Cohort III. FY 06-07, twenty-four (24) students formed Cohort IV. Of the ninety-nine \\(99)\\ student participants, fifty-four \\(54)\\ MS PHD'S student participants self-identified as African American, twenty-seven \\(27)\\ as Puerto Rican, six \\(6)\\ as Hispanic/Mexican American, eight \\(8)\\ as Native American and one \\(1)\\ each as African, Asian, Pacific Islander and Multi-Ethnic. During the five \\(5)\\ year span of MS PHD'S programming, fourteen \\(14)\\ student participants completed BS degrees, ten (10) completed MS degrees and seven \\(7\\ completed the Doctoral degrees. How did MS PHD'S establish meaningful engagement of the science community to enhance diversity within the Earth system science community? This case study reveals replicable processes and constructs to enhance the quality of meaningful collaboration and engagement. In addition, the study addresses frequently asked questions \\ (FAQ's)\\ on outreach, recruitment, engagement, retention and success of students from underrepresented populations within diversity-focused programs.

Minority International Research Training Program: Global Collaboration in Nursing Research.

ERIC Educational Resources Information Center

McElmurry, Beverly J.; Misner, Susan J.; Buseh, Aaron G.

2003-01-01

The Minority International Research Training Program pairs minority nursing students with faculty mentors at international sites for short-term research. A total of 26 undergraduate, 22 graduate, and 6 postdoctoral students have participated. Challenges include recruitment, orientation, and preparation of students; identification and preparation…

The Fisk-Vanderbilt Masters-to-PhD Bridge Program: A Model for Broadening Participation of Underrepresented Groups in the Physical Sciences through Effective Partnerships with Minority-Serving Institutions

ERIC Educational Resources Information Center

Stassun, Keivan Guadalupe; Burger, Arnold; Lange, Sheila Edwards

2010-01-01

We describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a successful model for effective partnerships with minority-serving institutions toward significantly broadening the participation of underrepresented groups in the physical sciences. The program couples targeted recruitment with active retention strategies, and is built upon a…

High Retention of Minority and International Faculty through a Formal Mentoring Program

ERIC Educational Resources Information Center

Phillips, Susan L.; Dennison, Susan T.; Davenport, Mark A.

2016-01-01

In these economic times, retention of new faculty, particularly minority and international faculty, is a high priority. In this study, retention of new faculty from 2006 to 2013 was compared for participants and nonparticipants in a formal mentoring program. Retention was 92% for participating faculty and 58% for nonparticipating new faculty. For…

Reaching out to Hispanic Serving and Historically Black Institutions in Houston: Why are these institutions important to NASA's space science program?

NASA Astrophysics Data System (ADS)

Morris, P. A.; Obot, V.

2005-12-01

Research institutions welcome the idea of recruiting and retaining minority students for their graduate programs. If they are offered the opportunity to select a minority student from a "recognized majority" or from a minority institution, the preference will be to select the student from the "recognized majority" institution. There are many reasons, including their perception that the minority institutions are disconnected from mainstream science programs and that their students lack research experience. Other reasons are that minority institutions are not interested in promoting research, especially space science (Sakimoto et al. 2005), and their faculties are not capable of participating in NASA missions. Why should majority institutions work with students and faculty from minority institutions? First of all, there are a number of faculty members at minority universities who received their Ph.D. from tier one research institutions and have excellent backgrounds, but lack research facilities. Treating these individuals with courtesy, respect, and allowing them to participate as equal partners and supporting their scientific endeavors will positively impact the minority community. The research skills of the minority faculty will be updated and this will ultimately result in improving the training and scientific background of their students. The population in the United States is changing as our newest immigrants are predominantly from Latin American countries, Africa and Asia. Many representatives of these populations, will be attending minority institutions, especially if they are the first generation of their family endeavoring to become college students. The potential collaboration of between majority and minority institutions will be important in training these populations to be successful members of society and participate in future space science programs. Sakimoto, P. J., J. D. Rosendhal. 2005. Physics Today, Vol 58.

How can parents get involved in preschool? Barriers and engagement in education by ethnic minority parents of children attending Head Start.

PubMed

Mendez, Julia L

2010-01-01

An intervention was developed to promote parent involvement with ethnic minority families of children attending Head Start preschool programs. Two hundred eighty-eight predominantly African American families from a small southern city were included in this study. Parent satisfaction with the program was high, yet engagement was less than optimal. Some effects were found for the program, despite low levels of participation. Ethnic minority parents who received the intervention increased the frequency of reading to their child as compared with parents in a comparison group who did not receive the program. The quality of the parent-teacher relationship was significantly correlated with parental participation in the intervention. Program participation and the parent-teacher relationship were correlated with higher levels of children's school readiness abilities. Children in the intervention condition showed stronger end-of-year receptive vocabulary and parent-rated social competence as compared with children who did not receive treatment. This research documents the challenges involved in engaging parents in prevention programs. Strategies for maximizing the benefits of preschool for ethnic minority families and their children are discussed. (c) 2009 APA, all rights reserved.

It Takes a Village - Strategies to increase Minority Participation in the Earth and Life Sciences

NASA Astrophysics Data System (ADS)

Mourad, T.

2013-12-01

The issues surrounding minority participation are multifaceted and complex. To be successful in increasing minority participation in the earth and life sciences requires multiple layers of support both in formal and nonformal settings. A comprehensive approach to broadening participation needs to build in: 1) Awareness and exposure to the wide range of career options 2) Nurture of multiple professional experiences from novice to leadership over multiple years 3) mentoring and advice at critical decision stages 4) opportunities for peer networking among other like-minded minority scientists and 5) institutional leadership and investment. The presentation will share the major accomplishments of the award-winning SEEDS program of the Ecological Society of America which recognizes and welcomes the diversity of cultures and perspectives. It seeks to create a professional home for its students, nearly 90% of whom are from minority backgrounds. No single organization can do it all. We will also share how we have partnered with other organizations including the Institute for Broadening Participation's MSPhD's program and discuss strategies that universities can develop to work with professional societies to accomplish your diversity goals.

Minority Engineering Program Pipeline: A Proposal to Increase Minority Student Enrollment and Retention in Engineering

NASA Technical Reports Server (NTRS)

Charity, Pamela C.; Klein, Paul B.; Wadhwa, Bhushan

1995-01-01

The Cleveland State University Minority Engineering Program Pipeline consist of programs which foster engineering career awareness, academic enrichment, and professional development for historically underrepresented minority studies. The programs involved are the Access to Careers in Engineering (ACE) Program for high school pre-engineering students: the LINK Program for undergraduate students pursuing degree which include engineering; and the PEP (Pre-calculus Enrichment Program) and EPIC (Enrichment Program in Calculus) mathematics programs for undergraduate academic enrichment. The pipeline is such that high school graduates from the ACE Program who enroll at Cleveland State University in pursuit of engineering degrees are admitted to the LINK Program for undergraduate level support. LINK Program students are among the minority participants who receive mathematics enrichment through the PEP and EPIC Programs for successful completion of their engineering required math courses. THese programs are interdependent and share the goal of preparing minority students for engineering careers by enabling them to achieve academically and obtain college degree and career related experience.

A Minority Recruitment Program through a Proactive PPST Support System.

ERIC Educational Resources Information Center

Linton, Marigold; Searfoss, Lyndon

A major barrier to minority student participation in the Arizona State University teacher preparation program is the state-mandated requirement that all sections of the PreProfessional Skills Test (PPST) be passed before any teacher preparation courses can be taken. This paper describes the significant features of a minority recruitment/support…

Ethnicity and Bicultural Considerations in Psychology: Meeting the Needs of Ethnic Minorities.

ERIC Educational Resources Information Center

Taylor, Dalmas A.; Henry, J. Marilyn

This paper summarizes the history, philosophy, and recruitment methodology of the American Psychological Association (APA) Minority Fellowship Program. The aim of the program is participation by ethnic minorities in the development of psychology, both as a practicing art and as a science. The APA received a training grant to provide fellowship…

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).

MS PHD'S: A successful model for reaching underrepresented minorities (URM) students through virtual platforms

NASA Astrophysics Data System (ADS)

Scott, O.; Johnson, A.; Williamson, V.; Ricciardi, L.; Jearld, A., Jr.; Guzman, W. I.

2014-12-01

To successfully recruit and retain underrepresented minority (URM) students and early career scientists, many programs supplement traditional curricular activities with multiple online platforms, establishing "virtual communities" that are free and easily accessible. These virtual communities offer readily sustainable opportunities to facilitate communication across a wide range of cultural lines and socioeconomic levels thereby broadening participation and inclusivity in STEM. Established in 2003, the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science Professional Development Program has successfully used virtual community tools such as a listserv, community forum, social media, and VoIP technologies, to extend the face-to-face activities of the program and support the advancement of URM students and early career scientists in STEM. The use of multiple facets of virtual community by MS PHD'S participants supports and encourages "real life" interactions and mentorship, facilitates networking and professional development, and maintains continuity of shared networks. The program is now in its ninth cohort and supports 213 participants. To date, 54 participants have completed their PhD and another 61 are currently enrolled in doctoral programs.

The 1991/92 graduate student researchers program, including the underrepresented minority focus component

NASA Technical Reports Server (NTRS)

1991-01-01

The Graduate Student Research Program (GSRP) was expanded in 1987 to include the Underrepresented Minority Focus Component (UMFC). This program was designed to increase minority participation in graduate study and research, and ultimately, in space science and aerospace technology careers. This booklet presents the areas of research activities at NASA facilities for the GSRP and summarizes and presents the objectives of the UMFC.

Building on the Success of Increasing Diversity in the Geosciences: A Bridging Program From Middle School to College

NASA Astrophysics Data System (ADS)

Kovacs, T.; Robinson, D.; Suleiman, A.; Maggi, B.

2004-12-01

A bridging program to increase the diversity in the geosciences was created at Hampton University (HU) to inspire underrepresented minorities to pursue an educational path that advances them towards careers in the geosciences. Three objectives were met to achieve this goal. First, we inspired a diverse population of middle and high school students outside of the classroom by providing an after school geoscience club, a middle school geoscience summer enrichment camp, and a research/mentorship program for high school students. Second, we helped fill the need for geoscience curriculum content requested of science teachers who work primarily with underrepresented middle school populations by providing a professional development workshop at HU led by geoscience professors, teachers, and science educators. Third, we built on the successful atmospheric sciences research and active Ph.D. program by developing our geoscience curriculum including the formation of a new space, earth, and atmospheric sciences minor. All workshops, camps, and clubs have been full or nearly full each year despite restrictions on participants repeating any of the programs. The new minor has 11 registered undergraduates and the total number of students in these classes has been increasing. Participants of all programs gave the quality of the program good ratings and participant perceptions and knowledge improved throughout the programs based on pre-, formative, and summative assessments. The ultimate goal is to increase the number of degrees granted to underrepresented minorities in the geosciences. We have built a solid foundation with our minor that prepares students for graduate degrees in the geosciences and offer a graduate degree in physics with a concentration in the atmospheric sciences. However, it's from the geoscience pipeline that students will come into our academic programs. We expect to continue to develop these formal and informal education programs to increase our reputation and utilize the network of schools with which we have built relationships to recruit underrepresented minority students into our academic programs. We also plan to continue to enhance our undergraduate minor and graduate degree programs to build a self-sustaining graduate degree-granting program in the geosciences.

Management Training Programs of Women and Minorities. Survey. Increasing Participation of Women and Minorities in Education R&D.

ERIC Educational Resources Information Center

Research for Better Schools, Inc., Philadelphia, PA.

Based on the assumption that educational research and development (R&D) requires the same technical managerial skills as any other business organization, this survey examined fifty management training programs for women and/or minorities in eighteen business, academic, and industrial settings. Information gathered on courses, workshops, and…

48 CFR 26.300 - Scope of subpart.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PROGRAMS OTHER SOCIOECONOMIC PROGRAMS Historically Black Colleges and Universities and Minority Institutions 26.300 Scope of subpart. (a) This subpart implements Executive Order 12928 of September 16, 1994, which promotes participation of Historically Black Colleges and Universities (HBCUs) and Minority...

The Potential to Promote Resilience: Piloting a Minority Stress-Informed, GSA-Based, Mental Health Promotion Program for LGBTQ Youth

PubMed Central

Heck, Nicholas C.

2015-01-01

This article describes the results of a pilot study to determine the feasibility and acceptability of a mental health promotion program that was developed to address minority stressors and promote coping skills among lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. It was hypothesized that the program would be feasible to implement within the context of a gay-straight alliance (GSA) and that GSA members would find the program acceptable (e.g., educational, enjoyable, helpful, and relevant). Participants included ten members of a high school GSA in the northeastern United States. The program sessions were delivered during GSA meetings. The first session emphasized the identification of minority and general stressors, which was followed by a discussion of coping strategies. The remaining sessions emphasized the development of cognitive coping, affect regulation, and problem-solving skills. After each session, participants completed a 13-item feedback form. Ten items assessed acceptability and three open-ended items allowed participants to provide constructive feedback. Although the program was feasible to implement within the GSA setting, attendance at the sessions was variable. Those who attended the sessions reported them to be enjoyable, informative, relevant to their lives, and potentially helpful for other LGBTQ students. After revising the program, future research is needed to investigate its dissemination potential and determine whether the program can disrupt the minority stress-psychiatric distress relationship. PMID:26366425

The Potential to Promote Resilience: Piloting a Minority Stress-Informed, GSA-Based, Mental Health Promotion Program for LGBTQ Youth.

PubMed

Heck, Nicholas C

2015-09-01

This article describes the results of a pilot study to determine the feasibility and acceptability of a mental health promotion program that was developed to address minority stressors and promote coping skills among lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. It was hypothesized that the program would be feasible to implement within the context of a gay-straight alliance (GSA) and that GSA members would find the program acceptable (e.g., educational, enjoyable, helpful, and relevant). Participants included ten members of a high school GSA in the northeastern United States. The program sessions were delivered during GSA meetings. The first session emphasized the identification of minority and general stressors, which was followed by a discussion of coping strategies. The remaining sessions emphasized the development of cognitive coping, affect regulation, and problem-solving skills. After each session, participants completed a 13-item feedback form. Ten items assessed acceptability and three open-ended items allowed participants to provide constructive feedback. Although the program was feasible to implement within the GSA setting, attendance at the sessions was variable. Those who attended the sessions reported them to be enjoyable, informative, relevant to their lives, and potentially helpful for other LGBTQ students. After revising the program, future research is needed to investigate its dissemination potential and determine whether the program can disrupt the minority stress-psychiatric distress relationship.

A Hospitalist mentoring program to sustain interest in healthcare careers in under-represented minority undergraduates.

PubMed

Cervantes, Lilia; Chu, Eugene; Nogar, Carmella; Burden, Marisha; Fischer, Stacy; Valtierra, Christian; Albert, Richard K

2014-09-01

Ethnic minorities in the United States have decreased access to healthcare and disproportionately high morbidity and mortality. There has been minimal growth in the number of minority physicians despite their important role in reducing health disparities. Under-represented minority (URM) undergraduate students are 50% less likely to maintain interest in medical careers. Denver Health and the University of Colorado, Denver enrolled URM students interested in healthcare careers in a year-long, comprehensive program called the Healthcare Interest Program (HIP) that included pairing each student with a hospitalist for mentoring and job shadowing. At the end of the first year of HIP, students were surveyed, and 2 years later they were contacted for follow-up. Twenty-three students enrolled and all completed the program. Nineteen (83%) completed the survey and all "strongly agreed" that participating in HIP expanded their perceptions of what they might accomplish and increased their confidence in their ability to participate in a healthcare profession. Two-year follow-up was available for 21 students (91%). Twenty (95%) remained committed to a career in healthcare, 18 (86%) had graduated, and 6 (29%) were enrolled in postgraduate healthcare training. The interest of undergraduate minority prehealth students in healthcare careers may be maintained by participation in a multifaceted, year-long mentoring program such as HIP. © 2014 Society of Hospital Medicine.

34 CFR 535.20 - How does the Secretary evaluate an application to participate in this program for master's and...

Code of Federal Regulations, 2010 CFR

2010-07-01

... participate in this program for master's and doctoral level fellowships? 535.20 Section 535.20 Education... MINORITY LANGUAGES AFFAIRS, DEPARTMENT OF EDUCATION BILINGUAL EDUCATION: GRADUATE FELLOWSHIP PROGRAM How... application to participate in this program for master's and doctoral level fellowships? (a) The Secretary...

The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE): Partnering Students to Astronomy at the University of Arizona's Astronomy Camp

NASA Astrophysics Data System (ADS)

Saldivar, Hector; McCarthy, D.; Rudolph, A. L.

2012-01-01

The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE) is an NSF-funded partnership between the Astronomy Program at Cal Poly Pomona and the University of Arizona Steward Observatory designed to promote participation of underrepresented minorities, including women, in astronomy research and education. By means of this program, Cal Poly Pomona undergraduates that are either Physics majors or minors are qualified to participate in the program alongside graduate students from the University of Arizona as a camp counselor at the University of Arizona's Astronomy Camp, one of the elite astronomy programs worldwide. Students that participate in the CAMPARE program are granted an opportunity to work in a hands-on environment by teaching astronomy to students from all over the world in a highly structured environment. The CAMPARE student selected for this program in Summer 2011 worked under the supervision of Dr. Don McCarthy, professor at the University of Arizona and Astronomy Camp director for over 20 years, learning to lead a group of students through daily activities and ensure that the students are learning to their maximum potential. Through this experience, the CAMPARE student learned to capture students’ interest in astronomy and was introduced to real life teaching, which has helped prepare him for future experiences to come. We acknowledge the NSF for funding under Award No. AST-0847170, a PAARE Grant for the Calfornia-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE).

Testing a Social Cognitive Model of Career Choice Development within the Context of a Minority Teacher Recruitment Program.

ERIC Educational Resources Information Center

Schaffner, Monika; Jepsen, David A.

This study tested various aspects of the social cognitive career theory (SCCT) suggested by Lent, et al. (1994), addressing whether these constructs could be modeled using data from adolescents participating in a minority teacher recruitment program for urban and rural at-risk minority students. The study hypothesized that self-efficacy and…

National Institute Of Education Project for Pre-Doctoral Fellows at the University of Tennessee, Knoxville.

ERIC Educational Resources Information Center

Banta, Trudy W.; And Others

A formative evaluation of a University of Tennessee, Knoxville, predoctoral project was conducted. The program, which was funded by the federal Minorities and Women's Program, was designed to increase the participation of minorities and women in educational research and development. The project, "Experimental Program for Opportunities in…

Recruiting Talent: Indiana University-Purdue University Indianapolis Graduates the First Participants in its Research Scholars Program.

ERIC Educational Resources Information Center

Lords, Erik

2001-01-01

Describes the Minority Research Scholars Program (MRSP) at Indiana University-Purdue University Indianapolis, which funds the education of a group of minority students in seven disciplines: science, engineering and technology, social work, nursing, dental hygiene, physical education, and allied health. The program includes research projects,…

48 CFR 2426.7001 - Policy.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 48 Federal Acquisition Regulations System 6 2012-10-01 2012-10-01 false Policy. 2426.7001 Section... SOCIOECONOMIC PROGRAMS OTHER SOCIOECONOMIC PROGRAMS Minority Business Enterprises 2426.7001 Policy. It is the policy of the Department to foster and promote Minority Business Enterprise (MBE) participation in its...

Assessing the efficacy of advancing underrepresented minority groups through AGU's Student Programs

NASA Astrophysics Data System (ADS)

Marasco, L.; Hurtado, C.; Gottschall, H.; Meisenhelder, K.; Hankin, E. R.; Harwell, D. E.

2017-12-01

The American Geophysical Union (AGU) strives to cultivate a diverse and inclusive organization that uses its position to build the global talent pool in Earth and space science. To cultivate a diverse talent pool, AGU must also foster a diverse student member population. The two largest AGU programs serving students are the Outstanding Student Paper Award (OSPA) and the Student Grants programs. OSPA allows students to practice their presentation skills and receive valuable feedback from experienced scientists. Over 3,000 students participated in OSPA at Fall Meeting 2016. The Student Grants program includes a suite of 14 travel and research grant opportunities. Over 2,000 students applied for grant opportunities in 2016 and 246 grants and fellowships were awarded. The OSPA and Student Grants programs also engage non-student members through volunteering opportunities for program roles, such as OSPA judge or grant reviewer. This presentation will look at the temporal participation trends of underrepresented minority groups in AGU's OSPA and Student Grants programs. The participation of underrepresented minority groups will also be compared before and after the implementation of policy changes to the Student Grants program in 2012.

Enrichment programs to create a pipeline to biomedical science careers.

PubMed

Cregler, L L

1993-01-01

The Student Educational Enrichment Programs at the Medical College of Georgia in the School of Medicine were created to increase underrepresented minorities in the pipeline to biomedical science careers. Eight-week summer programs are conducted for high school, research apprentice, and intermediate and advanced college students. There is a prematriculation program for accepted medical, dental, and graduate students. Between 1979 and 1990, 245 high school students attended 12 summer programs. Of these, 240 (98%) entered college 1 year later. In 1986, after eight programs, 162 (68%) high school participants graduated from college with a baccalaureate degree, and 127 responded to a follow-up survey. Sixty-two (49%) of the college graduates attended health science schools, and 23 (18%) of these matriculated to medical school. Of college students, 504 participated in 13 summer programs. Four hundred (79%) of these students responded to a questionnaire, which indicated that 348 (87%) of the 400 entered health science occupations and/or professional schools; 179 (45%) of these students matriculated to medical school. Minority students participating in enrichment programs have greater success in gaining acceptance to college and professional school. These data suggest that early enrichment initiatives increase the number of underrepresented minorities in the biomedical science pipeline.

Participation in Structured Youth Programs: Why Ethnic Minority Urban Youth Choose to Participate--Or Not to Participate

ERIC Educational Resources Information Center

Perkins, Daniel F.; Borden, Lynne M.; Villarruel, Francisco A.; Carlton-Hug, Annelise; Stone, Margaret R.; Keith, Joanne G.

2007-01-01

This study examines the cultural and contextual factors that influence the decisions of underrepresented urban youth, who identify themselves as Black/African American, Latino, Arab, or Chaldean, to participate in youth programs. Although youth programs are increasingly recognized for their positive influences, little is known about the factors…

Role Models and Mentors in Mid-Pipeline Retention of Geoscience Students, Newark, NJ

NASA Astrophysics Data System (ADS)

Gates, A. E.; Kalczynski, M. J.

2012-12-01

Undergraduate minority students retained enthusiasm for majoring in the geosciences by a combination of working with advanced minority mentors and role models as well as serving as role models for middle and high school students in Geoscience Education programs in Newark, NJ. An academic year program to interest 8-10th grade students from the Newark Public schools in the Geosciences employs minority undergraduate students from Rutgers University and Essex Community College as assistants. There is an academic year program (Geoexplorers) and a science festival (Dinosaur Day) at the Newark Museum that employs Rutgers University students and a summer program that employs Rutgers and Essex Community College students. All students are members of the Garden State LSAMP and receive any needed academic support from that program. The students receive mentoring from minority graduate students, project personnel and participating Newark Public School teachers, many of whom are from minority groups. The main factor in success and retention, however, is their role as authorities and role models for the K-12 students. The assistants are respected and consulted by the K-12 students for their knowledge and authority in the geosciences. This positive feedback shows them that they can be regarded as geoscientists and reinforces their self-image and enthusiasm. It further reinforces their knowledge of Geoscience concepts. It also binds the assistants together into a self-supporting community that even extends to the non-participating minority students in the Rutgers program. Although the drop-out rate among minority Geoscience majors was high (up to 100%) prior to the initiation of the program, it has dropped to 0% over the past 3 years with 2 participants now in PhD programs and 2 others completing MS degrees this year. Current students are seriously considering graduate education. Prior to this program, only one minority graduate from the program continued to graduate school in the Geosciences over the past decade or more. Even students with poor performance are not leaving the major. Prior to the program, there were no geoscience courses offered at ECC and no students pursuing majors when transferring. Since ECC began participating in the program 3 years ago, 4 students (of 15 assistants) are confirmed Geoscience majors at Rutgers or elsewhere and not all have been successfully tracked. ECC is further initiating undergraduate geoscience courses this year to meet the emerging demand. Although there are several contributing factors including the support of the GS-LSAMP, it is clear that the level of enthusiasm and self-esteem as Geoscientists has been enhanced by the positive feedback of serving as a role-model and authority.

Symposium on Urban Cable Television, Volume II. Thursday, October 19, 1972. Morning Workshop Themes: Economics and Financing of Cable; Public Ownership: Myth and Reality; Programming: Community and Local; New Patterns of Minority Participation.

ERIC Educational Resources Information Center

Mitre Corp., McLean, VA.

Accounts of the workshops conducted during the morning of the second day of the symposium are contained in this volume. These focus on the economics and financing of cable television (CATV), public ownership of cable, community and local programing, and minority participation in CATV. Visual presentations dealing, respectively, with research…

15 CFR 2301.5 - Special consideration.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., and participation in public telecommunications entities by minorities and women. Ownership and... the entity's involvement of women and minorities in public telecommunications through its programming strategies as meeting the needs and interests of those groups. Minorities include American Indians or Alaska...

15 CFR 2301.5 - Special consideration.

Code of Federal Regulations, 2013 CFR

2013-01-01

..., and participation in public telecommunications entities by minorities and women. Ownership and... the entity's involvement of women and minorities in public telecommunications through its programming strategies as meeting the needs and interests of those groups. Minorities include American Indians or Alaska...

15 CFR 2301.5 - Special consideration.

Code of Federal Regulations, 2011 CFR

2011-01-01

..., and participation in public telecommunications entities by minorities and women. Ownership and... the entity's involvement of women and minorities in public telecommunications through its programming strategies as meeting the needs and interests of those groups. Minorities include American Indians or Alaska...

15 CFR 2301.5 - Special consideration.

Code of Federal Regulations, 2012 CFR

2012-01-01

..., and participation in public telecommunications entities by minorities and women. Ownership and... the entity's involvement of women and minorities in public telecommunications through its programming strategies as meeting the needs and interests of those groups. Minorities include American Indians or Alaska...

15 CFR 2301.5 - Special consideration.

Code of Federal Regulations, 2014 CFR

2014-01-01

..., and participation in public telecommunications entities by minorities and women. Ownership and... the entity's involvement of women and minorities in public telecommunications through its programming strategies as meeting the needs and interests of those groups. Minorities include American Indians or Alaska...

Meaningful Engagement to Enhance Diversity: Broadened Impact Actualized

NASA Astrophysics Data System (ADS)

Whitney, V. W.; Pyrtle, A. J.

2008-12-01

The MS PHD'S Professional Development Program was established by and for UR/US populations to facilitate increased and sustained participation within the Earth system science community. MS PHD'S is jointly funded by NSF and NASA. Fourteen (14) minority Earth system scientists served as Program mentors and one- hundred fifteen (115) minority and non-minority scientists served as Meeting Mentors to student participants. Representatives from fifty-six (56) agencies and institutions provided support and exposure to MS PHD'S student participants. Two hundred fifty-eight (258) highly qualified UR/US students completed on-line applications to participate in the MS PHD'S Professional Development Program. Because of funding limitations, slightly fewer than 50% of the applicants were selected to participate. One-hundred twenty-six (126) undergraduate and graduate students from 26 states and Puerto Rico participated in the MS PHD'S program. Sixty-eight (68) MS PHD'S student participants self-identified as African American; thirty-four (34) as Puerto Rican; nine (9) as Hispanic/Mexican American, ten (10) as Native American and one (1) each as African, Asian, Pacific Islander, Hispanic and Multi-Ethnic. During the five year span of MS PHD'S programming, sixteen (16) student participants completed BS degrees, twelve (12) completed MS degrees and ten (10) completed the Doctoral degrees. How did MS PHD'S establish meaningful engagement to enhance diversity within the Earth system science community? This case study reveals replicable processes and constructs to enhance the quality of meaningful collaboration and engagement. In addition, the study addresses frequently asked questions (FAQ's) on outreach, recruitment, engagement, retention and success of students from underrepresented populations within diversity-focused programs.

The librarian's role in an enrichment program for high school students interested in the health professions.

PubMed

Rossini, Beverly; Burnham, Judy; Wright, Andrea

2013-01-01

Librarians from the University of South Alabama Biomedical Library partnered to participate in a program that targets minority students interested in health care with instruction in information literacy. Librarians participate in the summer enrichment programs designed to encourage minority students to enter health care professions by enhancing their preparation. The curriculum developed by the Biomedical Library librarians is focused on developing information searching skills. Students indicated that the library segment helped them in their library research efforts and helped them make more effective use of available resources. Librarians involved report a sense of self-satisfaction as the program allows them to contribute to promoting greater diversity in health care professions. Participating in the summer enrichment program has been beneficial to the students and librarians.

12 CFR 361.3 - Who may participate in this outreach program?

Code of Federal Regulations, 2010 CFR

2010-01-01

... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Who may participate in this outreach program? 361.3 Section 361.3 Banks and Banking FEDERAL DEPOSIT INSURANCE CORPORATION REGULATIONS AND STATEMENTS OF GENERAL POLICY MINORITY AND WOMEN OUTREACH PROGRAM CONTRACTING § 361.3 Who may participate in this...

23 CFR 230.202 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... for Minority, Disadvantaged, and Women Business Enterprises § 230.202 Definitions. (a) Minority Business Enterprise, as used in this subpart, refers to all small businesses which participate in the Federal-aid highway program as a minority business enterprise (MBE), women business enterprise (WBE), or...

36 CFR 906.1 - Purpose and policy.

Code of Federal Regulations, 2010 CFR

2010-07-01

... stated in the Congressionally approved Pennsylvania Avenue Plan—1974 is insuring that minority businesses... redevelopment. Accordingly, the Corporation will take affirmative action to assure full minority participation... Affirmative Action Program that affords minorities, women, handicapped persons, and Vietnam era veterans a...

Outcomes of Global Public Health Training Program for US Minority Students: A Case Report.

PubMed

Krawczyk, Noa; Claudio, Luz

The numbers and success of minority students in science and the health fields remain relatively low. This study presents the outcomes of a research training program as an illustrative case study. The Short-Term Training Program for Minority Students (STPMS) recruits underrepresented minority undergraduate and graduate students for immersion in research training. A total of 69 students participated in the STPMS between 1995 and 2012, and 59 of these completed our survey to determine the perceived impact of the program on the students' motivations and professional development. Results indicated that motivations to participate in the STPMS were commonly related to long-term professional development, such as obtaining mentoring and guidance in career decision making, rather than gaining specific research skills or for economic reasons. Students reported that participation in short-term research training had the most significant effect on improving their attitudes toward biomedical research and promoted positive attitudes toward future careers in health research. A total of 85% of the program's alumni have since completed or are currently working toward a degree in higher education, and 79% are currently working in science research and health care fields. Overall, the short-term training program improved students' attitudes toward research and health science careers. Mentoring and career guidance were important in promoting academic development in students. Copyright © 2017. Published by Elsevier Inc.

Meaningful Engagement of Organizational and Agency Partnerships to Enhance Diversity within the Earth System Science Community: A Case Study

NASA Astrophysics Data System (ADS)

Pyrtle, A. J.; Whitney, V. W.; Powell, J. M.; Bailey, K. L.

2006-12-01

The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science Initiative (MS PHD'S) was established by and for underrepresented minorities to facilitate increased and sustained participation in Earth system science community. The MS PHD'S launched its pilot program in 2003 with twenty professional organizations, agencies and institutions as partners. Each year partnership alliances have grown. In the second year or programming, thirty-one partnering agencies/institutions supported involvement of MS PHD'S student participants and for 2005-2006, representatives from forty-five agencies and institutions have provided similar support and exposure to the third cohort of student participants. Nineteen scientists served as meeting mentors during the MS PHD'S pilot program in 2003. By the following year, twenty-two additional scientists partnered with MS PHD'S mentees. During 2005-2006, twenty-one new scientists served as program mentors. Thus far, the MS PHD'S program has successfully engaged sixty-two minority and non-minority scientists as mentors to MS PHD'S student participants. AGU, AMS, ASLO, ESA, TOS, NAS OSB and JOI continue to serve as MS PHD'S Society Partners and hosts for MS PHD'S student activities in conjunction with their meetings. Each of the five professional society partners provided assistance in identifying mentors, provided complimentary memberships and meeting registrations for MS PHD'S student participants. AGU, AMS, ASLO, JOI and TOS have sponsored more than 90 conference registration and travel awards for the purpose of student participants engaging in MS PHD'S Professional Development Program Phase 2 activities at their international meetings. How did MS PHD'S establish meaningful engagement of organizational and agency partnerships to enhance diversity within the Earth system science community? This case study reveals replicable processes and constructs to enhance the quality of meaningful collaboration and engagement. In addition, the study addresses frequently asked questions (FAQ's) on the formation and sustenance of partnerships among principal investigators and evaluators and the impact of this partnership on writing proposals, implementing and evaluating program activities and outcomes.

INSPIRED High School Computing Academies

ERIC Educational Resources Information Center

Doerschuk, Peggy; Liu, Jiangjiang; Mann, Judith

2011-01-01

If we are to attract more women and minorities to computing we must engage students at an early age. As part of its mission to increase participation of women and underrepresented minorities in computing, the Increasing Student Participation in Research Development Program (INSPIRED) conducts computing academies for high school students. The…

Rekindling Minority Enrollment. New Directions for Community Colleges, Number 74.

ERIC Educational Resources Information Center

Angel, Dan, Ed.; Barrera, Adriana, Ed.

1991-01-01

A variety of community college programs and services designed to enhance minority student participation and success in higher education are described in this volume. Issues related to minority student recruitment, retention, and transfer to four-year institutions, and to minority staff professional development are explored in the following 15…

Encouraging Minority Undergraduates to Choose Science Careers: Career Paths Survey Results

ERIC Educational Resources Information Center

Villarejo, Merna; Barlow, Amy E. L.; Kogan, Deborah; Veazey, Brian D.; Sweeney, Jennifer K.

2008-01-01

To explore the reasons for the dearth of minorities in Ph.D.-level biomedical research and identify opportunities to increase minority participation, we surveyed high-achieving alumni of an undergraduate biology enrichment program for underrepresented minorities. Respondents were asked to describe their career paths and to reflect on the…

Theoretical and Conceptual Framework for a High School Pathways to Pharmacy Program

PubMed Central

Bauman, Jerry

2010-01-01

Objectives To determine whether participation in the University of Illinois at Chicago College of Pharmacy (UIC-COP) Pathways to Pharmacy, an early urban pipeline program, motivated underrepresented minority students to pursue a prepharmacy curriculum in college and choose pharmacy as a career. Methods Over a 4-year period, underrepresented minority high school students participated in a comprehensive 6-week program that included 3 weeks of prepharmacy curriculum and intensive socialization and 3 weeks working as a pharmacy technician in a chain pharmacy. The High School Survey of Student Engagement (HSSSE) was administered 3 times to 120 program participants from 2005-2008, with 4 open-ended questions added to the pretest, 3 open-ended questions added to the test administered at the midpoint of the program, and 7 open-ended questions added to the posttest. Results After completing the program, 88 (75%) of the 120 students enrolled in the college's prepharmacy curriculum and planned to pursue a career in pharmacy, 10 (8%) were not interested in pursuing a career in pharmacy, and 20 (17%) were undecided, compared to the pretest data which showed that 40 (33%) were interested in a career in pharmacy, and 80 (67%) were undecided (p < 0.0001). Conclusions Participation in a Pathways to Pharmacy program grounded in both a theoretical and conceptual socialization model framework increased the number of underrepresented minority students in the pipeline to pharmacy schools. PMID:21179260

Theoretical and conceptual framework for a high school pathways to pharmacy program.

PubMed

Awé, Clara; Bauman, Jerry

2010-10-11

To determine whether participation in the University of Illinois at Chicago College of Pharmacy (UIC-COP) Pathways to Pharmacy, an early urban pipeline program, motivated underrepresented minority students to pursue a prepharmacy curriculum in college and choose pharmacy as a career. Over a 4-year period, underrepresented minority high school students participated in a comprehensive 6-week program that included 3 weeks of prepharmacy curriculum and intensive socialization and 3 weeks working as a pharmacy technician in a chain pharmacy. The High School Survey of Student Engagement (HSSSE) was administered 3 times to 120 program participants from 2005-2008, with 4 open-ended questions added to the pretest, 3 open-ended questions added to the test administered at the midpoint of the program, and 7 open-ended questions added to the posttest. After completing the program, 88 (75%) of the 120 students enrolled in the college's prepharmacy curriculum and planned to pursue a career in pharmacy, 10 (8%) were not interested in pursuing a career in pharmacy, and 20 (17%) were undecided, compared to the pretest data which showed that 40 (33%) were interested in a career in pharmacy, and 80 (67%) were undecided (p < 0.0001). Participation in a Pathways to Pharmacy program grounded in both a theoretical and conceptual socialization model framework increased the number of underrepresented minority students in the pipeline to pharmacy schools.

Mentoring for women and underrepresented minority faculty and students: experience at two institutions of higher education.

PubMed

Kosoko-Lasaki, Omofolasade; Sonnino, Roberta E; Voytko, Mary Lou

2006-09-01

Women and minority faculty and students are seriously underrepresented in university and academic healthcare institutions. The role of mentoring has been identified as one of the significant factors in addressing this underrepresentation. We have described the mentoring efforts at two institutions of higher learning in assisting women and minority students and faculty in being accomplished in their academic pursuits. One-hundred-thirty students and >50 women and minority faculty have participated in the mentoring programs described. The number of participants has increased dramatically over the years and continues to evolve positively. These programs appear to be quite successful in the short term. Further evaluation of measurable outcomes will be necessary to fully determine their true impact. The mentoring models for women and underrepresented minority faculty and students at Creighton University Health Sciences Schools and Wake Forest University School of Medicine will serve as a guide for other Health Sciences Schools.

A Collaborative Project to Increase the Participation of Women and Minorities in Higher Level Mathematics Courses

ERIC Educational Resources Information Center

Kennedy, Kristin; Schumacher, Phyllis

2005-01-01

In this article, the authors describe a program developed to encourage women and minorities to continue their study of mathematics in high schools until graduation. The 3-year program was a collaborative effort by professors and students from Bryant University, local businesses, and local high schools. During the 3 years, the program evolved from…

Exploring the Educational and Career Plans of Urban Minority Students in a Dual Enrollment Program

ERIC Educational Resources Information Center

Medvide, Mary Beth; Blustein, David L.

2010-01-01

This qualitative study examined the educational and career plans of a sample of urban minority high school students who voluntarily participated in a dual enrollment program at a private, technology-based community college in a metropolitan center in the northeastern United States. This program allows students to take college courses in science,…

The Research Apprenticeship Program: Promoting Careers in Biomedical Sciences and the Health Professions for Minority Populations.

ERIC Educational Resources Information Center

Davis, Denise D.

This study examined the career decisions of 54 high school students who participated in the Research Apprenticeship Program (RAP) at Ohio State University during 1990-92. RAP is a precollege program which aims to provide meaningful experiences in various aspects of health-related research for minority high school students and teachers. RAP…

Houston Pre-Freshman Enrichment Program (Houston PREP). Final report, June 9, 1997--July 25, 1997

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

NONE

1997-10-01

The 1997 Houston Pre-Freshman Enrichment Program (PREP) was conducted at the campus of the University of Houston-Downtown from June 9 to July 25, 1997. Program participants were recruited from the Greater Houston Area. All participants were identified as high-achieving students with an interest in learning about the engineering and science professions. The goal of the program was to better prepare our pre-college youth prior to entering college as mathematics, science and engineering majors. The program participants were middle school and high school students from the Aldine, Alief, Channel View, Clear Creek, Cypress-Fairbanks, Fort Bend, Galena Park, Houston, Humble, Katy, Klein,more » North Forest, Pasadena, Private, and Spring Branch Independent School Districts. Of the 194 students starting the program, 165 students were from economically and socially disadvantage groups under-represented in the engineering and science professions, and 118 of the 194 were women. Our First Year group for 1997 composed of 96% minority and women students. Second and Third Year students combined were 96% minority or women. With financial support from the Center for Computational Sciences and Advanced Distributed Simulation, the Fourth Year Program was added to PREP this year. Twelve students completed the program (83% minority or women).« less

A Comparison of Repeater Performance on the MCAT: Review Course Participants vs. Non-Participants.

ERIC Educational Resources Information Center

Jackson, Evelyn W.; And Others

The Medical/Dental Education Preparatory Program (MEDPREP) at Southern Illinois University School of Medicine at Carbondale prepares underrepresented minorities for medical school admission. This paper reports on the evaluation of the MEDPREP Summer Review program by the comparison of participant and non-participant score gains on the Medical…

Symptoms of Depression and Anxiety as Barriers to Participation in Cardiac Rehabilitation Programs Among Arab and Jewish Patients in Israel.

PubMed

Vilchinsky, Noa; Reges, Orna; Leibowitz, Morton; Khaskia, Abdulrahim; Mosseri, Morris; Kark, Jeremy D

2018-05-01

Despite its proven efficacy, low participation rates in cardiac prevention and rehabilitation programs (CPRPs) prevail worldwide, especially among ethnic minorities. This is strongly evident in Israel's Arab minority. Since psychological distress has been found to be associated with CPRP participation and minorities are subjected to higher levels of distress, it is plausible that distress may be an important barrier for CPRP participation among minority patients. The current prospective study assessed the contribution of depression and anxiety symptoms to participation in a CPRP after acute coronary syndrome, both in the enrollment phase and when considering adherence over time, among Jewish (majority) and Arab (minority) patients in Israel. Patients were interviewed during hospitalization about their emotional status and at a 6-mo follow-up concerning participation in a CPRP. Analyses were performed on 397 patients. The Brief Symptom Inventory was used. Logistic regression modeling was applied. Symptoms of depression, but not anxiety, were frequently observed among Arab patients compared with their Jewish counterparts. In analyses adjusted for age, sex, ethnicity, and sociodemographic and clinical characteristics, having symptoms of anxiety was associated with less participation in a CPRP, evident for both Jews and Arabs; this association was less evident for symptoms of depression. Multivariable adjusted models did not show a significant association of symptoms of anxiety or depression with adherence in a CPRP. Accounting for psychological distress did not reduce the sharp difference between Jews and Arabs in CPRP participation. Symptoms of distress may serve as barriers to CPRP participation, regardless of ethnic origin.

Self-Regulated Learning and Ethnic/Racial Variables: Predicting Minority First-Generation College Students' Persistence

ERIC Educational Resources Information Center

Moore, John S., III.

2013-01-01

The purpose of this study was to investigate how self-regulated learning and ethnic/racial variables predict minority first-generation college student persistence and related constructs. Participants were drawn nationally from the U.S. Department of Education funded TRiO Student Support Services Programs. Additional participants from the Talent…

ALVA: A Successful Program for Increasing the Number of Minority Undergraduates who Earn Engineering Degrees

PubMed Central

Peterson, Lisa; Pinkham, Scott; Jordan, Cathryne

2010-01-01

A highly successful minority outreach and support program for incoming college freshmen in engineering is described. The University of Washington has been running ALVA (Alliances for Learning and Vision for underrepresented Americans) for 11 years and continuously tracks its participants. Partners in ALVA come from the government, education, and industry. This program targets talented underrepresented minority students and addresses four major hurdles that face minority students in engineering: lack of vision of themselves as an engineer, finances, community, and academic preparation. We will present ALVA as a model that can be duplicated at other colleges and universities. PMID:25242894

A pre-admission program for underrepresented minority and disadvantaged students: application, acceptance, graduation rates and timeliness of graduating from medical school.

PubMed

Strayhorn, G

2000-04-01

To determine whether students' performances in a pre-admission program predicted whether participants would (1) apply to medical school, (2) get accepted, and (3) graduate. Using prospectively collected data from participants in the University of North Carolina at Chapel Hill's Medical Education Development Program (MEDP) and data from the Association of American Colleges Student and Applicant Information Management System, the author identified 371 underrepresented minority (URM) students who were full-time participants and completed the program between 1984 and 1989, prior to their acceptance into medical school. Logistic regression analysis was used to determine whether MEDP performance significantly predicted (after statistically controlling for traditional predictors of these outcomes) the proportions of URM participants who applied to medical school and were accepted, the timeliness of graduating, and the proportion graduating. Odds ratios with 95% confidence intervals were calculated to determine the associations between the independent and outcome variables. In separate logistic regression models, MEDP performance predicted the study's outcomes after statistically controlling for traditional predictors with 95% confidence intervals. Pre-admission programs with similar outcomes can improve the diversity of the physician workforce and the access to health care for underrepresented minority and economically disadvantaged populations.

A successful intervention program for high ability minority students

NASA Technical Reports Server (NTRS)

Coleman, Winson R.

1989-01-01

Among professional occupations in the United States, non-Asian minorities are least represented in science and engineering fields. The Bureau of Labor Statistics predicts that over the next decade, civilian employment of scientists and engineers has the potential to grow by 40 percent. Furthermore, projections for the year 2000 indicate that 100,000 fewer B.S. and B.A. degrees will be awarded than were awarded in 1984. The latter projection takes into consideration the overall declining proportion of all 18 year old college students. Within this shrinking pool of 18 year old potential college students will be an increasing proportion of Blacks and Hispanics. In order to change the educational patterns for minority youth, an intense look at the factors that affect the science and mathematics performance of minorities. Furthermore, the work of programs that are successful at producing minority scientists and engineers must be examined and documented with the intent of replicating these programs. The fundamental concern at this time appears to be the quality of precollege experience because research has shown that lack of precollege preparation is the single most important cause of underrepresentation of minorities in science and engineering careers. For many years, intervention programs have attempted to improve the quality of the minority precollege experience by latter year intervention in grades eleven and twelve. Later efforts, such as this one, have concentrated on earlier years. The effectiveness of intervention programs is widely accepted but not rigorously documented. The mechanisms these programs have developed need to be identified and their potential for broader use evaluated. The ultimate goal of such studies would be to provide the different educational communities with a set of proven cost-effective state of the art mechanisms designed to increase participation and success of minority students in science and mathematics-related courses. One such intervention program is the Saturday Academy program for high ability minority students in the Washington, D.C. area. A description of the Saturday Academy is provided with the intent of making it available to personnel who are considering the development of similar projects. The effect of participation in the program on high school graduate rates, college enrollment, and choice of quantitative major is examined.

Minority undergraduate programs intended to increase participation in biomedical careers.

PubMed

MacLachlan, Anne J

2012-01-01

This article reviews a selection of undergraduate programs intended to increase successful minority participation in science, technology, engineering, and mathematics majors, potentially leading to biomedical careers. The object is to examine their structure, consider how well they address the issues of the target population, and assess the extent to which they have met/meet their goals. As a means of conducting this review, the first step is to examine the concepts used as the building blocks for program design. These concepts are found in a shared, yet often undefined, vocabulary used in most undergraduate programs for minority students. The hypothesis is that a shared vocabulary obscures a broad range of meaning and interpretation that has serious ramifications affecting student success. How these building blocks are understood and implemented strongly reflects the institution where the program is housed. The discussion further considers the nature of a number of programs created by the National Science Foundation and the National Institutes of Health specifically for underrepresented minority students and examines one program in detail, the University of California Berkeley's National Science Foundation Research Experience for Undergraduates Program in Molecular, Cell, and Evolutionary Biology. The characteristics of federally organized programs and the Research Experience for Undergraduates are contrasted with 2 very successful student-centered local programs based on a different conceptual model. © 2012 Mount Sinai School of Medicine.

Breaking Down Potential Barriers to Continued Program Participation

ERIC Educational Resources Information Center

Serido, Joyce; Borden, Lynne M.; Wiggs, Christine B.

2014-01-01

Participation in youth programming fosters positive developmental outcomes for youth, yet recruitment and retention are ongoing challenges. Given the imbalance in rates of participation of ethnic minority youth, compared with White youth, it is important to gain a greater understanding of the contextual factors that promote or inhibit…

Effectiveness of a Formal Post-Baccalaureate Pre-Medicine Program for Underrepresented Minority Students.

ERIC Educational Resources Information Center

Giordani, Bruno; Edwards, Amy S.; Segal, Stuart S.; Gillum, Linda H.; Lindsay, Angela; Johnson, Nakia

2001-01-01

Assessed the effectiveness of an intense, year-long experience of course work, research, and personal development for underrepresented minority students before medical school. Program participants demonstrated competency in the first year of medical school consistent with traditional students even though they had lower MCAT scores and college…

Improving the Transition Outcomes of Low-Income Minority Youth with Disabilities

ERIC Educational Resources Information Center

Balcazar, Fabricio E.; Taylor-Ritzler, Tina; Dimpfl, Shawn; Portillo-Pena, Nelson; Guzman, Alberto; Schiff, Rachel; Murvay, Michele

2012-01-01

This study describes the results of a program developed to improve the transition outcomes of low-income minority youth with disabilities. The program relies on case management support to facilitate interagency collaboration. The participants included 164 graduates from special education and 26 youth from an equivalent comparison group. Two case…

Weaving the native web: using social network analysis to demonstrate the value of a minority career development program.

PubMed

Buchwald, Dedra; Dick, Rhonda Wiegman

2011-06-01

American Indian and Alaska Native scientists are consistently among the most underrepresented minority groups in health research. The authors used social network analysis (SNA) to evaluate the Native Investigator Development Program (NIDP), a career development program for junior Native researchers established as a collaboration between the University of Washington and the University of Colorado Denver. The study focused on 29 trainees and mentors who participated in the NIDP. Data were collected on manuscripts and grant proposals produced by participants from 1998 to 2007. Information on authorship of manuscripts and collaborations on grant applications was used to conduct social network analyses with three measures of centrality and one measure of network reach. Both visual and quantitative analyses were performed. Participants in the NIDP collaborated on 106 manuscripts and 83 grant applications. Although three highly connected individuals, with critical and central roles in the program, accounted for much of the richness of the network, both current core faculty and "graduates" of the program were heavily involved in collaborations on manuscripts and grants. This study's innovative application of SNA demonstrates that collaborative relationships can be an important outcome of career development programs for minority investigators and that an analysis of these relationships can provide a more complete assessment of the value of such programs.

Minority recruitment and retention in dietetics: issues and interventions.

PubMed

Greenwald, H P; Davis, R A

2000-08-01

To better understand the reasons why minorities and males are underrepresented among registered dietitians (RDs) and dietetic technicians, registered, (DTRs) and to develop focuses for intervention, the investigators performed a telephone survey of newly credentialed RDs and DTRs and directors of RD and DTR education programs. Using lists of students recruited by the American Dietetic Association for participation in the survey, the investigators interviewed 83 RDs and DTRs and 20 education program directors. RDs and DTRs attributed minority underrepresentation primarily to the field's lack of visibility and underrepresentation of men to the traditional association with women. Education program directors attributed minority underrepresentation to educational disadvantages, particularly in scientific subjects. Findings from this study support program-level interventions such as increasing program flexibility, initiating outreach to K-12 schools and lower-division college students, providing tutoring in a nondemeaning atmosphere, and visibly expressing commitment to minority representation. More fundamental changes in the profession itself appear necessary for large-scale increases in minority representation. These include increasing internship opportunities; raising the profession's level of remuneration, prestige, and independence; increasing scholarship support; and advertising nationally through channels capable of reaching minorities.

MS PHD'S PDP: Vision, Design, Implementation, and Outcomes of a Minority-Focused Earth System Sciences Program

NASA Astrophysics Data System (ADS)

Habtes, S. Y.; Mayo, M.; Ithier-Guzman, W.; Pyrtle, A. J.; Williamson Whitney, V.

2007-05-01

As minorities are predicted to comprise at least 33% of the US population by the year 2010, their representation in the STEM fields, including the ocean sciences, is still poorly established. In order to advance the goal of better decision making, the Ocean Sciences community must achieve greater levels of diversity in membership. To achieve this objective of greater diversity in the sciences, the Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science® Professional Development Program (MS PHD'S PDP), which was launched in 2003, is supported via grants from NASA's Office of Earth Science, and NSF's Directorate for Geosciences. The MS PHD'S PDP is designed to provide professional and mentoring experiences that facilitate the advancement of minorities committed to achieving outstanding Earth System Science careers. The MS PHD'S PDP is structured in three phases, connected by engagement in a virtual community, continuous peer and mentor to mentee interactions, and the professional support necessary for ensuring the educational success of the student participants. Since the pilot program in 2003, the MSPHD'S PDP, housed at the University of South Florida's College of Marine Science, has produced 4 cohorts of students. Seventy-five have completed the program; of those 6 have earned their doctoral degrees. Of the 45 current participants 10 are graduate students in Marine Science and 15 are still undergraduates, the remaining 10 participants are graduate students in other STEM fields. Since the implementation of the MSPHD'S PDP a total of 87 students and 33 scientist mentors have become part of the MSPHD'S virtual community, helping to improve the learning environment for current and future participants as well as build a community of minority students that encourages each other to pursue their academic degrees.

Development of a Culturally Tailored Text Message Maternal Health Program: TextMATCH

PubMed Central

Whittaker, Robyn; Bartley, Hannah; Connor, Augusta; Chen, Ruyan; Ross, Mairead; McCool, Judith

2017-01-01

Background Mobile phones are increasingly being used to deliver health information and health services globally. Mobile health (mHealth) interventions may be well-suited for minority groups with greater barriers to accessing traditional health services. However, little has been written about the process of culturally adapting interventions for multiple ethnic and cultural minorities within a population. Objective This study describes the process of developing a culturally tailored text message-based maternal health program (TextMATCH: Text for MATernal and Child Health) for Māori, Pacific, Asian, and South Asian families living in New Zealand. We report on engagement and acceptability of the TextMATCH program. Methods Program data was examined to describe engagement with the program 18 months after implementation. Telephone interviews were conducted with a sample of participants who consented to provide feedback on acceptability and relevance of the program. Results A total of 1404 participants enrolled in TextMATCH over 18 months, with 18.52% (260) actively opting out at some point (after 0 to 17 months of messages). It was found that 356 (70.9%) of the 502 eligible participants actively switched from the initial pregnancy program to the baby program after delivery. Phone interviews were conducted with 29 participants including 6 who had withdrawn (duration of program from 3 to 16 months). Only 2 participants reported that the program was not useful, with the remainder rating the usefulness of messages positively (average 4.24 out of 5). All participants stated that the messages were relevant, culturally appropriate, and easy to understand. Most were happy with the specific advice and the language options provided. Conclusions We have demonstrated the importance of an intensive approach to the development of a culturally adapted and tailored mHealth program for multiple different cultural minority groups within our population. PMID:28428159

Recruitment of Underrepresented Minority Researchers into HIV Prevention Research: The HIV Prevention Trials Network Scholars Program

PubMed Central

Hamilton, Erica L.; Griffith, Sam B.; Jennings, Larissa; Dyer, Typhanye V.; Mayer, Kenneth; Wheeler, Darrell

2018-01-01

Abstract Most U.S. investigators in the HIV Prevention Trials Network (HPTN) have been of majority race/ethnicity and sexual orientation. Research participants, in contrast, have been disproportionately from racial/ethnic minorities and men who have sex with men (MSM), reflecting the U.S. epidemic. We initiated and subsequently evaluated the HPTN Scholars Program that mentors early career investigators from underrepresented minority groups. Scholars were affiliated with the HPTN for 12–18 months, mentored by a senior researcher to analyze HPTN study data. Participation in scientific committees, trainings, protocol teams, and advisory groups was facilitated, followed by evaluative exit surveys. Twenty-six trainees have produced 17 peer-reviewed articles to date. Research topics typically explored health disparities and HIV prevention among black and Hispanic MSM and at-risk black women. Most scholars (81% in the first five cohorts) continued HIV research after program completion. Alumni reported program-related career benefits and subsequent funding successes. Their feedback also suggested that we must improve the scholars' abilities to engage new research protocols that are developed within the network. Mentored engagement can nurture the professional development of young researchers from racial/ethnic and sexual minority communities. Minority scientists can benefit from training and mentoring within research consortia, whereas the network research benefits from perspectives of underrepresented minority scientists. PMID:29145745

Increasing the Number of Minority Youth Ages Twelve through Fourteen Years Involved in the Crisis Intervention Program by Increasing the Number of Minority Adults Involved in the Provision of Services.

ERIC Educational Resources Information Center

Jennings, Susan

The racial composition of participants in a Florida crisis intervention agency's programs indicated that, among the population at risk, black youth were overrepresented in State delinquency and child welfare programs and underrepresented in the agency's intervention services. This practicum was designed to enhance the agency's ability to reach…

Changes & Challenges: City Schools in America. Thirteen Journalists Look at Our Nation's Schools.

ERIC Educational Resources Information Center

Farkas, Susan C., Ed.

Positive and negative aspects of urban and minority education are discussed in this volume of news series and newspaper articles by 13 journalists, all participants in either the Fellows Education Journalism program or the Urban and Minority Education Fellowship and Study Grant programs. Section One, on the changing demographics of city schools,…

Business and Management Development Training Program for Hispanic Women. Final Report.

ERIC Educational Resources Information Center

Miranda (L.) and Associates, Bethesda, MD.

A program was conducted to develop and motivate minority women, in particular Hispanic origin women, in the Washington, D.C., metropolitan area to participate in business ownership and management. Offered at no cost to participants, the training program sought to equip potential managers with information and techniques in the fundamental…

Mentoring for women and underrepresented minority faculty and students: experience at two institutions of higher education.

PubMed Central

Kosoko-Lasaki, Omofolasade; Sonnino, Roberta E.; Voytko, Mary Lou

2006-01-01

Women and minority faculty and students are seriously underrepresented in university and academic healthcare institutions. The role of mentoring has been identified as one of the significant factors in addressing this underrepresentation. We have described the mentoring efforts at two institutions of higher learning in assisting women and minority students and faculty in being accomplished in their academic pursuits. One-hundred-thirty students and >50 women and minority faculty have participated in the mentoring programs described. The number of participants has increased dramatically over the years and continues to evolve positively. These programs appear to be quite successful in the short term. Further evaluation of measurable outcomes will be necessary to fully determine their true impact. The mentoring models for women and underrepresented minority faculty and students at Creighton University Health Sciences Schools and Wake Forest University School of Medicine will serve as a guide for other Health Sciences Schools. PMID:17019912

Communicating with patients from minority backgrounds: Individual challenges experienced by oncology health professionals.

PubMed

Watts, Kaaren J; Meiser, Bettina; Zilliacus, Elvira; Kaur, Rajneesh; Taouk, Mona; Girgis, Afaf; Butow, Phyllis; Goldstein, David; Hale, Sandra; Perry, Astrid; Aranda, Sanchia K; Kissane, David W

2017-02-01

Oncology health professionals (HPs) are increasingly required to care for patients from minority backgrounds. Yet many HPs have not had formal training in how to communicate effectively in culturally diverse settings. More information is needed about the challenges that oncology HPs face in communicating with minority patients to inform the content of formal training programs. This qualitative study aimed to identify oncology nurses' and oncologists' individual experiences and challenges in communicating with patients from minority backgrounds. Thirty-eight oncology HPs (21 oncology nurses, 12 medical oncologists, and 5 radiation oncologists) were interviewed individually or in focus groups about their experiences communicating with patients from minority backgrounds. The interviews were audio taped and analysed thematically. The majority of participants (82%) reported varying degrees of uncertainty and discomfort regarding working with minority patients, with many barriers to communication encountered. Participants perceived that minority patients received less emotional support than majority group patients. They experienced challenges in balancing beliefs about patient autonomy with cultural differences regarding the role of the family. Strategies employed by participants to facilitate interactions included: modifying speech, taking more time in consultations, rapport building, and using nonverbal techniques. Oncology HPs encounter many linguistic and cultural barriers when communicating with minority patients. They need formal training tailored to developing culturally competent communication. Oncology nurses and oncologists could benefit from formal communication skills training focused upon cultural competence during their career development programs. Copyright © 2016 Elsevier Ltd. All rights reserved.

Weaving the Native Web: Using Social Network Analysis to Demonstrate the Value of a Minority Career Development Program

PubMed Central

Buchwald, Dedra; Dick, Rhonda Wiegman

2011-01-01

Purpose American Indian and Alaska Native scientists are consistently among the most underrepresented minority groups in health research. The authors used social network analysis (SNA) to evaluate the Native Investigator Development Program (NIDP), a career development program for junior Native researchers established as a collaboration between the University of Washington and the University of Colorado Denver. Method The study focused on 29 trainees and mentors who participated in the NIDP. Data were collected on manuscripts and grant proposals produced by participants from 1998 to 2007. Information on authorship of manuscripts and collaborations on grant applications was used to conduct social network analyses with 3 measures of centrality and 1 measure of network reach. Both visual and quantitative analyses were performed. Results Participants in the NIDP collaborated on 106 manuscripts and 83 grant applications. Although 3 highly connected individuals, with critical and central roles in the program, accounted for much of the richness of the network, both current core faculty and “graduates” of the program were heavily involved in collaborations on manuscripts and grants. Conclusions This study’s innovative application of SNA demonstrates that collaborative relationships can be an important outcome of career development programs for minority investigators, and that an analysis of these relationships can provide a more complete assessment of the value of such programs. PMID:21512364

Can a Strategic Pipeline Initiative Increase the Number of Women and Underrepresented Minorities in Orthopaedic Surgery?

PubMed

Mason, Bonnie S; Ross, William; Ortega, Gezzer; Chambers, Monique C; Parks, Michael L

2016-09-01

Women and minorities remain underrepresented in orthopaedic surgery. In an attempt to increase the diversity of those entering the physician workforce, Nth Dimensions implemented a targeted pipeline curriculum that includes the Orthopaedic Summer Internship Program. The program exposes medical students to the specialty of orthopaedic surgery and equips students to be competitive applicants to orthopaedic surgery residency programs. The effect of this program on women and underrepresented minority applicants to orthopaedic residencies is highlighted in this article. (1) For women we asked: is completing the Orthopaedic Summer Internship Program associated with higher odds of applying to orthopaedic surgery residency? (2) For underrepresented minorities, is completing the Orthopaedic Summer Internship Program associated with higher odds of applying to orthopaedic residency? Between 2005 and 2012, 118 students completed the Nth Dimensions/American Academy of Orthopaedic Surgeons Orthopaedic Summer Internship Program. The summer internship consisted of an 8-week clinical and research program between the first and second years of medical school and included a series of musculoskeletal lectures, hands-on, practical workshops, presentation of a completed research project, ongoing mentoring, professional development, and counselling through each participant's subsequent years of medical school. In correlation with available national application data, residency application data were obtained for those Orthopaedic Summer Internship Program participants who applied to the match between 2011 through 2014. For these 4 cohort years, we evaluated whether this program was associated with increased odds of applying to orthopaedic surgery residency compared with national controls. For the same four cohorts, we evaluated whether underrepresented minority students who completed the program had increased odds of applying to an orthopaedic surgery residency compared with national controls. Fifty Orthopaedic Summer Internship scholars applied for an orthopaedic residency position. For women, completion of the Orthopaedic Summer Internship was associated with increased odds of applying to orthopaedic surgery residency (after summer internship: nine of 17 [35%]; national controls: 800 of 78,316 [1%]; odds ratio [OR], 51.3; 95% confidence interval [CI], 21.1-122.0; p < 0.001). Similarly, for underrepresented minorities, Orthopaedic Summer Internship completion was also associated with increased odds of orthopaedic applications from 2011 to 2014 (after Orthopaedic Summer Internship: 15 of 48 [31%]; non-Orthopaedic Summer Internship applicants nationally: 782 of 25,676 [3%]; OR, 14.5 [7.3-27.5]; p < 0.001). Completion of the Nth Dimensions Orthopaedic Summer Internship Program has a positive impact on increasing the odds of each student participant applying to an orthopaedic surgery residency program. This program may be a key factor in contributing to the pipeline of women and underrepresented minorities into orthopaedic surgery. Level III, therapeutic study.

The Plain Dealer High School Newspaper Workshop Program. John F. Kennedy and West Technical High Schools, 1994-1995.

ERIC Educational Resources Information Center

Cleveland Public Schools, OH.

The Plain Dealer High School Newspaper Workshop was a pilot program created to introduce minority high school students (although not limited to minority students) to career opportunities in the newspaper business. Forty-four students from the Cleveland Public Schools' John F. Kennedy and West Technical High School participated in the 9-week…

Universal screening increases the representation of low-income and minority students in gifted education.

PubMed

Card, David; Giuliano, Laura

2016-11-29

Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically "underreferred" in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency.

Universal screening increases the representation of low-income and minority students in gifted education

PubMed Central

Card, David; Giuliano, Laura

2016-01-01

Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically “underreferred” in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency. PMID:27856741

A qualitative examination of the nature and impact of three California minority engineering programs

NASA Astrophysics Data System (ADS)

Christie, Barbara A.

According to the National Action Council for Minorities in Engineering (NACME), the national retention rate of engineering students is 68% and the national retention rate for underrepresented minority engineering students (African American, Latino, Native American and Pacific Islanders) is 37%. In response to the severity of retention issues concerning underrepresented minority students, colleges and universities across the United States have developed special programs known as minority engineering programs (MEP). MEPs are designed to provide academic support, personal counseling, social networking, career counseling and professional development as a means to improve retention. In order to provide a detailed description of the MEPs, the research method selected is a case study. This case study is an examination of the nature and impact of three MEPs in California. This study is also an analysis of the lack of participation by freshmen and sophomore students who qualify for these programs. Methodology included extensive surveys and interviews of students, faculty and staff, site visits, and examination of documents. Over 500 students were surveyed during lower division engineering courses. The qualifying students who gave permission for further interviews were provided with questions about their participation or nonparticipation and the reasons for their behavior. Faculty members were interviews about their knowledge and personal involvement with the minority engineering program on their campuses. Program directors were interviewed to discuss program design and implementation. A categorical method was used to separate the different groups within the study. Of the 509 respondents, 132 were classified as qualifier/nonparticipant freshman and sophomore engineering students. The results demonstrated that a high percentage of the qualifier/nonparticipants are unaware of the programs and events on their campuses. During the interviews the students stated they are very interested in academic enrichment, social networking and professional development. The students also stated they feel the faculty should provide information on enrichment programs available on campus. Conversely, during the faculty interviews, they stated that it is not their responsibility to inform students and were unfamiliar with the minority engineering programs on their campuses. These results concurred with works of Raymond Landis and Elaine Seymour.

Attachment to parents, social anxiety, and close relationships of female students over the transition to college.

PubMed

Parade, Stephanie H; Leerkes, Esther M; Blankson, A Nayena

2010-02-01

The current study examined the process by which attachment to parents influences satisfaction with and ease in forming friendships at college. One hundred seventy-two female college freshmen completed a measure of parental attachment security the summer before their first semester of college (July 2006) and measures to assess satisfaction with and ease in forming close relationships at the end of their first semester (December 2006). Students ranged in age from 18 to 20 years (M = 18.09, SD = 0.33) and were diverse in their racial makeup (30% racial minority). Consistent with predictions derived from attachment theory, secure attachment to parents was positively associated with ease in forming friendships among racial minority and white participants and satisfaction with friendships among minority participants. Moreover, indirect effects of parental attachment security on relationship outcomes through social anxiety were significant for minority participants but not for white participants. Findings may be useful in the development of retention programs targeted at incoming university freshmen, particularly minority students.

Houston prefreshman enrichment program (Houston PREP). Final report, June 10, 1996--August 1, 1996

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

NONE

1996-10-01

The 1996 Houston Pre-freshman Enrichment Program (PREP) was conducted on the campus of the University of Houston-Downtown from June 10 to August 1, 1996. Program Participants were recruited from the Greater Houston area. All participants were identified as high achieving students with an interest in learning about the engineering and science professions. The goal of the program was to better prepare our pre-college youth prior to entering college as mathematics, science and engineering majors. The program participants were middle school and high school students from the Aldine, Alief, Channel View, Crockett, Cypress-Fairbanks, Fort Bend, Galena Park, Houston, Humble, Katy, Klein,more » North Forest, Pasadena, Private, and Spring Branch Independent School Districts. Of the 197 students starting the program, 170 completed, 142 students were from economically and socially disadvantage groups underrepresented in the engineering and science professions, and 121 of the 197 were female. Our First Year group for 1996 composed of 96% minority and women students. Our Second and Third Year students were 100% and 93.75% minority or women respectively. This gave an overall minority and female population of 93.75%. This year, special efforts were again made to recruit students from minority groups, which caused a significant increase in qualified applicants. However, due to space limitations, 140 applicants were rejected. Investigative and discovery learning were key elements of PREP. The academic components of the program included Algebraic Structures, Engineering, Introduction to Computer Science, Introduction to Physics, Logic and Its Application to Mathematics, Probability and Statistics, Problem Solving Seminar using computers and PLATO software, SAT Preparatory Seminars, and Technical Writing.« less

Minority Business Enterprises and Woman Business Enterprises Grant Utilization

EPA Pesticide Factsheets

The policy goal of the MBE/WBE Programs is to assure that minority business enterprises and woman business enterprises are given the opportunity to participate in contract and procurement for supplies, construction, equipment & services under any EPA grant

Evaluation of the 1997 Joint National Conference, Women in Engineering Program Advocates Network (WEPAN) and National Association of Minority Engineering Program Administrators (NAMEPA)

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

Brainard, Suzanne G.

1997-07-01

The primary goal of the 1997 Joint National Conference was to unite NAMEPA and WEPAN in a unique collaborative effort to further the cause of increasing the participation of women and minorities in science and engineering. The specific objectives were to: (1) conduct technical and programmatic seminars for institutions desiring to initiate, replicate, or expand women and minorities in engineering program; (2) provide assistance in fundraising and grant writing; (3) profile women in engineering programs of excellence; (4) sponsor inspiring knowledgeable and motivational keynote speakers; and (5) offer a series of workshops focused on a multitude of topics.

The HSCaRS Summer Enrichment Program; Research Opportunities for Minority and Women Undergraduates in Global Change Science

NASA Technical Reports Server (NTRS)

Estes, Jr., Maurice G.; Perkey, Donald J.; Coleman, T. L.

1997-01-01

The primary objective of the HSCaRS Summer Enrichment Program (SEP) is to make significant contributions to the NASA Mission to Planet Earth (MTPE) and the Alabama A&M University (AAMU) Center for Hydrology, Soil Climatology and Remote Sensing (HSCaRS) research missions by providing undergraduate student research internships with an emphasis on minority and women students. Additional objectives are to encourage more minority and women students to pursue advanced degrees in Earth system and global change science and to increase the participation of minority institutions in the U.S. Global Change Research Program. Also, the SEP strives to make students in the traditional science disciplines more aware of the opportunities in Earth System Science. In designing the SEP, it was acknowledged that HSCaRS was a new research effort and Center. Consequently, students were not expected to immediately recognize the Center as one would older, more established research laboratories with national reputations, such as Los Alamos, Battelle, National Consortium for Atmospheric Research (NCAR), etc. Yet we still wanted to compete nationally for the best students. Therefore, we designed the program with a competitive financial package that includes a stipend of $400 per week, round-trip transportation from home to the summer research site, and free campus housing and meal plans provided by Alabama A&M University. Students also received a modest living allowance of approximately $25 per week. The internship program was 10 weeks in residence at Alabama A&M University or IGCRE, and gave students the opportunity to select from six general research areas: micro-meteorology, soil data analysis, soil moisture modeling, instrumentation, geographic information systems, and computer science. Student participants also enrolled in an introductory global change science course as part of the summer program (a copy of the course outline is in the appendix). The program included participation in a field program for approximately two weeks. All students were required to participate in the field program as a learning experience, regardless of the relationship of the field program to their majors or particular research project.

Factors influencing participation in worksite wellness programs among minority and underserved populations.

PubMed

Thompson, Sharon E; Smith, Brenda A; Bybee, Ronald F

2005-01-01

In the United States, employers and employees are increasingly paying a larger portion of the nation's healthcare bill. Preventive measures are being employed by businesses in an effort to contain the escalating costs of employee healthcare. The work site is an ideal setting for health promotion because 130 million Americans are employed and spend one third of their time at work. However, unhealthy workers tend to be the least likely to participate in health promotion activities. Worksite Wellness Programs must be designed to engage segments of the work force with the greatest health needs. Culturally sensitive and appropriate programs must be developed to engage economically challenged minority and other underserved populations.

24 CFR 570.416 - Hispanic-serving institutions work study program.

Code of Federal Regulations, 2012 CFR

2012-04-01

... to, students with disabilities and students who are Black, American Indian/Alaska Native, Hispanic... establish recruitment procedures that identify eligible economically disadvantaged and minority students... providing assistance to economically disadvantaged and minority students who participate in a work study...

24 CFR 570.416 - Hispanic-serving institutions work study program.

Code of Federal Regulations, 2011 CFR

2011-04-01

... to, students with disabilities and students who are Black, American Indian/Alaska Native, Hispanic... establish recruitment procedures that identify eligible economically disadvantaged and minority students... providing assistance to economically disadvantaged and minority students who participate in a work study...

24 CFR 570.416 - Hispanic-serving institutions work study program.

Code of Federal Regulations, 2013 CFR

2013-04-01

... to, students with disabilities and students who are Black, American Indian/Alaska Native, Hispanic... establish recruitment procedures that identify eligible economically disadvantaged and minority students... providing assistance to economically disadvantaged and minority students who participate in a work study...

24 CFR 570.416 - Hispanic-serving institutions work study program.

Code of Federal Regulations, 2014 CFR

2014-04-01

... to, students with disabilities and students who are Black, American Indian/Alaska Native, Hispanic... establish recruitment procedures that identify eligible economically disadvantaged and minority students... providing assistance to economically disadvantaged and minority students who participate in a work study...

Changing hearts and minds: Results from a multi-country gender and sexual diversity training.

PubMed

Poteat, Tonia; Park, Chulwoo; Solares, Diego; Williams, John K; Wolf, R Cameron; Metheny, Noah; Vazzano, Andrea; Dent, Juan; Gibbs, Ashley; Nonyane, Bareng Aletta Sanny; Toiv, Nora

2017-01-01

Engaging key populations, including gender and sexual minorities, is essential to meeting global targets for reducing new HIV infections and improving the HIV continuum of care. Negative attitudes toward gender and sexual minorities serve as a barrier to political will and effective programming for HIV health services. The President's Emergency Plan for AIDS Relief (PEPFAR), established in 2003, provided Gender and Sexual Diversity Trainings for 2,825 participants including PEPFAR staff and program implementers, U.S. government staff, and local stakeholders in 38 countries. The outcomes of these one-day trainings were evaluated among a subset of participants using a mixed methods pre- and post-training study design. Findings suggest that sustainable decreases in negative attitudes toward gender and sexual minorities are achievable with a one-day training.

48 CFR 26.302 - General policy.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PROGRAMS OTHER SOCIOECONOMIC PROGRAMS Historically Black Colleges and Universities and Minority Institutions 26.302 General policy. It is the policy of the Government to promote participation of HBCUs and...

48 CFR 26.302 - General policy.

Code of Federal Regulations, 2012 CFR

2012-10-01

... PROGRAMS OTHER SOCIOECONOMIC PROGRAMS Historically Black Colleges and Universities and Minority Institutions 26.302 General policy. It is the policy of the Government to promote participation of HBCUs and...

48 CFR 26.302 - General policy.

Code of Federal Regulations, 2013 CFR

2013-10-01

... PROGRAMS OTHER SOCIOECONOMIC PROGRAMS Historically Black Colleges and Universities and Minority Institutions 26.302 General policy. It is the policy of the Government to promote participation of HBCUs and...

48 CFR 26.302 - General policy.

Code of Federal Regulations, 2011 CFR

2011-10-01

... PROGRAMS OTHER SOCIOECONOMIC PROGRAMS Historically Black Colleges and Universities and Minority Institutions 26.302 General policy. It is the policy of the Government to promote participation of HBCUs and...

48 CFR 26.302 - General policy.

Code of Federal Regulations, 2014 CFR

2014-10-01

... PROGRAMS OTHER SOCIOECONOMIC PROGRAMS Historically Black Colleges and Universities and Minority Institutions 26.302 General policy. It is the policy of the Government to promote participation of HBCUs and...

Motivators and Barriers to Participation of Ethnic Minority Families in a Family-Based HIV Prevention Program

PubMed Central

Pinto, Rogério M.; McKay, Mary M.; Baptiste, Donna; Bell, Carl C.; Madison-Boyd, Sybil; Paikoff, Roberta; Wilson, Marla; Phillips, Daisy

2010-01-01

SUMMARY Involving low-income, ethnic minority families in lengthy HIV prevention programs can be challenging. Understanding the motivators and barriers to involvement may help researchers and practitioners design programs that can be used by populations most at risk for HIV exposure. The present study discusses motivators and barriers to involvement in the Collaborative HIV Prevention and Adolescent Mental Health Project (CHAMP), using data from a sample of 118 families that participated at varying levels in the twelve sessions of the program. Most participants chose motivators that reflect their perceptions of individual and/or family needs (“CHAMP might help me, mine, and other families”), and of characteristics of the program, such as CHAMP staff were friendly, CHAMP was fun. Among barriers to involvement, respondents expressed concerns about confidentiality, and about being judged by program staff. Respondents also reported experiencing many stressful events in their families (e.g., death and violence in the family) that may have been barriers to their involvement. Knowing these motivators and barriers, researchers and practitioners can enhance involvement in HIV prevention programs. PMID:20686648

Motivators and Barriers to Participation of Ethnic Minority Families in a Family-Based HIV Prevention Program.

PubMed

Pinto, Rogério M; McKay, Mary M; Baptiste, Donna; Bell, Carl C; Madison-Boyd, Sybil; Paikoff, Roberta; Wilson, Marla; Phillips, Daisy

2007-05-01

Involving low-income, ethnic minority families in lengthy HIV prevention programs can be challenging. Understanding the motivators and barriers to involvement may help researchers and practitioners design programs that can be used by populations most at risk for HIV exposure. The present study discusses motivators and barriers to involvement in the Collaborative HIV Prevention and Adolescent Mental Health Project (CHAMP), using data from a sample of 118 families that participated at varying levels in the twelve sessions of the program. Most participants chose motivators that reflect their perceptions of individual and/or family needs ("CHAMP might help me, mine, and other families"), and of characteristics of the program, such as CHAMP staff were friendly, CHAMP was fun. Among barriers to involvement, respondents expressed concerns about confidentiality, and about being judged by program staff. Respondents also reported experiencing many stressful events in their families (e.g., death and violence in the family) that may have been barriers to their involvement. Knowing these motivators and barriers, researchers and practitioners can enhance involvement in HIV prevention programs.

Exploration of the lived experiences of undergraduate science, technology, engineering, and mathematics minority students

NASA Astrophysics Data System (ADS)

Snead-McDaniel, Kimberly

An expanding ethnicity gap exists in the number of students pursuing science, technology, engineering, and mathematics (STEM) careers in the United States. The National Action Council for Minorities in Engineering revealed that the number of minorities pursuing STEM degrees and careers has declined over the past few years. The specific origins of this trend are not quite evident; one variable to consider is that undergraduate minority students are failing in STEM disciplines at various levels of education from elementary to postsecondary. The failure of female and minority students to enter STEM disciplines in higher education have led various initiatives to establish programs to promote STEM disciplines among these groups. Additional funding for minority STEM programs have led to a increase in undergraduate minority students entering STEM disciplines, but the minority students' graduation rate in STEM disciplines is approximately 7% lower than the graduation of nonminority students in STEM disciplines. This phenomenological qualitative research study explores the lived experiences of underrepresented minority undergraduate college students participating in an undergraduate minority-mentoring program. The following nine themes emerged from the study: (a) competitiveness, (b) public perception, (c) dedication, (d) self-perception, (e) program activities, (f) time management, (g) exposure to career and graduate opportunities, (h) rigor in the curriculum, and (i) peer mentoring. The themes provided answers and outcomes to better support a stronger minority representation in STEM disciplines.

MS PHD'S: A Synergistic Model for Diversifying the Earth Science Community

NASA Astrophysics Data System (ADS)

Ricciardi, L.; Johnson, A.; Williamson Whitney, V.; Ithier-Guzman, W.; Braxton, L.; Johnson, A.

2013-05-01

The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) program focuses on increasing the number of underrepresented minorities (URM) receiving advanced degrees in Earth system sciences (ESS). Subscribing to Aristotle's philosophy that the "whole is greater than the sum of its parts", MS PHD'S uses a synergistic model of tiered mentoring practices, successful minority scientist role models, peer-to-peer community building activities, professional development training techniques, networking opportunities, and state of the art virtual communication tools to facilitate the retention and advancement of underrepresented ESS scientists. Using a three-phase program structure supported by a virtual community, URM students in ESS are afforded opportunities to establish mentoring relationships with successful scientists, build meaningful ties with URM peers and future colleagues, strengthen oral and written communication skills, engage in networking opportunities within premier scientific venues, and maintain continuity of networks formed through program participation. Established in 2003, MS PHD'S is now in its ninth cohort. From the original cohort of 24 participants, the program has grown to support 213 participants. Of these 213 participants, 42 have obtained the doctorate and are employed within the ESS workforce. Another 71 are enrolled in doctoral programs. Looking to the future with the purpose of continually furthering its synergistic philosophy, MS PHD'S has developed a new initiative, Beyond the PhD, designed to support and advance the representation of URM scientists within a global workforce.

College Graduation Rates for Minority Students in a Selective Technical University: Will Participation in a Summer Bridge Program Contribute to Success?

PubMed

Murphy, Terrence E; Gaughan, Monica; Hume, Robert; Moore, S Gordon

2010-03-01

There are many approaches to solving the problem of underrepresentation of some racial and ethnic groups and women in scientific and technical disciplines. Here, the authors evaluate the association of a summer bridge program with the graduation rate of underrepresented minority (URM) students at a selective technical university. They demonstrate that this 5-week program prior to the fall of the 1st year contains elements reported as vital for successful student retention. Using multivariable survival analysis, they show that for URM students entering as fall-semester freshmen, relative to their nonparticipating peers, participation in this accelerated summer bridge program is associated with higher likelihood of graduation. The longitudinal panel data include more than 2,200 URM students.

College Graduation Rates for Minority Students in a Selective Technical University: Will Participation in a Summer Bridge Program Contribute to Success?

PubMed Central

Murphy, Terrence E.; Gaughan, Monica; Hume, Robert; Moore, S. Gordon

2012-01-01

There are many approaches to solving the problem of underrepresentation of some racial and ethnic groups and women in scientific and technical disciplines. Here, the authors evaluate the association of a summer bridge program with the graduation rate of underrepresented minority (URM) students at a selective technical university. They demonstrate that this 5-week program prior to the fall of the 1st year contains elements reported as vital for successful student retention. Using multivariable survival analysis, they show that for URM students entering as fall-semester freshmen, relative to their nonparticipating peers, participation in this accelerated summer bridge program is associated with higher likelihood of graduation. The longitudinal panel data include more than 2,200 URM students. PMID:23136456

NASA Symposium 76. [opportunities for minorities and women in NASA programs

NASA Technical Reports Server (NTRS)

1976-01-01

New Mexico State University and the National Aeronautics and Space Administration hosted a symposium to promote NASA's efforts to increase the available pool of minority and women scientists and engineers to meet affirmative hiring goals. The conferences also provided an opportunity for key NASA officials to meet with appropriate officials of participating institutions to stimulate greater academic interest (among professors and students) in NASA's research and development programs. Minority aerospace scientists and engineers had opportunity to interact with the minority community, particulary with young people at the junior high, high school, and college levels. One aim was to raise minority community's level of understanding regarding NASA's Regional Distribution System for storage and retrieval of scientific and technical information.

Coming out in STEM: Factors affecting retention of sexual minority STEM students

PubMed Central

Hughes, Bryce E.

2018-01-01

Using a national longitudinal survey data set from the Higher Education Research Institute, this study tested whether students who identified as a sexual minority (for example, lesbian, gay, bisexual, or queer) were more or less likely to persist after 4 years in science, technology, engineering, and mathematics (STEM) fields, as opposed to switching to a non-STEM program, compared to their heterosexual peers. A multilevel regression model controlling for various experiences and characteristics previously determined to predict retention in STEM demonstrated that, net of these variables, sexual minority students were 8% less likely to be retained in STEM compared to switching into a non-STEM program. Despite this finding, sexual minority STEM students were more likely to report participating in undergraduate research programs, and the gender disparity in STEM retention appears to be reversed for sexual minority STEM students. PMID:29546240

Minority Student Success: The Role of Teachers in Advanced Placement Program® (AP®) Courses. Research Report No. 2002-8. ETS RR-02-17

ERIC Educational Resources Information Center

Burton, Nancy W.; Whitman, Nancy Burgess; Yepes-Baraya, Mario; Cline, Frederick; Kim, R. Myung-in

2002-01-01

This project described the characteristics and teaching behaviors of those successfully teaching AP® Calculus AB and AP English Literature and Composition to underrepresented minority students. Its purpose was to assist educators in improving the participation and performance of underrepresented minority students in AP classes. Study results…

Increasing diversity in our profession

USGS Publications Warehouse

Davis, Ronald D.; Diswood, Samuel; Dominguez, Annette; Engel-Wilson, Ronald W.; Jefferson, Keith; Miles, A. Keith; Moore, Elizabeth F.; Reidinger, Russell; Ruther, Sherry; Valdez, Raul; Wilson, Kenneth; Zablan, Marilet A.

2002-01-01

The Wildlife Society's (TWS) Ethnic and Gender Diversity Committee (previously the Minority Affairs Committee) was established in 1998 and given several charges by TWS Council. This paper responds to our original charge to consider possi- ble actions and programs that TWS might undertake to increase minority participation in the wildlife profession and TWS (R.Anthony, 13 February 1998, Memo to MinorityAffairs Committee).

The Visiting Medical Student Clerkship Program at Mayo Clinic

PubMed Central

Mueller, Paul S.; McConahey, Linda L.; Orvidas, Laura J.; Jenkins, Sarah M.; Kasten, Mary J.

2010-01-01

OBJECTIVE: To describe the history, objectives, statistics, and initiatives used to address challenges associated with the Mayo Clinic Visiting Medical Student (VMS) Clerkship Program. MATERIALS AND METHODS: Mayo Clinic administrative records were reviewed for calendar years 1995 through 2008 to determine the effect of interventions to increase the numbers of appropriately qualified international VMSs and underrepresented minority VMSs. For numerical data, descriptive statistics were used; for comparisons, χ2 tests were performed. RESULTS: During the specified period, 4908 VMSs participated in the Mayo VMS Program (yearly mean [SD], 351 [24]). Most students were from US medical schools (3247 [66%]) and were male (3084 [63%]). Overall, 3101 VMSs (63%) applied for and 935 (30%) were appointed to Mayo Clinic residency program positions. Interventions to address the challenge of large numbers of international students who participated in our VMS program but did not apply for Mayo residency positions resulted in significantly fewer international students participating in our VMS program (P<.001), applying for Mayo residency program positions (P<.001), and being appointed to residency positions (P=.001). Interventions to address the challenge of low numbers of underrepresented minority students resulted in significantly more of these students participating in our VMS program (P=.005), applying for Mayo residency positions (P=.008), and being appointed to residency positions (P=.04). CONCLUSION: Our findings suggest that specific interventions can affect the characteristics of students who participate in VMS programs and who apply for and are appointed to residency program positions. PMID:20675510

The visiting medical student clerkship program at Mayo Clinic.

PubMed

Mueller, Paul S; McConahey, Linda L; Orvidas, Laura J; Jenkins, Sarah M; Kasten, Mary J

2010-08-01

To describe the history, objectives, statistics, and initiatives used to address challenges associated with the Mayo Clinic Visiting Medical Student (VMS) Clerkship Program. Mayo Clinic administrative records were reviewed for calendar years 1995 through 2008 to determine the effect of interventions to increase the numbers of appropriately qualified international VMSs and underrepresented minority VMSs. For numerical data, descriptive statistics were used; for comparisons, chi(2) tests were performed. During the specified period, 4908 VMSs participated in the Mayo VMS Program (yearly mean [SD], 351 [24]). Most students were from US medical schools (3247 [66%]) and were male (3084 [63%]). Overall, 3101 VMSs (63%) applied for and 935 (30%) were appointed to Mayo Clinic residency program positions. Interventions to address the challenge of large numbers of international students who participated in our VMS program but did not apply for Mayo residency positions resulted in significantly fewer international students participating in our VMS program (P<.001), applying for Mayo residency program positions (P<.001), and being appointed to residency positions (P=.001). Interventions to address the challenge of low numbers of underrepresented minority students resulted in significantly more of these students participating in our VMS program (P=.005), applying for Mayo residency positions (P=.008), and being appointed to residency positions (P=.04). Our findings suggest that specific interventions can affect the characteristics of students who participate in VMS programs and who apply for and are appointed to residency program positions.

34 CFR 535.2 - Who is eligible to participate in this program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false Who is eligible to participate in this program? 535.2 Section 535.2 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF BILINGUAL EDUCATION AND MINORITY LANGUAGES AFFAIRS, DEPARTMENT OF EDUCATION BILINGUAL EDUCATION: GRADUATE...

34 CFR 535.2 - Who is eligible to participate in this program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false Who is eligible to participate in this program? 535.2 Section 535.2 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF BILINGUAL EDUCATION AND MINORITY LANGUAGES AFFAIRS, DEPARTMENT OF EDUCATION BILINGUAL EDUCATION: GRADUATE...

34 CFR 535.2 - Who is eligible to participate in this program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false Who is eligible to participate in this program? 535.2 Section 535.2 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF BILINGUAL EDUCATION AND MINORITY LANGUAGES AFFAIRS, DEPARTMENT OF EDUCATION BILINGUAL EDUCATION: GRADUATE...

34 CFR 535.2 - Who is eligible to participate in this program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false Who is eligible to participate in this program? 535.2 Section 535.2 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF BILINGUAL EDUCATION AND MINORITY LANGUAGES AFFAIRS, DEPARTMENT OF EDUCATION BILINGUAL EDUCATION: GRADUATE...

An Examination of Relationships between Precollege Outreach Programs and College Attendance Patterns among Minority Participants

ERIC Educational Resources Information Center

Alhaddab, Taghreed A.; Aquino, Katherine C.

2017-01-01

This study is an examination of the relationship between participation in precollege outreach programs and students' college access patterns (i.e., enrollment patterns and timing in postsecondary institutions), comparing different racial/ ethnic groups. The study included a series of logistic regression models to investigate relationships between…

Persistence among Minority STEM Majors: A Phenomenological Study

NASA Astrophysics Data System (ADS)

Williams-Watson, Stacey

The United States needs to increase the number of science, technology, engineering, and math (STEM) graduates to remain competitive in the global market and maintain national security. Minority students, specifically African-American and Hispanic, are underrepresented in STEM fields. As the minority population continues to grow it is essential that higher education institutions improve minority students' persistence in STEM education. This study examined the problem of minority students' lack of persistence in STEM programs. The purpose of this qualitative transcendental phenomenological study was to describe the lived experiences that minority students perceived as contributing to their persistence in STEM. The central research question was: What are the lived experiences of minority STEM students that have contributed to their persistence in a STEM program? The sub-questions were: a) What led participants to majors in STEM?; b) What contributed to students' success and persistence in STEM?; and c) What advice do students have to offer? The researcher interviewed 12 minority STEM students and uncovered 10 themes that described the lived experiences of minority students' persistence in STEM programs. The themes were 1) Childhood experiences and interests; 2) Positive educational experiences in secondary school; 3) Self- motivation; 4) Positive experiences with professors; 5) Family encouragement and values; 6) Lack of minorities; 7) Lack of educational preparation; 8) The need for financial assistance; 9) Clubs and organizations; and 10) Friends within the major. The significance of these findings is the potential to produce changes in curricula, programs, and retention methods that may improve the persistence of minority students in STEM programs.

Motivation and career outcomes of a precollege life science experience for underrepresented minorities

NASA Astrophysics Data System (ADS)

Ortega, Robbie Ray

Minorities continue to be underrepresented in professional science careers. In order to make Science, Technology, Engineering, and Mathematics (STEM) careers more accessible for underrepresented minorities, informal science programs must be utilized to assist in developing interest in STEM for minority youth. In addition to developing interest in science, informal programs must help develop interpersonal skills and leadership skills of youth, which allow youth to develop discrete social behaviors while creating positive and supportive communities thus making science more practical in their lives. This study was based on the premise that introducing underrepresented youth to the agricultural and life sciences through an integrated precollege experience of leadership development with university faculty, scientist, and staff would help increase youths' interest in science, while also increasing their interest to pursue a STEM-related career. Utilizing a precollege life science experience for underrepresented minorities, known as the Ag Discovery Camp, 33 middle school aged youth were brought to the Purdue University campus to participate in an experience that integrated a leadership development program with an informal science education program in the context of agriculture. The week-long program introduced youth to fields of agriculture in engineering, plant sciences, food sciences, and entomology. The purpose of the study was to describe short-term and intermediate student outcomes in regards to participants' interests in career activities, science self-efficacy, and career intentions. Youth were not interested in agricultural activities immediately following the precollege experience. However, one year after the precollege experience, youth expressed they were more aware of agriculture and would consider agricultural careers if their first career choice did not work out for them. Results also showed that the youth who participated in the precollege experience were self-efficacious to learn science, and they were self-efficacious to learn science one year after the precollege experience. Youth reported they did not develop interpersonal and leadership skills during the precollege experience, yet they said the interpersonal and leadership skills were useful throughout the following year after the precollege experience. Participants were interested in science careers, and their career plans did not change after the precollege experience.

Contributions to Educational Structures that Promote Undergraduate Research

NASA Technical Reports Server (NTRS)

Sepikas, John; Mijic, Milan; Young, Don; Gillam, Steve

1997-01-01

The opportunities for community college and traditionally underrepresented minority students to participate in research experiences are typically rare. Further, what research experiences that are available often underutilizes the students' potential and do not have follow-up programs. The Physics Outreach Program (POP) working in conjunction with the Jet Propulsion Laboratory is designed to reach out to this segment of the student population and encourage them to consider careers in physics and astronomy. The program is special in that it creates a "vertical" consortium or pipeline of schools whereby students graduating from one participating institution will then transfer to another. This helps to insure that participating students will experience continuity and, with the assistance of JPL equipment and staff, a quality of instruction that they would otherwise not be able to afford. Key words. educational outreach, undergraduate research, community college research, underrepresented minority student research

Changing hearts and minds: Results from a multi-country gender and sexual diversity training

PubMed Central

Park, Chulwoo; Solares, Diego; Williams, John K.; Wolf, R. Cameron; Metheny, Noah; Vazzano, Andrea; Dent, Juan; Gibbs, Ashley; Nonyane, Bareng Aletta Sanny; Toiv, Nora

2017-01-01

Engaging key populations, including gender and sexual minorities, is essential to meeting global targets for reducing new HIV infections and improving the HIV continuum of care. Negative attitudes toward gender and sexual minorities serve as a barrier to political will and effective programming for HIV health services. The President’s Emergency Plan for AIDS Relief (PEPFAR), established in 2003, provided Gender and Sexual Diversity Trainings for 2,825 participants including PEPFAR staff and program implementers, U.S. government staff, and local stakeholders in 38 countries. The outcomes of these one-day trainings were evaluated among a subset of participants using a mixed methods pre- and post-training study design. Findings suggest that sustainable decreases in negative attitudes toward gender and sexual minorities are achievable with a one-day training. PMID:28926568

Effects of contact-based mental illness stigma reduction programs: age, gender, and Asian, Latino, and White American differences.

PubMed

Wong, Eunice C; Collins, Rebecca L; Cerully, Jennifer L; Yu, Jennifer W; Seelam, Rachana

2018-03-01

Mental illness stigma disproportionately affects help seeking among youth, men, and ethnic minorities. As part of a comprehensive statewide initiative to reduce mental illness stigma and discrimination in California, a broad set of contact-based educational programs were widely disseminated. This study examined whether the effects of contact-based educational programs varied depending on the age, gender, and race-ethnicity of participants. Participants (N = 4122) attended a contact-based educational program that was delivered as part of the statewide initiative to reduce mental illness stigma and discrimination. Self-administered surveys assessing beliefs, attitudes, and intentions toward mental illnesses and treatment were conducted immediately before and after participation in contact-based educational programs. Participant age, gender, and race-ethnicity significantly moderated pre-post changes in mental illness stigma. Although all groups exhibited significant pre-post changes across most of the stigma domains assessed, young adults, females, and Asian and Latino American participants reported larger improvements compared to older adults, males, and Whites, respectively. Findings suggest that contact-based educational programs can achieve immediate reductions in mental illness stigma across a variety of sociodemographic groups and may particularly benefit young adults and racial-ethnic minorities. Further research is needed to assess whether contact-based educational programs can sustain longer-term changes and aid in the reduction of disparities in mental illness stigma and treatment.

The Medical Academic Advancement Program at the University of Virginia School of Medicine.

PubMed

Fang, W L; Woode, M K; Carey, R M; Apprey, M; Schuyler, J M; Atkins-Brady, T L

1999-04-01

Since 1984 the University of Virginia School of Medicine has conducted the Medical Academic Advancement Program for minority and disadvantaged students interested in careers in medicine. The program is a six-week residential program for approximately 130 undergraduate and post-baccalaureate students per year. It emphasizes academic course work--biology, chemistry, physics, and essay writing--to prepare the participants for the Medical College Admission Test. Non-graded activities, such as a clinical medicine lecture series, clinical experiences, and a special lecture series, and special workshops are also offered. The participants take two simulated MCAT exams. Between 1984 and 1998, 1,497 students have participated in the program, with complete follow-up information available for 690 (46%). Of the 1,487 participants, 80 (5%) have graduated from the University of Virginia School of Medicine and 174 (12%) from other medical schools; 44 (3%) are attending the medical school now, and 237 (16%) are at other medical schools; 44 (3%) have graduated from other health professions schools, and 54 (3%) are attending such schools. The retention rate for participants at the University of Virginia School of Medicine is 91% (that is, all but seven of the 80 who matriculated have been retained past the first year). The Medical Academic Advancement Program has been successful in increasing the number of underrepresented minority students matriculating into and continuing in medical education. Such programs warrant continued support and encouragement.

MS PHD'S: A Successful Model Promoting Inclusion, Preparation and Engagement of Underrepresented Minorities within the Geosciences Workforce

NASA Astrophysics Data System (ADS)

Padilla, E.; Scott, O.; Strickland, J. T.; Ricciardi, L.; Guzman, W. I.; Braxton, L.; Williamson, V.; Johnson, A.

2015-12-01

According to 2014 findings of the National Research Council, geoscience and related industries indicate an anticipated 48,000 blue-collar, scientific, and managerial positions to be filled by underrepresented minority (URM) workers in the next 15 years. An Information Handling Services (IHS) report prepared for the American Petroleum Institute forecasts even greater numbers estimating upward of 408,000 opportunities for URM workers related to growth in accelerated development of oil, gas and petroleum industries. However, many URM students lack the training in both the hard sciences and craft skills necessary to fill these positions. The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) Professional Development Program uses integrative and holistic strategies to better prepare URM students for entry into all levels of the geoscience workforce. Through a three-phase program of mentoring, community building, networking and professional development activities, MS PHD'S promotes collaboration, critical thinking, and soft skills development for participants. Program activities expose URM students to education, training and real-life geoscience workforce experiences while maintaining a continuity of supportive mentoring and training networks via an active virtual community. MS PHD'S participants report increased self-confidence and self-efficacy in pursuing geoscience workforce goals. To date, the program supports 223 participants of who 57, 21 and 16 have received Doctorate, Masters and Baccalaureate degrees respectively and are currently employed within the geoscience and related industries workforce. The remaining 129 participants are enrolled in undergraduate and graduate programs throughout the U.S. Geographic representation of participants includes 35 states, the District of Columbia, Puerto Rico and two international postdoctoral appointments - one in Saudi Arabia and the other in France.

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.

Improving Positive Experiences for Middle School Minority Students Entering a Suburban Community, through Intervention Programs Involving Staff, Parents, and Students.

ERIC Educational Resources Information Center

Piscitelli, Christine D.

This practicum was designed to increase the positive experiences of middle school minority students entering a suburban community. The problem for racial and ethnic minorities is how to have full access to and participation in the educational life of the community without surrendering their language and cultural distinctiveness. The goals of this…

Recruitment and Retention of Minority Students in Teacher Education. Proceedings of the National Invitational Conference (Lexington, Kentucky, March 29-April 1, 1987).

ERIC Educational Resources Information Center

Middleton, Ernest J., Ed.; Mason, Emanuel J., Ed.

Presentations at this conference focused on the following topics: (1) the recruitment and retention of minorities in teacher education; (2) history and social psychology of the issue; (3) futuristic views and minority participation in the 1990s; (4) comparison of teacher education programs in traditionally black and white institutions; (5)…

Mediators and Moderators of a School-Based Cognitive-Behavioral Depression Prevention Program.

PubMed

Duong, Mylien T; Kelly, Brynn M; Haaland, Wren L; Matsumiya, Brandon; Huey, Stanley J; McCarty, Carolyn A

2016-10-01

This study tested potential moderators and mediators of an indicated depression prevention program for middle school students, Positive Thoughts and Actions (PTA). Participants were 120 students randomly assigned to PTA, or a brief, individually administered supportive intervention (Individual Support Program, or ISP). Youths completed measures of depressive symptoms at baseline, post-intervention, and 12-month follow-up. Hierarchical regression was used to test three moderators-ethnic minority status, gender, and baseline depressive symptoms-and three mediators representing functional outcomes targeted by PTA-parent-child communication, attitude towards school, and health behavior. Ethnic minority status did not moderate PTA effects at post-intervention but did moderate PTA effects at 12-month follow-up. At 12 months, PTA appeared to be more effective for White participants than ethnic minority youth. Follow-up analyses suggested this moderation effect was due to the tendency of ethnic minority youth, especially those with fewer symptoms at baseline, to drop out by 12 months. Neither gender nor baseline depressive symptoms moderated the effects of PTA. Although PTA improved health behavior and attitudes toward school, there was no evidence that any of these functional outcomes measured mediated the impact of PTA on depressive symptoms. Future directions are discussed.

Developing science talent in minority students: Perspectives of past participants in a summer mentorship program

NASA Astrophysics Data System (ADS)

Schimmel, Dale Bishop

The underrepresentation of women and ethnic minorities in science has been well documented. Research efforts are directed toward understanding the high attrition rate in science course selection as students advance through high school and college. The attrition rate is especially high for females and minority students. Since 1980 the Department of Biological Sciences at the University of Connecticut has conducted a "Minority Research Apprentice Program" to attract students by expanding their knowledge of research and technology. The goal of the program is to encourage students from underrepresented groups to eventually select careers in the field of science. This qualitative study of past participants explored factors that related to students' decisions to pursue or not to pursue careers in science. Descriptive statistics and qualitative data collected from surveys and interviews of twenty former apprentices, along with comparative case studies of four selected individuals, revealed the educational interventions, personal traits and social supports that helped guide students' eventual career choice decisions. Participation in gifted programs, advanced placement courses, and talented high school science teachers all played a critical role in assisting these individuals in developing their potential interest. Qualitative data revealed the role of the Minority Research Apprentice Program played in helping talented individuals gain an appreciation of the nature of scientific research through apprenticeship and involvement with authentic projects. For all those involved, it assisted them in clarifying their eventual career choices. Individuals identified the lack of challenge of the introductory science courses, the commitment science requires, and the nature of laboratory work as reasons for leaving the field. Females who left science switched majors more frequently than males. Qualitative data revealed the dilemma that multipotentiality and lack of career counseling played in the confusion over which profession to pursue. Ethnicity played a significant role in the retention of minority apprentices in science. Asian American males and females reported having more restricted career choices due to their parents' expectations. Females from all ethnic groups, including those who selected careers in other fields, experienced career conflict, switched majors more frequently, and had a greater sense of dissatisfaction with their eventual career choice.

Creating diversity in a baccalaureate nursing program: a case study.

PubMed

Barton, Amanda J; Swider, Susan M

2009-01-01

Minority groups in the United States experience disparity in the health care services they receive and in their health related outcomes. Minority healthcare providers are more likely to serve minority under-served populations, thus addressing this healthcare disparity in an effective culturally competent manner (Robert Wood Johnson 2005; Sullivan, 2004). The purpose of the project was to increase the number of racial and ethnic minority students who are successfully recruited and admitted to the nursing program at Hope College in Holland, Michigan. The project involved the identification of perceived barriers to increased minority participation in nursing at the college, review of the literature to identify evidence-based interventions, and implementation of selected interventions to overcome the identified barriers. Implementation and evaluation are still on-going but showing early success.

48 CFR 219.703 - Eligibility requirements for participating in the program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE SOCIOECONOMIC PROGRAMS SMALL BUSINESS... representation as to status of— (i) A historically black college or university or minority institution; or (ii) A...

The Importance of MS PHD'S and SEEDS Mentoring and Professional Development Programs in the Retenion of Underrepresented Minorities in STEM Fields

NASA Astrophysics Data System (ADS)

Strickland, J.; Johnson, A.; Williamson Whitney, V.; Ricciardi, L.

2012-12-01

According to a recent study by the National Academy of Sciences, underrepresented minority (URM) participation in STEM disciplines represents approximately one third of the URM population in the U.S. Thus, the proportion of URM in STEM disciplines would need to triple in order to reflect the demographic makeup in the U.S. Individual programs targeting the recruitment and retention of URM students in STEM have demonstrated that principles of mentoring, community building, networking, and professional skill development are crucial in encouraging URM students to remain in STEM disciplines thereby reducing this disparity in representation. However, to paraphrase an old African proverb, "it takes a village to nurture and develop a URM student entering into the STEM community." Through programs such as the Institute for Broadening Participation's Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development Program in Earth system science and the Ecological Society of America's Strategies for Ecology Education, Diversity and Sustainability (SEEDS), URM students are successfully identifying and benefitting from meaningful opportunities to develop the professional skills and strategies needed to achieve their academic and career goals. Both programs share a philosophy of professional development, reciprocal mentoring, field trips, internships, employment, research partnerships, collaborations, fellowships, scholarships, grants, and professional meeting travel awards to support URM student retention in STEM. Both programs share a mission to bring more diversity and inclusivity into STEM fields. Both programs share a history of success at facilitating the preparation and advancement of URM students. This success has been documented with the multitude of URM students that have matriculated through the programs and are now actively engaged in the pursuit of advanced degrees in STEM or entering the STEM workforce. Anonymous surveys from participants affirms that these programs provided an excellent environment for advancing interest in, and knowledge of STEM, and for influencing academic career goals for participants. These programs are models and reflect the importance of providing diversity, mentoring and professional development programs to broaden the participation and retention of URM students in STEM fields.

Follow-Up with Students after 6 Years of Participation in Project Excite

ERIC Educational Resources Information Center

Lee, Seon-Young; Olszewski-Kubilius, Paula; Peternel, George

2009-01-01

Project EXCITE is a program for minority students that supplements the regular school offerings with an emphasis on enhancing students' interest and performance in math and science. This study examines the experience and perceptions of 14 student participants in the program and their parents. In student and parent interviews, Project EXCITE was…

Creating Geographers: Evaluating Teacher Participation in a Geography-Based Summer Academy

ERIC Educational Resources Information Center

Foster, Ellen J.

2010-01-01

As part of a geography-based minority recruiting program (MRP), teachers were asked to serve as mentors for teams of high school students interested in both postsecondary education and geography as a major discipline or career path. The goal was to determine whether teacher participation in MRP programs was an effective tool to mentor…

Relationships between Minority Students Online Learning Experiences and Academic Performance

ERIC Educational Resources Information Center

Yeboah, Alex Kumi; Smith, Patriann

2016-01-01

The study investigated the relationship between minority students' use of technology, social media, the number of online courses, program of study, satisfaction, and academic performance. Participants in the study were a diverse student body regarding age, gender, and educational level, and functioned at both undergraduate and graduate levels.…

The Role of Industry in Minority Engineering Programs.

ERIC Educational Resources Information Center

Branigan, Thomas L.

Until recently, U.S. engineering education and American industry drew candidates from only about 43 percent of the potential market--white males. Many segments of American business, education, and government have been involved in a process to increase minority participation in engineering; the 1974 freshmen engineering enrollment for women…

Improving Urban Minority Girls' Health Via Community Summer Programming.

PubMed

Bohnert, Amy M; Bates, Carolyn R; Heard, Amy M; Burdette, Kimberly A; Ward, Amanda K; Silton, Rebecca L; Dugas, Lara R

2017-12-01

Summertime has emerged as a high-risk period for weight gain among low-income minority youth who often experience a lack of resources when not attending school. Structured programming may be an effective means of reducing risk for obesity by improving obesogenic behaviors among these youth. The current multi-method study examined sedentary time, physical activity, and dietary intake among low-income urban minority girls in two contexts: an unstructured summertime setting and in the context of a structured 4-week community-based summer day camp program promoting physical activity. Data were analyzed using paired-sample t tests and repeated-measure analyses of variance with significance at the p < .05 level. Results evidenced no significant differences in total calories and fat consumed between the unstructured and structured settings. Participants exhibited significant increases in fruit consumption and physical activity and significant decreases in sedentary time of over 2 h/day and dairy consumption when engaged in structured summer programming. All improvements were independent of weight status and age, and African-American participants evidenced greater changes in physical activity during programming. The study concludes that structured, community-based summertime programming may be associated with fewer obesogenic behaviors in low-income urban youth and may be a powerful tool to address disparities in weight gain and obesity among high-risk samples.

The Gateway Science Workshop Program: Enhancing Student Performance and Retention in the Sciences Through Peer-Facilitated Discussion

NASA Astrophysics Data System (ADS)

Drane, Denise; Smith, H. David; Light, Greg; Pinto, Larry; Swarat, Su

2005-09-01

Minority student attrition and underachievement is a long-standing and widespread concern in higher education. It is especially acute in introductory science courses which are prerequisites for students planning to pursue science-related careers. Poor performance in these courses often results in attrition of minorities from the science fields. This is a particular concern at selective universities where minority students enter with excellent academic credentials but receive lower average grades and have lower retention rates than majority students with similar credentials. This paper reports the first year results of a large scale peer-facilitated workshop program designed to increase performance and retention in Biology, Chemistry, and Physics at a selective research university. After adjusting for grade point average or SAT-Math score, workshop participants earned higher final grades than nonparticipants in Biology and Chemistry, but not in Physics. Similar effects on retention were found. While, positive effects of the program were observed in both majority and minority students, effect sizes were generally largest for minority students. Because of practical constraints in Physics, implementation of the program was not optimal, possibly accounting for the differential success of the program across disciplines.

MS PHD'S: Effective Pathways to Mentoring for Increasing Diversity in the Geoscience Workforce - What have we done? What can we still do?

NASA Astrophysics Data System (ADS)

Ricciardi, L.; Johnson, A.; Williamson Whitney, V.; Ithier-Guzman, W.; Johnson, A.; Braxton, L.

2011-12-01

In 2003 a young, African-American geoscientist and professor discovered significant gaps in the recruitment and retention of minority students within the post-secondary educational community and a subsequent correlation of underrepresentation within the geosciences workforce. From this research, a unique concept was born: The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science Professional Development Program (MS PHD'S PDP). This program was founded upon a vision that minorities can and should play a role in facilitating a network to attract, retain and increase minority representation in the geosciences workforce. In 2003, the pilot MS PHD'S program focused on a simple grass roots concept of effective mentoring and professional development administered by and for minorities through professional development activities. Today the program has grown to an impressive number of alumni who, in addition to establishing careers in the ESS professional workforce, also return to mentor the next generation of upcoming minority geoscientists. Alumni, mentors and current participants not only experience what has grown into a three-phase program but also enjoy enhanced benefits of ongoing interaction through social media, list-servs and webinars. While keeping its feet firmly planted in its grass-roots philosophy of effective mentoring and professional development by and for minorities, the MS PHD'S program looks to the future, by asking the question, "What can we do next to ensure the future of maintaining and growing diverse representation in the geosciences workforce?" Looking ahead, future goals for the program include increasing its pilot representation motto of "by and for minorities", exploring new technologies and digital tools, and expanding its supportive network of distinguished academicians, scientific organizations, industry partners, alumni, peers, and representatives of non-science disciplines.

Where are the young men in HIV prevention efforts? Comments on HIV prevention programs and research from young men who sex with men in Los Angeles county.

PubMed

Holloway, Ian W; Cederbaum, Julie A; Ajayi, Antonette; Shoptaw, Steven

2012-12-01

Despite increasing rates of HIV infection among young men who have sex with men (YMSM), only a minority participate in formal HIV prevention efforts. Semi-structured mixed-methods interviews were conducted with a diverse sample of YMSM (N = 100, M(age) = 25.0 years) in Los Angeles, California, to identify facilitators and barriers to participation in HIV prevention programs. Summative content analyses were used to evaluate transcribed field notes from these interviews. Results showed that 28.0 % of all participants had previously attended an HIV prevention program, and that 21.3 % of those who were also asked if they had ever participated in any research pertaining to HIV prevention had done so. A significantly higher percentage of those who had participated in HIV prevention programs had been tested for HIV in the past 6 months compared to those who had not (p < .05). The most frequently mentioned barriers to participation in such a program were being too busy to attend (12.0 %), not perceiving themselves to be at risk for HIV infection (14.0 %), and believing that they already knew everything they needed to know about HIV transmission (23.0 %). YMSM suggested that future interventions should use technology (e.g., the Internet, mobile devices), engage their social networks, and highlight HIV prevention as a means for community connection. Collectively, these results provide some explanations for why YMSM account for a minority of HIV prevention program participants and offer possible directions for future HIV prevention efforts that target YMSM.

The Role of Empowerment in a School-Based Community Service Program with Inner-City, Minority Youth

PubMed Central

Gullan, Rebecca L.; Power, Thomas J.; Leff, Stephen S.

2014-01-01

Despite considerable fiscal and structural support for youth service programs, research has not demonstrated consistent outcomes across participants or programs, suggesting the need to identify critical program processes. The present study addresses this need through preliminary examination of the role of program empowerment in promoting positive identity development in inner-city, African American youth participating in a pilot school-based service program. Results suggest that participants who experienced the program as empowering experienced increases in self-efficacy, sense of civic responsibility, and ethnic identity, over and above general engagement and enjoyment of the program. Preliminary exploration of differences based on participant gender suggests that some results may be stronger and more consistent for males than females. These findings provide preliminary support for the importance of theoretically grounded program processes in producing positive outcomes for youth service participants. PMID:25104875

Transformative Connections: Community-Based K-12 Computing Program Strives to Strengthen Academic and Career Aspirations of Its Participants

ERIC Educational Resources Information Center

Roach, Ronald

2005-01-01

The Joint Educational Facilities Inc. (JEF) computer science program has as its goal to acquaint minority and socially disadvantaged K-12 students with computer science basics and the innovative subdisciplines within the field, and to reinforce the college ambitions of participants or help them consider college as an option. A non-profit…

Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers: A Systematic Review of the Literature

PubMed Central

Beech, Bettina M.; Calles-Escandon, Jorge; Hairston, Kristen G.; Langdon, Sarah E.; Latham-Sadler, Brenda A.; Bell, Ronny A.

2013-01-01

Purpose Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify “promising practices.” Method Databases (PubMed, PsycINFO, ERIC, PsychLit, Google Scholar, Dissertations Abstracts International, CINHAL, Sociological Abstracts) were searched for articles describing URM faculty mentoring programs. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) formed the model for analyzing programs. Results The search identified 73 citations. Abstract reviews led to retrieval of 38 full-text articles for assessment; 18 articles describing 13 programs were selected for review. The reach of these programs ranged from 7 to 128 participants. Most evaluated programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content. Programs offered a variety of training experiences, and adoption was relatively high, with minor changes made for implementing the intended content. Barriers included time-restricted funding, inadequate evaluation due to few participants, significant time commitments required from mentors, and difficulty in addressing institutional challenges faced by URM faculty. Program sustainability was a concern because programs were supported through external funds, with minimal institutional support. Conclusions Mentoring is an important part of academic medicine, particularly for URM faculty who often experience unique career challenges. Despite this need, relatively few publications exist to document mentoring programs for this population. Institutionally supported mentoring programs for URM faculty are needed, along with detailed plans for program sustainability. PMID:23425989

Economically Disadvantaged Minority Girls' Knowledge and Perceptions of Science and Engineering and Related Careers

ERIC Educational Resources Information Center

Wang, Hui-Hui; Billington, Barbara L.

2016-01-01

This article addresses economically disadvantaged minority girls' knowledge and perceptions of science and engineering and the influence of their experiences with science, technology, engineering, and mathematics (STEM) on their choices for future careers. We interviewed three girls who participated in a 4-H-led gender-inclusive STEM program. Our…

Women, Minorities, and Persons with Disabilities in Science and Engineering: 2011. NSF 11-309

ERIC Educational Resources Information Center

National Science Foundation, 2011

2011-01-01

This report provides statistical information about the participation of women, minorities, and persons with disabilities in science and engineering education and employment. Its primary purpose is to serve as an information source. It offers no endorsement of or recommendations about policies or programs. National Science Foundation reporting on…

Urban Youth with Disabilities: Factors Affecting Transition Employment

ERIC Educational Resources Information Center

Fabian, Ellen S.

2007-01-01

Although postsecondary employment outcomes for transition-age youth with disabilities have improved over the past decade, minority youth with disabilities continue to lag behind their peers in achieving a job. This study of predominantly minority youth participating in the Marriott Foundation's Bridges From School to Work Program from 2000 to 2005…

Participation of Minority Youth in Urban Horticulture: A New York City High School Project.

ERIC Educational Resources Information Center

Gordon, Howard R. D.

1987-01-01

The author describes the experience-based urban Vocational Horticulture Project sponsored by the Central Diesel School of Brooklyn, New York, and involving the National Park Service and the Cornell Cooperative Extension Service. The program prepares minority youth for entry-level employment in ornamental horticulture or in forestry and wildlife…

Engaging minority high school students as health disparities interns: findings and policy implications of a summer youth pipeline program.

PubMed

Rashied-Henry, Kweli; Fraser-White, Marilyn; Roberts, Calpurnyia B; Wilson, Tracey E; Morgan, Rochelle; Brown, Humberto; Shaw, Raphael; Jean-Louis, Girardin; Graham, Yvonne J; Brown, Clinton; Browne, Ruth

2012-01-01

The purpose of this paper was to describe the development and implementation of a health disparities summer internship program for minority high school students that was created to increase their knowledge of health disparities, provide hands-on training in community-engaged research, support their efforts to advocate for policy change, and further encourage youth to pursue careers in the health professions. Fifty-one high school students who were enrolled in a well-established, science-enrichment after-school program in Brooklyn, New York, participated in a 4-week summer internship program. Students conducted a literature review, focus groups/interviews, geographic mapping or survey development that focused on reducing health disparities at 1 of 15 partnering CBOs. Overall, student interns gained an increase in knowledge of racial/ethnic health disparities. There was a 36.2% increase in students expressing an interest in pursuing careers in minority health post program. The majority of the participating CBOs were able to utilize the results of the student-led research projects for their programs. In addition, research conclusions and policy recommendations based on the students' projects were given to local elected officials. As demonstrated by our program, community-academic partnerships can provide educational opportunities to strengthen the academic pipeline for students of color interested in health careers and health disparities research.

Enhancing Ocean Literacy and Expertise of Diverse Populations via Graduate School Fellowship Opportunities

NASA Astrophysics Data System (ADS)

Mayo, M.; Ithier-Guzman, W.; Pyrtle, A. J.; Betzer, P.; Batson, B.; Bhansali, S.; Greene, B.; Turner, R.

2007-05-01

In 2004, the University of South Florida (USF) was granted by the National Science Foundation a Louis Stokes Alliance for Minority Participation (LSAMP) Bridge to the Doctorate (BD) site award (HRD# 0217675). As part of the Florida-Georgia Louis Stokes Alliance for Minority Participation (FGLSAMP), USF is one of thirteen institutions in an alliance that is dedicated to significantly increasing the number of underrepresented minority students who obtain undergraduate and graduate STEM degrees. The BD program at USF incorporates the goals of FGLSAMP and facilitates the recruitment of underrepresented minorities pursuing careers in the STEM fields at the graduate level. The thematic focus of the FGLSAMP USF BD program is focused on the development and application of biogeochemical sensors for marine, aquatic, environmental, remote sensing and biomedical applications. After recruitment, BD graduate fellowship recipients are provided with NSF-funded financial support for two years, and opportunities to participate in professional development workshops, seminars and short courses, as well as additional financial support to pursue and complete their doctoral studies (beyond the initial two years of NSF BD funding), in a variety of forms, including, but not limited to, Alfred P. Sloan Minority Scholarships, Florida Education Fund's McKnight Doctoral Fellowships, USF College of Graduate Studies Fellowships, USF CMS endowed fellowships, USF CMS research assistantships, and USF CMS teaching assistantships. Collectively, 3 LSAMP BD grants have been awarded at USF to support 56 underrepresented minority fellowship recipients, of which 14 are currently graduate students at the USF College of Marine Science (CMS). Since the arrival of the BD Fellowship program, the graduate community has diversified, showing an increase of over 40% in underrepresented minorities at CMS. The BD program has enhanced the research and learning environment for all CMS students, as well as fostered a nurturing community of underrepresented minority CMS graduate students committed to obtaining their doctoral degrees. As of spring 2007, a total of 4 BD fellowship recipients have obtained marine science master's degrees and are currently pursuing their doctoral degrees in the CMS. In addition, in less than two years, a BD endowment fund of more than $900,000 was established. This fund will provide financial support for at least two minority CMS graduate students in perpetuity! Lastly, in response to an identified need for increased ocean literacy among underrepresented groups, several BD fellowship recipients have engaged in activities designed to "give back" via informal and formal education and outreach opportunities within their native communities.

Diversity in Libraries: Academic Residency Programs. Contributions in Librarianship and Information Science.

ERIC Educational Resources Information Center

Cogell, Raquel V., Ed.; Gruwell, Cindy A., Ed.

This book contains 15 essays written by 19 librarians who participated in minority residency programs in academic libraries and 5 essays written by 6 professionals who served as residency program administrators. The following essays are included: (1) "The University of California, Santa Barbara Fellowship--A Program in Transition" (Detrice…

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

24 CFR 92.351 - Affirmative marketing; minority outreach program.

Code of Federal Regulations, 2014 CFR

2014-04-01

... and homebuyer projects containing five or more HOME-assisted housing units. Affirmative marketing...-based rental assistance and downpayment assistance programs. Affirmative marketing steps consist of... disability. If participating jurisdiction's written agreement with the project owner permits the rental...

The FRIENDS emotional health program for minority groups at risk.

PubMed

Iizuka, Cristina A; Barrett, Paula M; Gillies, Robyn; Cook, Clayton R; Miller, Debbie

2014-02-01

Despite the existence of evidence-based interventions for promoting mental health in children, the number of children at risk remains high. One of the reasons is that such interventions are not reaching specific groups at risk such as low socioeconomic status and ethnic minority groups. This study evaluated an adaptation of a school-based psychosocial program for nonreferred students aged 11 to 12 years attending a multicultural school from a low socioeconomic status area. The FRIENDS Program was adapted for a multicultural population. A quasi-experimental design was used, involving a pre/post-test, to evaluate the impact of the intervention on participants' outcomes on the Strengths and Difficulties Questionnaire (SDQ). Participants were divided into 2 categories ("at risk"/"not at risk") based on their scores in the SDQ at pre-test. Post-test data were collected to evaluate the overall effectiveness and acceptability of the program. Analyses showed significant improvement for the group initially identified as "at risk," with 30% of the students being no longer at risk after the intervention. Most students rated the intervention as being highly acceptable and useful. Adaptations to existing evidence-based programs for implementation with specific minority groups at risk represents a promising approach to promote emotional health in children. © 2014, American School Health Association.

Partnership to Enhance Diversity in Marine Geosciences: Holocene Climate and Anthorpogenic Changes from Long Island Sound, NY

NASA Astrophysics Data System (ADS)

McHugh, C. M.; Cormier, M.; Marchese, P.; Zheng, Y.; Kohfeld, K.

2006-12-01

This NSF-funded program developed an oceanographic field experience coupled to a strong curriculum and one-on-one mentoring of individual research projects, as a means to increase diversity in the geosciences. The working hypothesis is that New York City students will be attracted to geosciences through an integrated field and research experience that familiarizes them with their environment. As part of this program, multidisciplinary investigations of Long Island Sound were conducted from the R/V Hugh Sharp, part of the University-National Oceanographic Laboratory System (UNOLS) fleet, for one-week during June 2006. Nine students from underrepresented groups in the geosciences (native Americans, Hispanics, and African- Americans) and five investigators from various institutions specializing in marine geophysics, geology, geochemistry, biology, and physical oceanography participate in this project. The expedition introduced the students to a variety of oceanographic techniques, including multibeam bathymetric mapping, high-resolution subbottom profiling, side scan sonar, sediment, water, and biological sampling, and current profiling. The collected dataset is now analyzed by the students to extract the late Quaternary history of Long Island Sound and to assess the impact of anthropogenic activities in the sediments, waters, and ecosystems. 85 % of the student participants have declared either a geoscience and/or environmental science major with concentrations in biology and geosciences. Recruiting for the program relied on partnerships with: 1) Alliance for Minority Participation (AMP) Program of the City University of New York (CUNY). A program supported by the National Science Foundation and in which Queens College (QC) and CUNY participate; 2) the Search for Education, Elevation, and Knowledge Program (SEEK) in place at Queens College. A program designed to provide educational opportunities for academically motivated students who need substantial financial assistance to attend college; and 3) through our regular teaching schedule for non-geoscience majors. The PIs work at four different institutions from NY metropolitan area: 1) Queens College (QC) from the City University of New York (CUNY.); 2) Queensborough Community College (CUNY), a minority serving college; 3) Lehman College (CUNY), a minority serving college; and 4) Lamont-Doherty Earth Observatory (LDEO), a world-class earth science research institution. External financial support for the program has been secured through the City University of New York Graduate Center through a MAGNET fellowship, Minorities Striving and Pursuing Higher Degrees of Success in Earth Systems Science Professional Development Program 2006, through two industry grants (Entergy Co. and NRG Energy), and in the future, through the availability at competitive rates of local research vessels for day- trips. We anticipate that the program will further gain momentum through partnerships with other City University of New York senior and community colleges, and thanks to word of mouth from those students who participated in the program.

Restoring trust through bioethics education?

PubMed

Salerno, Judith A

2008-06-01

Ethically conducted research involving human participants is a cornerstone of the academic medical research establishment. However, there is public mistrust of clinical research and, as a result, low participation rates in research studies among minorities and in communities where health disparities are glaring. Specific initiatives have been undertaken by the National Institutes of Health (NIH) to restore public confidence in biomedical research and to ensure that research is conducted ethically and responsibly. The T15 program, instituted in 1997, made awards beginning in 1998 to institutions for up to three years to develop, conduct, and evaluate short-term courses on ethical issues in research. A companion solicitation (K01 program) targeted the career development of independent investigators in applied research ethics through mentored scientist development awards in research ethics. Both programs emphasized ethical research involving human participants and outreach to minority scientists. The author asks how the success of these programs should be gauged, especially in light of new--and often unforeseen--ethical challenges that are likely to confront the research community. Participation in some T15 programs indicates that few researchers and practitioners perceived the need to increase their proficiency in analyzing the ethical dimensions of their work. To improve participation and, ultimately, ethical approaches to human participants research, the NIH should foster appreciation for the centrality of bioethics in the biomedical research enterprise. The author calls on the NIH to provide leadership for bioethics by further developing a national agenda for bioethics training and research.

Gay-Straight Alliances: Promoting Student Resilience and Safer School Climates

ERIC Educational Resources Information Center

Poteat, V. Paul

2017-01-01

Many students participate in a wide range of school or community-based extracurricular programs. Although there is strong evidence such programs promote healthy development programs that specifically serve sexual and gender minority students (e.g., lesbian, gay, bisexual, transgender, or queer/questioning [LGBTQ] students), and that address…

34 CFR 535.20 - How does the Secretary evaluate an application to participate in this program for master's and...

Code of Federal Regulations, 2012 CFR

2012-07-01

... MINORITY LANGUAGES AFFAIRS, DEPARTMENT OF EDUCATION BILINGUAL EDUCATION: GRADUATE FELLOWSHIP PROGRAM How... each IHE— (1) Based on the IHE's capacity to provide graduate training in the areas proposed for...

34 CFR 535.20 - How does the Secretary evaluate an application to participate in this program for master's and...

Code of Federal Regulations, 2011 CFR

2011-07-01

... MINORITY LANGUAGES AFFAIRS, DEPARTMENT OF EDUCATION BILINGUAL EDUCATION: GRADUATE FELLOWSHIP PROGRAM How... each IHE— (1) Based on the IHE's capacity to provide graduate training in the areas proposed for...

NASA Ames summary high school apprenticeship research program, 1983 research papers

NASA Technical Reports Server (NTRS)

Powell, P.

1984-01-01

Engineering enrollments are rising in universities; however, the graduate engineer shortage continues. Particularly, women and minorities will be underrepresented for years to come. As one means of solving this shortage, Federal agencies facing future scientific and technological challenges were asked to participate in the Summer High School Apprenticeship Research Program (SHARP). This program was created 4 years ago to provide an engineering experience for gifted female and minority high school students at an age when they could still make career and education decisions. The SHARP Program is designed for high school juniors (women and minorities) who are U.S. citizens, are 16 years old, and who have unusually high promise in mathematics and science through outstanding academic performance in high school. Students who are accepted into this summer program will earn as they learn by working 8 hours a day in a 5-day work week. This work-study program features weekly field trips, lectures and written reports, and job experience related to the student's career interests.

75 FR 11729 - Secretary's Order 2-2010

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-11

... Order 13515, ``Increasing Participation of Asian Americans and Pacific Islanders in Federal Programs... increase the probability of participation by small businesses as prime contractors, or to facilitate small... Orders 12432 and 12928, including efforts to increase the involvement of minority businesses in the...

Multicultural and multilingual approach: Mathematics, science, and engineering education for junior high school minority students and high school administrators. Final report

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

Crumbly, I.J.; Hodges, J.

1994-09-01

During the 1993 school year, LLNL and the US Department of Energy`s San Francisco Field Office provided funds through grant {number_sign}DE-FG03-93SF20045/A000 to assist Cooperative Developmental Energy Program (CDEP) with its network coalition of high school counselors from 19 states and with its outreach and early intervention program in mathematics, science and engineering for minority junior high school students. The program for high school counselors is called the National Educators Orientation Program (NEOP) and the outreach program for minority junior high school students is called the Mathematics, Science and Engineering Academy (MSEA). A total of 35 minority and female rising eighthmore » grade students participated in the Second Annual Mathematics, Science, and Engineering Academy sponsored by the Cooperative Developmental Energy Program of Fort Valley State College (FVSC). There were 24 students from the middle Georgia area, 4 students from Oakland, California, and 7 students from Portland, Oregon. Each student was selected by counselor in his or her respective school. The selection criteria were based on the students` academic performance in science and mathematics courses.« less

Research project for increasing pool of minority engineers

NASA Technical Reports Server (NTRS)

Rogers, Decatur B.

1995-01-01

The Tennessee State University (TSU) Research Project for Increasing the Pool of Minority Engineers is designed to develop engineers who have academic and research experiences in technical areas of interest to NASA. These engineers will also have some degree of familiarity with NASA Lewis Research Center as a result of interaction with Lewis engineers, field trips and internships at Lewis. The Research Project has four components, which are: (1) Minority Introduction to Engineering (MITE), a high school precollege program, (2) engineering and technology previews, (3) the NASA LeRC Scholars program which includes scholarships and summer internships, and (4) undergraduate research experiences on NASA sponsored research. MITE is a two-week summer engineering camp designed to introduce minority high school students to engineering by exposing them to: (1) engineering role models (engineering students and NASA engineer), (2) field trips to engineering firms, (3) in addition to introducing youth to the language of the engineer (i.e., science, mathematics, technical writing, computers, and the engineering laboratory). Three MITE camps are held on the campus of TSU with an average of 40 participants. MITE has grown from 25 participants at its inception in 1990 to 118 participants in 1994 with participants from 17 states, including the District of Columbia, and 51 percent of the participants were female. Over the four-year period, 77 percent of the seniors who participated in MITE have gone to college, while 53 percent of those seniors in college are majoring in science, engineering or mathematics (SEM). This first Engineering and Technology Previews held in 1993 brought 23 youths from Cleveland, Ohio to TSU for a two-day preview of engineering and college life. Two previews are scheduled for 1994-1995. The NASA LeRC Scholars program provides scholarships and summer internships for minority engineering students majoring in electrical or mechanical engineering. Presently six (6) engineering students are in the Scholars program. The average GPA for the scholars is 3.239. Each scholar must maintain a minimum GPA of 3.000/4.000. NASA LeRC Fred Higgs has been awarded a GEM Fellowship. In addition, he will be presenting a paper entitled 'Design of Helical Spring Using Probabilistic Design Methodology' at the Middle Tennessee Section ASME Student Design Presentations in Nashville on March 23rd and at the National Conference on Undergraduate Research to be held at Union College, Schenectady, New York on April 20-22, 1995. Each of the scholars is working on one of the three NASA sponsored research projects in the college.

Building an Academic Community: Minority Serving Institutions and How They Influence Students Pursuing Undergraduate Degrees in STEM

ERIC Educational Resources Information Center

Flower, Alonzo M., III.

2014-01-01

Scientific and technological innovation, according to a report by the National Academy of Sciences (2007), can only be secured with individuals' success in science, technology, engineering, and mathematics (STEM). Because STEM remains White and male-dominated, programs that focus on increasing the participation of female and minority students has…

Minority Initiatives and the Engagement Experiences of Black Male College Students

ERIC Educational Resources Information Center

Arthur, Charika L.

2016-01-01

Black males complete college at a lower rate than do all ethnic minority groups in the United States. Many universities have developed programs to improve educational outcomes for Black males, yet graduation rates remain low. The purpose of this study was to explore the engagement experiences of Black male college graduates who participated in the…

Science Lives: Women and Minorities in the Sciences.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. KUOM Radio.

This pamphlet and accompanying brochure of the same title describe a radio series of 13 half hour programs on the participation of women and minorities in science in the United States. The series attempts to make the public aware of the crisis in the sciences and science education and provides role models for young people, particularly young women…

Evaluating Student Success and Outcomes in the Scripps Institution of Oceanography REU Program

NASA Astrophysics Data System (ADS)

Teranes, J. L.; Kohne, L.

2013-12-01

The NSF foundation-wide REU program exists to help attract and retain a diverse pool of talented undergraduate students in STEM fields. These goals are particularly relevant in earth and marine sciences because relatively few minority students traditionally seek careers in these fields and only account for an extremely small percentage of Ph.D. degrees earned. The Scripps Undergraduate Research Fellowship (SURF) REU program is a 10-week summer program currently in its third year of funding. The SURF program invites 10-15 undergraduate students from across the country to Scripps to participate in high quality collaborative research with Scripps faculty and researchers. Program components also include research seminars, career and graduate school preparation, GRE-prep courses, field trips and social activities. The project's goal, broadly, is to increase the participation of underrepresented minorities in marine science and related disciplines at a national level. Our program includes a comprehensive evaluation and assessment plan to help us understand the impact of this REU experience on the student participant. Our assessment consists of paired pre- and post-survey questions to estimate student growth in the following areas as related to earth and marine sciences: (1) increased knowledge and skills (2) increased confidence in ability to conduct research (3) improved attitudes and interest in the field and (4) more ambitious career goals. Assessment results from the last two cohorts have helped refine our recruitment and selection strategies. In the first year of our program, we focused almost exclusively on recruiting underrepresented minority students; over of the participants represented ethic groups considered to be underrepresented in STEM fields. However, participants did not demonstrate overall significant pre/post gains in any of the goal areas, mostly because pre-survey scores indicated that the students were already very strong in all goal areas. In years 2 and 3 our recruitment has continued to target underrepresented minorities, but our selection criteria now includes the following factors in order to better identify students who would most greatly benefit from the program: (1) students who have not had significant research experience (2) students who have not yet had significant exposure to the field (3) first-generation college students and (4) students who may not be as high achieving as other applicants, but who might have more opportunity for growth in the program. This modified selection and recruitment strategy has been successful, our 2012 cohort recorded higher demonstrated and perceived impacts in all goal areas. Our experience has demonstrated that, in order to have the most significant impact, REU Sites must be active in recruiting and involving students who are not already well positioned for success in STEM careers.

Tennessee State University (TSU) Research Project For Increasing The Pool of Minority Engineers

NASA Technical Reports Server (NTRS)

Rogers, Decatur B.; Merritt, Sylvia (Technical Monitor)

2000-01-01

The NASA Glenn Research Center funded the 1998-1999 Tennessee State University (TSU) Research Project for Increasing the Pool of Minority Engineers. The NASA/GRC-TSU Research Project developed a cadre of engineers who have academic and research expertise in technical areas of interest to NASA, in addition to having some familiarity with the mission of the NASA/Glenn Research Center. Increased minority participation in engineering was accomplished by: (1) introducing and exposing minority youth to engineering careers and to the required high school preparation necessary to access engineering through two campus based precollege programs: Minority Introduction to Engineering (MITE), and Engineering and Technology Previews; (2) providing financial support through the Research Scholars Program for minority youth majoring in engineering disciplines of interest to NASA; (3) familiarization with the engineering profession and with NASA through field trips and summer internships at the Space and Rocket Center, and (4) with practical research exposure and experiences through research internships at NASA/GRC and at TSU.

Hip-Hop to Health Jr., an obesity prevention program for minority preschool children: baseline characteristics of participants.

PubMed

Stolley, Melinda R; Fitzgibbon, Marian L; Dyer, Alan; Van Horn, Linda; KauferChristoffel, Katherine; Schiffer, Linda

2003-03-01

The prevalence of obesity in the United States is a significant public health problem. Many obesity-related risk factors are more prevalent in minority populations. Given the recalcitrant nature of weight loss interventions for adults, prevention of overweight and obesity has become a high priority. The present study reports baseline data from an obesity prevention intervention developed for minority preschool children. Hip-Hop to Health Jr. is a 5-year randomized controlled intervention that targets 3- to 5-year-old minority children enrolled in 24 Head Start programs. Our primary aim is to test the effect of the intervention on change in body mass index. Data were collected on sociodemographic, anthropometric, behavioral, and cognitive variables for the children and parents at baseline. Participants included 416 black children, 337 black parents, 362 Latino children, and 309 Latino parents. Using body mass index for age and sex > or = the 95th percentile as the definition of overweight, 15% of the black children and 28% of the Latino children were overweight. More than 75% of the parents were either overweight or obese. The development of interventions to effectively prevent or control obesity early in life is crucial. These data highlight the escalating problem of weight control in minority populations.

Assessing Transplant Attitudes: Understanding Minority Men's Perspectives on the Multifarious Barriers to Organ Donation.

PubMed

Hinck, Bryan D; Naelitz, Bryan D; Jackson, Brielle; Howard, Mariah; Nowacki, Amy; Modlin, Charles S

2017-08-01

African Americans comprise 11 % of living organ donors, yet constitute 34 % of the kidney transplant waiting list. There are many barriers to organ donation among minorities that include decreased awareness of transplantation, cultural mistrust of the medical community, financial concerns, and fear of the transplant operation. This study investigates the societal misconceptions and demographic health factors that correlate with minority participation in organ and tissue donation. A 57 question Health and Wellness survey was designed to assess participants' demographic information, medical history, professional background, and opinions regarding organ transplantation. Participants were also asked to complete Quality Metric's Short Form-8 (SF-8) survey to assess physical health, mental health, and quality-of-life. Three hundred twenty-six surveys were administered to minority men. The majority of men were identified as African American, and 55 % were below the age of 40. Though 44 % of participants were willing to donate, only 27 % were registered as organ and tissue donors. Minorities who held misconceptions about organ donation-including the belief that they were too old or unhealthy to donate, for example-had lower general, physical, and mental health scores than those who did not (p = <0.0001). Minorities aware of the shortage for organs or who know a registered donor, an organ recipient, a dialysis patient, or someone on the waiting list were more willing to donate organs. Improving the general, physical, and mental health of minorities, coupled with an active educational outreach program, could result in a greater percentage of minorities registering and willing to be organ and tissue donors.

CAMPARE and Cal-Bridge: Two Institutional Networks Increasing Diversity in Astronomy

NASA Astrophysics Data System (ADS)

Rudolph, Alexander L.; Impey, Chris David; Phillips, Cynthia B.; Povich, Matthew S.; Prather, Edward E.; Smecker-Hane, Tammy A.

2015-01-01

We describe two programs, CAMPARE and Cal-Bridge, with the common mission of increasing participation of groups traditionally underrepresented in astronomy, particularly underrepresented minorities and women, through summer research opportunities, in the case of CAMPARE, scholarships in the case of Cal-Bridge, and significant mentoring in both programs, leading to an increase in their numbers successfully pursuing a PhD in the field.CAMPARE is an innovative REU-like summer research program, currently in its sixth year, comprising a network of comprehensive universities and community colleges in Southern California and Arizona (most of which are minority serving institutions), and ten major research institutions (University of Arizona Steward Observatory, the SETI Institute, JPL, Caltech, and the five Southern California UC campuses, UCLA, UCI, UCSD, UCR, and UCSB).In its first five summers, CAMPARE sent a total of 49 students from 10 different CSU and community college campuses to 5 research sites of the program. Of these 49 participants, 25 are women and 24 are men; 22 are Hispanic, 4 are African American, and 1 is Native American, including 6 female Hispanic and 2 female African-American participants. Twenty-one (21) CAMPARE participants have graduated from college, and more than half (11) have attended or are attending a graduate program, including 8 enrolled in PhD or Master's-to-PhD programs. Over twenty CAMPARE students have presented at the AAS and other national meetings.The Cal-Bridge program is a diverse network of higher education institutions in Southern California, including 5 UC campuses, 8 CSU campuses, and 7 community colleges dedicated to the goal of increasing the number of underrepresented minority and female students attending graduate school in astronomy or related fields. We have recently selected our inaugural group of five 2014 Cal-Bridge Scholars, including four women (two Hispanic and one part Native American), and one Hispanic man.Once selected, the Cal-Bridge Scholars benefit from three years of financial support, intensive, joint mentoring by CSU and UC faculty, professional development workshops, and exposure to research opportunities at the participating UC campuses.

CAMPARE and Cal-Bridge: Two Institutional Networks Increasing Diversity in Astronomy

NASA Astrophysics Data System (ADS)

Rudolph, Alexander L.; Impey, Chris David; Phillips, Cynthia B.; Povich, Matthew S.; Prather, Edward E.; Smecker-Hane, Tammy A.

2015-01-01

We describe two programs, CAMPARE and Cal-Bridge, with the common mission of increasing participation of groups traditionally underrepresented in astronomy, particularly underrepresented minorities and women, through summer research opportunities, in the case of CAMPARE, scholarships in the case of Cal-Bridge, and significant mentoring in both programs, leading to an increase in their numbers successfully pursuing a PhD in the field.CAMPARE is an innovative REU-like summer research program, currently in its sixth year, comprising a network of comprehensive universities and community colleges in Southern California and Arizona (most of which are minority serving institutions), and ten major research institutions (University of Arizona Steward Observatory, the SETI Institute, JPL, Caltech, and the five Southern California UC campuses, UCLA, UCI, UCSD, UCR, and UCSB).In its first five summers, CAMPARE sent a total of 49 students from 10 different CSU and community college campuses to 5 research sites of the program. Of these 49 participants, 25 are women and 24 are men; 22 are Hispanic, 4 are African American, and 1 is Native American, including 6 female Hispanic and 2 female African-American participants. Twenty-one (21) CAMPARE participants have graduated from college, and more than half (11) have attended or are attending a graduate program, including 8 enrolled in PhD or Master's-to-PhD programs. Over twenty CAMPARE students have presented at the AAS and other national meetings.The Cal-Bridge program is a diverse network of higher education institutions in Southern California, including 5 UC campuses, 8 CSU campuses, and 7 community colleges dedicated to the goal of increasing the number of underrepresented minority and female students attending graduate school in astronomy or related fields. We have recently selected our inaugural group of five 2014 Cal-Bridge Scholars, including four women (two Hispanic and one part Native American), and one Hispanic man.Once selected, Cal-Bridge Scholars benefit from financial support, intensive, joint mentoring by CSU and UC faculty, professional development workshops, and exposure to research opportunities at the participating UC campuses.

5 CFR 308.102 - Eligibility and status.

Code of Federal Regulations, 2012 CFR

2012-01-01

... the employment of minors. (b) Status. A student participating under an agency volunteer program is not... 308.102 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS VOLUNTEER SERVICE § 308.102 Eligibility and status. (a) Minimum Age. The selection of students to participate under...

A survey and analysis of student academic support programs in medical schools focus: underrepresented minority students.

PubMed

Shields, P H

1994-05-01

This article describes an investigation that compiled information regarding academic support for medical students at 120 US medical schools. Specifically, the purpose of the study was to identify programs for underrepresented minority medical students and to review prospective applicant materials for photographic evidence that underrepresented minorities are involved in medical education. Eighty-three responses were returned and analyzed. Academic support services described most frequently were prematriculation, tutoring, and counseling and advising. Forty-one of the 83 schools indicated they offer prematriculation programs, 28 of which were required of under-represented minority freshmen entrants. Fifteen described offerings for undergraduate students and six for both undergraduate and secondary school students. Materials from the University of Iowa, the University of Medicine and Dentistry of New Jersey, and Stanford University revealed a variety of services and the largest numbers of photographs of under-represented minorities. These institutions are also among the leaders in underrepresented minority enrollment. Effective communication of academic support and minority presence appear to be contributory factors in enhancing diversity in medical education. Further investigation of academic support, evaluation of support services by participants, and dialogue about effective components of quality academic support are logical next steps to achieve the Association of American Medical College's goal of 3000 by 2000.

Impact of Engineering Ambassador Programs on Student Development

ERIC Educational Resources Information Center

Anagnos, Thalia; Lyman-Holt, Alicia; Marin-Artieda, Claudia; Momsen, Ellen

2014-01-01

This study highlights the positive impact of participation in an engineering ambassador program on students from two universities: Oregon State University which is a large public university in a college town with a 13% minority student body, and Howard University, a medium sized private university with a relatively small engineering program in an…

The Department of Defense Program Solicitation 96.1. FY 1996 Small Business Innovation Research (SBIR) Program.

DTIC Science & Technology

1996-01-05

hereafter referred to as DoD Components, invite small business firms to submit proposals under this program solicitation entitled Small Business Innovation...role of small business in meeting DoD research and development needs, fostering and encouraging participation by minority and disadvantaged persons in

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

Lee, Wellington K.; Morris, Tyler; Chu, Andrew

The ThunderBird Cup v3.0 (TBC3) program falls under the Minority Serving Institution Pipeline Program (MSIPP) that aims to establish a world-class workforce development, education and research program that combines the strengths of Historically Black Colleges and Universities (HBCUs) and national laboratories to create a K-20 pipeline of students to participate in cybersecurity and related fields.

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

Lee, Wellington K.; Morris, Tyler Jake; Chu, Andrew Chun-An

The ThunderBird Cup v2.0 (TBC2) program falls under the Minority Serving Institution Pipeline Program (MSIPP) that aims to establish a world-class workforce development, education and research program that combines the strengths of Historically Black Colleges and Universities (HBCUs) and national laboratories to create a K-20 pipeline of students to participate in cybersecurity and related fields.

Successful Minority PhD Producing Programs -- Bell Laboratories and the Meyerhoff Scholarship Program at UMBC

NASA Astrophysics Data System (ADS)

Johnson, Anthony

2009-03-01

The Bell Labs Cooperative Research Fellowship Program for Minorities (CRFP), founded in 1972 was one of the first programs of its kind in the US to address the issue of under-representation of minorities in the fields of engineering, mathematics and science. As of 2000, well over 100 PhDs graduated with CRFP sponsorship and a significant fraction joined the research ranks of Bell Labs. In the early days of the program as much as 50% of African American PhDs in Physics in the US were granted to students supported by CRFP. Another unique program initiated by Bell Labs in 1974 that introduced undergraduate students to cutting edge research was the Summer Research Program for Minorities and Women (SRP). The SRP served as a natural feeder to the CRFP. Personally, my career in Optical Physics owes its foundation to these programs and I will give my perspective on participation and impact of the Bell Labs SRP (1974) and CRFP (1975) programs. The Meyerhoff Scholars Program at UMBC was developed in 1988. At that time, UMBC was graduating fewer than 18 African-American STEM majors per year. In 1996 the program was opened to all students with an interest in the advancement of minorities in STEM fields. The program enjoys an overall 18-year retention rate of greater than 95% and has over 500 graduates since 1993. As of May 2006, 75% of these graduates are enrolled in graduate and/or professional programs, with 49 PhDs and 20 MD/PhDs completed as of August 2006. The program challenges notions about minority achievement. Meyerhoff Scholars have changed the perceptions of those around them -- the expectations of faculty who instruct them, the attitudes of students who learn beside them, and the perspectives of scientists who engage them in research.

Minority University System Engineering: A Small Satellite Design Experience Held at the Jet Propulsion Laboratory During the Summer of 1996

NASA Technical Reports Server (NTRS)

Ordaz, Miguel Angel

1997-01-01

The University of Texas at El Paso (UTEP) in conjunction with the Jet Propulsion Laboratory (JPL), North Carolina A&T and California State University of Los Angeles participated during the summer of 1996 in a prototype program known as Minority University Systems Engineering (MUSE). The program consisted of a ten week internship at JPL for students and professors of the three universities. The purpose of MUSE as set forth in the MUSE program review August 5, 1996 was for the participants to gain experience in the following areas: 1) Gain experience in a multi-disciplinary project; 2) Gain experience working in a culturally diverse atmosphere; 3) Provide field experience for students to reinforce book learning; and 4) Streamline the design process in two areas: make it more financially feasible; and make it faster.

The Effects of Mother Participation in Relationship Education on Coparenting, Parenting, and Child Social Competence: Modeling Spillover Effects for Low-Income Minority Preschool Children.

PubMed

Adler-Baeder, Francesca; Garneau, Chelsea; Vaughn, Brian; McGill, Julianne; Harcourt, Kate Taylor; Ketring, Scott; Smith, Thomas

2018-03-01

Although suggestions are that benefits of relationship and marriage education (RME) participation extend from the interparental relationship with parenting and child outcomes, few evaluation studies of RME test these assumptions and the relationship among changes in these areas. This quasi-experimental study focuses on a parallel process growth model that tests a spillover hypothesis of program effects and finds, in a sample of low-income minority mothers with a child attending a Head Start program, that increases in mother reports of coparenting agreement for RME participants predict decreases in their reports of punitive parenting behaviors. Although improvements in parenting behaviors did not predict increases in teacher reports of children's social competence, improvements in coparenting agreement were associated with increases in children's social competence over time. In addition, comparative tests of outcomes between parents in the program and parents in a comparison group reveal that RME program participants (n = 171) demonstrate significant improvements compared to nonparticipants (n = 143) on coparenting agreement, parenting practices, and teachers' reports of preschool children's social competence over a 1 year period. The findings are offered as a step forward in better understanding the experiences of low-resource participants in RME. Implications for future research are discussed. © 2016 Family Process Institute.

Teaching biophysics. Strategies for recruiting and retaining minorities in physics and biophysics.

PubMed Central

Tanaka, J C; Gladney, L D

1993-01-01

Several strategies directed toward increasing the participation of minority students in physics and biophysics are presented. Since the number of minority students entering college with an interest in science and mathematics must be increased if we expect to see more students graduating in science, several programs aimed at increasing the level of instruction of physics and biology in urban middle schools and high schools are outlined. We also describe approaches designed to increase the retention of science major during the freshman core physics course where many potential science majors are lost. Increasing the number of minority students at the PhD level will rely increasingly on partnerships between research universities and historically black colleges and universities (HBCUs) and several programs already in effect are given as examples of such linkages. PMID:8369460

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

NASA Astrophysics Data System (ADS)

Mitchell, L. W.

2002-12-01

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

Recreation equity: Is the Forest Service serving its diverse publics?

Treesearch

David Flores; Gennaro Falco; Nina S. Roberts; Francisco P. Valenzuela

2018-01-01

In 2044 the United States is expected to be a majority-minority nation. Promoting participation in outdoor recreation among racial and ethnic minority populations has long been a challenge facing the contemporary recreation manager. In this article, we compare data from the US Forest Service National Visitor Use Monitoring program from 2010-2014 to US Census data from...

High-Risk Sexual Behavior among Students of a Minority-Serving University in a Community with a High HIV/AIDS Prevalence

ERIC Educational Resources Information Center

Trepka, Mary Jo; Kim, Sunny; Pekovic, Vukosava; Zamor, Peggy; Velez, Elvira; Gabaroni, Mariela V.

2008-01-01

Objective: The authors used a stratified cluster sampling design to inform campus sexually transmitted diseases prevention programs. Participants and Methods: They conducted a cross-sectional study of students (N = 1,130) at a large, urban, minority-serving university in South Florida using the 2004 National College Health Assessment Survey…

Labor market analysis and development of a prototype program for minority entrepreneurs

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

Not Available

1989-10-01

The US Congress established the office of Minority Economic Impact (MI), in the Department of Energy, to recommend ways to insure that minorities are afforded an opportunity to participate fully in the energy programs of the Department. One undertaking was the development of a prototype technical assistance program plan tailored to encourage, promote, and assist minority business enterprises in establishing and expanding energy related business opportunities among a specific segment of the population with limited education but with a good business sense and potential for success. The concept of the prototype plan was generated by an unsolicited proposal submitted tomore » the Department of Energy by the Business and Professional Development Institute of the Bronx Community College (City University of New York) to MI, entitled Labor Market Analysis and Development of A Prototype Program for Entrepreneurs.'' Since Bronx Community College is one of the many educational institutions around the country with special programs and resources capable of generating such a plan, the Business and Professional Development seemed to possess the desired qualifications, experience, location and public and private associations necessary to effectively accomplish the study.« less

Opportunity to Participate in ESSE 21: The 2003 Call for Participation

NASA Astrophysics Data System (ADS)

Ruzek, M.; Johnson, D. R.

2003-12-01

Earth System Science Education for the 21st Century (ESSE 21), sponsored by NASA through the Universities Space Research Association (USRA), is a collaborative undergraduate/graduate education program offering small grants to colleges and universities to engage a diverse interdisciplinary community of faculty and scientists in the development of courses, curricula and degree programs and sharing of learning resources focused on the fundamental understanding and application of Earth system principles for the classroom and laboratory. Through an expanded focus including partnerships with minority institutions, ESSE 21 is further developing broadly based courses, educational resources, electronic learning materials and degree programs that extend Earth system science concepts in both undergraduate and graduate classrooms and laboratories. These resources emphasizing the fundamentals of Earth system science advance the nation's broader agenda for improving science, technology, engineering and mathematics competency. The thrust to establish Earth system and global change science within the classrooms of colleges and universities is critical to laying and extending the foundation for knowledge-based decision making in the 21st century by both scientists and society in an effort to achieve sustainability. ESSE 21 released a Call for Participation (CFP) in the Fall of 2002 soliciting proposals from undergraduate institutions to create and adopt undergraduate and graduate level Earth system science content in courses, curricula and degree programs. In February 2003, twelve college and university teams were competitively selected through the CFP as the Year 1 and Year 2 Program participants. Eight of the participating teams are from minority institutions. The goal for all is to effect systemic change through developing Earth system science learning materials, courses, curricula, degree tracks or programs, and departments that are self-sustaining in the coming decades. ESSE 21 offers an expanded infrastructure for an interactive community of educators and researchers including minority participants that develops interdisciplinary Earth system science content. Emphasis is on the utilization of NASA resources involving global change data, models, visualizations and electronic media and networks. The ultimate aim of ESSE 21 is to expand and accelerate the nation's realization of sound, scientific interdisciplinary educational resources for informed learning and decision-making by all from the perspective of sustainability of the Earth as a system. The next Call for Participation will be released in late 2003.

Program for the Increased Participation of Minorities in NASA-Related Research

NASA Technical Reports Server (NTRS)

2003-01-01

The goal of this program is to increase the participation of minorities in NASA related research and "Science for the Nation s Interest". Collaborative research projects will be developed involving NASA-MSFC, National Space Science and Technology Center (NSSTC), other government agencies, industries and minority serving institutions (MSIs). The primary focus for the MSIs will be on Alabama A&M University and Tuskegee University, which are in partnership with the NSSTC. These schools have excellent Ph.D. programs in physics and materials science and engineering, respectively. The first phase of this program will be carried out at Alabama A&M University in the "Research and Development Office" in collaboration with Dr. Dorothy Huston, Vice President of Research and Development. The development assignment will be carried out at the NSSTC with Sandy Coleman/ RS01 and this will primarily involve working with Tuskegee University.A portion of the program will be devoted to identifying and contacting potential funding sources for use in establishing collaborative research projects between NASA-MSFC, other government agencies, NSSTC, industries, and MSIs. These potential funding sources include the National Science Foundation (NSF), National Institute of Health (NIH), Department of Defense (DOD), Army, Navy, and Air Force. Collaborative research projects will be written mostly in the following research areas: a. Cosmic radiation shielding materials b. Advanced propulsion material c. Biomedical materials and biosensors d. In situ resource utilization e. Photonics for NASA applications

The California State University Louis Stokes Alliance for Minority Participation (CSU-LSAMP): A Collaborative, Comprehensive Approach to Broadening Participation in STEM.

NASA Astrophysics Data System (ADS)

Hammersley, L. C.

2016-12-01

The National Science Foundation's Louis Stokes Alliances for Minority Participation (LSAMP) program supports alliances of institutions in their efforts to broaden participation in STEM and diversify the STEM workforce. There are currently 42 LSAMP alliances across the nation. Formed in 1993, the California State University LSAMP program (CSU-LSAMP) is an alliance of all 23 campuses of the CSU system and serves over 3,000 students per year. The primary goals of CSU-LSAMP are to increase persistence and graduation rates for URM participants, increase the number of STEM degrees awarded by the CSU to URM students, and increase the number of CSU-LSAMP students who advance to STEM graduate study. CSU-LSAMP activities are focused on four objectives - academic support (e.g. supplemental instruction & peer mentoring), support at transition points (e.g. first time freshmen & transfer students), research experiences (including international research experiences), and professional development (e.g. conference presentations & graduate school preparation activities). Financial support is offered in the form of textbook assistance, research stipends, and travel awards. We maintain a structure that allows campuses to tailor their programs to meet the needs of their own student populations but that also ties the Alliance together with a set of common activities, goals and policies. External evaluation of the program shows that our approach has been highly successful and can provide useful lessons for other programs focused on broadening participation. Since 1994, the number of URM students enrolled in STEM disciplines at CSU campuses has more than doubled and the number of STEM degrees to URM students has almost tripled. Persistence and graduation rates for URM students who participate in CSU-LSAMP are almost twice those of URM non-participants and equal to those of non-URM students. Of the students who participated in the past 15 years, 42 percent either earned a post-baccalaureate degree or are currently enrolled in a graduate STEM program.

Action Learning: Potential for Inner City Youth

ERIC Educational Resources Information Center

Epps, Edgar G.

1974-01-01

Working class and minority participation in action-learning poses potential problems likely to be overlooked by program planners. This presentation reveals the trouble spots and offers constructive suggestions. (Editor)

The Virtual Poster Showcase: Opportunities for students to present their research from anywhere

NASA Astrophysics Data System (ADS)

Asher, P. M.; Furukawa, H.; Williams, B. M.; Holm Adamec, B.

2015-12-01

Although many students conduct research with faculty in organized summer programs or as part of their course work or their degree work, they often face barriers to traveling to present that research, especially at national or international conferences. This is especially true for students who are members of underrepresented minority populations and students studying outside of the United States. A new and exciting opportunity for undergraduate as well as graduate students to showcase their work is now available. AGU piloted three opportunities for an undergraduate and graduate virtual poster showcase in the fall of 2015. Student participants were recruited from a diverse array of groups including minority-serving organizations, two-year colleges, and internship programs at federal agencies and national laboratories. Students uploaded an abstract, poster, and short video explain their research, and then participated in Q&A sessions with peers as well as expert judges. This presentation will share characteristics of participating groups, lessons learned from this new program, and preliminary evaluation findings as well as plans for the future.

24 CFR 7.16 - Responsibilities of employees.

Code of Federal Regulations, 2011 CFR

2011-04-01

... Department's EEO/ADR programs; (b) Adopting an attitude of full acceptance and respect for minorities... support for and participation in ADR; (c) Providing equality of treatment and service to all persons with... supervisors and managers in carrying out their responsibilities in the EEO/ADR programs; and (e) Cooperating...

NASA Initiatives with Historically Black Colleges & Universities.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

This publication outlines the involvement of the National Aeronautics and Space Administration (NASA) with Historically Black Colleges and Universities (HBCU) programs in aeronautics and space research. NASA aims to assist HBCUs in science, engineering, and technology programs and also to encourage greater participation of minorities in its…

Exercising at work: barriers to women's participation.

PubMed

Verhoef, M J; Hamm, R D; Love, E J

1993-06-01

Only a minority of women in an urban random sample have the opportunity to exercise at work, and even fewer women use these opportunities. Lack of time and inconvenient times are the major reasons for not participating in exercise programs at work. Exercise programs at work are used by women who are already physically active, suggesting that workplace exercise programs do not serve the needs of women who may need exercise programs most. Multivariate analysis shows that age, having children, lack of energy, and lack of support are significant barriers to women's exercise participation at work. The results of this study suggest a leadership opportunity for on site occupational health nurses in addressing these barriers to workplace exercise.

Influences of Leadership Program Participation on Students' Capacities for Socially Responsible Leadership

ERIC Educational Resources Information Center

Dugan, John P.; Bohle, Christopher W.; Gebhardt, Matt; Hofert, Meghan; Wilk, Emily; Cooney, Matthew A.

2011-01-01

This study examined differential effects of various types of individual leadership experiences (e.g., retreats, academic minors) on college students' capacities for socially responsible leadership using data from 8,961 seniors representing 99 colleges and universities. Participation in individual leadership experiences explained a significant,…

Learning ESL Literacy among Indo-Canadian Women. Final Report.

ERIC Educational Resources Information Center

Cumming, Alister; And Others

Educational issues were studied as related to women in one visible minority population in the Vancouver area--recent immigrants from the Punjab state in India. The 10-month demonstration project involving 13 participants is analyzed in terms of five research topics: participation in the program, Punjabi-English biliteracy, classroom instruction…

Blueprint for Establishing an Effective Postbaccalaureate Medical School Pre-Entry Program for Educationally Disadvantaged Students.

ERIC Educational Resources Information Center

Blakely, Alan W.; Broussard, Larry G.

2003-01-01

The structure, experiences, and results of the University of California, Davis, School of Medicine's Postbaccalaureate Reapplicant Program are used as a case study to construct a blueprint for returning 85-90 percent of program participants to shortage areas while increasing minority student admissions. This success rate has been achieved through…

Highlighting Successful Strategies for Engaging Minority Students in the Geosciences

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.; Norouzi, H.; Vladutescu, D. V.; Yuen-Lau, L.

2017-12-01

Igniting interest and creativity in students for the geosciences oftentimes require innovation, bold `outside-the-box' thinking, and perseverance, particularly for minority students for whom the preparation for the discipline and its lucrative pathways to the geoscience workforce are regrettably unfamiliar and woefully inadequate. The enrollment, retention, participation, and graduation rates of minority students in STEM generally and in the geosciences particularly remain dismally low. However, a coupled, strategic geoscience model initiative at the New York City College of Technology (City Tech) of the City University of New York has been making steady in-roads of progress, and it offers practical solutions to improve minority student engagement in the geosciences. Aided by funding from the National Science Foundation (NSF), two geoscience-centric programs were created from NSF REU and NSF IUSE grants, and these programs have been successfully implemented and administered at City Tech. This presentation shares the hybrid geoscience research initiatives, the multi-tiered mentoring structures, the transformative geoscience workforce preparation, and a plethora of other vital bastions of support that made the overall program successful. Minority undergraduate scholars of the program have either moved on to graduate school, to the geoscience workforce, or they persist with greater levels of success in their STEM disciplines.

State-of-the-science of patient navigation as a strategy for enhancing minority clinical trial accrual.

PubMed

Ghebre, Rahel G; Jones, Lovell A; Wenzel, Jennifer A; Martin, Michelle Y; Durant, Raegan W; Ford, Jean G

2014-04-01

Patient navigation programs are emerging that aim to address disparities in clinical trial participation among medically underserved populations, including racial/ethnic minorities. However, there is a lack of consensus on the role of patient navigators within the clinical trial process as well as outcome measures to evaluate program effectiveness. A review of the literature was conducted of PubMed, Medline, CINHAL, and other sources to identify qualitative and quantitative studies on patient navigation in clinical trials. The search yielded 212 studies, of which only 12 were eligible for this review. The eligible studies reported on the development of programs for patient navigation in cancer clinical trials, including training and implementation among African Americans, American Indians, and Native Hawaiians. A low rate of clinical trial refusal (range, 4%-6%) was reported among patients enrolled in patient navigation programs. However, few studies reported on the efficacy of patient navigation in increasing clinical treatment trial enrollment. Outcome measures are proposed to assist in developing and evaluating the efficacy and/or effectiveness of patient navigation programs that aim to increase participation in cancer clinical trials. Future research is needed to evaluate the efficacy of patient navigators in addressing barriers to clinical trial participation and increasing enrollment among medically underserved cancer patients. © 2014 American Cancer Society.

State-of-the-Science of Patient Navigation as a Strategy for Enhancing Minority Clinical Trial Accrual

PubMed Central

Ghebre, Rahel G.; Jones, Lovell A.; Wenzel, Jennifer; Martin, Michelle Y.; Durant, Raegan; Ford, Jean G.

2014-01-01

Background Patient navigation programs are emerging, that aim to address disparities in clinical trial participation among medically underserved populations, including racial/ethnic minorities. However, there is a lack of consensus on the role of patient navigators within the clinical trial process, as well as outcome measures to evaluate program effectiveness. Methods A review of the literature was conducted of PubMed, Medline, CINHAL, and other sources to identify qualitative and quantitative studies on patient navigation in clinical trials. The search yielded 212 studies, of which only 12 were eligible for this review. Results The eligible studies reported on development of programs for patient navigation in cancer clinical trials, including training and implementation among African American, American Indian and Native Hawaiians. Low clinical trial refusal, 4% to 6%, was reported among patients enrolled in patient navigation program. However, few studies reported on the efficacy of patient navigation on increasing clinical treatment trial enrollment. Conclusion Outcome measures are proposed to assist in developing and evaluating the efficacy and/or effectiveness of patient navigation programs that aim to increase participation in cancer clinical trials. Future research is needed to evaluate the efficacy of patient navigators in addressing barriers to clinical trial participation and increasing enrollment among medically underserved cancer patients. PMID:24643650

Minority nursing student success: A grounded theory case study

NASA Astrophysics Data System (ADS)

Mister, Brenda J.

There has been a dramatic increase in the nation's racial and ethnic minority populations over recent years. This increase is placing a higher demand on the health care industry to provide culturally competent care to these diverse populations. This challenge is met with yet another problem as the nation faces a critical shortage of nurses, particularly minority nurses. This shortage is only expected to worsen over the next several years. As schools of nursing across the country are being asked to increase the number of nursing program graduates, specifically minorities, they are confronted with a double edged sword as retention rates are decreasing, and attrition rates are increasing. This is particularly troublesome when many racial and ethnic minority nursing students do not graduate. This qualitative study was implemented to assess and understand the perceived educational experiences of racial and ethnic minority nursing students enrolled in a rural community college nursing program on the Eastern Shore of Maryland. Eight voluntary nursing students who identified themselves as either a racial or ethnic minority participated in the study. Data were collected by: individual audio-taped interview sessions; audio-taped focus group sessions; and documentation of field notes. Participants also provided demographic information and were asked to provide a brief written response to a scenario regarding increasing the recruitment and retention rates of minority nursing students. All data were analyzed utilizing the constant comparative method. Results of the study revealed six different themes: personal support systems and peer relationships; college services and academic resources; faculty support; cultural understanding versus cultural insensitivity; personal attributes of self-efficacy/advice for future nursing students; and suggestions for college and nursing program improvement. After the major themes were examined one central theme, a grounded theory, was born. The theory proposes that when the minority nursing student bridges his or her personal attributes of self-efficacy with some or all identified support systems, this may be a conduit to fostering success in obtaining their educational goals as long as the resources are available, and a caring environment is present.

More Than "Getting Us Through:" A Case Study in Cultural Capital Enrichment of Underrepresented Minority Undergraduates.

PubMed

Ovink, Sarah M; Veazey, Brian D

2011-01-01

Minority students continue to be underrepresented among those who seek graduate and professional degrees in the sciences. Much previous research has focused on academic preparation. Equally important, however, are the psychological-social barriers and lack of institutional support encountered by many minority students. We present a case study of a university-sponsored intervention program for minority science majors that addresses not only academics, but also socialization into the academic community, networking, and the ability to practice newfound skills and dispositions through undergraduate research. In examining this case, we suggest that concerted, formal efforts toward expanding habitus and thereby augmenting cultural and social capital may have positive effects for underrepresented minority (URM) college students' academic and career prospects. Moreover, we argue that these differences complement the gains program participants make in academic preparedness, showing that attention to academics alone may be insufficient for addressing longstanding inequities in science career attainment among URM students.

A program to prepare minority students for careers in medicine, science, and other high-level professions.

PubMed

Slater, M; Iler, E

1991-04-01

The Gateway to Higher Education program is a comprehensive four-year high school program with specially designed enrichments and supports. Its principal goal is to increase the number of minority students who will be prepared to enter training for high-level professional careers, especially in medicine and science. The program was established in September 1986 to demonstrate that minority students who perform at least at grade level can begin a rigorous curriculum in the ninth grade and achieve outstanding results, provided that the necessary support systems are in place. For 1990-91, 750 students are enrolled in Gateway programs at five New York City public high schools, and the first 119 students graduated in June 1990. The graduates have demonstrated significant achievement compared with that of their peers, as measured by standardized tests and the graduates' participation in research mentorships and college acceptances. In order to expand on its initial success, the program has increased its scope of activity to include over 400 students at the junior high school level.

Research and Teaching. Journey to the End of the Earth: Academic and Professional Benefits for Students Participating in a Field-Based Research Program in Antarctica

ERIC Educational Resources Information Center

Garcia, Claudia Venessa; Robertson, William H.; Lougheed, Vanessa; Tweedie, Craig; Velasco, Aaron

2013-01-01

With the need to increase minority representation in the polar sciences, a team of researchers from a southwestern United States public university developed an innovative field research experience entitled the International Polar Year-Research and Educational Opportunities in Antarctica for Minorities (IPY-ROAM). Supported by a National Science…

AGU scholars

NASA Astrophysics Data System (ADS)

In recognition of the AGU's long-standing support and substantial contribution to the Minority Participation Program of the American Geological Institute (AGI), 13 of the 1984-1985 AGU scholarship recipients, all of whom are enrolled in programs of study related to the broad areas of interest of the Union, were named “AGU Scholars.”

Engaging underserved audiences in informal science education through community-based partnerships

NASA Astrophysics Data System (ADS)

Bouzo, Suzanne

This thesis explores the impact of the Science Education and Engagement of Denver (SEED) Partnership on three of its participant families. The partnership, consisting of large informal science organizations, as well as small community-based organizations, created its programming based on prior research identifying barriers to minority participation in informal science education programs. SEED aims to engage youth and families of emerging populations in science and nature. Three families were examined as a case study to have an in depth investigation about their involvement in the programs sponsored by the partnership. Findings suggest a positive impact on participant feelings and engagement in science and nature. Future recommendations are made for furthering programming as well as conducting a larger scale, more comprehensive program evaluation. This research addresses prior studies that have identified several barriers toward participation of underserved audiences in informal science education programs and how the SEED partnership has addressed specific identified barriers.

12 CFR 517.7 - Contract award guidelines.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Program Advocate shall work to facilitate the maximum participation of minority-, women-owned (small and large) businesses and entities owned by individuals with disabilities in the OTS procurement of goods or...

Equal educational opportunity programs in American medical schools.

PubMed

Wellington, J S; Montero, P

1978-08-01

In the four-year period 1968 to 1972 most medical schools in the United States initiated programs to increase the enrollment of selected minority group students. Their number increased sixfold in Caucasian-dominated medical schools during these years, and the enrollment of such students rose from 1 to 5.3 percent of the total undergraduate population, with the impetus for this policy originating from within the schools. All schools recruited applicants from among the minority races, and two-thirds of the schools altered their admission procedures, often so as to permit minority group participation in the selection process. Schools which modified their procedures in this manner had the highest proportions of these students. Three-fourths of the schools changed their admission criteria, and most of them provided special tutoring and other academic support. Ninety percent of the schools evaluated their programs as at least somewhat successful.

Diabetes eye screening in urban settings serving minority populations: detection of diabetic retinopathy and other ocular findings using telemedicine.

PubMed

Owsley, Cynthia; McGwin, Gerald; Lee, David J; Lam, Byron L; Friedman, David S; Gower, Emily W; Haller, Julia A; Hark, Lisa A; Saaddine, Jinan

2015-02-01

The use of a nonmydriatic camera for retinal imaging combined with the remote evaluation of images at a telemedicine reading center has been advanced as a strategy for diabetic retinopathy (DR) screening, particularly among patients with diabetes mellitus from ethnic/racial minority populations with low utilization of eye care. To examine the rate and types of DR identified through a telemedicine screening program using a nonmydriatic camera, as well as the rate of other ocular findings. A cross-sectional study (Innovative Network for Sight [INSIGHT]) was conducted at 4 urban clinic or pharmacy settings in the United States serving predominantly ethnic/racial minority and uninsured persons with diabetes. Participants included persons aged 18 years or older who had type 1 or 2 diabetes mellitus and presented to the community-based settings. The percentage of DR detection, including type of DR, and the percentage of detection of other ocular findings. A total of 1894 persons participated in the INSIGHT screening program across sites, with 21.7% having DR in at least 1 eye. The most common type of DR was background DR, which was present in 94.1% of all participants with DR. Almost half (44.2%) of the sample screened had ocular findings other than DR; 30.7% of the other ocular findings were cataract. In a DR telemedicine screening program in urban clinic or pharmacy settings in the United States serving predominantly ethnic/racial minority populations, DR was identified on screening in approximately 1 in 5 persons with diabetes. The vast majority of DR was background, indicating high public health potential for intervention in the earliest phases of DR when treatment can prevent vision loss. Other ocular conditions were detected at a high rate, a collateral benefit of DR screening programs that may be underappreciated.

Effective use of the web to expand a summer predoctoral program: the St. Jude experience.

PubMed

Gronemeyer, S A

2000-01-01

Since 1978, the St. Jude Children's Research Hospital has oncology education (POE) program for medical and other health professional students to do two-to-four-month clinical and/or basic research rotations in pediatric oncology. Limitations in funding, recruitment capability, and faculty interest held student numbers to 0-18 per year. In early 1997, the program announcement and an on-line application were put on the Web site, . An applicant's online submission is delivered immediately to the program director's e-mail inbox, promptly acknowledged via e-mail, transferred to a digital database, and forwarded electronically to prospective institutional preceptors. The program accepted 36 of 61 applicants (56% minority) in 1997. A supplemental funding award enabled expansion of the program to include students preparing for health professions or biomedical sciences careers. In 1999, 75 of 139 applicants were accepted (47% minority) from 39 schools in 18 states, the District of Columbia, Puerto Rico, Mexico, and Ireland. Effective use of the Web and e-mail made it possible to inform students effectively about the institution and program, match students with preceptors, increase the number of minority participants, and expand the regional program into a national one.

Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students Who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution

ERIC Educational Resources Information Center

Hollands, Aisha La'Chae

2012-01-01

Colleges are struggling to retain students of color at four-year academic institutions (Kuh, 2005). The result is that while African-American and Latino students are entering college, fewer successfully complete their programs of study and obtain an undergraduate degree (ACE, 2006). For this reason, institutions are establishing supportive…

A multilevel health promotion intervention in minority-owned workplaces

PubMed Central

Bowen, Deborah J.; Briant, Katherine J.; Harris, Jeffrey; Hannon, Peggy; Buchwald, Dedra

2015-01-01

Introduction Changing health behaviors and health-related environments is important in reducing chronic disease. Minority workplaces are potential venues to provide regular, effective health promotion opportunities to underserved individuals. The purpose of this study was to test the feasibility of changing workplace policy, programs, and practices in minority-owned workplaces. Methods Four minority Native American-owned businesses were recruited to participate in this study. The intervention was a set of recommended standards and guidelines gleaned from the US Preventive Task Force and The Community Guide relevant to workplaces. Each workplace selected between 4 and 6 target areas to improve over the year-long intervention period. The evaluation tool was a semi-structured survey conducted at baseline and at one-year follow-up, with workplace staff responsible for benefits and services to employees. Feasibility was evaluated by assessing the likelihood that the workplaces implemented health promotion activities in the year-long intervention. Results Several practices and policies changed significantly during the intervention in the four workplaces, including coverage for nicotine replacement therapy (NRT), elimination of out of pocket costs for screening and tobacco cessation, accountability systems for providers, posted stair use, cessation line availability that included NRT, offering weight loss programs, offering physical activity programs, and conducting targeted communication programs about health promotion. Other practices and polices changed in the expected direction, but were not significant. Conclusion Changing workplace programs, practices, and policies is feasible in minority workplaces, with support and tools provided by outside organizations. These findings could drive a full-scale test of the intervention in minority businesses in order to improve the health of disadvantaged workers. PMID:26693135

A conceptual model for determining career choice of CHROME alumna based on farmer's conceptual models

NASA Astrophysics Data System (ADS)

Moore, Lisa Simmons

This qualitative program evaluation examines the career decision-making processes and career choices of nine, African American women who participated in the Cooperating Hampton Roads Organization for Minorities in Engineering (CHROME) and who graduated from urban, rural or suburban high schools in the year 2000. The CHROME program is a nonprofit, pre-college intervention program that encourages underrepresented minority and female students to enter science, technically related, engineering, and math (STEM) career fields. The study describes career choices and decisions made by each participant over a five-year period since high school graduation. Data was collected through an Annual Report, Post High School Questionnaires, Environmental Support Questionnaires, Career Choice Questionnaires, Senior Reports, and standardized open-ended interviews. Data was analyzed using a model based on Helen C. Farmer's Conceptual Models, John Ogbu's Caste Theory and Feminist Theory. The CHROME program, based on its stated goals and tenets, was also analyzed against study findings. Findings indicated that participants received very low levels of support from counselors and teachers to pursue STEM careers and high levels of support from parents and family, the CHROME program and financial backing. Findings of this study also indicated that the majority of CHROME alumna persisted in STEM careers. The most successful participants, in terms of undergraduate degree completion and occupational prestige, were the African American women who remained single, experienced no critical incidents, came from a middle class to upper middle class socioeconomic background, and did not have children.

Understanding the Support Systems of Hispanic Teacher Candidates: A Study through In-Depth Interviews.

ERIC Educational Resources Information Center

Martinez, Raul R.; O'Donnell, James

This study explores the background of minority teacher education candidates; their experience in teacher education courses and how the program met student goals and expectations; cultural conflicts they experienced in participating in teacher education; and the mentoring and support systems that the participants used or needed. Interviews held…

Minority faculty members' resilience and academic productivity: are they related?

PubMed

Cora-Bramble, Denice; Zhang, Kehua; Castillo-Page, Laura

2010-09-01

To explore whether there is a relationship between resilience and academic productivity of minority faculty members in U.S. academic health centers. For the purposes of the study, the authors defined academic productivity as peer-reviewed and non-peer-reviewed publications, grants, and academic promotion. In 2007, the authors simultaneously collected quantitative and qualitative data by using a triangulation (mixed-method) design. Past participants in the Association of American Medical Colleges' Minority Faculty Career Development Seminar completed the Web-based 70-item Personal Resilience Questionnaire (PRQ). In addition, two focus groups were conducted with past seminar participants. Seventy-four minority faculty members completed the PRQ, and 15 participated in the two focus groups. The quantitative data showed a positive correlation between demographic, educational, and academic productivity variables and certain resilience subscale scores. Common themes that emerged from the qualitative data were categorized under four major domains: existing barriers to academic advancement, internal protective factors or cultural buffers, external institutional or environmental facilitators, and necessary attributes for ensuring academic productivity and advancement. Certain resilience subscales showed correlation with academic productivity of minority faculty members, and specific personal and/or cultural characteristics were identified as enablers. Minority faculty members may benefit from skill development and coaching that extends beyond the traditional scope of faculty development programs and that specifically targets modifiable resilience characteristics. Additional research is needed, but such nontraditional, resilience-centered intervention strategies may positively affect the advancement of minority faculty in academic medicine.

Affirming At-Risk Minorities for Success (ARMS): retention, graduation, and success on the NCLEX-RN.

PubMed

Sutherland, Judith A; Hamilton, Mary Jane; Goodman, Nancy

2007-08-01

Increasing ethnic and racial diversity in the U.S. population combined with inadequate minority representation in the nursing profession requires innovative strategies to recruit, retain, and graduate nurses from diverse ethnic and racial populations. Affirming At-Risk Minorities for Success (ARMS) was funded by a U.S. Department of Health and Human Services Basic Nurse Education and Practice Program grant. Participants (N = 64) were enrolled in a baccalaureate degree nursing program that has been predominantly White/ Anglo and is located in the south-central region of the United States. Research objectives were to increase program retention, graduation rates, and success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) for minority or educationally disadvantaged students through programmatic interventions, including mentoring and advising, tutoring, and educational seminars. The comparison group was non-ARMS students derived from a comprehensive database (N = 265). Results indicated that interventions positively affected graduation rates (measure of retention = 98%), significantly affected grades in the Leadership-Management capstone course, and eliminated the effects of ethnicity on NCLEX-RN success.

Impact of a mentored student clerkship on underrepresented minority diversity in otolaryngology-head and neck surgery.

PubMed

Nellis, Jason C; Eisele, David W; Francis, Howard W; Hillel, Alexander T; Lin, Sandra Y

2016-12-01

To describe the impact of a mentored clerkship initiative on underrepresented minority medical students interested in otolaryngology-head and neck surgery (OHNS). Prospective observational study. An outreach effort to recruit underrepresented minority students was initiated in 2008, consisting of either a 3-month research clerkship or a 1-month clinical rotation. Financial assistance and faculty mentorship was provided for students. Upon conclusion of the clerkship, students completed a post-clerkship evaluation form. Students were followed regarding residency applications, match status, and publications. Evaluations were compiled and analyzed. The number of publications resulting from interaction with faculty mentors was calculated. Fifteen students participated in the clerkship from 11 medical schools. Of those, 10 students participated in the clinical clerkship, four in the research clerkship, and one in both clerkships. Evaluation (5-point Likert scale) average scores and comments revealed high student satisfaction with the rotations (4.85), provided individual mentorship (4.85), and provided exposure to academic medicine (4.92). Participants indicated the rotation favorably impacted their decision to apply for OHNS residency training and increased their interest in academic medicine. The participants had an average number of 1.7 publications, with 1.18 publications in OHNS journals. Six publications resulted from direct interaction between students and faculty during the clerkship. Seven students applied for OHNS residency programs, and six matched successfully. Mentored clerkships for underrepresented minority medical students increases interest in applying to OHNS residency training programs and is a successful approach to increasing physician diversity. It provides a pathway to expand research opportunities and increase student interest in academic medicine. NA Laryngoscope, 126:2684-2688, 2016. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

Area Health Education Center (AHEC) programs for rural and underrepresented minority students in the Alabama Black Belt.

PubMed

Patel, Ashruta; Knox, Regina J; Logan, Alicia; Summerville, Katie

2017-01-01

This paper evaluated the implementation West Central Alabama Area Health Education Center programs for high school students in grades 9-12 through participant-reported evaluations and feedback during the  September 1st, 2013 to August 31st, 2014 fiscal year. The programs targeted racial/ethnic minorities and/or rural individuals interested in pursuing a career as a healthcare provider in medically underserved counties of Alabama. Students participated in enrichment activities related to prospective health careers that included: successful college preparedness, knowledge about health careers, and the types of primary care health professions that are needed in underserved Alabama communities. The curriculum studied 593 (ACT preparation: n  = 172, AHEC 101: n  = 56, FAFSA: n  = 109, Health Career Exploration: n  = 159, College Career Readiness: n  = 67, Dixie Scholars NERD: n  = 30) baseline measures for the programs to evaluate effectiveness when rated by participants both quantitatively and qualitatively. Interactive activities with video incorporation, hands-on experiences, and group discussions paired with student motivation and interest in specific health career-related activities provided the highest program ratings. It is important to use a variety of successful program strategies when forming healthcare workforce development interventions. Student evaluations can help adapt methods for future program implementation to ultimately achieve strategies for health professional recruitment, training, and retention in areas that lack access to quality healthcare.

Evaluation after the Fact: Some Comments on Student Affirmative Action Outreach Programs in California.

ERIC Educational Resources Information Center

Frank, Austin

Student Affirmative Action (SAA) outreach programs to increase the participation of underrepresented minorities and the economically disadvantaged in higher education in California started with little or no coordination and scant thought of evaluation. For a variety of reasons, which include how they were planned, how they are staffed and…

Critical Success Factors: PVCC Teacher Education Transfers to the University of Virginia.

ERIC Educational Resources Information Center

Wilson, Eleanor Vernon

This report examines the collaborative program between Piedmont Virginia Community College (PVCC) and the Curry School of Education at the University of Virginia (UVA). The program began in 1997 and was designed to encourage PVCC students, particularly minority and other nontraditional students, to participate in the Introduction to Teaching…

Development of a theater-based nutrition and physical activity intervention for low-income, urban, African American adolescents.

PubMed

Jackson, Caree J; Mullis, Rebecca M; Hughes, Marilyn

2010-01-01

Childhood overweight is disproportionately worse in minority and low-income populations. Theater is a promising and effective tool for delivering health education to these underserved populations, but no known studies have examined the use of theater to promote both nutrition and physical activity to minority youth. To develop an interactive, theater-based intervention that conveys health messages to low-income, urban, African Americans and engages them in learning ways to adopt a healthy lifestyle. Community partners worked to develop a theater-based nutrition and physical activity intervention. A focus group provided urban adolescents' thoughts about their desires for the intervention. Based on input from all community partners, the group created a theater-based intervention. Researchers used a quasi-experimental (pre-/posttest) design with a community-based participatory research (CBPR) approach. Participants learned health messages through theater, dance, and music and gave feedback on the program sessions and materials. The program ended with a dinner theater performance showcasing information that students learned during the intervention. Participants received six theater-based health lessons. Learning objectives for each health education session were achieved. Each participant contributed to and performed in the final performance. All program participants were highly satisfied with the theater-based method of learning health messages. A community-academic partnership succeeded in developing a theater-based nutrition and physical activity intervention that satisfied participating adolescents.

Assessment of educational research capabilities at selected minority institutions

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

Jones, W.J.

1983-07-01

A university, or consortia, to be engaged in DOE R and D programs, must be a source of high quality science, be able to mount multidisciplinary efforts, be dedicated to the agency mission, and be able to bring together unique outside resources if not available elsewhere. The DOE should establish a process through which the minority institutions can more fully participate in the funded research process and not be subjected to criticism which has any reasonable chance of being valid. The DOE should support efforts to establish opportunity for access to and participation in all of the DOE programs bymore » minority colleges and universities so that they can become resources that can contribute to the solution of the nation's energy problems through: involvement in research and development programs of the DOE, and eventually in those of other agencies and industry; education and training of the quantities of personnel needed in energy, energy technology, energy-related issues and disciplines; planning, decision and preparation of quality interdisciplinary curricula; acquisition of the understanding of energy, energy technology, and energy-related issues and policy necessary for technology and information transfer to the local community, industry, academia, and governments; and support of exploratory research in unique projects and new ideas prior to the researcher's obtaining longer-term support elsewhere.« less

The CHROME Honors Program

NASA Technical Reports Server (NTRS)

Wilson, Eleanor

2002-01-01

The CHROME Honors Program was designed as a two-week residential program for 9th and 1Oth grade students participating in CHROME clubs. The curriculum focused on the health sciences with instruction from: (1) the science and health curriculum of the Dozoretz National Program for Minorities in Applied Sciences (DNIMAS) Program of Norfolk State University (NSU); (2) the humanities curriculum of the NSU Honors Program; (3) NASA-related curriculum in human physiology. An Advisory Committee was formed to work with the Project Coordinator in the design of the summer program.

Determinants of Aggression Toward Sexual Minorities in a Community Sample

PubMed Central

Parrott, Dominic J.; Peterson, John L.; Bakeman, Roger

2011-01-01

Objective Sexual prejudice and masculine gender role stress were examined as mediators of the associations between adherence to different male gender norms and aggression toward sexual minorities. This study also sought to extend past research to a community sample and employ multiple methods to assess aggression. Method Participants were 199 heterosexual men between the ages of 18–30 who were recruited from a large southeastern United States city. Participants completed measures of adherence to male gender role norms, sexual prejudice, masculine gender role stress, and aggression toward sexual minorities. Results Associations between adherence to the status and antifemininity norms and aggression toward sexual minorities were mediated by sexual prejudice, but not masculine gender role stress. The portion of unique association between adherence to the antifemininity norm and aggression toward sexual minorities was about three times larger than the portion mediated by sexual prejudice and masculine gender role stress. Conclusions Findings provide the first multivariate evidence from a community-based sample for determinants of aggression toward sexual minorities motivated by gender role enforcement. These data support intervention programming and preventative intervention studies aimed at reducing sexual prejudice and facilitating less stereotypic attitudes about the male gender role, particularly surrounding the antifemininity norm. PMID:21479161

Adventures in Technology = Options in Math and Science

NASA Technical Reports Server (NTRS)

Quanty, Michael

1997-01-01

All five school systems on the Virginia Peninsula participate with a total of 21 middle schools in the ATOMS program. More than 20,000 students have participated in the pipeline programs since 1989. The focus has been on creating a diverse pool of academically-prepared students. The number of minority students participating has steadily increased, reaching 49.1 % in 1997. Female participation has remained steady at 55.4%. Female and minority participation will continue to receive high priority. The programs were evaluated by means of student, teacher, and counselor surveys. Questionnaires are distributed immediately after each intervention. The respondents are asked questions concerning the appropriateness of the activity, their interest level and change in opinion after the intervention. More than 90% of all students rate each activity as "Interesting" to "Very Interesting." Almost 70 % of students indicate they intend to take additional higher level mathematics courses in high school after participating in the Site and Campus Visits. Between 70 and 80 % (79.3 % after the Career Awareness Activity, 72.0 % after the Industry Site Visit) of students indicated they have a better understanding of why math and science are important school subjects after participation in each ATOMS activity. Comparisons in scores from the Iowa Test of Basic Skills have been made between the ATOMS students and the remainder of the seventh and eighth grade populations. ATOMS students' math and science achievement scores from the fifth grade were near the district average. After participating in ATOMS, students scored significantly higher than their peers. ATOMS students enrolled at TNCC have been identified and are being tracked further for achievement.

An HIV prevention intervention for ethnically diverse men in substance abuse treatment: pilot study findings.

PubMed

Calsyn, Donald A; Burlew, A Kathleen; Hatch-Maillette, Mary A; Beadnell, Blair; Wright, Lynette; Wilson, Jerika

2013-05-01

We determined the acceptability, participants' receptivity, and effectiveness of a culturally adapted version of Real Men Are Safe (REMAS-CA), an HIV prevention intervention for men in substance abuse treatment. In 2010 and 2011, we compared participants who attended at least 1 (of 5) REMAS-CA session (n = 66) with participants in the original REMAS study (n = 136). Participants completed an assessment battery at baseline and at 3-month follow-up with measures of substance abuse, HIV risk behaviors, perceived condom barriers, and demographics. We conducted postintervention focus groups at each clinic. Minority REMAS-CA participants were more likely to have attended 3 or more sessions (87.0%), meeting our definition of intervention completion, than were minority participants in the REMAS study (75.1%; odds ratio = 2.1). For REMAS-CA participants with casual partners (n = 25), the number of unprotected sexual occasions in the past 90 days declined (6.2 vs 1.6). Among minority men in the REMAS study (n = 36), the number of unprotected sexual occasions with casual partners changed little (9.4 vs 8.4; relative risk = 4.56). REMAS-CA was effective across ethnic groups, a benefit for HIV risk reduction programs that serve a diverse clientele.

Nuclear engineering enrollments and degrees, 1981

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

Little, J R; Shirley, D L

1982-05-01

This report presents data on the number of students enrolled and the degrees awarded in academic year 1980-81 from 73 US institutions offering degree programs in nuclear engineering or nuclear options within other engineering fields. Presented here are historical data for the last decade, which provide information such as trends by degree level, foreign national student participation, female and minority student participation, and placement of graduates. Also included is a listing of the universities by type of program and number of students.

Economic analyses of the Be Fit Be Well program: a weight loss program for community health centers.

PubMed

Ritzwoller, Debra P; Glasgow, Russell E; Sukhanova, Anna Y; Bennett, Gary G; Warner, Erica T; Greaney, Mary L; Askew, Sandy; Goldman, Julie; Emmons, Karen M; Colditz, Graham A

2013-12-01

The U.S. Preventive Services Task Force has released new guidelines on obesity, urging primary care physicians to provide obese patients with intensive, multi-component behavioral interventions. However, there are few studies of weight loss in real world nonacademic primary care, and even fewer in largely racial/ethnic minority, low-income samples. To evaluate the recruitment, intervention and replications costs of a 2-year, moderate intensity weight loss and blood pressure control intervention. A comprehensive cost analysis was conducted, associated with a weight loss and hypertension management program delivered in three community health centers as part of a pragmatic randomized trial. Three hundred and sixty-five high risk, low-income, inner city, minority (71 % were Black/African American and 13 % were Hispanic) patients who were both hypertensive and obese. Measures included total recruitment costs and intervention costs, cost per participant, and incremental costs per unit reduction in weight and blood pressure. Recruitment and intervention costs were estimated $2,359 per participant for the 2-year program. Compared to the control intervention, the cost per additional kilogram lost was $2,204 /kg, and for blood pressure, $621 /mmHg. Sensitivity analyses suggest that if the program was offered to a larger sample and minor modifications were made, the cost per participant could be reduced to the levels of many commercially available products. The costs associated with the Be Fit Be Well program were found to be significantly more expensive than many commercially available products, and much higher than the amount that the Centers for Medicare and Medicaid reimburse physicians for obesity counseling. However, given the serious and costly health consequences associated with obesity in high risk, multimorbid and socioeconomically disadvantaged patients, the resources needed to provide interventions like those described here may still prove to be cost-effective with respect to producing long-term behavior change.

Increasing Participation in the Earth Sciences A 35 year Journey

NASA Astrophysics Data System (ADS)

Blueford, J. R.

2006-12-01

In the 1970's the fact that woman and ethnic minorities men made up approximately10% of the workforce in the geosciences created concern. Determining ways to increase the participation became a topic of discussion amongst many of the geosciences agencies in the United States. Many created scholarships and work opportunities for students. One of the most successful projects was the MPES (Minority Participation in the Earth Science) Program implemented by the U.S. Geological Survey. A key factor in its success was its outreach programs which used employees to work in elementary schools to get children excited about earth sciences. Successive years added teacher workshops and developing career day presentations to help school districts increase the awareness of the earth sciences. However, cutbacks prevented the continuation of these programs, but from the ashes a new non-profit organization of scientists, the Math Science Nucleus, developed curriculum and implementation strategies that used Earth Sciences as a core content area. Using the power of the internet, it provided teachers and parents around the world content driven curriculum. The Integrating Science, Math, and Technology Reference Curriculum is used around the world to help teachers understand how children learn science content.

Strategies for broadening participation in the Maryland Sea Grant REU program

NASA Astrophysics Data System (ADS)

Moser, F. C.; Kramer, J.; Allen, J. R.

2011-12-01

A core goal of the ocean science community is to increase gender and ethnic diversity in its scientific workforce. Maryland Sea Grant strives to provide women and students from underrepresented groups in marine science opportunities to participate in its NSF-supported Research Experiences for Undergraduates (REU) program in estuarine processes. While women currently dominate the applicant student pool, and often the accepted student pool, we are trying a variety of strategies to increase the number of applicants and accepted students from underrepresented groups who might not otherwise be lured into marine science research and, ultimately, careers. For example, we have built partnerships with multicultural-focused undergraduate research programs and institutions, which can raise awareness about our REU program and its commitment to broadening diversity. Further, we work to attract first generation college students, students from small colleges with limited marine science opportunities and students from varied racial and ethnic backgrounds using such strategies as: 1) developing trust and partnerships with faculty at minority serving institutions; 2) expanding our outreach in advertising our program; 3) recruiting potential applicants at professional meetings; 4) targeting minority serving institutions within and beyond our region; 5) encouraging our REU alumni to promote our REU program among their peers; and 6) improving our application process. We believe these efforts contribute to the increase in the diversity of our summer-supported students and the change in the composition of our applicant pool over the last decade. Although we cannot definitively identify which strategies are the most effective at broadening participation in our program, we attribute most of our improvements to some combination of these strategies. In addition, pre- and post-surveying of our REU students improves our understanding of effective tools for recruiting and adapting our program to better serve a diversity of students and to promote a life-long interest in marine science. To help sustain long-term outcomes, we are exploring ways to work directly with minority-serving institutions to build 'bridging REU programs' that can train prospective REU students and thus enlarge the pool of potential applicants to recruit.

Enrolling Minority and Underserved Populations in Cancer Clinical Research

PubMed Central

Wallington, Sherrie Flynt; Dash, Chiranjeev; Sheppard, Vanessa B.; Goode, Tawara D.; Oppong, Bridget A.; Dodson, Everett E.; Hamilton, Rhonda N.; Adams-Campbell, Lucile L.

2015-01-01

Research suggests that community involvement is integral to solving public health problems, including involvement in clinical trials—a “gold standard.” Significant racial/ethnic disparities exist in the accrual of participants for clinical trials. Location and cultural aspects of clinical trials influence recruitment and accrual to clinical trials. It is increasingly necessary to be aware of defining characteristics such as location and culture of the populations from which research participants are enrolled. Little research has examined the effect of location and cultural competency in adapting clinical trial research for minority and underserved communities on accrual for clinical trials. Utilizing embedded community academic sites, the authors applied cultural competency frameworks to adapt clinical trial research in order to increase minority participation in nontherapeutic cancer clinical trials. This strategy resulted in successful accrual of participants to new clinical research trials, specifically targeting participation from minority and underserved communities in metropolitan Washington, DC. From 2012 to 2014, a total of 559 participants enrolled across six non-therapeutic clinical trials, representing a 62% increase in the enrollment of blacks in clinical research. Embedding cancer prevention programs and research in the community was shown to be yet another important strategy in the arsenal of approaches that can potentially enhance clinical research enrollment and capacity. The analyses showed that the capacity to acquire cultural knowledge about patients—their physical locales, cultural values, and environments in which they live—is essential to recruiting culturally and ethnically diverse population samples. PMID:26470805

Implementing Community Baby Showers to Address Infant Mortality in Oklahoma.

PubMed

Thornberry, Timothy; Han, Jennifer; Thomas, Linda

2017-03-01

IMPORTANCE: Oklahoma has one of the highest rates of infant mortality and poor birth outcomes in the U.S., particularly among minority populations. OBJECTIVES: To describe the formation and implementation of a state-led infant mortality prevention program which sought to: educate minorities about their disproportionate risk for infant mortality; improve pregnancy, infancy, and early childhood outcomes; and prevent infant mortality. DESIGN, SETTING, AND PARTICIPANTS: Participants completed one of many community baby shower events and were evaluated pre- and post-shower on infant mortality and well-baby knowledge. INTERVENTION: The "A Healthy Baby Begins with You" program. Main outcomes and measures. Pre- and post-intervention questionnaires assessing participant knowledge about infant mortality and willingness to share learned knowledge with others in the community. RESULTS: Preliminary results suggest that community baby showers were well-received. Respondents tended to be American Indians, non-Hispanic Whites, or Blacks/African Americans, young adults (aged 20 to 29 years), pregnant women, and mothers of grandparents of young children. Showers were successful in increasing participant knowledge of infant mortality, although these results varied by respondent race and age. Most respondents reported intent to share knowledge acquired during community baby showers with others. CONCLUSIONS AND RELEVANCE: Preliminary findings suggest community baby showers may increase participant knowledge, although future studies are needed to ensure effectiveness across all participant subgroups. This study documents the feasibility and acceptability of a community-based educational program targeting dissemination of infant mortality and well-child information. Barriers and future directions for research and prevention are discussed.

After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours?

NASA Astrophysics Data System (ADS)

Flowers, Reagan D.

The primary purpose of this study was to investigate how a management service organization can assist schools with reducing the achievement gap between minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours. Developing a strategic plan through creating a program that provides support services for the implementation of hands-on activities in STEM for children during the after-school hours was central to this purpose. This Project Demonstrating Excellence (PDE), a social action project, also presents historical and current after-school program developments in the nation. The study is quantitative and qualitative in nature. Surveys were utilized to quantitatively capture the opinions of participants in the social action project on three specific education related issues: (1) disparity in academic motivation of students to participate in after-school STEM enrichment programs; (2) whether teachers and school administrators saw a need for STEM after-school enrichment; and (3) developing STEM after-school programs that were centered on problem-solving and higher-order thinking skills to develop students' interest in STEM careers. The sample consisted of 50 participants comprised of students, teachers, and administrators. The focus groups and interviews provided the qualitative data for the study. The qualitative sample consisted of 14 participants comprised of students, parents and teachers, administrators, an education consultant, and a corporate sponsor. The empirical data obtained from the study survey, focus groups, and interviews provided a comprehensive profile on the current views and future expectations of STEM after-school enrichment, student and school needs, and community partnerships with STEM companies. Results of the study and review of the implementation of the social action project, C-STEM (communication, science, technology, engineering, and mathematics) Teacher and Student Support Services, Inc., revealed the need and focus for STEM after-school enrichment programs in Houston, Texas. This result, along with requirements of STEM Research and Special Programs Administrations and a multiyear and multilevel strategic plan inspired by this study, led to the conceptualization, development, and implementation of C-STEM Teacher and Student Support Services, Inc. at multiple schools in Houston, Texas. The purpose of C-STEM Teacher and Student Support Services, Inc. is to provide hands-on support services that encourage schools, organizations and families to improve academic achievement and socioemotional development through project-based learning in communication, science, technology, engineering, and mathematics (CSTEM) in grades 4-12.

The 1995 NASA guide to graduate support

NASA Technical Reports Server (NTRS)

1994-01-01

The future of the United States is in the classrooms of America and tomorrow's scientific and technological capabilities are derived from today's investments in research. In 1980, NASA initiated the Graduate Student Researchers Program (GSRP) to cultivate additional research ties to the academic community and to support promising students pursuing advanced degrees in science and engineering. Since then, approximately 1300 students have completed the program's requirements. In 1987, the program was expanded to include the Underrepresented Minority and Disabled Focus (UMDF) Component. This program was designed to increase participation of underrepresented groups in graduate study and research and, ultimately, in space science and aerospace technology careers. Approximately 270 minority students have completed the program's requirements while making significant contributions to the nation's aerospace efforts. Continuing to expand fellowship opportunities, NASA announced the Graduate Student Fellowships in Global Change Research in 1990. Designed to support the rapid growth in the study of earth as a system, more than 250 fellowships have been awarded. And, in 1992, NASA announced opportunities in the multiagency High Performance Computing and Communications (HPCC) Program designed to accelerate the development and application of massively parallel processing. Approximately five new fellowships will be awarded yearly. This booklet will guide you in your efforts to participate in programs for graduate student support.

The Conception of Risk in Minority Young Adolescents Aged 12-14 Years

ERIC Educational Resources Information Center

Leblanc, Raymond; Drolet, Marie; Ducharme, Daphne; Arcand, Isabelle; Head, Robert; Alphonse, Jean R.

2015-01-01

This study examines the conceptualization of risk behavior held by 26 Franco-Ontarian young adolescents (12-14 years of age) who participated in Lions Quest, a program specially designed to promote physical and mental health and to prevent drug and alcohol use. More specifically, it seeks to better understand the participating adolescents'…

Effectiveness of a Science Agricultural Summer Experience (SASE) in Recruiting Students to Natural Resources Management

NASA Astrophysics Data System (ADS)

Martinez, Edward; Lindline, Jennifer; Petronis, Michael S.; Pilotti, Maura

2012-12-01

The Bureau of Labor Statistics projects an increase in Natural Resource Management (NRM) jobs within the next 10 years due to baby-boomer retirements and a 12% increase in demand for these occupations. Despite this trend, college enrollment in NRM disciplines has declined. Even more critical is the fact that the soon-to-be-majority Hispanic population is underrepresented in NRM disciplines. The goal of the present study was to determine if an in-residence, two-week, summer science program for underrepresented minorities would not only increase interest in science, actual science knowledge, and perceived science knowledge, but also have an overall impact on underrepresented minority students' decisions to attend college, major in a scientific discipline and pursue a career in science. During a four-year period, 76 high school students participated in a Science Agricultural Summer Experience (SASE) in Northern New Mexico. A pre/post science-knowledge exam and satisfaction survey were administered to participants. We demonstrate that participants improved significantly ( p < .05) in all areas measured. In particular, comfort with science field and lab activities, science knowledge and perceived science knowledge were enhanced after exposure to the program. Students not only found science exciting and approachable after participation, but also exhibited increased interest in pursuing a degree and career in science. Of the 76 SASE participants within graduation age ( n = 44), all graduated from high school; and 86% enrolled in college. These findings suggest that the implemented SASE initiative was effective in recruiting and increasing the confidence and abilities of underrepresented minority students in science.

Usages of Computers and Smartphones to Develop Dementia Care Education Program for Asian American Family Caregivers.

PubMed

Lee, Jung-Ah; Nguyen, Hannah; Park, Joan; Tran, Linh; Nguyen, Trang; Huynh, Yen

2017-10-01

Families of ethnic minority persons with dementia often seek help at later stages of the disease. Little is known about the effectiveness of various methods in supporting ethnic minority dementia patients' caregivers. The objective of the study was to identify smartphone and computer usage among family caregivers of dementia patients (i.e., Korean and Vietnamese Americans) to develop dementia-care education programs for them. Participants were asked various questions related to their computer or smartphone usage in conjunction with needs-assessment interviews. Flyers were distributed at two ethnic minority community centers in Southern California. Snowball recruitment was also utilized to reach out to the families of dementia patients dwelling in the community. Thirty-five family caregivers, including 20 Vietnamese and 15 Korean individuals, participated in this survey. Thirty participants (30 of 35, 85.7%) were computer users. Among those, 76.7% (23 of 30) reported daily usage and 53% (16 of 30) claimed to use social media. A majority of the participants (31 of 35, 88.6%) reported that they owned smartphones. More than half of smartphone users (18 of 29, 62%) claimed to use social media applications. Many participants claimed that they could not attend in-class education due to caregiving and/or transportation issues. Most family caregivers of dementia patients use smartphones more often than computers, and more than half of those caregivers communicate with others through social media apps. A smartphone-app-based caregiver intervention may serve as a more effective approach compared to the conventional in-class method. Multiple modalities for the development of caregiver interventions should be considered.

AGU Scholars

NASA Astrophysics Data System (ADS)

In recognition of the strong support of the American Geophysical Union and its substantial contribution to the American Geological Institute's Minority Participation Program, 13 of the 1981-82 scholarship recipients were designated ‘AGU Scholars.’ Because of a matching grant from the National Oceanic and Atmospheric Administration to increase the number of minority students studying in fields related to the development of marine and coastal resources, four of this number were designated ‘AGU Sea Grant Scholars.’

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

Downing, M.

America's desire for energy independence places a new demand on alternative fuel production. Additional interest and emphasis are being placed on alternatives such as solar, wind, biofuels and nuclear energy. The nuclear fuel production option brings a new look at risk and residual waste management for a number of communities that have traditionally remained outside the energy debate. With the Federal requirements for environmental justice and public participation in energy and environmental decision-making, proponents of alternative energy production facilities will find themselves participating in discussions of risk, production, storage and disposal of hazardous materials and waste matters with low incomemore » and minority members in communities where these facilities are located or wish to locate. The fundamental principal of environmental justice is that all residents should have meaningful and intelligent participation in all aspects of environmental decision-making that could affect their community. Impacted communities must have the resources and ability to effectively marshall data and other information in order to make informed and intelligent decisions. Traditionally, many low-income and minority communities have lacked access to the required information, decision-makers and technical advisers to make informed decisions with respect to various risks that accompany alternative energy production, hazardous materials storage and nuclear waste management. In order to provide the necessary assistance to these communities, the Departments of Energy and Agriculture have teamed with others to cerate the Alternative Energy Consortium. The Alternative Energy Consortium is a collaboration of non-profit organizations, Federal agencies, Historically Black Colleges and Universities and Minority Serving Institutions (HBCU/MSIs), and private sector corporations (energy industry specialists) designed to explore and develop opportunities that empower minorities to own and work in all aspects of the field of alternative energy. The Consortium's primary objectives are to find ways to: - Include minorities in the development and ownership of infrastructure in the alternative energy industry; - Promote research and education programs to inform the public about risks and benefits of various forms of alternative energy; - Build a Mentor/Protege Program between HBCU/MSIs and industry leaders to enhance minority participation in ownership and career success in alternative energy production and distribution. The Consortium will work together to create a process whereby minorities and low income individuals will be recruited, educated, and mentored to maximize alternative energy ownership and job opportunities. Industry specialists and government representatives will work with academicians and others to: 1. research areas and methods where minorities and rural communities can engage in the industry; 2. invest in minorities by serving as mentors to minority serving institutions by offering hands-on experience through apprenticeships; 3. work to identify ownership opportunities for minorities; and 4. work to develop legislation that supports economic development and participation for minorities and rural communities in the industry. To accomplish this goal, the Consortium has set out a three-phase plan. Phase I organized a meeting of professionals to discuss the concept, explore the fundamentals, identify key players, and draft next steps. The group took a critical look at the energy industry: 1) trends, 2) economics, 3) limited number of minorities; and 4) infrastructure. Through that process the group identified four areas that would greatly impact economic development for minorities and rural communities: I Energy; II Broadband Communications; III Education; IV Labor Resources. Phase II presented a roundtable panel discussion that continued to refine the Consortium. The goal of these discussions is to produce a well-balanced Consortium committed to working together to produce effective solutions that bridge the gap between alternative energy and minorities and rural communities. Phase III is the implementation stage that will put the consortium plans into action. This will include the Mentor/Protege Program between HBCU/MSIs and industry leaders, and any additional actions that come from the Phase II roundtable discussion. Phase III will also include a panel discussion at the State of Environmental Justice in America 2008 Conference in Washington, DC in March, 2008. The Consortium's work should facilitate the siting and management of alternative energy production facilities in communities that include a significant number of minority and/or low income individuals. This effort should increase America's prospects for energy independence. (authors)« less

The Patient Passport Program: An Intervention to Improve Patient-Provider Communication for Hospitalized Minority Children and Their Families.

PubMed

Lee, Lois K; Mulvaney-Day, Norah; Berger, Anne M; Bhaumik, Urmi; Nguyen, Hiep T; Ward, Valerie L

2016-07-01

Effective patient-provider communication is essential to improve health care delivery and satisfaction and to minimize disparities in care for minorities. The objective of our study was to evaluate the impact of a patient-provider communication program, the Patient Passport Program, to improve communication and satisfaction for hospitalized minority children. This was a qualitative evaluation of a communication project for families with hospitalized children. Families were assigned to either the Patient Passport Program or to usual care. The Passport Program consisted of a personalized Passport book and additional medical rounds with medical providers. Semistructured interviews at the time of patient discharge were conducted with all participants to measure communication quality and patient/family satisfaction. Inductive qualitative methods were used to identify common themes. Of the 40 children enrolled in the Passport Program, 60% were boys; the mean age was 9.7 years (range, 0.16-19 years). The most common themes in the qualitative analysis of the interviews were: 1) organization of medical care; 2) emotional expressions about the hospitalization experience; and 3) overall understanding of the process of care. Spanish- and English-speaking families had similar patient satisfaction experiences, but the Passport families reported improved quality of communication with the medical care team. The Patient Passport Program enhanced the quality of communication among minority families of hospitalized children with some common themes around the medical care expressed in the Passport book. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Increasing the Presence of Underrepresented Minorities in the Geosciences: The Woods Hole Partnership Education Program Model and Outcomes

NASA Astrophysics Data System (ADS)

George, A.; Gutierrez, B.; Jearld, A.; Liles, G.; Scott, O.; Harden, B.

2017-12-01

Launched in 2009, the Partnership Education Program (PEP) is supported by six scientific institutions in Woods Hole, Massachusetts through the Woods Hole Diversity Initiative. PEP, which was shaped by experience with other diversity programs as well as input from scientists in Woods Hole, is designed to promote a diverse scientific community by recruiting talent from minority groups that are under-represented in marine and environmental sciences. Focused on college juniors and seniors with course work in marine and/or environmental sciences, PEP is comprised of a four-week course, "Ocean and Environmental Sciences: Global Climate Change," and a six to eight week individual research project under the guidance of a research mentor. Investigators from the six science institutions serve as course faculty and research mentors. Course credit is through PEP's academic partner, the University of Maryland Eastern Shore. PEP students also participate in seminars, workshops, field trips, at-sea experiences, career development activities, and attend lectures at participating science institutions throughout the summer. Students present their research results at the end of the summer with a 15-minute public presentation. A number of PEP participants then presented their work at professional and scientific meetings, such as AGU, using the program as a gateway to graduate education and career opportunities in the marine and environmental sciences. From 2009 through 2017, 138 students from 86 colleges and universities, including many that previously had sent few or no students or faculty to Woods Hole, have participated in the program. Participating organizations are: Northeast Fisheries Science Center (NOAA Fisheries), Marine Biological Laboratory (MBL), Sea Education Association (SEA), U.S. Geological Survey (USGS), Woods Hole Oceanographic Institution (WHOI), Woods Hole Research Center (WHRC), and University of Maryland Eastern Shore (UMES) - academic partner.

Preparing to implement a self-management program for back pain in new york city senior centers: what do prospective consumers think?

PubMed

Townley, Sarah; Papaleontiou, Maria; Amanfo, Leslie; Henderson, Charles R; Pillemer, Karl; Beissner, Katherine; Reid, M C

2010-03-01

Prior to testing the feasibility/potential efficacy of a newly developed self-management pain program for seniors with back pain, this study sought to: 1) determine prospective consumers' prior exposure to self-management pain programs, 2) determine their willingness to participate in the new program, and 3) ascertain perceived barriers/facilitators to program participation. Cross-sectional survey. Six senior centers located in New York City. We enrolled a race/ethnicity stratified (African American, Hispanic, or non-Hispanic White) sample of 90 subjects who were ages 60 years or older and had chronic back pain. While 60% of non-Hispanic Whites reported prior participation in a self-management pain program, fewer Hispanic (23%) and African Americans (20%) participants reported prior participation. Most participants (80%) were strongly willing to participate in the new program. Multivariate analyses revealed that only pain intensity had a trend toward significance (P = 0.07), with higher pain scores associated with greater willingness to participate. Few barriers to participation were identified, however, respondents felt that tailoring the course to best meet the needs of those with physical disabilities, providing flexibility in class timing, and informing individuals about program benefits prior to enrollment could help maximize program reach. No race/ethnicity differences were identified with respect to willingness to participate or program participation barriers. These data support efforts to disseminate self-management pain programs in older populations, particularly minority communities. The recommendations made by participants can help to guide implementation efforts of the newly developed pain program and may help to enhance both their reach and success.

Ethnic Minority Youth in Youth Programs: Feelings of Safety, Relationships with Adult Staff, and Perceptions of Learning Social Skills

ERIC Educational Resources Information Center

Lee, Sun-A; Borden, Lynne M.; Serido, Joyce; Perkins, Daniel F.

2009-01-01

The authors examine perceptions that young people hold regarding their participation in community-based youth programs. Specifically, this study assesses young people's sense of psychological safety, their relationships with adult staff, their learning of social skills, and how different ethnic groups experience these factors. Data for the study…

Psychological Changes among Muslim Students Participating in a Faith-Based School Physical Activity Program

ERIC Educational Resources Information Center

Nicaise, Virginie; Kahan, David

2013-01-01

Purpose: Some religions espouse doctrines that (in)directly impact physical activity (PA) behavior. Yet limited PA interventions have been tailored to religious minorities. Thus, a formative study was conducted to examine the effect of a faith-based pedometer program (Virtual Umra) on psychological correlates of PA behavior and their contribution…

A Model Retention Program for Science and Engineering Students: Contributions of the Institutional Research Office.

ERIC Educational Resources Information Center

Andrade, Sally J.; Stigall, Sam; Kappus, Sheryl S.; Ruddock, Maryann; Oburn, Martha

This paper asserts that the continuing decline in admissions to science and engineering graduate programs may lead to a shortage of skilled professionals that undermines the U.S. economy and to a shortage in higher education faculty. The Louis Stokes Alliance for Minority Participation (LSAMP) provides academic activities and retention services to…

Impact of Intervention on Disadvantaged First Year Students Who Plan To Major in Health Sciences.

ERIC Educational Resources Information Center

Haught, Patricia A.

This report describes a program designed to encourage minority and financially, socially, or educationally disadvantaged incoming, freshman students to pursue health profession career goals. Sixteen at-risk students were selected to participate in a summer intervention program in West Virginia; a control group of 16 pre-medicine or pre-dentistry…

The Effects of an After-School Science Program on Middle School Female Students' Attitudes towards Science, Mathematics and Engineering.

ERIC Educational Resources Information Center

Ferreira, Maria M.

This study examined the impact of an after-school science program that incorporated cooperative learning, hands-on activities, mentoring, and role models on a group of minority female students' attitudes toward science, engineering, and mathematics. Eighteen African American middle school students participated in the study. Seven female engineers…

Minority Students & Special Education: The Issues of Placement and Proportion. Model Programs and Practical Approaches. Spring Conference.

ERIC Educational Resources Information Center

Williams, Idola J., Ed.; Goodale, Ronda, Ed.

The second of two documents on issues concerned with limited English speaking students in Massachusetts special education programs, this report presents proceedings from a 1982 conference. Sixteen presentations are summarized and results of participants' evaluations on six-item questionnaires are included. Topics covered in the workshop sessions…

Different for Girls? An Exploration of the Impact of "Playing for Success."

ERIC Educational Resources Information Center

Sharp, Caroline; Kendall, Lesley; Schagen, Ian

2003-01-01

A program providing study support to underachieving youth using British football as a motivator was evaluated by comparing 1,247 participants and 244 controls. The program helped raise achievement and seemed equally effective for males and females. There was no evidence that the sports emphasis marginalized girls or ethnic minorities. (Contains 25…

An Examination of Perceptions Associated with Enrollment Procedures and Students Placement in Advanced Placement Courses in Northeast Louisiana

ERIC Educational Resources Information Center

Vidrine, Brent

2013-01-01

The purpose of the study was to investigate participation rates of minorities and economically disadvantaged students in Advanced Placement programs in selected high schools in Northeast Louisiana. Advanced Placement programs in high schools generally promote higher level education courses. The focus of the investigation was perceptions held by…

The Recruitment and Retention of Minority Trainees in University Affiliated Programs. Native American Indians.

ERIC Educational Resources Information Center

Layton, Jean; And Others

This monograph addresses the recruitment and retention of Native American Indians in University Affiliated Programs (UAP) which train personnel to provide health, education, and social services to people with developmental disabilities. It is designed to assist UAP faculty and staff to develop a comprehensive plan to increase the participation of…

Building and Craft Skills Apprenticeship and Pre-Apprenticeship Grant. Cooperative Demonstration Program (High Technology). Final Performance Report.

ERIC Educational Resources Information Center

Building Industry Association of Spokane, Inc., WA.

A Spokane, Washington, program was designed to offer training and employment opportunities within the residential and commercial construction industries to females, minorities, incarcerated persons, veterans, and economically disadvantaged men and women. A total of 21 classes with a total of 3,116 training hours were offered to 277 participants.…

Paraprofessional Teacher Aide to Teacher: An Oral History Study of Five Alumnae of the Career Opportunities Program (COP)

ERIC Educational Resources Information Center

Franklin, Annette

2010-01-01

This oral history study addressed the problem of under-representation of minority teachers through the voices and perspectives of five African American female paraprofessional teacher aides who entered the teaching profession through participation in the Career Opportunities Program in Erie, Pennsylvania from 1970 through 1974. Two theoretical…

Content-Intensive Courses in an Undergraduate Science Education Minor and Impacts on Participating Students

ERIC Educational Resources Information Center

Czworkowski, John; Seethaler, Sherry

2013-01-01

The California Teach Program at the University of California, San Diego, recruits and prepares undergraduates interested in teaching science and mathematics. One of the products of the program is a set of courses taught by faculty in science disciplines that integrate subject matter with theories of learning and instruction, with the goal of…

The American Geological Institute Minority Participation Program

NASA Astrophysics Data System (ADS)

Smith, M. J.; Byerly, G. R.; Callahan, C. N.

2001-12-01

Since 1971, the American Geological Institute (AGI) Minority Participation Program (MPP) has supported scholarships for underrepresented minorities in the geosciences at the undergraduate and graduate levels. Some of our MPP scholars have gone on to hugely successful careers in the geosciences. MPP scholars include corporate leaders, university professors, a NASA scientist-astronaut and a National Science Foundation (NSF) CAREER awardee. Yet as ethnic minorities continue to be underrepresented in the geosciences, AGI plans to expand its efforts beyond its traditional undergraduate and graduate scholarships to include diversity programs for secondary school geoscience teacher internships, undergraduate research travel support, and doctoral research fellowships. Funding for the MPP has come from multiple sources, including industry, scientific societies, individuals, and during the last 10 years, the NSF. College-level students apply for the MPP awards or award renewals, and the MPP Advisory Committee selects scholarship recipients based upon student academic performance, financial need, and potential for success as a geoscience professional. Mentoring is a long-standing hallmark of the AGI MPP. Every AGI MPP scholar is assigned a professional geoscientist as a mentor. The mentor is responsible for regular personal contacts with MPP scholars. The MPP Advisory Committee aims to match the profession of the mentor with the scholar's academic interest. Throughout the year, mentors and scholars communicate about possible opportunities in the geosciences such as internships, participation in symposia, professional society meetings, and job openings. Mentors have also been active in helping younger students cope with the major changes involved in relocating to a new region of the country or a new college culture. We believe that AGI is well-positioned to advance diversity in the geosciences through its unique standing as the major professional organization in the geosciences. AGI maintains strong links to its 37 professional Member Societies, state and federal agencies, and funding programs, many with distinctive programs in the geoscience education. AGI Corporate Associates have consistently pledged to support diversity issues in geoscience education. Current plans include seeking funding for 48 undergraduate awards at 2500 each and 24,000 to support undergraduate travel to professional meetings. We also expect to increase the size of our graduate scholarship program to 30 students and raise an additional $30,000 to support graduate travel to professional meetings.

Long-Term Effect of Participation in an Early Exercise and Education Program on Clinical Outcomes and Cost Implications, in Patients with TIA and Minor, Non-Disabling Stroke.

PubMed

Faulkner, James; Stoner, Lee; Lanford, Jeremy; Jolliffe, Evan; Mitchelmore, Andrew; Lambrick, Danielle

2017-06-01

Participation in exercise and education programs following transient ischemic attack (TIA) or minor stroke may decrease cardiovascular disease risk. The purpose of this study was to assess the long-term effect (3.5 years) of an exercise and education program administered soon after TIA or minor stroke diagnosis on clinical outcome measures (stroke classification and number, patient deaths, hospital/emergency department admission) and cost implications obtained from standard hospital records. Hospital records were screened for 60 adults (male, n = 31; 71 ± 10 years), diagnosed with TIA or non-disabling stroke, who had previously been randomised and completed either an 8-week exercise and education program, or usual care control. Follow-up clinical outcomes and cost implications were obtained 3.5 ± 0.3 years post-exercise. Participants randomised to the exercise and education program had significantly fewer recurrent stroke/TIAs (n = 3 vs. n = 13, Cohen's d = 0.79) than the control group (P ≤ 0.003). Similar finding were reported for patient deaths (n = 0 vs. n = 4, d = 0.53), and hospital admissions (n = 48 vs. n = 102, d = 0.54), although these findings were only approaching statistical significance. The relative risk (mean; 95%CI) of death, stroke/TIAs and hospital admissions were 0.11 (0.01 to 1.98), 0.23 (0.07 to 0.72) and 0.79 (0.57 to 1.09), respectively. Hospital admission costs were significantly lower for the exercise group ($9041 ± 15,080 NZD [~$6000 ± 10,000 USD]) than the control group ($21,750 ± 22,973 NZD [~$14,000 ± 15,000 USD]) during the follow-up period (P < 0.05, d = 0.69). The present study demonstrates the long-term patient benefit and economic importance of providing secondary prevention, exercise and education programs for patients with TIA and minor stroke. URL: http://www.anzctr.org.au/ ; Trial Registration Number: ACTRN12611000630910.

Crisis in the environment: a sociological perspective. [Eight-point program to achieve equity through education and employment

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

Carey, P.

1977-07-01

Racial, sexual, and ethnic discrimination, it is contended, creates as great a crisis in the environment as the threat of nuclear war since it also threatens social survival. Individual freedom, human dignity and socio-political equality are resources vital for the survival of Americans; White racism deprives Blacks and other minorities' members of these essentials for humane living. Survival today depends on Renewal, for which nothing is more decisive than mobility of talent. Much has been accomplished recently in bringing about the participation of minorities' members in higher education but data are presented which indicate that, in terms of income, minorities'more » members tend to be discriminated against greatest as they increase their education. An 8-point program is presented to achieve equity and equality in and through education.« less

Accord No. 00243, 9 February 1988.

PubMed

1988-01-01

This Accord sets forth the Regulations of the Organic Functions of the Ministry of Social Welfare of Ecuador. The following are among the Departments of the Ministry: 1) on the advisory level, the National Council of Minors; 2) on the operative level, the National Directorate for the Protection of Minors, consisting of the Department for the Protection of Minors, the Department for the Rehabilitation of Minors, the Department of Integral Health for Minors, and the Legal-Social Department for the protection of Minors; and a National Directorate of Women, consisting of a Technical Department and a Department of Promotion and Development. The functions of the National Directorate of Women are as follows: 1) to promote the participation of women and women's organizations, encouraging their incorporation into the socioeconomic development of the country; 2) to encourage and orient on a national level the creation of women's groups; 3) to advise and coordinate in the state and private sector the execution of programs and projects designed to improve the condition of Ecuadoran women; 4) to direct and execute programs and projects for women; 5) to promote the strengthening of women's organizations striving to obtain self-management for women and raise their standards of living; 6) to give opinions on the approval of statutes of women's organizations; 7) to supervise the implementation of programs and projects undertaken by organizations that receive contributions from the Ministry; 8) to direct and supervise the organization of a register of information related to women's organizations; and 9) to promote the dissemination of information for the implementation of programs and projects of the Directorate relating to women's organizations. full text

Program to enrich science and mathematics experiences of high school students through interactive museum internships

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

Reif, R.J.; Lock, C.R.

1998-11-01

This project addressed the problem of female and minority representation in science and mathematics education and in related fields. It was designed to recruit high school students from under-represented groups into a program that provided significant, meaningful experiences to encourage those young people to pursue careers in science and science teaching. It provided role models for those students. It provided experiences outside of the normal school environment, experiences that put the participants in the position to serve as role models themselves for disadvantaged young people. It also provided encouragement to pursue careers in science and mathematics teaching and related careers.more » In these respects, it complemented other successful programs to encourage participation in science. And, it differed in that it provided incentives at a crucial time, when career decisions are being made during the high school years. Further, it encouraged the pursuit of careers in science teaching. The objectives of this project were to: (1) provide enrichment instruction in basic concepts in the life, earth, space, physical sciences and mathematics to selected high school students participating in the program; (2) provide instruction in teaching methods or processes, including verbal communication skills and the use of questioning; (3) provide opportunities for participants, as paid student interns, to transfer knowledge to other peers and adults; (4) encourage minority and female students with high academic potential to pursue careers in science teaching.« less

Retaining Underrepresented Minority Undergraduates in STEM through Hands-on Internship Experiences

NASA Astrophysics Data System (ADS)

Bamzai, A.; Mcpherson, R. A.; DeLong, K. L.; Rivera-Monroy, V. H.; Zak, J.; Earl, J.; Owens, K.; Wilson, D.

2015-12-01

The U.S. Department of the Interior's South Central Climate Science Center (SCCSC) hosts an annual 3-week summer internship opportunity for undergraduate students of underrepresented minorities interested in science, technology, engineering and mathematics (STEM) fields. Internship participants travel across the south-central U.S. to visit university campuses and field locations. The students interact with faculty conducting cutting edge research and with resource managers facing decision-making under uncertainty. This internship format allows the participants to see the direct impacts of climate variability and change on the Texas Hill Country, prairie and forest ecosystems and tribal cultures in Oklahoma, and the bayous, delta and coastline of Louisiana. Immersive experiences are key for exposing students to academic research and providing them with the skills and experiences needed to continue on in their professional careers. The SCCSC's program introduces students to how research is conducted, gives them a broad perspective on how collaborations form, and starts each student on the path to building a large and diverse professional network. By providing participants with a "buffet" of options, our internship serves as a launching pad from which each student can move forward towards experiences such as participating in a Research Experiences for Undergraduates program, gaining employment in a STEM-related career path, and being accepted into a graduate degree program. This presentation will describe the components of the SCCSC's internship program and provide a summary of post-internship student successes.

The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE): an Educational Experience for Undergraduates at the University of Arizona Alumni Association's Astronomy Camp.

NASA Astrophysics Data System (ADS)

Lemon, Courtney; McCarthy, D.; Rudolph, A.

2011-01-01

The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE) is an NSF-funded partnership between the Astronomy Program at Cal Poly Pomona (CPP) and the University of Arizona Steward Observatory designed to promote participation of underrepresented minorities (including women) in astronomy research and education. As part of the education component of the program, CPP undergraduate physics majors and minors are eligible to work as a counselor at the University of Arizona's Astronomy Camp, one of the premier astronomy outreach opportunities in the world. CAMPARE students have the opportunity to work in this learn-by-doing environment with a wide range of students to gain first hand experience of teaching astronomy to students of a wide variety of ages in highly structured educational setting. Cal Poly Pomona students who are interested in education, both formal and informal, work in a variety of camps, from Girl Scout camps to camps for advanced high school students, to further their understanding of what it means to be a professional in the field of education. The CAMPARE student who participated in this program during summer 2010 had the opportunity to work under Dr. Don McCarthy, camp director of University of Arizona's Astronomy Camps for 20 years, and observe the interpersonal relations between campers and staff that is so vital to the learning the students receive. Through these observations, the CAMPARE student was able to learn to gauge students' interest in the material, and experience real life teaching and learning scenarios in the informal education realm.

Enhancing literacy practices in science classrooms through a professional development program for Canadian minority-language teachers

NASA Astrophysics Data System (ADS)

Rivard, Léonard P.; Gueye, Ndeye R.

2016-05-01

Literacy in the Science Classroom Project was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study.

Effect of organization-level variables on differential employee participation in 10 federal worksite health promotion programs.

PubMed

Crump, C E; Earp, J A; Kozma, C M; Hertz-Picciotto, I

1996-05-01

Guided by a conceptual model, the authors used both qualitative data (e.g., individual interviews, focus groups) and quantitative data from an employee survey (N = 3,388) in 10 federal agencies to investigate whether organization context and implementation process affected participation in worksite health promotion and disease prevention (HPDP) activities among demographic subgroups. Overall, employees on average participated in fewer than two agency-supported health-related activities per year (17% in fitness, 40% in health risk assessment activities). Employees participated more where coworkers endorsed such programs. Minority employees and employees in lower level positions were more likely to participate in fitness activities when organizations had a more comprehensive program structure, engaged in more marketing strategies, gave time off to employees to participate, or had on-site facilities. Management support for the program was related to participation by employees who were male, white, and had upper level positions. The data supported the proposed model; also confirmed was two predicted relationships between model constructs, which provided a better understanding of differential participation by employee groups.

The impact of the NASA Administrator's Fellowship Program on fellows' career choices

NASA Astrophysics Data System (ADS)

Graham, Eva M.

Maintaining diversity in the technical workforce and in higher education has been identified as one way to increase the outreach, recruitment and retention of students and other faculty from underrepresented, underserved and minority populations, especially in Science, Technology, Engineering and Mathematics (STEM) courses of study and careers. The National Aeronautics and Space Administration (NASA) Administrator's Fellowship Program (NAFP) is a professional development program targeting faculty at Minority Serving Institutions and NASA civil servant employees for a two year work-based professional development experience toward increasing the likelihood of retaining them in STEM careers and supporting the recruitment and retention of minority students in STEM courses of study. This evaluation links the activities of the fellowship program to the impact on fellows' career choices as a result of participation through a series of surveys and interviews. Fellows' personal and professional perceptions of themselves and colleagues' and administrators' beliefs about their professional capabilities as a result of selection and participation were also addressed as they related to career outcomes. The findings indicated that while there was no direct impact on fellows' choice of careers, the exposure, direction and focus offered through travel, mentoring, research and teaching had an impact their perceptions of their own capabilities and, their colleagues' and administrators' beliefs about them as professionals and researchers. The career outcomes reported were an increase in the number publications, promotions, change in career and an increased awareness of the culture of science and engineering.

NASA Ames Summer High School Apprenticeship Research Program: 1986 research papers

NASA Technical Reports Server (NTRS)

Powell, Patricia

1988-01-01

Engineering enrollments are rising in universities; however the graduate engineering shortage continues. Particularly, women and minorities will be underrepresented for many years. As one means of solving this shortage, Federal agencies facing future scientific and technological challenges were asked to participate in the Summer High School Apprenticeship Research Program (SHARP). This program was created to provide an engineering experience for gifted female and minority high school students at an age when they could still make career and education decisions. The SHARP program is designed for high school juniors who are U.S. citizens, are 16 years old, and who have very high promise in math and science through outstanding academic performance in high school. Students who are accepted into this summer program will earn as they learn by working 8 hr days in a 5-day work week. Reports from SHARP students are presented.

Networking for Successful Diversity Recruiting: Creating a Highly Diverse Research Experiences for Undergraduates Program by Networking with Mentors, Faculty, and Students.

NASA Astrophysics Data System (ADS)

Dalbotten, D. M.; Berthelote, A.; Watts, N. B.

2017-12-01

Successfully recruiting for diversity begins as you plan your program and make sure that all elements of the program support diverse participation. The REU on Sustainable Land and Water Resources continues to be one of the most diverse NSF-funded Research Experience for Undergraduate Programs in the geosciences. Every aspect of the program, from recruiting, the application process, selecting participants, and the methods developed to support participant success have been scrutinized and tailored towards broadening participation. While the focus of the research has been on collaboration with Native American reservations to create community-based participatory research projects and improving access for Native American students, the PIs strive for ethnic and cultural diversity of the participants. Emphasis on networking and building relationships with minority-serving institutions has led to increasing numbers of underrepresented students applying to the REU. In 2017, a full 30% of our applications were from underrepresented groups. The authors will discuss methods for improved diversity recruiting, as well as ways to make every aspect of your program support diversity in the geosciences.

34 CFR 350.40 - What is required of each applicant regarding the needs of individuals with disabilities from...

Code of Federal Regulations, 2010 CFR

2010-07-01

... information among minority populations. (Approved by the Office of Management and Budget under control number...) Drawing study samples and program participant rosters from populations or areas that include individuals...

34 CFR 350.40 - What is required of each applicant regarding the needs of individuals with disabilities from...

Code of Federal Regulations, 2011 CFR

2011-07-01

... information among minority populations. (Approved by the Office of Management and Budget under control number...) Drawing study samples and program participant rosters from populations or areas that include individuals...

34 CFR 350.40 - What is required of each applicant regarding the needs of individuals with disabilities from...

Code of Federal Regulations, 2012 CFR

2012-07-01

... information among minority populations. (Approved by the Office of Management and Budget under control number...) Drawing study samples and program participant rosters from populations or areas that include individuals...

34 CFR 350.40 - What is required of each applicant regarding the needs of individuals with disabilities from...

Code of Federal Regulations, 2014 CFR

2014-07-01

... information among minority populations. (Approved by the Office of Management and Budget under control number...) Drawing study samples and program participant rosters from populations or areas that include individuals...

34 CFR 350.40 - What is required of each applicant regarding the needs of individuals with disabilities from...

Code of Federal Regulations, 2013 CFR

2013-07-01

... information among minority populations. (Approved by the Office of Management and Budget under control number...) Drawing study samples and program participant rosters from populations or areas that include individuals...

Mentoring Through Research as a Catalyst for the Success of Under-represented Minority Students in the Geosciences at California State University Northridge

NASA Astrophysics Data System (ADS)

Marsaglia, K. M.; Pedone, V.; Simila, G. W.; Yule, J. D.

2002-12-01

The Catalyst Program of the Department of Geological Sciences at California State University Northridge has been developed by four faculty members who were the recipients of a three-year award (2002-2005) from the National Science Foundation. The goal of the program is to increase minority participation and success in the geosciences. The program seeks to enrich the educational experience by introducing students at all levels to research in the geosciences and to decrease obstacles that affect academic success. Both these goals are largely achieved by the formation of integrated high school, undergraduate, and graduate research groups, which also provide fulfilling and successful peer mentorship. The Catalyst Program provides significant financial support to participants to allow them to focus their time on their education. New participants first complete a specially designed course that introduces them to peer-mentoring, collaborative learning, and geological research. Students of all experience levels then become members of research teams, which deepens academic and research skills as well as peer-mentor relationships. The program was highly successful in its inaugural year. To date, undergraduates and graduate students in the program coauthored six abstracts at professional meetings and one conference paper. High-school students gained first hand experience of a college course and geologic research. Perhaps the most important impacts of the program are the close camaraderie that has developed and the increased ability of the Catalyst students to plan and execute research with greater confidence and self-esteem.

Civil Rights, Social Justice, and Black America. A Review of Past and Current Ford Foundation Efforts to Promote Racial Justice for Black Americans in Employment, Education, Housing, Political Participation, and Other Areas. Working Paper.

ERIC Educational Resources Information Center

Walker, Lynn

For more than 15 years, the Ford Foundation has supported a substantial program to expand opportunity for black Americans, and more recently, for America's other racial minorities and for women. This working paper summarizes the Foundation's past efforts and describes new initiatives being taken on behalf of these minorities, particularly blacks.…

Improving -Omics-Based Research and Precision Health in Minority Populations: Recommendations for Nurse Scientists.

PubMed

Taylor, Jacquelyn Y; Barcelona de Mendoza, Veronica

2018-01-01

The purpose of this article is to provide an overview of the role of nurse scientists in -omics-based research and to promote discussion around the conduct of -omics-based nursing research in minority communities. Nurses are advocates, educators, practitioners, scientists, and researchers, and are crucial to the design and successful implementation of -omics studies, particularly including minority communities. The contribution of nursing in this area of research is crucial to reducing health disparities. In this article, challenges in the conduct of -omics-based research in minority communities are discussed, and recommendations for improving diversity among nurse scientists, study participants, and utilization of training and continuing education programs in -omics are provided. Many opportunities exist for nurses to increase their knowledge in -omics and to continue to build the ranks of nurse scientists as leaders in -omics-based research. In order to work successfully with communities of color, nurse scientists must advocate for participation in the Precision Medicine Initiative, improve representation of nurse faculty of color, and increase utilization of training programs in -omics and lead such initiatives. All nursing care has the potential to be affected by the era of -omics and precision health. By taking an inclusive approach to diversity in nursing and -omics research, nurses will be well placed to be leaders in reducing health disparities through research, practice, and education. © 2017 Sigma Theta Tau International.

MS PHD'S: Bridging the Gap of Academic and Career Success Through Educational and Professional Development for Minorities

NASA Astrophysics Data System (ADS)

Brown, D.; Vargas, W.; Padilla, E.; Strickland, J.; Echols, E.; Johnson, A.; Williamson Whitney, V.; Ithier-Guzman, W.; Ricciardi, L.; Johnson, A.; Braxton, L.

2011-12-01

Historically, there has been a lack of ethnic and gender diversity in the geo-sciences. The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) Professional Development Program provides a bridge to young scientists of diverse backgrounds who in turn will impact many. In a process of 3 phases, the program introduces the students to the scientific community through participation in professional and society meetings and networking with scientists and personnel within federal agencies, academic institutions and STEM-based industries. The program builds confidence, offers role models for professional development and provides students support during their education. Upon completion, students achieve a high level of self-actualization and self-esteem combined with individual growth. They become part of a community that continuously provides support and security to each other. This support is tangible through the mentor/mentee relationships which will help with individual growth throughout the mentoring cycle. Having role models and familiar faces to whom mentees can relate to will encourage our students to succeed in the STEM's field. To date, 159 students have participated in the program: 26 have successfully completed their PhD and 56 are currently enrolled in the PhD programs nationwide. The MS PHD'S Program creates a forum of diverse peoples by diverse peoples with diverse interest and strength, where the ongoing goal is to continually raise the bar for each individual. MS PHD'S establishes a nurturing goal-oriented environment for the geo scientist of the future who in turn will make profound contributions on a local, national and global scale. To conclude, MSPHD'S not only bridges the gap of unrepresented minorities in STEM careers, but also generates educational approaches to make the earth system sciences available to more, impacting all.

Training racial and ethnic minority students for careers in public health sciences.

PubMed

Duffus, Wayne A; Trawick, Cynthia; Moonesinghe, Ramal; Tola, Jigsa; Truman, Benedict I; Dean, Hazel D

2014-11-01

A workforce that resembles the society it serves is likely to be more effective in improving health equity for racial and ethnic minorities in the U.S. Racial and ethnic minorities are underrepresented in the U.S. public health professions. Project Imhotep is operated by Morehouse College with funding and technical assistance from CDC. Imhotep trains racial and ethnic minority students for entry into graduate and professional training programs for careers in the public health sciences. The curriculum focuses on biostatistics, epidemiology, and occupational safety and health with practical training in statistical data analysis, scientific writing, and oral presentation skills. To describe the Imhotep program and highlight some of its outcomes. Data were collected every year by self-administered questionnaire or follow-up telephone and e-mail interviews of students who participated in Imhotep during 1982-2010 and were followed through December 2013. Findings demonstrated that 100% of the 481 trained students earned bachelor's degrees; 73.2% earned graduate degrees (53% earned master's degrees, 11.1% earned medical degrees, and 7.3% earned other doctoral degrees); and 60% entered public health careers. The Imhotep program has improved the representation of racial and ethnic minorities among public health professionals in the U.S. A diverse workforce involving Imhotep graduates could augment the pool of pubic health professionals who make strategic and tactical decisions around program design and resource allocation that impact health in the most affected communities. Published by Elsevier Inc.

Preparing to Implement a Self-Management Program for Back Pain in New York City Senior Centers: What Do Prospective Consumers Think?

PubMed Central

Townley, Sarah; Amanfo, Leslie; Papaleontiou, Maria; Henderson, Charles R.; Pillemer, Karl; Beissner, Katherine; Reid, M.C.

2013-01-01

Objective Prior to testing the feasibility/potential efficacy of a newly developed self-management pain program for seniors with back pain, this study sought to: 1) determine prospective consumers’ prior exposure to self-management pain programs, 2) determine their willingness to participate in the new program; and 3) ascertain perceived barriers/facilitators to program participation. Design Cross-sectional survey. Setting Six senior centers located in New York City. Participants We enrolled a race/ethnicity stratified (African American, Hispanic, or non-Hispanic White) sample of 90 subjects who were ages 60 years or older and had chronic back pain. Results While 60% of non-Hispanic Whites reported prior participation in a self-management pain program, fewer Hispanic (23%) and African Americans (20%) participants reported prior participation. Most participants (80%) were strongly willing to participate in the new program. Multivariate analyses revealed that only pain intensity had a trend toward significance (p=.07), with higher pain scores associated with greater willingness to participate. Few barriers to participation were identified, however, respondents felt that tailoring the course to best meet the needs of those with physical disabilities, providing flexibility in class timing, and informing individuals about program benefits prior to enrollment could help maximize program reach. No race/ethnicity differences were identified with respect to willingness to participate or program participation barriers. Conclusions These data support efforts to disseminate self-management pain programs in older populations, particularly minority communities. The recommendations made by participants can help to guide implementation efforts of the newly developed pain program and may help to enhance both their reach and success. PMID:20088858

Remote Library Access for Pharmacy Preceptors

PubMed Central

Soltis, Denise; Schott, Kathy

2010-01-01

Objective To institute and evaluate the response to a program providing access to electronic library resources for pharmacy preceptors. Design The pharmacy experiential office and the library collaborated using existing programs and technology to provide and market secure remote access for preceptors. Assessment Preceptor participation was tracked in the experiential office, and response to the program was assessed using an online survey instrument that included questions about use of and preference for specific library resources. Three hundred thirty-four adjunct faculty members registered, representing 34% of all preceptors with active e-mail accounts. Conclusion Preceptor participation in the program exceeded expectations. Some minor flaws in the logistics of delivering the service were identified and remedied. PMID:21179247

Home-Care Use and Expenditures Among Medicaid Beneficiaries with AIDS

PubMed Central

Sambamoorthi, Usha; Collins, Sara R.; Crystal, Stephen; Walkup, James

1999-01-01

This article compares the use and cost of home-care services among traditional Medicaid recipients with acquired immunodeficiency syndrome (AIDS) and among participants in a statewide Human Immunodeficiency Virus (HIV)/AIDS-specific home and community-based Medicaid waiver program in New Jersey, using Medicaid claims and AIDS surveillance data. Waiver program participation appears to mitigate racial and risk group differences in the probability of home-care use. However, the program's successes are confined to its enrollees of which subgroups of the AIDS population are underrepresented. Our findings suggest the need to expand access to home-care programs to racial minorities and injection drug users (IDUs) with HIV/AIDS. PMID:11482120

Investigating minority student participation in an authentic science research experience

NASA Astrophysics Data System (ADS)

Preston, Stephanie Danette

In the United States, a problem previously overlooked in increasing the total number of scientifically literate citizens is the lack of diversity in advanced science classes and in science, technology, engineering, and mathematics (STEM) fields. Groups traditionally underserved in science education and thus underrepresented in the STEM fields include: low-income, racial/ethnic minorities, and females of all ethnic and racial backgrounds. Despite the number of these students who are initially interested in science very few of them thrive in the discipline. Some scholars suggest that the declining interest for students underrepresented in science is traceable to K-12th grade learning experiences and access to participating in authentic science. Consequently, the diminishing interest of minorities and women in science contributes negatively to the representation of these groups in the STEM disciplines. The purpose of this study was to investigate a summer science research experience for minority students and the nature of students' participation in scientific discourse and practices within the context of the research experience. The research questions that guided this study are: The nature of the Summer Experience in Earth and Mineral Science (SEEMS) research experience . (A) What are the SEEMS intended outcomes? (B) To what extent does SEEMS enacted curriculum align with the intended outcomes of the program? The nature of students engagement in the SEEMS research. (A) In what ways do students make sense of and apply science concepts as they engage in the research (e.g., understand problem, how they interpret data, how they construct explanations), and the extent to which they use the science content appropriately? (B) In what ways do students engage in the cultural practices of science, such as using scientific discourse, interpreting inscriptions, and constructing explanations from evidence (engaging in science practices, knowing science and doing science)? The following data sources were used in this study: SEEMS curriculum and documentation, interviews with program staff and participants, TRIO program documentation, Upward Bound Math Science (UBMS) promotional material, and audio/video recordings and field notes of students' daily interactions in the research setting. Findings revealed that students who participated in the research experience were able to successfully engage in some cultural practices of science, such as using inscriptions, constructing explanations, and collecting data. Analysis and observations of their engagement demonstrated a need for programs similar to SEEMS to focus on: (1) understanding how students make sense of science as they engage in the cultural practices, and (2) incorporating aspects of students' culture and social practices into the experience.

Enrolling Minority and Underserved Populations in Cancer Clinical Research.

PubMed

Wallington, Sherrie F; Dash, Chiranjeev; Sheppard, Vanessa B; Goode, Tawara D; Oppong, Bridget A; Dodson, Everett E; Hamilton, Rhonda N; Adams-Campbell, Lucile L

2016-01-01

Research suggests that community involvement is integral to solving public health problems, including involvement in clinical trials-a gold standard. Significant racial/ethnic disparities exist in the accrual of participants for clinical trials. Location and cultural aspects of clinical trials influence recruitment and accrual to clinical trials. It is increasingly necessary to be aware of defining characteristics, such as location and culture of the populations from which research participants are enrolled. Little research has examined the effect of location and cultural competency in adapting clinical trial research for minority and underserved communities on accrual for clinical trials. Utilizing embedded community academic sites, the authors applied cultural competency frameworks to adapt clinical trial research in order to increase minority participation in nontherapeutic cancer clinical trials. This strategy resulted in successful accrual of participants to new clinical research trials, specifically targeting participation from minority and underserved communities in metropolitan Washington, DC. From 2012 to 2014, a total of 559 participants enrolled across six nontherapeutic clinical trials, representing a 62% increase in the enrollment of blacks in clinical research. Embedding cancer prevention programs and research in the community was shown to be yet another important strategy in the arsenal of approaches that can potentially enhance clinical research enrollment and capacity. The analyses showed that the capacity to acquire cultural knowledge about patients-their physical locales, cultural values, and environments in which they live-is essential to recruiting culturally and ethnically diverse population samples. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Design, Implementation and Impact of the MS PHD’S Professional Development Program

NASA Astrophysics Data System (ADS)

Williamson Whitney, V.

2009-12-01

The Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S)® in Earth System Science initiative facilitates the involvement of underrepresented minority undergraduate and graduate Earth system science students in a series of activities designed to: (1) increase exposure to and engagement in the Earth system science community, via participation in scientific conferences, mentoring relationships, virtual activities, and field trips; (2) enhance professional skills, grantsmanship, oral and written communication; (3) provide funding, education and career opportunity resources; (4) facilitate networking opportunities with established researchers and educators; (5) and sustain on-going interaction, communication and support via membership within a virtual community comprised of peers, junior/senior-level researchers, and educators actively involved in facilitating full participation of minorities in the Earth system sciences. These activities, conducted in three phases, occur during professional society meetings, field trips, visits to several federal agencies, and a 'capstone' event at the National Academies. Nearly 150 Earth system science undergraduate, graduate and recent minority graduates have participated in MS PHD’S activities and are better prepared to successfully achieve their academic and professional goals. It is also expected that because of mentor-mentee partnerships, science exposure, and networking activities, MS PHD'S participants will remain actively engaged in their fields of specialization and respective professional societies. Evaluation data for MS PHD’S activities indicate that virtual and face-to-face mentoring, on-site professional development and community-building activities resulted in increased participant exposure to and engagement in the Earth system science professional community and served to better equip student participants to make informed post-baccalaureate academic and professional career decisions.

Supporting minority nursing students: 'Opportunity for Success' for Ethiopian immigrants in Israel.

PubMed

Arieli, D; Hirschfeld, M J

2013-06-01

To report on an Israeli academic nursing project, aimed at supporting the integration of Ethiopian immigrants into nursing studies. The representation of ethnic minorities within nursing is crucial for the provision of efficient care in diverse societies. Nevertheless, successful integration of minority students in nursing programs is not a simple task and needs developing support systems that will attract and retain students from minorities. Ethiopian Jewish immigrants and their descendants in Israel form a community of 120,000 people. Their participation in the national workforce is low, as well as their average income. The paper is based on formative evaluation, using action research, of an academic nursing program in Israel. Four main strategies identify this project: (1) a policy of institutional commitment, (2) personal relations with staff, (3) personal tutoring, and (4) cultural safety education. The project has reached success in terms of attraction, retention and students' satisfactions. The project's two main challenges, which need further concern, are: (1) giving support without labelling and (2) supporting without creating dependency. CONCLUSIONS AND INTERNATIONAL POLICY IMPLICATIONS: Appropriate strategies can enable success of minority students. Nevertheless, the amount of support needed for such programs raises two major questions: (1) To what extent should individual nursing departments be expected to bear solutions to this widely experienced problem? (2) How does focusing on one minority affect cultural safety of the overall group? © 2013 The Authors. International Nursing Review © 2013 International Council of Nurses.

Variations on a Theme: Characteristics of Out-of-School Time Science Programs Offered by Distinct Organization Types

ERIC Educational Resources Information Center

Laursen, Sandra L.; Thiry, Heather; Archie, Tim; Crane, Rebecca

2013-01-01

The out-of-school time (OST) domain offers a promising resource for enriching young people's experience of science, technology, and engineering. Belief is widespread that OST programs are ideal locations in which to learn science and that youth participation may increase access to science for underrepresented groups, such as girls or minorities,…

Broadening Participation of Women and Underrepresented Minorities in STEM through a Hybrid Online Transfer Program

ERIC Educational Resources Information Center

Drew, Jennifer C.; Galindo-Gonzalez, Sebastian; Ardissone, Alexandria N.; Triplett, Eric W.

2016-01-01

The Microbiology and Cell Science (MCS) Department at the University of Florida (UF) developed a new model of a 2 + 2 program that uses a hybrid online approach to bring its science, technology, engineering, and mathematics (STEM) curriculum to students. In this paradigm, 2-year graduates transfer as online students into the Distance Education in…

Evaluating the social and economic impact of community-based prenatal care.

PubMed

Cramer, Mary E; Chen, Li-Wu; Roberts, Sara; Clute, Dorothea

2007-01-01

This article describes the evaluation and findings of a community-based prenatal care program, Omaha Healthy Start (OHS), designed to reduce local racial disparities in birth outcomes. This evaluative study used a comparative descriptive design, and Targeting Outcomes of Programs was the conceptual framework for evaluation. The evaluation followed 3 groups for 2 years: OHS birth mothers (N=79; N=157); non-OHS participant birth mothers (N=746; N=774); and Douglas County birth mothers (N=7,962; N=7,987). OHS provided case management, home visits, screening, referral, transportation, and health education to participants. Program outcome measures included low birth weight, infant mortality, adequacy of care, trimester of care, and costs of care. OHS birth outcomes improved during year 2, and there was a 31% cost saving in the average hospital expenditure compared with the nonparticipant groups. Preliminary evaluative analysis indicates that prenatal case management and community outreach can improve birth outcomes for minority women, while producing cost savings. Further prospective study is needed to document trends over a longer period of time regarding the relationship between community-based case management programs for minority populations, birth outcomes, and costs of care.

The American Geological Institute Minority Participation Program (MPP): Thirty Years of Improving Access to Opportunities in the Geosciences Through Undergraduate and Graduate Scholarships for Underrepresented Minorities

NASA Astrophysics Data System (ADS)

Callahan, C. N.; Byerly, G. R.; Smith, M. J.

2001-05-01

Since 1971, the American Geological Institute (AGI) Minority Participation Program (MPP) has supported scholarships for underrepresented minorities in the geosciences at the undergraduate and graduate levels. Some of our MPP scholars have gone on to hugely successful careers in the geosciences. MPP scholars include corporate leaders, university professors, a NASA scientist-astronaut and a National Science Foundation (NSF) CAREER awardee. Yet as ethnic minorities continue to be underrepresented in the geosciences, AGI plans to expand its efforts beyond its traditional undergraduate and graduate scholarships to include diversity programs for secondary school geoscience teacher internships, undergraduate research travel support, and doctoral research fellowships. AGI promotes its MPP efforts primarily through its web pages, which are very successful in attracting visitors; through its publications, especially Geotimes; and through its Corporate Associates and Member Societies. Funding for the MPP has come from multiple sources over the past 30 years. Industry, non-profit organizations, and individuals have been the primary source of funding for graduate scholarships. The NSF has regularly funded the undergraduate scholarships. AGI Corporate Associates have contributed to both scholarship programs. The MPP Advisory Committee selects scholarship recipients based upon student academic performance, financial need, and potential for success as a geoscience professional. AGI currently has 29 MPP scholars, including 11 undergraduate and 18 graduate students. Undergraduate scholarships range from \\1000 to \\5000, with an average award of approximately \\2500. Graduate scholarships range from \\500 to \\4000, with an average award of approximately \\1300. In addition to financial assistance, every MPP scholar is assigned a professional geoscientist as a mentor. The mentor is responsible for regular personal contacts with MPP scholars, and with writing evaluation reports that are used to gauge the needs of the scholar, and to access the success of the overall program. The MPP Advisory Committee aims to match the profession of the mentor with the scholar's academic interest. Throughout the year, mentors and scholars communicate about possible opportunities in the geosciences such as internships, participation in symposia, professional society meetings, and job openings. Mentors have also been active in helping younger students cope with the major changes involved in relocating to a new region of the country or a new college culture. We believe that AGI is well positioned to advance diversity in the geosciences through its unique standing as the major professional organization in the geosciences. AGI maintains strong links to its professional Member Societies, state and federal agencies and funding programs, many with distinctive programs in the geoscience education. AGI Corporate Associates have consistently pledged to support diversity issues in geoscience education. Current plans include seeking funding for 48 undergraduate awards at \\2500 each and \\24,000 to support undergraduate travel to professional meetings. We also expect to increase the size of our graduate scholarship program to 30 students and raise an additional \\$30,000 to support graduate travel to professional meetings.

NASA Space Sciences Symposium-1977

NASA Technical Reports Server (NTRS)

1977-01-01

The primary objective of the symposium was to motivate American Indians and other minority youths and women to select science and engineering as viable career choices, thereby making them available to the technical work force. Other objectives were: (1) to determine how aerospace technology careers and aerospace activities can be made more relevant to minorities and women; (2) to provide an opportunity for key NASA officials to interact with teachers and counselors of the participating schools; (3) to stimulate a greater interest among American Indian organizations and students in NASA's research and development programs; (4) to help NASA's efforts in the recruiting of minorities and women into its work force; and (5) to provide opportunities for minority aerospace scientists and engineers to interact with the minority community, particularly with youths at the junior high school and high school levels.

Motivation for Treatment Among Women Offenders in Prison-Based Treatment and Longitudinal Outcomes Among Those Who Participate in Community Aftercare

PubMed Central

Grella, Christine E.; Rodriguez, Luz

2011-01-01

Participation in aftercare may reduce risk of recidivism among women offenders with substance use problems following their release to the community. This study examines motivation to participate in aftercare among women offenders and whether their participation in both in-custody and aftercare treatment reduces their risk of recidivism. Surveys were conducted with women (N = 1,158) in prison-based substance abuse treatment programs. Return-to-prison was examined among participants in community-based aftercare (N = 1,182) over 12 months following treatment discharge. Higher treatment motivation was associated with child welfare involvement, prior treatment, and use of “harder” drugs; ethnic minority women had lower treatment motivation compared with White women. Participants who completed the aftercare program, or who had longer treatment duration, and those who had participated in an in-prison program prior to parole had reduced risk of recidivism. Study findings suggest the value of community aftercare for women offenders, particularly when combined with prior in-prison treatment. PMID:22185040

42 CFR 52c.1 - Applicability.

Code of Federal Regulations, 2012 CFR

2012-10-01

... PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS MINORITY BIOMEDICAL RESEARCH... Biomedical Research Support Program) awarded in accordance with section 301(a)(3) of the Public Health... investigators engaged in biomedical research, and to broaden the opportunities for participation in biomedical...

42 CFR 52c.1 - Applicability.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS MINORITY BIOMEDICAL RESEARCH... Biomedical Research Support Program) awarded in accordance with section 301(a)(3) of the Public Health... investigators engaged in biomedical research, and to broaden the opportunities for participation in biomedical...

42 CFR 52c.1 - Applicability.

Code of Federal Regulations, 2011 CFR

2011-10-01

... PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS MINORITY BIOMEDICAL RESEARCH... Biomedical Research Support Program) awarded in accordance with section 301(a)(3) of the Public Health... investigators engaged in biomedical research, and to broaden the opportunities for participation in biomedical...

42 CFR 52c.1 - Applicability.

Code of Federal Regulations, 2013 CFR

2013-10-01

... PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS MINORITY BIOMEDICAL RESEARCH... Biomedical Research Support Program) awarded in accordance with section 301(a)(3) of the Public Health... investigators engaged in biomedical research, and to broaden the opportunities for participation in biomedical...

42 CFR 52c.1 - Applicability.

Code of Federal Regulations, 2014 CFR

2014-10-01

... PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS MINORITY BIOMEDICAL RESEARCH... Biomedical Research Support Program) awarded in accordance with section 301(a)(3) of the Public Health... investigators engaged in biomedical research, and to broaden the opportunities for participation in biomedical...

48 CFR 1419.201 - General policy.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SMALL BUSINESS PROGRAMS Policies 1419.201 General policy. HCAs, without the power of redelegation, shall... participation of small business and small disadvantaged businesses in contract and subcontract opportunities. Goals for contract awards to minority business enterprises and women-owned businesses shall also be...

48 CFR 1419.201 - General policy.

Code of Federal Regulations, 2011 CFR

2011-10-01

... SMALL BUSINESS PROGRAMS Policies 1419.201 General policy. HCAs, without the power of redelegation, shall... participation of small business and small disadvantaged businesses in contract and subcontract opportunities. Goals for contract awards to minority business enterprises and women-owned businesses shall also be...

Novel approaches to HIV prevention and sexual health promotion among Guatemalan gay and bisexual men, MSM, and transgender persons.

PubMed

Rhodes, Scott D; Alonzo, Jorge; Mann, Lilli; Downs, Mario; Simán, Florence M; Andrade, Mario; Martinez, Omar; Abraham, Claire; Villatoro, Guillermo R; Bachmann, Laura H

2014-08-01

The burden of HIV is disproportionate for Guatemalan sexual minorities (e.g., gay and bisexual men, men who have sex with men [MSM], and transgender persons). Our bi-national partnership used authentic approaches to community-based participatory research (CBPR) to identify characteristics of potentially successful programs to prevent HIV and promote sexual health among Guatemalan sexual minorities. Our partnership conducted Spanish-language focus groups with 87 participants who self-identified as male (n=64) or transgender (n=23) and individual in-depth interviews with ten formal and informal gay community leaders. Using constant comparison, an approach to grounded theory, we identified 20 characteristics of potentially successful programs to reduce HIV risk, including providing guidance on accessing limited resources; offering supportive dialogue around issues of masculinity, socio-cultural expectations, love, and intimacy; using Mayan values and images; harnessing technology; increasing leadership and advocacy skills; and mobilizing social networks. More research is clearly needed, but participants reported needing and wanting programming and had innovative ideas to prevent HIV exposure and transmission.

Development and Evaluation of the Curriculum for BOLD (Bronx Oncology Living Daily) Healthy Living: a Diabetes Prevention and Control Program for Underserved Cancer Survivors.

PubMed

Conlon, Beth A; Kahan, Michelle; Martinez, Melissa; Isaac, Kathleen; Rossi, Amerigo; Skyhart, Rebecca; Wylie-Rosett, Judith; Moadel-Robblee, Alyson

2015-09-01

Underserved minority communities have few resources for addressing comorbidity risk reduction among long-term cancer survivors. To address this community need, we developed and piloted the Bronx Oncology Living Daily (BOLD) Healthy Living program, the first known diabetes prevention and control program to target cancer survivors and co-survivors in Bronx County, NY. The program aimed to facilitate lifestyle change and improve health-related quality of life (HRQoL) through weekly group nutrition education (60-90 min) and exercise (60 min) classes. We examined baseline characteristics of participants using simple descriptive statistics and evaluated program implementation and impact using the Reach, Efficacy, Adoption, Implementation and Maintenance (RE-AIM) framework. The curriculum, which drew from the social-ecological framework and motivational and cognitive behavioral strategies, consisted of 12 culturally and medically tailored modules with options for implementation as a 12- or 4-week program. Seven programs (four 12 weeks and three 4 weeks in length, respectively) were implemented at five community site locations. Sixty-six cancer survivors and 17 cancer co-survivors (mean age 60.5 ± 10.2 years) enrolled in one of the programs. Most participants were female (95.2 %) minority (55.4 % black, 26.5 % Hispanic/Latino) breast cancer survivors (75.7 %). Median program attendance was 62.5 % and did not significantly differ by program length; however, 67.3 % of participants achieved ≥60 % attendance among the 12-week programs, compared to 41.9 % among the 4-week programs, and this difference was statistically significant (p = 0.02). Overall, participants reported significant pre/post improvements in perceived health as good/excellent (66.0 to 75.5 %; p = 0.001) and borderline significant decreases in perceived pain as moderate/severe (45.5 to 38.2 %; p = 0.05). More than 90 % of participants reported that the program helped them to achieve their short-term goals, motivated them to engage in healthier behaviors, and felt that the nutrition and exercise classes were relevant to their needs. These results indicate that a short-term lifestyle intervention program for adult cancer survivors was acceptable in our community and motivated cancer survivors to improve their HRQoL. The curriculum can be used as a tool to facilitate development of similar programs in the future.

Development and evaluation of a culturally appropriate hypertension education (CAHE) training program for health care providers

PubMed Central

Haafkens, Joke A.; Jaarsma, Debbie A. D. C.; van Weert, Henk C. P. M.; van Dijk, Nynke

2017-01-01

Background In Western countries, hypertension and hypertension-related complication are more common in ethnic minority groups of African descent than in indigenous populations. Addressing ethnic minority patients’ perceptions of hypertension and its treatment through the use of cultural appropriate hypertension education (CAHE) increases adherence to medication and lifestyle recommendations. Given these effects, it seems warranted to develop a training program on how to deliver this type of patient education for Primary Care Nurse Practitioners (PCNPs). Objective Development and evaluation of a training program for PCNPs aimed at providing culturally appropriate hypertension patient education. Design Prospective cohort study evaluating attitude and intended behavioral changes. Participants Both experienced PCNPs and PCNPs in training participated in this study. Main measures The effects of the CAHE-training were measured by 3 different questionnaires on 1) the satisfaction with the training program, 2) the attitude towards culturally appropriate care, and 3) the commitment to change. Results The CAHE-training program consists of 10 different components divided over two 4-hour sessions and was taught to 87 participating PCNPs. The program utilizes constructivist-learning principles and educational evidence on adult learning. The content of the program is based on the knowledge obtained from our previous studies on culturally appropriate care. The mean satisfaction-score was 7.5 (1–10 scale), with the role-play exercise with patient-actors scoring highest (8.2). We observed non-significant but positive changes in attitude. PCNPs who reported on the implementation of their intended behavior change showed significant attitude changes after three months. Conclusion We demonstrated that our evidence based training program for PCNPs resulted in a positive learning experience with adequate intended behavioral changes in practice. Unfortunately, response rates were too low to demonstrate persistent changes in attitude. PMID:28594878

U.S. Department of Agriculture: Resolution of Discrimination Complaints Involving Farm Credit and Payment Programs

DTIC Science & Technology

2001-04-12

2There have also been long-standing concerns about USDA’s treatment of minority employees . As requested, however, this report focuses on program -related... program participants and employees . Form SF298 Citation Data Report Date ("DD MON YYYY") 00MAY2001 Report Type N/A Dates Covered (from... to) ("DD MON...Indianswho were denied benefits under the U.S. Department of Agricultures (USDA) farm assistance programs 1 have been a long-standing issue. Compounding

An Educational Program for Underserved Middle School Students to Encourage Pursuit of Pharmacy and Other Health Science Careers.

PubMed

Goldsmith, Carroll-Ann; Tran, Thao T; Tran, Linh

2014-11-15

To develop and implement an active, hands-on program for underrepresented minority (URM) seventh grade students and to determine if participation in the program increased interest in health care careers and understanding of pharmacy and physician assistant (PA) professions. A hands-on educational program was developed in conjunction with local middle school administrators and staff for URM 7th grade students. The program was designed to be hands-on and focus on pharmacy and PA laboratory skills. A discussion component was included, allowing participants to interact personally with pharmacy and PA students and faculty members. Students' responses to survey questions about interest in health care careers and knowledge about health professions were compared before and after 2 separate offerings of the program. After the program, significant increases were seen in participants' understanding of the pharmacy and PA professions. An increased percentage of participants reported interest in health care careers after the program than before the program. Introducing middle school-aged URM students to the pharmacy and PA professions through a hands-on educational program increased interest in, and knowledge of, these professions.

Development of an interdisciplinary pre-matriculation program designed to promote medical students’ self efficacy

PubMed Central

Kosobuski, Anna Wirta; Whitney, Abigail; Skildum, Andrew; Prunuske, Amy

2017-01-01

ABSTRACT Background and objectives: A four-week interdisciplinary pre-matriculation program for Native American and rural medical students was created and its impact on students’ transition to medical school was assessed. The program extends the goals of many pre-matriculation programs by aiming to increase not only students’ understanding of basic science knowledge, but also to build student self-efficacy through practice with medical school curricular elements while developing their academic support networks. Design: A mixed method evaluation was used to determine whether the goals of the program were achieved (n = 22). Student knowledge gains and retention of the microbiology content were assessed using a microbiology concept inventory. Students participated in focus groups to identify the benefits of participating in the program as well as the key components of the program that benefitted the students. Results: Program participants showed retention of microbiology content and increased confidence about the overall medical school experience after participating in the summer program. Conclusions: By nurturing self-efficacy, participation in a pre-matriculation program supported medical students from Native American and rural backgrounds during their transition to medical school. Abbreviations: CAIMH: Center of American Indian and Minority Health; MCAT: Medical College Admission Test; PBL: Problem based learning; UM MSD: University of Minnesota Medical School Duluth PMID:28178916

Customizing Process to Align with Purpose and Program: The 2003 MS PHD'S in Ocean Sciences Program Evaluative Case Study

NASA Astrophysics Data System (ADS)

Williamson, V. A.; Pyrtle, A. J.

2004-12-01

How did the 2003 Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Ocean Sciences Program customize evaluative methodology and instruments to align with program goals and processes? How is data captured to document cognitive and affective impact? How are words and numbers utilized to accurately illustrate programmatic outcomes? How is compliance with implicit and explicit funding regulations demonstrated? The 2003 MS PHD'S in Ocean Sciences Program case study provides insightful responses to each of these questions. MS PHD'S was developed by and for underrepresented minorities to facilitate increased and sustained participation in Earth system science. Key components of this initiative include development of a community of scholars sustained by face-to-face and virtual mentoring partnerships; establishment of networking activities between and among undergraduate, graduate, postgraduate students, scientists, faculty, professional organization representatives, and federal program officers; and provision of forums to address real world issues as identified by each constituent group. The evaluative case study of the 2003 MS PHD'S in Ocean Sciences Program consists of an analysis of four data sets. Each data set was aligned to document progress in the achievement of the following program goals: Goal 1: The MS PHD'S Ocean Sciences Program will successfully market, recruit, select, and engage underrepresented student and non-student participants with interest/ involvement in Ocean Sciences; Goal 2: The MS PHD'S Ocean Sciences Program will provide meaningful engagement for participants as determined by quantitative analysis of user-feedback; Goal 3: The MS PHD'S Ocean Sciences Program will provide meaningful engagement for participants as determined by qualitative analysis of user-feedback, and; Goal 4: The MS PHD'S Ocean Sciences Program will develop a constituent base adequate to demonstrate evidence of interest, value, need and sustainability in its vision, mission, goals and activities. In addition to the documentation of evaluative process, the case study also provides insight on the establishment of mutually supportive principal investigator and evaluator partnerships as necessary foundations for building effective teams. The study addresses frequently asked questions (FAQ's) on the formation and sustenance of partnerships among visionaries and evaluators and the impact of this partnership on the achievement of program outcomes.

Early efforts of blacks in the fight against heart disease and stroke.

PubMed Central

Haywood, L. J.

1999-01-01

This article highlighted the early efforts of some individuals whose vision and dedication helped to set the stage for later progress in the fight against heart disease, who forged links to those who eagerly took up the cause of creating an appropriate place for minority participation in the specialty of cardiovascular diseases, and to contribute to efforts to establish programs for the reduction of morbidity and mortality and for prevention in African Americans. This is only one view of what was an exciting period of fitful progress and controversy. Dr Wilson reviewed the still deplorable state of affairs in regard to minorities and the medical profession in 1986, stating: A meaningful role for minorities will not exist until there is access to academic postgraduate training programs that will lead to faculty positions and research opportunities for minorities to serve as role models for future students. The Association of Academic Minority Physicians was established to foster greater progress in this regard across disciplines. Again, while much has been accomplished, including Donald Wilson's becoming the first African-American dean of a nonminority medical school, much remains to be done as we approach the end of the 20th century. PMID:10628126

A Summer Prematriculation Program: Bridging the Gap for Disadvantaged Underrepresented Minority Students Interested in a Nursing Career.

PubMed

Norris, Tommie L; Wicks, Mona N; Cowan, Patricia A; Davison, Erwin Story

2016-08-01

The nursing and health care workforce needs diverse clinicians who can provide culturally competent and high-quality care to an increasingly diverse U.S. Achieving this goal requires creating learning environments that foster the success of disadvantaged underrepresented minority (URM) students seeking nursing careers. This 4-week summer prematriculation program introduced 33 URM individuals from disadvantaged backgrounds to nursing as a career through financial support, academic enrichment, and social support to enhance nursing program admission success. Federal guidelines were used to establish URM and economically disadvantaged status. To date, one third of program participants have been admitted to nursing programs. Fundamental reforms in pre-college education systems, such as the evidence-based strategies implemented in our summer prematriculation program, may be needed to achieve a diverse, culturally competent workforce that can help eliminate persistent health and health care disparities. [J Nurs Educ. 2016;55(8):471-475.]. Copyright 2016, SLACK Incorporated.

23 CFR 230.107 - Policy.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 23 Highways 1 2012-04-01 2012-04-01 false Policy. 230.107 Section 230.107 Highways FEDERAL HIGHWAY ADMINISTRATION, DEPARTMENT OF TRANSPORTATION CIVIL RIGHTS EXTERNAL PROGRAMS Equal Employment Opportunity on... assure the increased participation of minority groups and disadvantaged persons and women in all phases...

23 CFR 230.107 - Policy.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 23 Highways 1 2010-04-01 2010-04-01 false Policy. 230.107 Section 230.107 Highways FEDERAL HIGHWAY ADMINISTRATION, DEPARTMENT OF TRANSPORTATION CIVIL RIGHTS EXTERNAL PROGRAMS Equal Employment Opportunity on... assure the increased participation of minority groups and disadvantaged persons and women in all phases...

23 CFR 230.107 - Policy.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 23 Highways 1 2011-04-01 2011-04-01 false Policy. 230.107 Section 230.107 Highways FEDERAL HIGHWAY ADMINISTRATION, DEPARTMENT OF TRANSPORTATION CIVIL RIGHTS EXTERNAL PROGRAMS Equal Employment Opportunity on... assure the increased participation of minority groups and disadvantaged persons and women in all phases...

An analysis of scientific self-efficacy as a benefit of summer research participation for underrepresented minorities in science, technology, engineering, and mathematics (STEM) fields

NASA Astrophysics Data System (ADS)

Carter, Frances D.

2011-12-01

Low participation and performance in science, technology, engineering, and mathematics (STEM) fields by U.S. citizens are widely recognized as major problems with substantial economic, political, and social ramifications. Studies of collegiate interventions designed to broaden participation in STEM fields suggest that participation in undergraduate research is a key program component that enhances such student outcomes as undergraduate GPA, graduation, persistence in a STEM major, and graduate school enrollment. However, little is known about the mechanisms that are responsible for these positive effects. The current study hypothesizes that undergraduate research participation increases scientific self-efficacy and scientific research proficiency. This hypothesis was tested using data obtained from a survey of minority students from several STEM intervention programs that offer undergraduate research opportunities. Students were surveyed both prior to and following the summer of 2010. Factor analysis was used to examine the factor structure of participants' responses on scientific self-efficacy and scientific research proficiency scales. Difference-in-difference analysis was then applied to the resulting factor score differences to estimate the relationship of summer research participation with scientific self-efficacy and scientific research proficiency. Factor analytic results replicate and further validate previous findings of a general scientific self-efficacy construct (Schultz, 2008). While the factor analytic results for the exploratory scientific research proficiency scale suggest that it was also a measureable construct, the factor structure was not generalizable over time. Potential reasons for the lack of generalizability validity for the scientific research proficiency scale are explored and recommendations for emerging scales are provided. Recent restructuring attempts within federal science agencies threaten the future of STEM intervention programs. Causal estimates of the effect of undergraduate research participation on specific and measurable benefits can play an important role in ensuring the sustainability of STEM intervention programs. Obtaining such estimates requires additional studies that, inter alia, incorporate adequate sample sizes, valid measurement scales, and the ability to account for unobserved variables. Political strategies, such as compromise, can also play an important role in ensuring the sustainability of STEM intervention programs.

Satisfaction with cancer care among underserved racial-ethnic minorities and lower-income patients receiving patient navigation.

PubMed

Jean-Pierre, Pascal; Cheng, Ying; Wells, Kristen J; Freund, Karen M; Snyder, Frederick R; Fiscella, Kevin; Holden, Alan E; Paskett, Electra D; Dudley, Donald J; Simon, Melissa A; Valverde, Patricia A

2016-04-01

Patient navigation is a barrier-focused program of care coordination designed to achieve timely and high-quality cancer-related care for medically underserved racial-ethnic minorities and the poor. However, to the authors' knowledge, few studies to date have examined the relationship between satisfaction with navigators and cancer-related care. The authors included data from 1345 patients with abnormal cancer screening tests or a definitive cancer diagnosis who participated in the Patient Navigation Research Program to test the efficacy of patient navigation. Participants completed demographic questionnaires and measures of patient satisfaction with cancer-related care (PSCC) and patient satisfaction with interpersonal relationship with navigator (PSN-I). The authors obtained descriptive statistics to characterize the sample and conducted regression analyses to assess the degree of association between PSN-I and PSCC, controlling for demographic and clinical factors. Analyses of variance were conducted to examine group differences controlling for statistically significant covariates. Statistically significant relationships were found between the PSCC and PSN-I for patients with abnormal cancer screening tests (1040 patients; correlation coefficient (r), 0.4 [P<.001]) and those with a definitive cancer diagnosis (305 patients; correlation coefficient, 0.4 [P<.001]). The regression analysis indicated that having an abnormal colorectal cancer screening test in the abnormal screening test group and increased age and minority race-ethnicity status in the cancer diagnosis group were associated with a higher satisfaction with cancer care (P<.01). Satisfaction with navigators appears to be significantly associated with satisfaction with cancer-related care. Information regarding the patient-navigator relationship should be integrated into patient navigation programs to maximize the likelihood of reducing caner disparities and mortality for medically underserved racial-ethnic minorities and the poor. © 2016 American Cancer Society.

Satisfaction with Cancer Care Among Underserved Racial-Ethnic Minorities And Lower Income Patients Receiving Patient Navigation

PubMed Central

Jean-Pierre, Pascal; Cheng, Ying; Wells, Kristen J.; Freund, Karen M.; Snyder, Frederick R.; Fiscella, Kevin; Holden, Alan E.; Paskett, Electra; Dudley, Donald; Simon, Melissa A.; Valverde, Patricia

2016-01-01

BACKGROUND Patient navigation is a barrier-focused program of care coordination designed to achieve timely and high quality cancer-related care for medically underserved racial-ethnic minorities and the poor. However, few studies have examined the relationship between satisfaction with navigators and cancer-related care. METHODS We included data from 1,345 patients with abnormal cancer screening or definitive cancer diagnosis who participated in the Patient Navigation Research Program to test the efficacy of patient navigation. Participants completed demographic questionnaires and measures of Patient Satisfaction with Cancer-related Care (PSCC) and Patient Satisfaction with Interpersonal Characteristics of Navigators (PSN-I). We obtained descriptive statistics to characterize the sample, and conducted regression analyses to assess the degree of association between PSN-I and PSCC, controlling for demographic and clinical factors. We conducted analysis of variance to examine group differences controlling for statistically significant covariates. RESULTS We found statistically significant relationships between the PSCC and PSN-I for patients with abnormal cancer screening (N=1040, r=0.4, p<0.001) and definitive cancer diagnosis (N=305, r=0.4, p<0.001). The regression analysis showed that having abnormal colorectal cancer screening in the abnormal screening group and increased age and minority race-ethnicity status in the cancer diagnosis group were associated with higher satisfaction with cancer care (p<0.01). CONCLUSION Satisfaction with navigators is significantly associated with satisfaction with cancer-related care. Information about the patient-navigator relationship should be integrated in patient navigation programs to maximize the likelihood of reducing caner disparities and mortality for medically underserved racial-ethnic minorities and the poor. PMID:26849163

Minority Undergraduate Training for Energy-Related Careers (MUTEC)

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

Levy, C.; Yih, T.C.; Ebadian, M.A.

1995-12-01

OAK-B135 Minority Undergraduate Training for Energy-Related Careers (MUTEC). First, all the co-investigators would like to thank the Department of Energy's Minority Impact Office for awarding FIU with the MUTEC grant for the past five years. We believe it has made a difference, especially in the creation of a new, streamlined curriculum that began with the Mechanical Engineering Program and has now become college wide. Second, we have given 774 students an introduction to engineering, something that did not exist 3 years ago. Third, we have given FLAME the opportunity to participate in this program through the equivalent introduction to engineeringmore » course. Over 150 of those students have participated and have a 100% record of completing the program once, they start. Over 80% of those students have gone on to college. Fourth, we have aided 32 undergraduates continue in their engineering studies. Of those half have already graduated, and half of those have gone on to graduate school. One of these graduate school students has graduated with an MSME and another has won an NSF Scholarship. Fifth, we have created a bank of 51 2-hour tapes in 10 science and engineering science areas and covered the spectrum of math courses from geometry/trigonometry to differential equations. Sixth, we have created two examinations for use in preparation for entry into the engineering programs and in preparation for the EIT. Seventh, we have created a streamlined curriculum and four options, two of which are energy related. From these points, we believe that the program was very successful and for that we wish to thank the Department of Energy and specifically Ms. Estela Romo for her unwavering support.« less

A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program

NASA Astrophysics Data System (ADS)

Fadigan, Kathleen A.; Hammrich, Penny L.

2004-10-01

The purpose of this longitudinal case study is to describe the educational trajectories of a sample of 152 young women from urban, low-income, single-parent families who participated in the Women in Natural Sciences (WINS) program during high school. Utilizing data drawn from program records, surveys, and interviews, this study also attempts to determine how the program affected the participants' educational and career choices to provide insight into the role informal science education programs play in increasing the participation of women and minorities in science, math, engineering, and technology (SMET)-related fields. Findings revealed 109 participants (93.16%) enrolled in a college program following high school completion. Careers in medical or health-related fields followed by careers in SMET emerged as the highest ranking career paths with 24 students (23.76%) and 21 students (20.79%), respectively, employed in or pursuing careers in these areas. The majority of participants perceived having staff to talk to, the job skills learned, and having the museum as a safe place to go as having influenced their educational and career decisions. These findings reflect the need for continued support of informal science education programs for urban girls and at-risk youth.

The New Mexico EPSCoR Undergraduate Research Opportunities Program: A Successful Summer Research Program for Community College and PUI College Students

NASA Astrophysics Data System (ADS)

Pullin, M. J.

2013-12-01

The statewide NSF New Mexico EPSCoR Program (Climate Change and Water in New Mexico) sponsored a summer undergraduate research program from 2009 to 2013. This program was open to undergraduates attending the state's community colleges and primarily undergraduate institutions (PUIs). Participants who are chosen for the program attend a week of workshops on climate change, hydrology, water quality and professional development. Following that, they spend eight weeks working with an EPSCoR-funded scientist at a research intensive university or related field site. Participants are paired during their research project. This strategy has been shown to be a key factor in the success and comfort level of the participants. The program concludes with a research conference and many of the participants later present their work at national and regional conferences. The program has shown to be effective at introducing students from non-research institutions to authentic research in the Earth and Environmental Sciences and improving their confidence in future success at higher degree levels. The program is also successful at recruiting underrepresented minority students, mainly from Hispanic and Native American populations. We will also present data on participant degree completions, transfers to four year colleges, STEM career attainment, and graduate school admissions.

The InterCon network: a program for education partnerships at the University of Texas-Houston Health Science Center.

PubMed

Castro, G A; Bouldin, P A; Farver, D W; Maugans, L A; Sanders, L C; Booker, J

1999-04-01

The University of Texas-Houston Health Science Center (UT-Houston) has created programs and activities to address the state's pressing needs in minority education. Through InterCon, a network of universities and K-12 schools, UT-Houston works with its partners to identify competitive candidates in the current pool of minority graduates with bachelor's degrees and to help them--along with their non-minority counterparts--progress in their education. Another objective is to expand the pool of minorities underrepresented in medicine who complete high school and go to college. In 1994 UT-Houston and Prairie View A&M University created a collaborative venture to provide new educational opportunities at UT-Houston for Prairie View's predominantly African American students. A three-track summer internship program--a result of that collaboration--has since been expanded to partnerships with other minority and majority universities throughout Texas. In 1998, for example, 108 undergraduate students from these universities (and 40 other universities nationwide) participated in research, professional, and administrative summer internships at UT-Houston. The InterCon network also has partnerships with K-12 schools. UT-Houston works with inner-city, suburban, and rural school districts to develop education models that can be transferred throughout the state. The partnerships deal with helping to teach basic academic skills and computer literacy, improve science-related instruction, meet demands for health promotion materials and information for school-initiated health and wellness programs, and develop distance-learning paradigms. UT-Houston views InterCon as a program helping Texas institutions to engage and adapt to the socioeconomic factors, demographic changes, and technology explosion that currently challenge public education.

Preliminary Testing of a Program to Prevent Type 2 Diabetes among High-Risk Youth.(research Papers)

ERIC Educational Resources Information Center

Grey, Margaret; Berry, Diane; Davidson, Maryanne; Galasso, Pam; Gustafson, Elaine; Melkus, Gail

2004-01-01

Type 2 diabetes is increasing among youth, with minority youth at highest risk. This preliminary study tested the feasibility of a school-based program to prevent type 2 diabetes in youth at risk. Forty-one participants (age 12.6 [+ or -] 1.1 years; 63% female, 51% African American, 44% Hispanic, and 5% Caucasian) were randomly assigned to one of…

Using ePortfolios to Assess Applied and Collaborative Learning and Academic Identity in a Summer Research Program for Community College Students

ERIC Educational Resources Information Center

Singer-Freeman, Karen; Bastone, Linda; Skrivanek, Joseph

2016-01-01

We evaluate the extent to which ePortfolios can be used to assess applied and collaborative learning and academic identity among community college students from underrepresented minority groups who participated in a summer research program. Thirty-eight students were evaluated by their research sponsor and two or three naïve faculty evaluators.…

Harnessing health information to foster disadvantaged teens' community engagement, leadership skills, and career plans: a qualitative evaluation of the Teen Health Leadership Program.

PubMed

Keselman, Alla; Ahmed, Einas A; Williamson, Deborah C; Kelly, Janice E; Dutcher, Gale A

2015-04-01

This paper describes a qualitative evaluation of a small-scale program aiming to improve health information literacy, leadership skills, and interest in health careers among high school students in a low-income, primarily minority community. Graduates participated in semi-structured interviews, transcripts of which were coded with a combination of objectives-driven and data-driven categories. The program had a positive impact on the participants' health information competency, leadership skills, academic orientation, and interest in health careers. Program enablers included a supportive network of adults, novel experiences, and strong mentorship. The study suggests that health information can provide a powerful context for enabling disadvantaged students' community engagement and academic success.

Making a Difference in Science Education: The Impact of Undergraduate Research Programs

PubMed Central

Eagan, M. Kevin; Hurtado, Sylvia; Chang, Mitchell J.; Garcia, Gina A.; Herrera, Felisha A.; Garibay, Juan C.

2014-01-01

To increase the numbers of underrepresented racial minority students in science, technology, engineering, and mathematics (STEM), federal and private agencies have allocated significant funding to undergraduate research programs, which have been shown to students’ intentions of enrolling in graduate or professional school. Analyzing a longitudinal sample of 4,152 aspiring STEM majors who completed the 2004 Freshman Survey and 2008 College Senior Survey, this study utilizes multinomial hierarchical generalized linear modeling (HGLM) and propensity score matching techniques to examine how participation in undergraduate research affects STEM students’ intentions to enroll in STEM and non-STEM graduate and professional programs. Findings indicate that participation in an undergraduate research program significantly improved students’ probability of indicating plans to enroll in a STEM graduate program. PMID:25190821

METALS (Minority Education Through Traveling and Learning in the Sciences) and the Value of Collaborative Field-centered Experiences in the Geosciences (Invited)

NASA Astrophysics Data System (ADS)

White, L. D.

2013-12-01

METALS (Minority Education Through Traveling and Learning in the Sciences) is a field-based, geoscience diversity program developed by a collaborative venture among San Francisco State University, the University of Texas at El Paso, the University of New Orleans, and Purdue University. Since 2010, this program has created meaningful geoscience experiences for underrepresented minorities by engaging 30 high school students in experiential learning opportunities each year. During METALS field trips, the primarily urban students observe natural landforms, measure water quality, conduct beach profiles, and interpret stratigraphic and structural features in locations that have included southern Utah, southern Louisiana, central Wyoming, and northern California. In these geological settings participants are also able to focus on societally relevant, community-related issues. Results from program evaluation suggest that student participants view METALS as: (1) opening up new opportunities for field-based science not normally available to them, (2) engaging in a valuable science-based field experience, (3) an inspirational, but often physically challenging, undertaking that combines high-interest geology content with an exciting outdoor adventure, and (4) a unique social experience that brings together people from various parts of the United States. Further evaluation findings from the four summer trips completed thus far demonstrate that active learning opportunities through direct interaction with the environment is an effective way to engage students in geoscience-related learning. Students also seem to benefit from teaching strategies that include thoughtful reflection, journaling, and teamwork, and mentors are positive about engaging with these approaches. Participants appear motivated to explore geoscience topics further and often discuss having new insights and new perspectives leading to career choices in geosciences. Additionally, students who had a prior and similar fieldtrip experience that included outdoor expeditions and/or a geoscience focus, were able to utilize and build on those prior experiences during their participation in METALS.

5 CFR 308.102 - Eligibility and status.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 5 Administrative Personnel 1 2011-01-01 2011-01-01 false Eligibility and status. 308.102 Section 308.102 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS VOLUNTEER... the employment of minors. (b) Status. A student participating under an agency volunteer program is not...

5 CFR 308.102 - Eligibility and status.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Eligibility and status. 308.102 Section 308.102 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS VOLUNTEER... the employment of minors. (b) Status. A student participating under an agency volunteer program is not...

5 CFR 308.102 - Eligibility and status.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 5 Administrative Personnel 1 2013-01-01 2013-01-01 false Eligibility and status. 308.102 Section 308.102 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS VOLUNTEER... the employment of minors. (b) Status. A student participating under an agency volunteer program is not...

5 CFR 308.102 - Eligibility and status.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 5 Administrative Personnel 1 2014-01-01 2014-01-01 false Eligibility and status. 308.102 Section 308.102 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS VOLUNTEER... the employment of minors. (b) Status. A student participating under an agency volunteer program is not...

Nonbiased Assessment.

ERIC Educational Resources Information Center

Oakland, Thomas, Ed.

The Nonbiased Assessment module contains seven sections that provide information on various issues relevant to the construction of programs for assessing minority group children. Each section, in addition to the discussion of the topic, contains a list of objectives for the workshop participant or reader, a pretest, simulations, and an annotated…

Training community health promoters to implement diabetes self-management support programs for urban minority adults.

PubMed

Comellas, Mariceli; Walker, Elizabeth A; Movsas, Sharon; Merkin, Sheryl; Zonszein, Joel; Strelnick, Hal

2010-01-01

To develop, implement, and evaluate a peer-led diabetes self-management support program in English and Spanish for a diverse, urban, low-income population. The program goals and objectives were to improve diabetes self-management behaviors, especially becoming more physically active, healthier eating, medication adherence, problem solving, and goal setting. After a new training program for peers led by a certified diabetes educator (CDE) was implemented with 5 individuals, this pilot evaluation study was conducted in 2 community settings in the East and South Bronx. Seventeen adults with diabetes participated in the new peer-led 5-session program. Survey data were collected pre- and postintervention on diabetes self-care activities, quality of well-being, and number of steps using a pedometer. This pilot study established the acceptance and feasibility of both the peer training program and the community-based, peer-led program for underserved, minority adults with diabetes. Significant improvements were found in several physical activity and nutrition activities, with a modest improvement in well-being. Feedback from both peer facilitators and participants indicated that a longer program, but with the same educational materials, was desirable. To reduce health disparities in urban communities, it is essential to continue program evaluation of the critical elements of peer-led programs for multiethnic adults with diabetes to promote self-management support in a cost-effective and culturally appropriate manner. Practice Implications A diabetes self-management support program can be successfully implemented in the community by peers, within a model including remote supervision by a CDE.

Diversifying the STEM pipeline

PubMed Central

Boelter, Christina; Link, Tanja C.; Perry, Brea L.; Leukefeld, Carl

2017-01-01

Structured Abstract Purpose The current paper focuses on the description and evaluation of a two-year STEM intervention targeting underserved middle schools students from minority and low SES backgrounds. Design/methodology/approach Middle school students from low-income and minority backgrounds (n = 166) were targeted to participate in a two-year, intensive, hands-on science and technology intervention to increase their interest in biomedical and health sciences. Quantitative and qualitative data were collected from TRY-IT! Students as well as a control group that did not participate in the intervention, teachers, and parents to assess changes in attitudes and knowledge with respect to a variety of STEM-related topics. Findings Quantitative analyses did not reveal significant long-lasting differences between the TRY-IT! and the control group, thus providing a mixed assessment of the effectiveness of the intervention. However, qualitative student responses collected during the second year of participation revealed positive attitudes toward the program experience and benefits of their exposure to science. In light of these findings, insights drawn from reflecting on successes and challenges experienced during the course of planning and implementing the study are provided to guide future programs and research. Originality/value The intervention was developed in response to the continued under representation of minority and lower SES individuals in STEM careers. An effort to boost positive attitudes toward science and math, as well as confidence in the accessibility of STEM careers among this population is important given the promising outlook of this career field compared to others for future generations. PMID:28553067

Disparities in Cardiac Rehabilitation Among Individuals from Racial and Ethnic Groups and Rural Communities-A Systematic Review.

PubMed

Castellanos, Luis R; Viramontes, Omar; Bains, Nainjot K; Zepeda, Ignacio A

2018-03-13

Despite the well-described benefits of cardiac rehabilitation (CR) on long-term health outcomes, CR is a resource that is underutilized by a significant proportion of patients that suffer from cardiovascular diseases. The main purpose of this study was to examine disparities in CR referral and participation rates among individuals from rural communities and racial and ethnic minority groups with coronary heart disease (CHD) when compared to the general population. A systematic search of standard databases including MedlLine, PubMed, and Cochrane databases was conducted using keywords that included cardiac rehabilitation, women, race and ethnicity, disparities, and rural populations. Twenty-eight clinical studies from 1990 to 2017 were selected and included 478,955 patients with CHD. The majority of available clinical studies showed significantly lower CR referral and participation rates among individuals from rural communities, women, and racial and ethnic groups when compared to the general population. Similar to geographic region, socioeconomic status (SES) appears to directly impact the use of CR programs. Patients of lower SES have significantly lower CR referral and participation rates than patients of higher SES. Data presented underscores the need for systematic referrals using electronic health records for patients with CHD in order to increase overall CR referral and participation rates of minority populations and other vulnerable groups. Educational programs that target healthcare provider biases towards racial and ethnic groups may help attenuate observed disparities. Alternative modalities such as home-based and internet-based CR programs may also help improve CR participation rates among vulnerable populations.

Integrating Oral and General Health Screening at Senior Centers for Minority Elders

PubMed Central

Cheng, Bin; Northridge, Mary E.; Kunzel, Carol; Huang, Catherine; Lamster, Ira B.

2013-01-01

Racial/ethnic and socioeconomic disparities regarding untreated oral disease exist for older adults, and poor oral health diminishes quality of life. The ElderSmile program integrated screening for diabetes and hypertension into its community-based oral health activities at senior centers in northern Manhattan. The program found a willingness among minority seniors (aged ≥ 50 years) to be screened for primary care sensitive conditions by dental professionals and a high level of unrecognized disease (7.8% and 24.6% of ElderSmile participants had positive screening results for previously undiagnosed diabetes and hypertension, respectively). Dental professionals may screen for primary care–sensitive conditions and refer patients to health care providers for definitive diagnosis and treatment. The ElderSmile program is a replicable model for community-based oral and general health screening. PMID:23597378

The National Astronomy Consortium (NAC)

NASA Astrophysics Data System (ADS)

Von Schill, Lyndele; Ivory, Joyce

2017-01-01

The National Astronomy Consortium (NAC) program is designed to increase the number of underrepresented minority students into STEM and STEM careers by providing unique summer research experiences followed by long-term mentoring and cohort support. Hallmarks of the NAC program include: research or internship opportunities at one of the NAC partner sites, a framework to continue research over the academic year, peer and faculty mentoring, monthly virtual hangouts, and much more. NAC students also participate in two professional travel opportunities each year: the annual NAC conference at Howard University and poster presentation at the annual AAS winter meeting following their summer internship.The National Astronomy Consortium (NAC) is a program led by the National Radio Astronomy Consortium (NRAO) and Associated Universities, Inc. (AUI), in partnership with the National Society of Black Physicist (NSBP), along with a number of minority and majority universities.

Using career nurse mentors to support minority nursing students and facilitate their transition to practice.

PubMed

Banister, Gaurdia; Bowen-Brady, Helene M; Winfrey, Marion E

2014-01-01

The Clinical Leadership Collaborative for Diversity in Nursing was developed through an academe-service partnership focused on supporting minority nursing students and facilitating transition to practice. A key program element is mentoring. Students are paired with an experienced, minority clinical nurse or nurse leader from one of the partnering agencies, who helps guide the student throughout the junior and senior year of school and first year of employment. The mentoring component was evaluated through surveys in which mentors and mentees rated one another and offered open-ended comments on the program's impact. Aspects of mentees rated highest by mentors include manner (courteous and professional), ability to communicate and get along with others, preparation for meetings, and fully utilizing their time with mentors. Aspects of mentors rated highest by mentees include warmth, encouragement, and willingness to listen; enthusiasm for nursing and how they sparked the mentee's interest; and clarity regarding expectations for mentees and how they pushed mentees to achieve high standards. In the open-ended comments, mentees consistently identified mentoring as the program's strongest component. Sixty-four minority students have participated to date with a zero rate of attrition and very low job turnover among graduates. Copyright © 2014 Elsevier Inc. All rights reserved.

Efficacy of an outdoor air pollution education program in a community at risk for asthma morbidity.

PubMed

Dorevitch, Samuel; Karandikar, Abhijay; Washington, Gregory F; Walton, Geraldine Penny; Anderson, Renate; Nickels, Leslie

2008-11-01

Asthma management guidelines recommend avoiding exposure to indoor and outdoor air pollutants. A limitation of such recommendations is that they do not provide information about how the public should obtain and act on air quality information. Although the Air Quality Index (AQI) provides simplified outdoor air quality forecasts, communities with high rates of asthma morbidity tend to have low rates of internet access due to factors such as low socioeconomic status. Assessments of knowledge about air quality among low-income minority communities are lacking, as are community-based programs to educate the public about using the AQI. An air quality education program and system for disseminating air quality information were developed to promote pollutant avoidance during the reconstruction of a major highway in a low-income minority community on Chicago's South Side. The program, which centered on workshops run by community asthma educators, was evaluated using a pre-test, post-test, and 1-year follow-up questionnaire. A total of 120 community workshop participants completed at least a portion of the evaluation process. At baseline, knowledge about air quality was limited. Following the workshops, substantial increases were noted in rates of correct answers to questions about health effects of air pollution, the availability of air quality information, and the color code for an AQI category. Approximately 1 year after the workshops were held, few participants could recall elements of the training. Few participants have internet access, and alternative means of distributing air quality information were suggested by study participants. Baseline knowledge of air quality information was limited in the community studied. Air quality education workshops conducted by community educators can increase knowledge about outdoor air quality and its impact on health over the short term. Refresher workshops or other efforts to sustain the knowledge increase may be useful. Given the known short-term and long-term effects of air quality on morbidity and mortality, air quality education efforts should be further developed, evaluated, and promoted for the general public, for people with underlying cardiopulmonary disease, and given the documented health disparities within the general population, for low-income and minority communities.

From the NSF: The National Science Foundation’s Investments in Broadening Participation in Science, Technology, Engineering, and Mathematics Education through Research and Capacity Building

PubMed Central

James, Sylvia M.; Singer, Susan R.

2016-01-01

The National Science Foundation (NSF) has a long history of investment in broadening participation (BP) in science, technology, engineering, and mathematics (STEM) education. A review of past NSF BP efforts provides insights into how the portfolio of programs and activities has evolved and the broad array of innovative strategies that has been used to increase the participation of groups underrepresented in STEM, including women, minorities, and persons with disabilities. While many are familiar with these long-standing programmatic efforts, BP is also a key component of NSF’s strategic plans, has been highlighted in National Science Board reports, and is the focus of ongoing outreach efforts. The majority of familiar BP programs, such as the Louis Stokes Alliances for Minority Participation (now 25 years old), are housed in the Directorate for Education and Human Resources. However, fellowship programs such as the Graduate Research Fellowships and Postdoctoral Research Fellowships under the Directorate for Biological Sciences (and parallel directorates in other STEM disciplines) are frequently used to address underrepresentation in STEM disciplines. The FY2016 and FY2017 budget requests incorporate funding for NSF INCLUDES, a new cross-agency BP initiative that will build on prior successes while addressing national BP challenges. NSF INCLUDES invites the use of innovative approaches for taking evidence-based best practices to scale, ushering in a new era in NSF BP advancement. PMID:27587853

Results from a Pilot REU Program: Exploring the Cosmos Using Sloan Digital Sky Survey Data

NASA Astrophysics Data System (ADS)

Chanover, Nancy J.; Holley-Bockelmann, Kelly; Holtzman, Jon A.

2017-01-01

In the Summer of 2016 we conducted a 10-week pilot Research Experience for Undergraduates (REU) program aimed at increasing the participation of underrepresented minority undergraduate students in research using data from the Sloan Digital Sky Survey (SDSS). This program utilized a distributed REU model, whereby students worked with SDSS scientists on exciting research projects while serving as members of a geographically distributed research community. The format of this REU is similar to that of the SDSS collaboration itself, and since this collaboration structure has become a model for the next generation of large scale astronomical surveys, the students participating in the SDSS REU received early exposure and familiarity with this approach to collaborative scientific research. The SDSS REU also provided the participants with a low-risk opportunity to audition for graduate schools and to explore opportunities afforded by a career as a research scientist. The six student participants were placed at SDSS REU host sites at the Center for Astrophysics at Harvard University, University of Wisconsin-Madison, Vanderbilt University, and the University of Portsmouth. Their research projects covered a broad range of topics related to stars, galaxies, and quasars, all making use of SDSS data. At the start of the summer the REU students participated in a week-long Boot Camp at NMSU, which served as a program orientation, an introduction to skills relevant to their research projects, and an opportunity for team-building and cohort-forming. To foster a sense of community among our distributed students throughout the summer, we conducted a weekly online meeting for all students in the program via virtual meeting tools. These virtual group meetings served two purposes: as a weekly check-in to find out how their projects were progressing, and to conduct professional development seminars on topics of interest and relevance to the REU participants. We discuss the outcomes of this pilot REU program and future plans for involving underrepresented minority undergraduate students in SDSS-related research. This work was supported by a grant from Sloan Foundation to the Astrophysical Research Consortium.

Student science enrichment training program

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

Sandhu, S.S.

1994-08-01

This is a report on the Student Science Enrichment Training Program, with special emphasis on chemical and computer science fields. The residential summer session was held at the campus of Claflin College, Orangeburg, SC, for six weeks during 1993 summer, to run concomitantly with the college`s summer school. Fifty participants selected for this program, included high school sophomores, juniors and seniors. The students came from rural South Carolina and adjoining states which, presently, have limited science and computer science facilities. The program focused on high ability minority students, with high potential for science engineering and mathematical careers. The major objectivemore » was to increase the pool of well qualified college entering minority students who would elect to go into science, engineering and mathematical careers. The Division of Natural Sciences and Mathematics and engineering at Claflin College received major benefits from this program as it helped them to expand the Departments of Chemistry, Engineering, Mathematics and Computer Science as a result of additional enrollment. It also established an expanded pool of well qualified minority science and mathematics graduates, which were recruited by the federal agencies and private corporations, visiting Claflin College Campus. Department of Energy`s relationship with Claflin College increased the public awareness of energy related job opportunities in the public and private sectors.« less

Evaluating a culturally tailored peer-mentoring and education pilot intervention among Chinese breast cancer survivors using a mixed-methods approach.

PubMed

Lu, Qian; You, Jin; Man, Jenny; Loh, Alice; Young, Lucy

2014-11-01

To evaluate a social support intervention that was culturally tailored for Chinese Americans who face many challenges because of cultural and linguistic barriers. Intervention with a one-group pre- or post-test design, mixed methods, and a community-based participatory research (CBPR) approach. Southern California. 14 Chinese American breast cancer survivors post-treatment and eight breast cancer peer mentors. The intervention was a 10-week program to provide emotional and informational support through peer mentoring and education. Health outcomes were assessed before and after the intervention. Eight weekly process evaluations and two focus group interviews also were conducted. Depressive and anxiety symptoms. The program was associated with a decrease in depressive symptoms. Participants valued the program highly. Inductive analysis suggested possible mechanisms for effectiveness, such as reducing stigma, empowerment, and increased sense of belonging. The peer-mentoring and education program has the potential to serve as a model intervention for ethnic minorities. Mixed methods and CBPR are valuable in evaluating pilot interventions with minorities. Focusing on relationships may be fruitful for designing novel interventions for cancer survivors from collectivistic cultures. Peer-mentoring and education programs can be integrated into communities and clinics to improve care for underserved minority cancer survivors and to reduce health disparities.

An ethnographic study of job seeking among people with severe mental illness.

PubMed

Alverson, Hoyt; Carpenter, Elizabeth; Drake, Robert E

2006-01-01

An ethnographic study employing intensive participant observation methods identified critical differences in styles of searching for competitive employment among people with severe mental illness and explored the social/cultural correlates of these job-seeking styles. Propensity for active job seeking was strongly associated with younger age, with participants' involvement in interdependent kin networks or households, with ethno-racial minority background, and with capacity for coherent discourse. Active job seekers did particularly well in a supported employment program, but also were able to find employment when assigned to other programs; passive job seekers had little success in any vocational program. The authors discuss several implications of these findings for vocational services.

Characteristics and effectiveness of diabetes self-management educational programs targeted to racial/ethnic minority groups: a systematic review, meta-analysis and meta-regression.

PubMed

Ricci-Cabello, Ignacio; Ruiz-Pérez, Isabel; Rojas-García, Antonio; Pastor, Guadalupe; Rodríguez-Barranco, Miguel; Gonçalves, Daniela C

2014-07-19

It is not clear to what extent educational programs aimed at promoting diabetes self-management in ethnic minority groups are effective. The aim of this work was to systematically review the effectiveness of educational programs to promote the self-management of racial/ethnic minority groups with type 2 diabetes, and to identify programs' characteristics associated with greater success. We undertook a systematic literature review. Specific searches were designed and implemented for Medline, EMBASE, CINAHL, ISI Web of Knowledge, Scirus, Current Contents and nine additional sources (from inception to October 2012). We included experimental and quasi-experimental studies assessing the impact of educational programs targeted to racial/ethnic minority groups with type 2 diabetes. We only included interventions conducted in countries members of the OECD. Two reviewers independently screened citations. Structured forms were used to extract information on intervention characteristics, effectiveness, and cost-effectiveness. When possible, we conducted random-effects meta-analyses using standardized mean differences to obtain aggregate estimates of effect size with 95% confidence intervals. Two reviewers independently extracted all the information and critically appraised the studies. We identified thirty-seven studies reporting on thirty-nine educational programs. Most of them were conducted in the US, with African American or Latino participants. Most programs obtained some benefits over standard care in improving diabetes knowledge, self-management behaviors and clinical outcomes. A meta-analysis of 20 randomized controlled trials (3,094 patients) indicated that the programs produced a reduction in glycated hemoglobin of -0.31% (95% CI -0.48% to -0.14%). Diabetes knowledge and self-management measures were too heterogeneous to pool. Meta-regressions showed larger reduction in glycated hemoglobin in individual and face to face delivered interventions, as well as in those involving peer educators, including cognitive reframing techniques, and a lower number of teaching methods. The long-term effects remain unknown and cost-effectiveness was rarely estimated. Diabetes self-management educational programs targeted to racial/ethnic minority groups can produce a positive effect on diabetes knowledge and on self-management behavior, ultimately improving glycemic control. Future programs should take into account the key characteristics identified in this review.

The organization of sex work in low and high-priced venues with a focus on the experiences of ethnic minority women working in these venues

PubMed Central

Qian, Liu; Zhuang, Kongshao; Henderson, Gail E.; Shenglong, Quzhen; Fang, Jingwen; Yao, Huiqin; Qin, Jingxin; Yang, Yanzhen; Abler, Laurie

2013-01-01

Prior research on female sex workers (FSW) in China, and their risk for HIV and STI, neglects the nuanced experiences of ethnic minority FSW. We conducted participant observations and in-depth interviews with 33 FSW and six venue bosses to describe the experiences of FSW and management structures in high and low-priced sex work venues in Liuzhou, China. In low-priced venues, FSW had more autonomy and stronger relationships with their ethnic minority peers. Mid and high-priced venues had more formal management structures. Ethnic minority FSW working in higher priced venues experienced less support and kinship with their peers. HIV/STI prevention outreach activities occurred in all of the venues, but they were not tailored for different venue types or for ethnic minority FSW. Our findings provide guidance for tailoring public health programs that meet the needs of ethnic minority women working in different types of sex work venues. PMID:23912337

The organization of sex work in low- and high-priced venues with a focus on the experiences of ethnic minority women working in these venues.

PubMed

Liu, Qian; Zhuang, Kongshao; Henderson, Gail E; Shenglong, Quzhen; Fang, Jingwen; Yao, Huiqin; Qin, Jingxin; Yang, Yanzhen; Abler, Laurie

2014-02-01

Prior research on female sex workers (FSW) in China, and their risk for HIV and STI, neglects the nuanced experiences of ethnic minority FSW. We conducted participant observations and in-depth interviews with 33 FSW and six venue bosses to describe the experiences of FSW and management structures in low and high-priced sex work venues in Liuzhou, China. In low-priced venues, FSW had more autonomy and stronger relationships with their ethnic minority peers. Mid- and high-priced venues had more formal management structures. Ethnic minority FSW working in higher priced venues experienced less support and kinship with their peers. HIV/STI prevention outreach activities occurred in all of the venues, but they were not tailored for different venue types or for ethnic minority FSW. Our findings provide guidance for tailoring public health programs that meet the needs of ethnic minority women working in different types of sex work venues.

Fostering Sex Equity in Math.

ERIC Educational Resources Information Center

Moody, Charles D.; Linn, Eleanor

1986-01-01

The role of mathematics as a critical determiner of employment is noted, and the "significant absence of women and minority students in mathematics classes" is given attention. The need to gain competence in mathematics skills and confidence in mathematical abilities calls for programs to increase student participation, motivation, and…

77 FR 66831 - Information Collection Request Submitted to OMB for Review and Approval; Comment Request...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-07

... information collection request (ICR), ``Participation by Disadvantaged Business Enterprises in Procurement... considered a Minority Business Enterprise (MBE) or Women's Business Enterprise (WBE) under EPA's Disadvantaged Business Enterprise (DBE) Program. EPA currently requires an entity to first attempt to become...

7 CFR 772.7 - Leasing minor program loan security.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 7 2010-01-01 2010-01-01 false Leasing minor program loan security. 772.7 Section 772..., DEPARTMENT OF AGRICULTURE SPECIAL PROGRAMS SERVICING MINOR PROGRAM LOANS § 772.7 Leasing minor program loan... property for Minor Program loans to a third party when: (1) Leasing is the only feasible way to continue to...

7 CFR 772.7 - Leasing minor program loan security.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 7 2011-01-01 2011-01-01 false Leasing minor program loan security. 772.7 Section 772..., DEPARTMENT OF AGRICULTURE SPECIAL PROGRAMS SERVICING MINOR PROGRAM LOANS § 772.7 Leasing minor program loan... property for Minor Program loans to a third party when: (1) Leasing is the only feasible way to continue to...

Treatment process in prison therapeutic communities: motivation, participation, and outcome.

PubMed

Melnick, G; De Leon, G; Thomas, G; Kressel, D; Wexler, H K

2001-11-01

Although the largest effects of prison-based therapeutic community (TC) programs are associated with entry into aftercare, only a minority of prisoners volunteer for these aftercare programs. The study addresses the gap in our knowledge concerning these low rates of voluntary entry. A theoretical formulation of the TC process involving the effect of the interaction of clients' motivation and participation in the activities of the TC on entry into aftercare was tested on a sample of 110 volunteers in a prison-based TC for whom there were client and staff ratings of 3-month participation and 12-month follow-up data on relapse and recidivism. Path analyses support a model in which the interaction of motivation and 3-month participation ratings have a direct effect on the selection of aftercare, and aftercare has a direct effect on relapse and recidivism. The use of a combination of enhanced motivation and early program participation as a means of increasing the utilization and effectiveness of aftercare is discussed.

Community College Student Retention: Determining the Effects of a Comprehensive Support and Access Intervention Program Targeting Low-Income and Working Poor at a Large Urban Minority-Serving Institution

ERIC Educational Resources Information Center

Saltiel, Henry

2011-01-01

A quasi-experiment using quantitative methods was conducted to examine the effects on academic student outcomes when a cohort of employed low-SES community college commuter students (the treatment group, N=198) participated in a comprehensive support and access intervention program, compared with similar students (the matched comparison group,…

Exploring the Influence of Efficacy Beliefs and Homework Help in Predicting Reading Achievement among Underserved Children in an Afterschool Program

ERIC Educational Resources Information Center

Lee, Diane Sookyoung; Dang, Tina G.; Ulibas-Pascual, Jennifer; Gordon Biddle, Kimberly A.; Heller de Leon, Brian; Elliott, Deborah; Gorter, Josiah

2017-01-01

The purpose of this study was to determine the effectiveness of a local afterschool program in helping underserved elementary school students improve their reading achievement. The study followed a cohort of students with 28 participants who were low-income, ethnic minority children in the 1st-6th grades between the ages of 6 and 12. Data on…

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

ERIC Educational Resources Information Center

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

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

Influence of school support on early marriage experiences and health services utilization among young orphaned women in Zimbabwe.

PubMed

Luseno, Winnie Kavulani; Zhang, Lei; Iritani, Bonita J; Hartman, Shane; Rusakaniko, Simbarashe; Hallfors, Denise Dion

2017-03-01

School support programs reduce school dropout, early marriage, and early pregnancy for a majority of young orphaned women. We used a mixed-methods approach to examine why these programs are less effective for a significant minority by exploring their influence on marriage and health services utilization. Participants were from a randomized controlled trial testing school support as HIV prevention. Half as many intervention as control participants had been married; married intervention participants had 1 more year of education compared with married control participants. Receiving school support did not appear to improve health-related factors. Pregnancy was among the most common reasons for marriage across both groups. The greatest benefit of school support appears to be in delaying marriage and pregnancy while increasing educational attainment.

The birds, the bees, and the Bible: single African American mothers' perceptions of a faith-based sexuality educaton program.

PubMed

Cornelius, Judith Bacchus

2009-01-01

This exploratory study examined single mothers' ideas on the development of a faith-based sexuality program. Twenty African American single mothers with adolescent children (11 to 13 years of age) who were of the same faith and members of one church, participated in two focus groups about how a faith-based sexuality program could be designed and implemented. The findings call attention to the need for research on the design of faith-based sexuality education programs for ethnic minority families headed by single mothers.

Building Bridges to Diversity in Graduate Physics & Astronomy: The Fisk-Vanderbilt Masters-to-PhD Bridge Program

NASA Astrophysics Data System (ADS)

Stassun, Keivan G.

2006-12-01

We describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a successful model for effective partnerships with minority-serving institutions toward significantly broadening the participation of underrepresented groups in the physical sciences. The program couples targeted recruitment with active retention strategies, and is built upon a clearly defined structure that is flexible enough to address individual student needs while maintaining clearly communicated baseline standards for student performance. A key precept of the program’s philosophy is to eliminate passivity in student mentoring; students are deliberately groomed to successfully transition into the PhD program through active involvement in research experiences with future PhD advisers, coursework that demonstrates competency in core PhD subject areas, and frequent interactions with joint mentoring committees. This approach allows student progress and performance to be monitored and evaluated in a more holistic manner than usually afforded by limited metrics such as standardized tests. Since its inception in 2004, the program has attracted a total of 18 underrepresented students, with a retention rate of 90%. Recent research indicates that minority students are nearly twice as likely as non-minority students to seek a Masters degree en route to the PhD. In essence, the Bridge program described here builds upon this increasingly important pathway, with a dedicated mentoring process designed to ensure that the Masters-to-PhD transition is a successful one.

Recruiting Diverse Students and Enabling Them to Succeed in STEM

NASA Astrophysics Data System (ADS)

Tremmel, Michael J.; Pre-Major in Astronomy Program

2015-01-01

Improving the diversity within the rapidly growing fields of science, technology, engineering, and mathematics (STEM) has become a forefront issue facing collegiate departments today. It is well known that there are large gaps in the participation and performance of minorities, women, and low-income students within these fields and that special attention must be paid in order to close this gap. Since 2005, the Pre-Major in Astronomy Program (Pre-MAP) at the University of Washington (UW) Department of Astronomy has made a concentrated effort to recruit and retain underrepresented undergraduates in STEM, at which it has been very successful. Of course, recruiting these students can be a challenge, as is creating a curriculum and atmosphere that enables undergraduates to successfully participate in real astronomy research during their first or second year at a four-year college. Pre-MAP recruits a significant population of minorities and women into the program. The structure of the seminar is intended to not only provide necessary skills and experience, but also create a collaborative and supportive atmosphere among each cohort. I will discuss the recruitment practices of Pre-MAP as well as the structure of the seminar and how it addresses the goal of early participation and success in STEM research and course work.The intent of this talk is to share our methods so that more programs like Pre-MAP can be adopted successfully in other institutions.

St. Albans Under the Stars: Connecting the Community to the Universe

NASA Astrophysics Data System (ADS)

Jones, Gerceida

2016-03-01

St. Albans Under the Stars (SUTS) is a community-based program organized in 2006 for the purpose of promoting fun science projects in underserved communities, and to assist in college readiness initiatives. The public outreach program has three components: 1) Solar observing with a PST telescope, 2) Engaging hands-on activities for all ages, and 3) Night observing with an 8'' Celestron telescope and a host of other amateur astronomers participating in the program with their telescopes, all aimed at different objects visible in the night sky. There is a mobile unit part that has traveled in the past to minority communities in four states; Missouri, Tennessee, Mississippi, & Illinois using the same methods as used in New York to excite students about science. It is our aim to go national sharing astronomical knowledge while emphasizing the ancient, cultural, and inspirational value of science, technology, engineering, and mathematics (STEM). We believe strongly in the need for more minority involvement in science fields. Thus, we encourage higher education as part of our effort to engage members of the community, young and ``the young at heart'' to participate in various introductory aspects of the project.

Multiple early victimization experiences as a pathway to explain physical health disparities among sexual minority and heterosexual individuals.

PubMed

Andersen, Judith P; Zou, Christopher; Blosnich, John

2015-05-01

Prior research shows that health disparities exist between sexual minority and heterosexual individuals. We extend the literature by testing if the higher prevalence of childhood victimization experienced by sexual minority individuals accounts for lifetime health disparities. Heterosexual (n = 422) and sexual minority (n = 681) participants were recruited on-line in North America. Respondents completed surveys about their childhood victimization experiences (i.e., maltreatment by adults and peer victimization) and lifetime physician-diagnosed physical health conditions. Results showed that sexual minority individuals experienced higher prevalence of childhood victimization and lifetime physical health problems than heterosexuals. Mediation analyses indicated that maltreatment by adults and peer bullying explained the health disparities between sexual minority individuals and heterosexuals. This study is the first to show that multiple childhood victimization experiences may be one pathway to explain lifetime physical health disparities. Intervention programs reducing the perpetration of violence against sexual minority individuals are critical to reduce health care needs related to victimization experiences. Copyright © 2015 Elsevier Ltd. All rights reserved.

Encouraging minority undergraduates to choose science careers: career paths survey results.

PubMed

Villarejo, Merna; Barlow, Amy E L; Kogan, Deborah; Veazey, Brian D; Sweeney, Jennifer K

2008-01-01

To explore the reasons for the dearth of minorities in Ph.D.-level biomedical research and identify opportunities to increase minority participation, we surveyed high-achieving alumni of an undergraduate biology enrichment program for underrepresented minorities. Respondents were asked to describe their career paths and to reflect on the influences that guided their career choices. We particularly probed for attitudes and experiences that influenced students to pursue a research career, as well as factors relevant to their choice between medicine (the dominant career choice) and basic science. In agreement with earlier studies, alumni strongly endorsed supplemental instruction as a mechanism for achieving excellence in basic science courses. Undergraduate research was seen as broadening by many and was transformative for half of the alumni who ultimately decided to pursue Ph.D.s in biomedical research. That group had expressed no interest in research careers at college entry and credits their undergraduate research experience with putting them on track toward a research career. A policy implication of these results is that making undergraduate research opportunities widely available to biology students (including "premed" students) in the context of a structured educational enrichment program should increase the number of minority students who choose to pursue biomedical Ph.D.s.

Outdoor Experiential Learning to Increase Student Interest in Geoscience Careers

NASA Astrophysics Data System (ADS)

Lazar, K.; Moysey, S. M.

2017-12-01

Outdoor-focused experiential learning opportunities are uncommon for students in large introductory geology courses, despite evidence that field experiences are a significant pathway for students to enter the geoscience pipeline. We address this deficiency by creating an extracurricular program for geology service courses that allows students to engage with classmates to foster a positive affective environment in which they are able to explore their geoscience interests, encouraged to visualize themselves as potential geoscientists, and emboldened to continue on a geoscience/geoscience-adjacent career path. Students in introductory-level geology courses were given pre- and post-semester surveys to assess the impact of these experiential learning experiences on student attitudes towards geoscience careers and willingness to pursue a major/minor in geology. Initial results indicate that high achieving students overall increase their interest in pursuing geology as a major regardless of their participation in extracurricular activities, while low achieving students only demonstrate increased interest in a geology major if they did not participate in extra credit activities. Conversely, high achieving, non-participant students showed no change in interest of pursuing a geology minor, while high achieving participants were much more likely to demonstrate interest in a minor at the end of the course. Similar to the trends of interest in a geology major, low achieving students only show increased interest in a minor if they were non-participants. These initial results indicate that these activities may be more effective in channeling students towards geology minors rather than majors, and could increase the number of students pursuing geoscience-related career paths. There also seem to be several competing factors at play affecting the different student populations, from an increased interest due to experience or a displeasure that geology is not simply `rocks for jocks'. Analysis of data from a larger survey population from subsequent semesters is necessary to further explore the relationship between extracurricular experiential learning and attitudes towards geoscience as a potential career path.

You

ERIC Educational Resources Information Center

Walker, Kathrin C.; Saito, Rebecca N.

2011-01-01

Research demonstrates that involvement in high-quality youth programs benefits young people personally, socially, and academically. Yet many families--particularly low-income and minority families--are unsatisfied with the quality, affordability, and availability of options in their communities. Participation rates are especially low for youth who…

Practices and Trends in Academic Transfer.

ERIC Educational Resources Information Center

Donovan, Richard A.

1992-01-01

During the 1980's, two landmark transfer projects were funded by the Ford Foundation. The Urban Community College Transfer Opportunities Program (UCC/TOP) aspired to increase the number of minority students transferring to and succeeding at four-year institutions. Many of the practical strategies developed during participating colleges, such as…

On Social Equality and Difference, a View from The Netherlands.

ERIC Educational Resources Information Center

Fischer, Mary L.

1985-01-01

Deals with women working in the higher echelons of organizational hierarchies. Discusses why training programs aimed at women only are more beneficial to women than mixed participation. Examines women's minority position, effects of traditional stereotypes, group dynamics, problems women encounter in the workplace, and management education. (CT)

Ethical Issues in Addressing Inequity in/through ESL Research

ERIC Educational Resources Information Center

Lee, Ena

2011-01-01

This article outlines a researcher's struggles with conducting "ethical" research when her case study reveals racializations faced by a minority teacher in a Canadian ESL program. How might becoming privy to research participants' experiences of inequity in ESL education complicate the notion of research ethics when "doing the right…

Evaluation Results of the CDC/ASPH Institute for HIV Prevention Leadership: A Capacity-building Educational Program for HIV Prevention Program Managers

PubMed Central

Richter, Donna L.; Dauner, Kim Nichols; Lindley, Lisa L.; Reininger, Belinda M.; Oglesby, Willie H.; Prince, Mary S.; Thompson-Robinson, Melva; Jones, Rhondette; Potts, Linda H.

2011-01-01

Objective The goal of this research was to evaluate changes over time in the capacity of participants of the CDC/ASPH Institute for HIV Prevention Leadership (Institute), a capacity-building program for HIV prevention program managers in minority-based, community-based organizations, Capacity was defined as the application of new skills and knowledge to participants’ jobs and confidence in using those new skills and knowledge to strategically manage and apply “best practices” to their HIV prevention activities. Methods This is a longitudinal study involving measuring scholar capacity at three points in time; pre-Institute, post-Institute, and 6 months’ post-Institute. Only responses from participants who completed all three surveys are included in this final analysis of the data (N = 94). Results Results indicate that participants from 3 years of the institute (2002–2004) increased their capacity in HIV prevention programming and strategic planning and management. Significant changes were seen in the frequency and self-efficacy with which participants conduct several HIV prevention programming activities. Participants also reported conducting strategic planning activities at more appropriate intervals and were significantly more confident in conducting these activities. Conclusion The Institute has positively and significantly increased the capacity of participants to conduct more effective HIV prevention programs on a national level. PMID:17159470

STEM after school programming: The effect on student achievement and attitude

NASA Astrophysics Data System (ADS)

Ashford, Vanessa Dale

Science, technology, engineering and math (STEM) curriculum has become a major component in to 21st century teaching and learning. STEM skills and STEM careers are in demand globally. Disadvantaged and minority students continue to have an achievement gap in STEM classes. They do not perform well in elementary and middle school and frequently do not pursue STEM-based studies in high school or careers in the field. One innovation in STEM education is after-school programming to increase student interest, attitudes, and achievement. This mixed-methods study examines the Discovery Place After-School STEM Program to compare the achievement levels of participants to non-participants in the program and provides recommendations for STEM after-school programming across the district. As part of the study, teachers were interviewed to examine attitudes and perceptions about the program. This study was conducted at an elementary school in a large urban school district in the southeastern United States which has a unique STEM-based after-school program. Student performance data indicated a significant difference in achievement between participants and non-participants in the program as measured by fifth grade science End-of-Grade test. Data from the seven units of study in the program showed significant achievement for three of the seven units.

Targeting Hispanic populations: future research and prevention strategies.

PubMed Central

Ramirez, A G; McAlister, A; Gallion, K J; Villarreal, R

1995-01-01

Minority populations face a wide variety of economic, institutional, and cultural barriers to health care. These barriers and low levels of education and income pose significant challenges for health professionals in developing cancer research and prevention-control strategies. It is suggested that specific segments of Hispanic populations fit the model of an underdeveloped country in the intermediate stage of epidemiological transition. Since noncommunicable diseases have not yet fully emerged in some of these Hispanic population segments, the opportunity exists to apply primordial prevention strategies. Such campaigns would focus on dissuading members of these populations from adopting negative health behaviors while promoting positive lifestyle choices. Optimal programs would increase cancer screening participation and discourage risk behaviors through community-oriented, population-based interventions. Future directions in prevention and control efforts for minority populations should include expanded health insurance coverage, improved access to health care, greater emphasis on minority recruitment in health care fields, focused epidemiologic and clinical research, and identification and replication of effective components within existing prevention-control programs. PMID:8741800

A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students.

PubMed

Murray, Nancy G; Opuni, Kwame A; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M; Hobbs, Mary

2009-06-01

To test the effectiveness of a middle school, multimedia health sciences educational program called HEADS UP in non-Asian-minority (Hispanic and African American), inner-city students. The program designers hope to increase the number of these students entering the health sciences pipeline. The program includes video role-model stories featuring minority scientists and students, hands-on activities, and teacher resources. Collaborators from The University of Texas Health Science Center at Houston, Spring Branch Independent School District, and the Health Museum developed the modules. From 2004 to 2007, the authors used a quasi-experimental, two-group pretest/posttest design to assess program effects on students' performance and interest in science, their science self-efficacy, their fear of science, and their science-related careers self-efficacy. An independent third party matched the intervention school to a comparison school by test scores, school demographics, and student demographics and then matched pairs of sixth-grade students (N = 428) by fifth-grade science scores, gender, ethnicity, and participation in the free or reduced lunch program. The authors collected data on these students for three years. At eighth grade (2007), the intervention school students scored significantly higher (F = 12.38, P < .001) on the Stanford Achievement Test 10 in science and reported higher interest in science (F = 11.08, P < .001) than their matched, comparison-school pairs. Students in neither group reported an increase in their confidence to choose a science-related career, but students in one high-implementing teacher's class reported decreased fear of science. HEADS UP shows potential for improving inner-city, non-Asian-minority middle school students' performance and interest in science.

Ethnographic Assessment of an Alternative to Incarceration for Women with Minor Children

PubMed Central

Goshin, Lorie S.

2015-01-01

Allowing criminal justice-involved women to remain with their children in the community may decrease some of the negative intergenerational effects of incarceration. Little is known about potential program models to safely support community co-residence in this population. Ethnographic methods were used to explore the historical development of and life within a supportive housing alternative to incarceration (ATI) program for women with minor children and how they impact the health and social needs of resident families. Participants included 8 current and former adult tenant, 12 of the their resident children, 3 program staff, the program administrator, and 5 prosecutors who originally conceptualized it. Women also reported information about their 8 non-resident children. Analysis revealed three major themes: “The Cycle,” “This is My Home,” and “This Doesn’t Go With That.” While the program built on a core value of family preservation, results illustrate that keeping families together is only the beginning. Clinical and research implications for co-residence ATI programs are discussed in relation to the uniqueness of this context and population. PMID:26460706

Novel Method for Recruiting Representative At-Risk Individuals into Cancer Prevention Trials: Online Health Risk Assessment in Employee Wellness Programs.

PubMed

Hui, Siu-Kuen Azor; Miller, Suzanne M; Hazuda, Leah; Engelman, Kimberly; Ellerbeck, Edward F

2016-09-01

Participation in cancer prevention trials (CPT) is lower than 3 % among high-risk healthy individuals, and racial/ethnic minorities are the most under-represented. Novel recruitment strategies are therefore needed. Online health risk assessment (HRA) serves as a gateway component of nearly all employee wellness programs (EWPs) and may be a missed opportunity. This study aimed to explore employees' interest, willingness, motivators, and barriers of releasing their HRA responses to an external secure research database for recruitment purpose. We used qualitative research methods (focus group and individual interviews) to examine employees' interest and willingness in releasing their online HRA responses to an external, secure database to register as potential CPT participants. Fifteen structured interviews (40 % of study participants were of racial/ethnic minority) were conducted, and responses reached saturation after four interviews. All employees showed interest and willingness to release their online HRA responses to register as a potential CPT participant. Content analyses revealed that 91 % of participants were motivated to do so, and the major motivators were to (1) obtain help in finding personally relevant prevention trials, (2) help people they know who are affected by cancer, and/or (3) increase knowledge about CPT. A subset of participants (45 %) expressed barriers of releasing their HRA responses due to concerns about credibility and security of the external database. Online HRA may be a feasible but underutilized recruitment method for cancer prevention trials. EWP-sponsored HRA shows promise for the development of a large, centralized registry of racially/ethnically representative CPT potential participants.

Novel method for recruiting representative at-risk individuals into cancer prevention trials: on-line health risk assessment in employee wellness programs

PubMed Central

Hui, Siu-kuen Azor; Miller, Suzanne M.; Hazuda, Leah; Engelman, Kimberly; Ellerbeck, Edward F.

2015-01-01

Participation in cancer prevention trials (CPT) is lower than 3% among high-risk healthy individuals, and racial/ethnic minorities are the most under-represented. Novel recruitment strategies are therefore needed. On-line health risk assessment (HRA) serves as a gateway component of nearly all employee wellness programs (EWP) and may be a missed opportunity. This study aimed to explore employees’ interest, willingness, motivators, and barriers of releasing their HRA responses to an external secure research database for recruitment purpose. We used qualitative research methods (focus group and individual interviews) to examine employees’ interest and willingness in releasing their on-line HRA responses to an external, secure database to register as potential CPT participants. Fifteen structured interviews (40% of study participants were of racial/ethnic minority) were conducted and responses reached saturation after four interviews. All employees showed interest and willingness to release their on-line HRA responses to register as a potential CPT participant. Content analyses revealed that 91% of participants were motivated to do so, and the major motivators were to: 1) obtain help in finding personally relevant prevention trials, 2) help people they know who are affected by cancer, and/or 3) increase knowledge about CPT. A subset of participants (45%) expressed barriers of releasing their HRA responses due to concerns about credibility and security of the external database. On-line HRA may be a feasible but underutilized recruitment method for cancer prevention trials. EWP-sponsored HRA shows promise for the development of a large, centralized registry of racially/ethnically representative CPT potential participants. PMID:26507744

An Educational Program for Underserved Middle School Students to Encourage Pursuit of Pharmacy and Other Health Science Careers

PubMed Central

Tran, Thao T.; Tran, Linh

2014-01-01

Objective. To develop and implement an active, hands-on program for underrepresented minority (URM) seventh grade students and to determine if participation in the program increased interest in health care careers and understanding of pharmacy and physician assistant (PA) professions. Design. A hands-on educational program was developed in conjunction with local middle school administrators and staff for URM 7th grade students. The program was designed to be hands-on and focus on pharmacy and PA laboratory skills. A discussion component was included, allowing participants to interact personally with pharmacy and PA students and faculty members. Assessment. Students’ responses to survey questions about interest in health care careers and knowledge about health professions were compared before and after 2 separate offerings of the program. After the program, significant increases were seen in participants’ understanding of the pharmacy and PA professions. An increased percentage of participants reported interest in health care careers after the program than before the program. Conclusion. Introducing middle school-aged URM students to the pharmacy and PA professions through a hands-on educational program increased interest in, and knowledge of, these professions. PMID:26056405

Sexual Minority Disparities in Substance Use Willingness Among Youth.

PubMed

Gamarel, Kristi E; Mereish, Ethan H; Colby, Suzanne M; Barnett, Nancy P; Hayes, Kerri; Jackson, Kristina M

2018-01-02

Disparities in substance use have been observed in sexual minority youth, but less is known about willingness to use substances, an important precursor to actual use. The goal of this study was to examine willingness to use cigarettes, alcohol, and marijuana among sexual minority youth compared to their non-sexual minority counterparts using both cross-sectional and longitudinal data. The present study drew on two waves (Times 1 and 2; 6 months apart) of data collected during high school as part of a prospective study of substance use initiation and progression in Rhode Island. At Time 1, participants (N = 443) ranged in age from 15 to 20 years (M age = 16.7 years, 26.6% sexual minority, 59.5% female, 72.0% White). Participants self-reported their sexual identity and attraction, lifetime use of alcohol, cigarettes and marijuana, and cigarette, alcohol, and marijuana use willingness (i.e., if offered by a best friend or group of friends). In cross-sectional multivariate regression models, sexual minority youth were more likely to report willingness to use cigarettes (p <.05) and marijuana (p <.01) compared to their non-sexual minority counterparts. Longitudinal multivariate regression models revealed that sexual minorities were only significantly more likely to report cigarette willingness at Time 2 compared to their non-sexual minority counterparts (p <.01). There were no significant differences in alcohol use willingness in multivariable cross-sectional or longitudinal models by sexual minority status. Sexual minority youth reported more willingness than non-sexual minority youth to use substances offered by peers; however, longitudinal analyses revealed that peers appear to play a role only in willingness to smoke cigarettes for these youth, and thus peer influence may be a contributing factor in explaining tobacco-related disparities among sexual minority youth. Given that stigma and peer groups may a particular risk factor for tobacco among sexual minority youth, our findings highlight the importance of prevention programs such as social marketing approaches that correct social norms, reduce stigma, and provide refusal-skills training to reduce tobacco-related disparities among sexual minorities.

Serving Community College Students: Student Preparation, Development and Growth through the REU Experience

NASA Astrophysics Data System (ADS)

Kim, C. S.; Osborn, J.; Smith, M.

2014-12-01

Effectively recruiting and engaging community college students in STEM research experiences is an increasingly important goal of the NSF but has not historically been the primary focus of most NSF-REU Site programs. The Summer Undergraduate Research Fellowship in Earth and Environmental Sciences (SURFEES) program at Chapman University, a primarily undergraduate institution in Southern California, is the site of the first NSF-REU program in the NSF's Division of Earth Sciences that selects participants exclusively from local partnering community colleges. Building on and now running parallel with a successful internally-funded summer research program already in place and available only to Chapman undergraduates, the SURFEES program incorporates specific mentor and participant pre-experience training, pre-, mid-, and post-assessment instruments, and programming targeted to the earth and environmental sciences as well as to community college students. Perhaps most importantly, the application, selection and pairing of student participants with faculty mentors was conducted with specific goals of identifying those applicants with the greatest potential for a transformative experience while also meeting self-defined targets of under-represented minority, female, and low-income participants. Initial assessment results of the first participant cohort from summer 2014 and lessons learned for creating/adapting an NSF-REU site to involve community college students will be discussed.

The Types of Trust Involved in American Muslim Healthcare Decisions: An Exploratory Qualitative Study.

PubMed

Padela, Aasim I; Pruitt, Liese; Mallick, Saleha

2017-08-01

Trust in physicians and the healthcare system underlies some disparities noted among minority populations, yet a descriptive typology of different types of trust informing healthcare decisions among minority populations is limited. Using data from 13 focus groups with 102 American Muslims, we identified the types and influence of trust in healthcare decision-making. Participants conveyed four types of trust implicating their health-seeking behaviors-(I) trust in allopathic medicine, (II) trust in God, (III) trust in personal relationships, and (IV) trust in self. Healthcare disparity research can benefit from assessing how these types of trust are associated with health outcomes among minority populations so as to inform intervention programs that seek to enhance trust as a means to improve community health.

Ensuring Community Participation During Program Planning: Lessons Learned During the Development of a HIV/STI Program for Young Sexual and Gender Minorities.

PubMed

Bauermeister, José A; Pingel, Emily S; Sirdenis, Triana Kazaleh; Andrzejewski, Jack; Gillard, Gage; Harper, Gary W

2017-09-01

HIV/STI incidence has shifted to a younger demographic, comprised disproportionately of gay and bisexual men, transgender women, and people of color. Recognizing the importance of community organizing and participatory engagement during the intervention planning process, we describe the steps taken to engage diverse constituents (e.g., youth and practitioners) during the development of a structural-level HIV/STI prevention and care initiative for young sexual and gender minorities in Southeast Michigan. Our multi-sector coalition (MFierce; Michigan Forward in Enhancing Research and Community Equity) utilized a series of community dialogues to identify, refine, and select programmatic strategies with the greatest potential. Evaluation data (N = 173) from the community dialogues highlighted constituents' overall satisfaction with our elicitation process. Using a case study format, we describe our community dialogue approach, illustrate how these dialogues strengthened our program development, and provide recommendations that may be used in future community-based program planning efforts. © Society for Community Research and Action 2017.

Ensuring community participation during program planning: Lessons learned during the development of a HIV/STI program for young sexual and gender minorities

PubMed Central

Bauermeister, José A.; Pingel, Emily S.; Sirdenis, Triana Kazaleh; Andrzejewski, Jack; Gillard, Gage; Harper, Gary W.

2017-01-01

HIV/STI incidence has shifted to a younger demographic, comprised disproportionately of gay and bisexual men, transgender women, and people of color. Recognizing the importance of community organizing and participatory engagement during the intervention planning process, we describe the steps taken to engage diverse constituents (e.g., youth, practitioners) during the development of a structural-level HIV/STI prevention and care initiative for young sexual and gender minorities in Southeast Michigan. Our multi-sector coalition (MFierce; Michigan Forward in Enhancing Research and Community Equity) utilized a series of community dialogues to identify, refine, and select programmatic strategies with the greatest potential. Evaluation data (N=173) from the community dialogues highlighted constituents’ overall satisfaction with our elicitation process. Using a case study format, we describe our community dialogue approach, illustrate how these dialogues strengthened our program development, and provide recommendations that may be used in future community-based program planning efforts. PMID:28685871

A process evaluation: does recruitment for an exercise program through ethnically specific channels and key figures contribute to its reach and receptivity in ethnic minority mothers?

PubMed

Hartman, Marieke A; Nierkens, Vera; Cremer, Stephan W; Stronks, Karien; Verhoeff, Arnoud P

2013-08-19

Ethnic minority women from low-income countries who live in high-income countries are more physically inactive than ethnic majority women in those countries. At the same time, they can be harder to reach with health promotion programs. Targeting recruitment channels and execution to ethnic groups could increase reach and receptivity to program participation. We explored using ethnically specific channels and key figures to reach Ghanaian, Antillean, and Surinamese mothers with an invitation for an exercise program, and subsequently, to determine the mothers' receptivity and participation. We conducted a mixed methods process evaluation in Amsterdam, The Netherlands. To recruit mothers, we employed ethnically specific community organizations and ethnically matched key figures as recruiters over Dutch health educators. Reach and participation were measured using reply cards and the attendance records from the exercise programs. Observations were made of the recruitment process. We interviewed 14 key figures and 32 mothers to respond to the recruitment channel and recruiter used. Content analysis was used to analyze qualitative data. Recruitment through ethnically specific community channels was successful among Ghanaian mothers, but less so among Antillean and Surinamese mothers. The more close-knit an ethnic community was, retaining their own culture and having poorer comprehension of the Dutch language, the more likely we were to reach mothers through ethnically specific organizations. Furthermore, we found that using ethnically matched recruiters resulted in higher receptivity to the program and, among the Ghanaian mothers in particular, in greater participation. This was because the ethnically matched recruiter was a familiar, trusted person, a translator, and a motivator who was enthusiastic, encouraging, and able to adapt her message (targeting/tailoring). Using a health expert was preferred in order to increase the credibility and professionalism of the recruitment. Recruitment for an exercise program through ethnically specific organizations seems to contribute to its reach, particularly in close-knit, highly organized ethnic communities with limited fluency in the local language. Using ethnically matched recruiters as motivator, translator, and trusted person seems to enhance receptivity of a health promotion program. An expert is likely to be needed for effective information delivery.

Prevalence and Risk Factors Among Minors for Online Sexual Solicitations and Interactions With Adults.

PubMed

de Santisteban, Patricia; Gámez-Guadix, Manuel

2017-11-02

The research on online child sexual victimization has mainly focused on the sexual solicitation of minors (i.e., sexual requests by an adult), with scarce information available on sexual interactions (e.g., cybersex or meeting in person) in which a minor is exploited by an adult. In the present study, we analyzed the prevalence and risk factors associated with both sexual solicitations and interactions of minors with adults. The sample included 2,731 minors between 12 and 15 years old (50.6% female). The minors completed several self-report questionnaires about sexual solicitations and interactions with adults, including possible risk factors (e.g., sociodemographic variables, Internet use, and psychological adjustment). Of the participants, 15.6% of girls and 9.3% of boys reported sexual solicitations, and 8.2% of girls and 7.4% of boys reported sexualized interactions with adults. Among the variables studied, several appeared related to both sexual solicitations and interactions: older age, having been involved in sexting, being a victim of cyberbullying, having unknown people in friends list, using chat, time spent online on a weekday, and depression symptoms. Gender (being female), using video chat, and instant messaging by computer were significant variables for sexual solicitation but not for sexual interaction; participation in online games was significant only for sexual interactions. Finally, minors reporting sexual interactions presented a higher risk profile than those reporting only sexual solicitations. These findings highlight the relevance of distinguishing between sexual solicitations and sexual interactions and suggest important avenues for prevention programs.

Eat better & move more: a community-based program designed to improve diets and increase physical activity among older Americans.

PubMed

Wellman, Nancy S; Kamp, Barbara; Kirk-Sanchez, Neva J; Johnson, Paulette M

2007-04-01

We assessed outcomes of an integrated nutrition and exercise program designed for Older Americans Act Nutrition Program participants as part of the Administration on Aging's You Can! campaign. A 10-site intervention study was conducted. Preintervention and postintervention assessments focused on nutrition and physical activity stages of change, self-reported health status, dietary intakes, physical activity, and program satisfaction. Of 999 enrollees, the 620 who completed the program were aged 74.6 years on average; 82% were women, and 41% were members of racial/ethnic minority groups. Factors associated with program completion were site, health conditions, and nutrition risk. Seventy-three percent and 75% of participants, respectively, made a significant advance of 1 or more nutrition and physical activity stages of change; 24% reported improved health status. Daily intake of fruit increased 1 or more servings among 31% of participants; vegetables, 37%; and fiber, 33%. Daily steps increased 35%; blocks walked, 45%; and stairs climbed, 24%. Program satisfaction was 99%. This easy-to-implement program improves diets and activity levels. Local providers should offer more such programs with the goal of enabling older Americans to take simple steps toward successful aging.

Influence of school support on early marriage experiences and health services utilization among young orphaned women in Zimbabwe

PubMed Central

Luseno, Winnie K.; Zhang, Lei; Iritani, Bonita J.; Hartman, Shane; Rusakaniko, Simbarashe; Hallfors, Denise Dion

2017-01-01

School support programs reduce school dropout, early marriage and early pregnancy for a majority of young orphaned women. We used a mixed methods approach to examine why these programs are less effective for a significant minority by exploring their influence on marriage and health services utilization. Participants were from a randomized controlled trial (RCT) testing school support as HIV prevention. Half as many intervention as control participants had been married; married intervention participants had one more year of education compared to married control participants. Receiving school support did not appear to improve health-related factors. Pregnancy was among the most common reasons for marriage across both groups. The greatest benefit of school support appears to be in delaying marriage and pregnancy while increasing educational attainment. PMID:27211856

The short-term and long-term impact of a brief aging research training program for medical students.

PubMed

Barron, Jeremy S; Bragg, Elizabeth; Cayea, Danelle; Durso, Samuel C; Fedarko, Neal S

2015-01-01

Summer training in aging research for medical students is a strategy for improving the pipeline of medical students into research careers in aging and clinical care of older adults. Johns Hopkins University has been offering medical students a summer experience of mentored research, research training, and clinical shadowing since 1994. Long-term outcomes of this program have not been described. The authors surveyed all 191 participants who had been in the program from 1994-2010 (60% female and 27% underrepresented minorities) and received a 65.8% (N = 125) response rate. The authors also conducted Google and other online searches to supplement study findings. Thirty-seven percent of those who have completed training are now in academic medicine, and program participants have authored or coauthored 582 manuscripts. Among survey respondents, 95.1% reported that participation in the Medical Student Training in Aging Research program increased their sensitivity to the needs of older adults. This program may help to build commitment among medical students to choose careers in aging.

Developing Earth System Science Courses and Programs at Minority Serving Institutions

NASA Astrophysics Data System (ADS)

Johnson, D. R.; Jackson, C.; Ruzek, M.

2004-12-01

In the current NASA/USRA ESSE21 Program, emphasis is placed on the development of Earth System Science courses and degree offerings in Minority Serving Institutions (MSIs). Of the 18 colleges/universities being supported by NASA through USRA, 10 colleges/universities are MSIs. While there is recognition of the need for Earth system science courses, minors and degree programs by NASA and other agencies, within MSIs, a central challenge is how to provide a vision of the future opportunities in ESS and STEM disciplines that attracts and motivates students to these studies. Students need career guidance, role models and mentoring to encourage entry into STEM in general, and Earth system science in particular. Then there is the question of how to bring interested faculty together in institutions to form a critical mass that would forego the breadth and depth of disciplinary interests to undertake the development of multi/cross and interdisciplinary courses, minors and degree programs in ESS. Within the ESSE21 Diversity Working Group, the question has been raised as to how will MSIs ever be mainstream participants in ESS without teaching and engaging in research in remote sensing, modeling of the Earth's climate system and other like endeavors. Two other related questions raised within the Working Group are what are the long-term objectives of MSI adoption of ESS and what course corrections are needed to make ESS viable at MSIs. Within these considerations there are unresolved questions concerning the need and availability of resources from NASA, other agencies and local institutions. Apart from these larger considerations, efforts are underway within the ESSE21 Program that provide for sharing of resources among participants, organization of and access to materials that already exist, online resources, course outlines and successful listings for online resources by topics for particular courses and subject areas. The Lesson Learned Working Group, as well as the program office continue with efforts in organization of the resources to foster availability and utilization. Then there is the emphasis on educational assessment, formative, ongoing and summative by the Evaluation Working Group. These challenges, questions and Working Group activities will be briefly reviewed in relation to the collaborative development of Earth System Science and STEM education within ESSE21 and its current focus on MSIs.

Research Project for Increasing the Pool of Minority Engineers

NASA Technical Reports Server (NTRS)

Gott, Susan F. (Technical Monitor); Rogers, Decatur B.

2003-01-01

The NASA Glenn Research Center (GRC) funded the 2001-2002 Tennessee State University (TSU) Research Project for increasing the pool of minority engineers. The NASA GRC/TSU Research Project is designed to develop a cadre of SMET professionals who have academic and research expertise in technical areas of interest to NASA, in addition to having some familiarity with the mission of the NASA Glenn Research Center. The goal of increasing minority participation in SMET disciplines was accomplished by: (1) introducing and exposing 96 minority youth to Science, Math, Engineering, and Technology (SMET) careers and to the required high school preparation necessary to make high school graduation, college attendance and engineering careers a reality through the campus based pre-college SMET program: Minority Introduction to Engineering (MITE); (2) by providing financial support through scholarships for four (4) TSU engineering students to NASA; (3) familiarization with the SMET profession and with NASA through summer internships at NASA GRC for two TSU NASA Glenn Research Scholars; and experiences through research internships at NASA GRC.

School of Ice: An Advanced Professional Development Program for Geoscience Faculty at Minority-Serving Institutions

NASA Astrophysics Data System (ADS)

Huffman, L. T.

2017-12-01

The School of Ice (SOI) program from the US Ice Drilling Program Office (IDPO) is designed for college faculty who teach at minority-serving institutions or historically black colleges and universities, but lessons learned transfer easily to any science course based on current research. The institute builds participants' background knowledge about ice core science and climate change while also providing experiences with activities and labs for transferring information to their students. After three years of highly successful workshops, our model has provided valuable lessons for creating powerful experiences for participants. This presentation will identify some of the key ideas including pairing researchers and educators as presenters; creating leadership teams capitalizing on partner strengths; building a science community willing to participate in education and outreach; and building participants' science content background knowledge and confidence while providing them with teaching models for transferring the knowledge to their students. Another important element is to demand teacher buy-in to ensure replication and dissemination. Also, IDPO's drilling technologies make it an ideal platform for intertwining engineering concepts and practices with science research to meet new science standards. In this session, we will share results of the institute evaluations including the impact on the educators as well as longitudinal analysis of data from interviews with past participants concerning continued impacts on their teaching, their courses and their students. Faculty who have attended this institute in the last three years have reported increases in their understanding of the content and how to teach it. They also report increased confidence in their ability to teach ice core science and climate change concepts. Elements of these successful workshops can inform both the development of college professional development and student courses, as well as the creation of successful education and outreach programs for science research teams wanting to increase broader impacts of their research results.

The Stanford Medical Youth Science Program: educational and science-related outcomes.

PubMed

Crump, Casey; Ned, Judith; Winkleby, Marilyn A

2015-05-01

Biomedical preparatory programs (pipeline programs) have been developed at colleges and universities to better prepare youth for entering science- and health-related careers, but outcomes of such programs have seldom been rigorously evaluated. We conducted a matched cohort study to evaluate the Stanford Medical Youth Science Program's Summer Residential Program (SRP), a 25-year-old university-based biomedical pipeline program that reaches out to low-income and underrepresented ethnic minority high school students. Five annual surveys were used to assess educational outcomes and science-related experience among 96 SRP participants and a comparison group of 192 youth who applied but were not selected to participate in the SRP, using ~2:1 matching on sociodemographic and academic background to control for potential confounders. SRP participants were more likely than the comparison group to enter college (100.0 vs. 84.4 %, p = 0.002), and both of these matriculation rates were more than double the statewide average (40.8 %). In most areas of science-related experience, SRP participants reported significantly more experience (>twofold odds) than the comparison group at 1 year of follow-up, but these differences did not persist after 2-4 years. The comparison group reported substantially more participation in science or college preparatory programs, more academic role models, and less personal adversity than SRP participants, which likely influenced these findings toward the null hypothesis. SRP applicants, irrespective of whether selected for participation, had significantly better educational outcomes than population averages. Short-term science-related experience was better among SRP participants, although longer-term outcomes were similar, most likely due to college and science-related opportunities among the comparison group. We discuss implications for future evaluations of other biomedical pipeline programs.

Career Beginnings: Helping Disadvantaged Youth Achieve Their Potential. Fastback 293.

ERIC Educational Resources Information Center

Bloomfield, William

Career Beginnings (CB) is a national program begun in 1985 to increase the likelihood of minority and other disadvantaged urban students to participate in postsecondary education or to obtain a good job. CB unites high schools, businesses, and local colleges in working partnerships to develop the potential of moderately-achieving high school…

Equal Educational Opportunity for Language Minority Students: From Policy to Practice at Oyster Bilingual School.

ERIC Educational Resources Information Center

Freeman, Rebecca D.

1995-01-01

Based on a two-year ethnographic and discourse analytic study of Oyster Bilingual School in Washington, DC, this article illustrates what educational opportunity means for the linguistically, culturally, and economically diverse student population participating in a successful two-way Spanish-English bilingual program. Presents micro-level…

Predictors of Retention in Smoking Cessation Treatment among Latino Smokers in the Northeast United States

ERIC Educational Resources Information Center

Lee, Christina S.; Hayes, Rashelle B.; McQuaid, Elizabeth L.; Borrelli, Belinda

2010-01-01

Introduction. Only one previous study on minority retention in smoking cessation treatment has been conducted (Nevid JS, Javier RA, Moulton JL III. "Factors predicting participant attrition in a community-based, culturally specific smoking cessation program for Hispanic smokers." "Health Psychol" 1996; 15: 226-29). We investigated predictors of…

Theoretical Perspectives on Increasing Recruitment and Retention of Underrepresented Students in the Geosciences

ERIC Educational Resources Information Center

Callahan, Caitlin N.; LaDue, Nicole D.; Baber, Lorenzo D.; Sexton, Julie; Kraft, Katrien J. van der Hoeven; Zamani-Gallaher, Eboni M.

2017-01-01

For decades, programs targeting the recruitment and retention of underrepresented minorities (URM) have had local success in broadening participation in the geosciences. Meanwhile, national graduation rates of URM geoscience majors fall below the national graduation rates of URM STEM majors, generally. In this literature review, we summarize…

Teaching Multiple Cohorts in the Same Classroom

ERIC Educational Resources Information Center

McMoran, Don

2016-01-01

Extension serves an increasingly diverse community, with a number of program participants being new farmers, minority farmers, and low-income farmers. Since the 1980s, Washington State University Skagit County Extension has provided a tractor safety course to older youth farmers, aged 12 to 15. In 2010, a nonprofit farm incubator showed interest…

Fostering Under-represented Minority Student Success and Interest in the Geosciences: Outcomes of the UNC-Chapel Hill Increasing Diversity and Enhancing Academia (IDEA) Program

NASA Astrophysics Data System (ADS)

Hughes, M. H.; Gray, K.; Drostin, M.

2016-12-01

For under-represented minority (URM) students, opportunities to meaningfully participate in academic communities and develop supportive relationships with faculty and peers influence persistence in STEM majors (Figueroa, Hurtado, & Wilkins, 2015; PCAST, 2012; Tsui, 2007). Creating such opportunities is even more important in the geosciences, where a lower percentage of post-secondary degrees are awarded to URM students than in other STEM fields (NSF, 2015; O'Connell & Holmes, 2011; NSF, 2011). Since 2011, Increasing Diversity and Enhancing Academia (IDEA), a program of the UNC-Chapel Hill Institute for the Environment (UNC-IE), has provided 39 undergraduates (predominantly URM and female students) with career-relevant research experiences and professional development opportunities, including a culminating experience of presenting their research at a campus-wide research symposium. External evaluation data have helped to characterize the effectiveness of the IDEA program. These data included pre- and post-surveys assessing students' interest in geosciences, knowledge of career pathways, and perceptions of their abilities related to a specific set of scientific research skills. Additionally, progress towards degrees and dissemination outcomes were tracked. In this presentation, we will share quantitative and qualitative data that demonstrate that participation in the IDEA program has influenced students' interest and persistence in geosciences research and careers. These data range from self-reported competencies in a variety of scientific skills (such as organizing and interpreting data and reading and interpreting science literature) to documentation of student participation in geoscience study and professions. About 69% of participants continued research begun during their internships beyond the internship; and about 38% pursued graduate degrees and secured jobs in geoscience and other STEM fields. (Nearly half are still in school.) Overall, these evaluation data have shown that the IDEA research experience, combined with program elements focused on professional development, reinforces students' sense of their science abilities, connects them to a network of supportive students and professionals and contributes to their sense of belonging within the geosciences.

GeoX: A New Pre-college Program to Attract Underrepresented Minorities and First Generation Students to the Geosciences

NASA Astrophysics Data System (ADS)

Miller, K. C.; Garcia, S. J.; Houser, C.; GeoX Team

2011-12-01

An emerging challenge in science, technology, engineering and math (STEM) education is the recruitment of underrepresented groups in those areas of the workforce. This paper describes the structure and first-year results of the Geosciences Exploration Summer Program (GeoX) at Texas A&M University. Recent evidence suggest that pipeline programs should target junior and senior high school students who are beginning to seriously consider future career choices and appropriate college programs. GeoX is an overnight program that takes place during the summer at Texas A&M University. Over the course of a week, GeoX participants interact with faculty from the College of Geosciences, administrators, current students, and community leaders through participation in inquiry-based learning activities, field trips, and evening social events. The aim of this project is to foster a further interest in pursuing geosciences as an undergraduate major in college and thereby increase participation in the geosciences by underrepresented ethnic minority students. With funding from industry and private donors, high achieving rising junior and rising senior students, with strong interest in science and math, were invited to participate in the program. Students and their parents were interviewed before and after the program to determine if it was successful in introducing and enhancing awareness of the: 1) various sub-disciplines in the geosciences, 2) benefits of academia and research, 3) career opportunities in each of those fields and 4) college admission process including financial aid and scholarship opportunities. Results of the survey suggest that the students had a very narrow and stereotypical view of the geosciences that was almost identical to the views of their parents. Following the program, the students had a more expanded and positive view of the geosciences compared to the pre-program survey and compared to their parents. While it remains to be seen how many of those students will apply to a geosciences program, the level of interest and the number of students identifying the geosciences as a likely college and career choice greatly increased. Students identified the wide range of field and laboratory activities (including atmospheric soundings, GPR, coring, etc.) and the excitement of the faculty involved as key aspects of the program and for introducing and enhancing their view of the geosciences.

The Impact of Two Los Angeles County Teen Courts on Youth Recidivism: Comparing Two Informal Probation Programs.

PubMed

Gase, Lauren N; Kuo, Tony; Lai, Elaine; Stoll, Michael A; Ponce, Ninez

2016-03-01

This study sought to examine the impact of two Teen Courts operating in Los Angeles County, a juvenile justice system diversion program in which youth are judged by their peers and given restorative sentences to complete during a period of supervision. A quasi-experimental design was used to compare youth who participated in Teen Court (n=112) to youth who participated in another diversion program administered by the Probation Department (the 654 Contract program) (n=194). Administrative data were abstracted from Probation records for all youth who participated in these programs between January 1, 2012 and June 20, 2014. Logistic and survival models were used to examine differences in recidivism - measured as whether the minor had any subsequent arrest or arrests for which the charge was filed. Comparison group participants had higher rates of recidivism than Teen Court participants, after controlling for age, gender, race/ethnicity, and risk level. While the magnitude of the program effects were fairly consistent across model specifications (odd ratios comparing Teen Court [referent] to school-based 654 Contract ranging from 1.95 to 3.07, hazard ratios ranging from 1.62 to 2.27), differences were not statistically significant in all scenarios. While this study provides modest support for the positive impact of Teen Court, additional research is needed to better understand how juvenile diversion programs can improve youth outcomes.

Hinds Community College MSEIP program

NASA Image and Video Library

2005-06-24

Student Assistant Antoinette Davis (left) of Utica; Carmella Forsythe, 13, of Clinton; Terri Henderson, 14, of Clinton; Tyra Greer, 12, of Port Gibson; and Kala Battle, 14, of Edwards, answer curriculum questions about NASA's Return to Flight mission exhibit at StenniSphere, the visitor center at NASA's Stennis Space Center (SSC) near Bay St. Louis, Miss. The girls were on a field trip to StenniSphere with fellow participants in Hinds Community College's MSEIP (Minority Science Engineering Improvement Program) summer program. MSEIP encourages students to pursue and prepare for careers in science, technology, engineering and math.

Hinds Community College MSEIP program

NASA Technical Reports Server (NTRS)

2005-01-01

Student Assistant Antoinette Davis (left) of Utica; Carmella Forsythe, 13, of Clinton; Terri Henderson, 14, of Clinton; Tyra Greer, 12, of Port Gibson; and Kala Battle, 14, of Edwards, answer curriculum questions about NASA's Return to Flight mission exhibit at StenniSphere, the visitor center at NASA's Stennis Space Center (SSC) near Bay St. Louis, Miss. The girls were on a field trip to StenniSphere with fellow participants in Hinds Community College's MSEIP (Minority Science Engineering Improvement Program) summer program. MSEIP encourages students to pursue and prepare for careers in science, technology, engineering and math.

The Lucent-Takes-Heart cardiovascular health management program. Successful workplace screening.

PubMed

Guico-Pabia, Christine J; Cioffi, Laura; Shoner, Lawrence G

2002-08-01

This prospective, pre- and post-evaluation of a worksite cardiovascular health management program consisted of employee education, measurement of cardiovascular risk factors, and onsite individual counseling for all employees, along with follow up screening for high risk participants. Of 1,099 employees (16.4% of those eligible) who participated in the initial screening, 596 (54.2%) were classified as high risk. A total of 167 (28.0%) high risk participants completed the 6 month follow up screening. Most high risk participants in the 6 month follow up screening reported they had increased their exercise (64.7%), improved their diet (71.3%), and visited a physician (61.7%). A minority of the participants (16.8%) began new cardiovascular medications, and 2.4% were diagnosed with diabetes. In addition, there were statistically significant decreases in the percentages of participants with elevated systolic blood pressure, diastolic blood pressure, low density lipoprotein cholesterol, and total cholesterol to high density lipoprotein ratio. Almost all (99.7%) of the 909 participants (82.7% of all participants) who completed the satisfaction survey were satisfied or very satisfied with the overall program. Screening in the workplace can identify individuals at high risk for cardiovascular disease. In this study, more than half of the participants were classified as high risk. Most high risk individuals who attended the 6 month follow up screening had improved their cardiovascular health, but attrition remains a challenge for worksite programs.

47 CFR 76.977 - Minority and educational programming used in lieu of designated commercial leased access capacity.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 47 Telecommunication 4 2013-10-01 2013-10-01 false Minority and educational programming used in... Cable Rate Regulation § 76.977 Minority and educational programming used in lieu of designated... of programming from a qualified minority programming source or from any qualified educational...

47 CFR 76.977 - Minority and educational programming used in lieu of designated commercial leased access capacity.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 47 Telecommunication 4 2014-10-01 2014-10-01 false Minority and educational programming used in... Cable Rate Regulation § 76.977 Minority and educational programming used in lieu of designated... of programming from a qualified minority programming source or from any qualified educational...

47 CFR 76.977 - Minority and educational programming used in lieu of designated commercial leased access capacity.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 47 Telecommunication 4 2012-10-01 2012-10-01 false Minority and educational programming used in... Cable Rate Regulation § 76.977 Minority and educational programming used in lieu of designated... of programming from a qualified minority programming source or from any qualified educational...

47 CFR 76.977 - Minority and educational programming used in lieu of designated commercial leased access capacity.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 47 Telecommunication 4 2011-10-01 2011-10-01 false Minority and educational programming used in... Cable Rate Regulation § 76.977 Minority and educational programming used in lieu of designated... of programming from a qualified minority programming source or from any qualified educational...

The C-MORE Scholars Program: Engaging minority students in STEM through undergraduate research

NASA Astrophysics Data System (ADS)

Gibson, B. A.; Bruno, B. C.

2010-12-01

There have been several studies that show how undergraduate research experiences (REU) have a positive impact on a student’s academic studies and career path, including being a positive influence toward improving the student's lab skills and ability to work independently. Moreover, minority students appear to relate to science, technology, engineering, and mathematics (STEM) concepts better when they are linked with (1) a service learning component, and (2) STEM courses that include a cultural and social aspect that engages the student in a way that does not distract from the student’s technical learning. It is also known that a “place-based” approach that incorporates traditional (indigenous) knowledge can help engage underrepresented minority groups in STEM disciplines and increase science literacy. Based on the methods and best practices used by other minority serving programs and described in the literature, the Center for Microbial Oceanography: Research and Education (C-MORE) has successfully developed an academic-year REU to engage and train the next generation of scientists. The C-MORE Scholars Program provides undergraduate students majoring in an ocean or earth science-related field, especially underrepresented students such as Native Hawaiians and Pacific Islanders, the opportunity to participate in unique and cutting edge hands-on research experiences. The program appoints awardees at one of three levels based on previous research and academic experience, and students can progress through the various tiers as their skills and STEM content knowledge develop. All awardees receive guidance on a research project from a mentor who is a scientist at the university and/or industry. A key component of the program is the inclusion of professional development activities to help the student continue towards post graduation education or prepare for career opportunities after they receive their undergraduate STEM degree.

Retention and Mentorship of Minority Students via Undergraduate Internship Experiences

NASA Astrophysics Data System (ADS)

Cooper, P.

2004-12-01

The School of Ocean and Earth Science and Technology at the University of Hawaii is undertaking an Undergraduate Research Internship project to address the lack of full representation of women and underrepresented minorities in the geosciences. The overarching educational objective is to provide education and career development guidance and opportunities for students from underrepresented minorities. In collaboration with industry partners, we hope to prepare undergraduate students for life and careers in today's complex and dynamic technological world by encouraging them to attain high standards in the geosciences, thereby enabling them to compete successfully for positions in graduate programs. To achieve his goal, the project focuses on the following objectives: (1) Creating a high-quality integrated on-campus teaching and off-campus learning environment, and (2) providing an intensive introduction to geoscience careers through the guidance of experienced faculty and workplace mentors. The program will start small, collaborating with one or two companies over the next two years, offering paid summer internships. Opportunities for students include participation in geoscience-related research, obtaining experience in interpreting observations and providing information to end-users, working to improve technology and field methods, and developing the expertise to maintain, operate and deploy equipment. Program participants are assigned individual projects that relate to their academic majors, their career goals, and the ongoing research missions of our industry partners. In addition to their research activities, participants attend a series of seminars and tours dealing with current topics in geoscience to expose them to the wide variety of scientific and technical activities that occur in the workplace. The expected outcomes of this experience will be scientific growth and career development. Given that a very small percentage of all students go on to graduate school, strong mentoring relationships with a special advisor and/or professor who recognizes scientific potential will both aid in student retention in the field and encourage more applications to graduate school.

Translating Comparative Effectiveness Research Into Practice: Effects of Interventions on Lifestyle, Medication Adherence, and Self-care for Type 2 Diabetes, Hypertension, and Obesity Among Black, Hispanic, and Asian Residents of Chicago and Houston, 2010 to 2013.

PubMed

Rashid, Jamila R; Leath, Brenda A; Truman, Benedict I; Atkinson, Donna Durant; Gary, Lisa C; Manian, Nanmathi

In the United States, racial/ethnic minorities account for disproportionate disease and death from type 2 diabetes, hypertension, and obesity; however, interventions with measured efficacy in comparative effectiveness research are often not adopted or used widely in those communities. To assess implementation and effects of comparative effectiveness research-proven interventions translated for minority communities. Mixed-method assessment with pretest-posttest single-group evaluation design. US Department of Health and Human Services, Office of Minority Health, research contractor, and advisory board; health centers, including a federally qualified community health center in Chicago, Illinois; and public housing facilities for seniors in Houston, Texas. A total of 97 black, Hispanic, and Asian participants with any combination of health care provider-diagnosed type 2 diabetes, hypertension, or obesity. Virtual training institutes where intervention staff learned cultural competency methods of adapting effective interventions. Health educators delivered the Health Empowerment Lifestyle Program (HELP) in Chicago; community pharmacists delivered the MyRx Medication Adherence Program in Houston. Participation rates, satisfaction with interventions during January to April 2013, and pre- to postintervention changes in knowledge, diet, and clinical outcomes were analyzed through July 2013. In Chicago, 38 patients experienced statistically significant reductions in hemoglobin A1c and systolic blood pressure, increased knowledge of hypertension management, and improved dietary behaviors. In Houston, 38 subsidized housing residents had statistically nonsignificant improvements in knowledge of self-management and adherence to medication for diabetes and hypertension but high levels of participation in pharmacist home visits and group education classes. Adaptation, adoption, and implementation of HELP and MyRx demonstrated important postintervention changes among racial/ethnic participants in Chicago and Houston. The communities faced similar implementation challenges across settings, targets of change, and cities. Available resources were insufficient to sustain benefits with measurable impact on racial/ethnic disparities beyond the study period. Results suggest the need for implementation studies of longer duration, greater power, and salience to policies and programs that can sustain longterm interventions on a community-wide scale.

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).

Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) Beyond the PhD Professional Development Program: A Pilot Project

NASA Astrophysics Data System (ADS)

Johnson, A.; Jearld, A.; Williamson Whitney, V.; Huggans, M.; Ricciardi, L.; Thomas, S. H.; Jansma, P. E.

2012-12-01

In 2011 the Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S)® initiative launched its newest activity entitled the MS PHD'S "Beyond the PhD (B-PhD) Professional Development Program." This exciting new program was designed to facilitate the development of a new community of underrepresented minority (URM) doctoral candidates and recent doctorate degree recipients in Earth system science (ESS)-related fields. The MS PHD'S B-PhD provides customized support and advocacy for MS PHD'S B-PhD participants in order to facilitate smoother and informed transitions from graduate school, to postdoctoral and tenure-track positions, as well as other "first" jobs in government, industry, and non-profit organizations. In November 2011 the first cohort of MS PHD'S B-PhD participants engaged in intensive sessions on the following topics: "Toolkits for Success for Academia, Business/Industry, Federal Government and Non-Profits", "Defining Short, Mid and Long Term Career Goals", "Accessing and Refining Skill Sets and Other Door Openers", "International Preparation and Opportunities", "Paying it Forward/Lifting as You Climb", and "Customized Strategies for Next Steps". This pilot event, which was hosted by the University of Texas at Arlington's (UTA) College of Science, also provided opportunities for participants to serve as guest lecturers in the UTA's Colleges of Science and Engineering and included one-on-one discussions with MS PHD'S B-PhD mentors and guest speakers who are well established within their individual ESS fields. Insights regarding opportunities, challenges and obstacles commonly faced by URMs within the ESS fields, as well as strategies for success were shared by MS PHD'S B-PhD mentors and guest speakers. Survey results indicate that MS PHD'S B-PhD participants appreciated not only the material covered during this pilot activity, but also appreciated the opportunity to become part of a community of young URM ESS professionals who are committed to achieving successful careers and supporting one another. This presentation will discuss outcomes from this pilot project, the use of social media to track and support ongoing MS PHD'S B-PhD activities, and "next steps" for the MS PHD'S B-PhD Professional Development Program.

Managing Multi-Center Recruitment in the PLCO Cancer Screening Trial.

PubMed

Gohagan, John K; Broski, Karen; Gren, Lisa H; Fouad, Mona N; Higgins, Darlene; Lappe, Karen; Ogden, Sheryl; Shambaugh, Vicki; Pinsky, Paul F; O'Brien, Barbara; Yurgalevich, Susan; Riley, Tom; Wright, Patrick; Prorok, Philip C

2015-01-01

There were significant recruitment challenges specific to the PLCO Cancer Screening Trial. Large numbers of participants were to be randomized from ten catchment areas nationwide within time and budgetary constraints. The eligible population was elderly and had to meet health and behavioral thresholds. Informed consent was required to participate and be randomized to screening for three cancers at periodic clinic visits or to a usual care arm that included no clinical visits. Consenting required special efforts to fully explain the trial and its potential scientific benefit to future patients with potentially no benefits but possible harms to PLCO participants. Participation would include continued follow-up for at least 13 years after randomization. Strong collaborative investments were required by the NCI and screening centers (SCs) to assure timely recruitment and appropriate racial participation. A trial-wide pilot phase tested recruitment and protocol follow through at SCs and produced a vanguard population of 11,406 participants. NCI announced the trial nationally in advance of the pilot and followed with an even more intense collaborative role with SCs for the main phase to facilitate trial-wide efficient and timely recruitment. Special efforts to enhance recruitment in the main phase included centralized and local monitoring of progress, cross-linking SCs to share experiences in problem solving, centralized training, substantial additional funding dedicated to recruitment and retention, including specialized programs for minority recruitment, obtaining national endorsement by the American Cancer Society, launching satellite recruitment and screening centers, including minority focused satellites, and adding a new SC dedicated to minority recruitment.

The Non-traditional Student, a new Geoscience Resource

NASA Astrophysics Data System (ADS)

Ferrell, R.; Anderson, L.; Bart, P.; Lorenzo, J. M.; Tomkin, J.

2004-12-01

The LSU GAEMP (Geoscience Alliance to Enhance Minority Participation) program targets non-traditional students, those without an undergraduate degree in geoscience, in its efforts to attract African American and Hispanic students from minority serving institutions (MSIs) to pursue careers in geology and geophysics. Faculty collaborators at nine MSIs (seven HBCUs and two HSIs) work closely with LSU faculty to advertise the program and to select student participants. The enthusiastic cooperation of the MSI Professors is crucial to success. The ideal student is a junior-level, high academic achiever with a major in one of the basic sciences, mathematics, engineering or computer science. A special summer course uses a focus on research to introduce basic geoscience concepts. Students are encouraged to design a cooperative research project to complete during their last year at their home institution and to apply for GAEMP graduate fellowships leading directly to an M.S. or Ph.D. in Geoscience. There are several reasons for the emphasis on these students 1. They have special knowledge and skills to use in graduate programs in geophysics, geochemistry, geobiology, etc. 2. Third-year students have demonstrated their ability to succeed in the academic world and are ready to select a graduate program that will enhance their employment prospects. 3. The MSIs, especially some of the physics programs at the collaborating HBCUs, provide well-trained, highly motivated graduates who have compiled excellent records in highly ranked graduate programs. This pool of talent is not available in the geosciences because most MSIs do not have geoscience degree programs. 4. This group provides a unique niche for focus as there are many programs concentrating on K-12 students and the recruitment of traditional majors. In the first year of GAEMP, 12 students participated in the summer program, six elected to pursue research projects and expressed interest in applying for the fellowships, and one student entered the graduate program early. The paucity of information regarding career opportunities and rewards in geoscience is one of the major obstacles encountered. GAEMP is sponsored by a 5-year NSF award through the OEDG program

New Initiatives for a Successful Diversity Program at the University of New Orleans

NASA Astrophysics Data System (ADS)

Serpa, L.; Hall, F.

2002-12-01

The Geoscience Program at the University of New Orleans has been actively working to increase diversity in the Geosciences since 1974 when Dr. Louis Fernandez (now at Cal State San Bernardino) initiated a summer field trip for local minority high school juniors and seniors. That early effort was funded with a grant from the National Science Foundation. After the NSF support ended, the department and local Petroleum companies maintained the program continuously to the present. The summer field trip has been a major source of minority geoscientists nationally and our minority enrollment has grown rapidly during the past approximately 5 years primarily as a result of significant additional scholarship support from industry. Based on our preliminary success, we decided to make a major effort to expand our program beyond the basic field trip and scholarships. In particular, with a grant from the National Science Foundation Geoscience Diversity program beginning this past year, we have 1) initiated a new summer field program for high school freshmen and sophomores that focus on our local environment, 2) created a summer field trip for K-12 science teachers, 3) developed a new program of independent research for our undergraduate students and 4) brought in our first two visiting professors. The new summer program involved 10 students in a 2-1/2 week series of classes, field trips and camping activities. In addition to studying the environment, students produced a movie about their experiences and a website. We anticipate a larger group of students in next year's program and that several of this past summer's participants will apply to go on our field trip for Juniors and Seniors when they are eligible. The first summer field trip for teachers focused on the area around the Teton Mountains and Yellowstone National park in Wyoming and Idaho. We devoted considerable time to learning basic geologic principles and collecting rock and fossil samples, outside of the national parks, for their classrooms. The teachers prepared material on our field trip stops and we videotaped their presentations at the outcrops for future use in the classroom. Seven undergraduate students conducted independent research as part of our new program. One participated in a REU project in Rhode Island and the other six conducted a variety of independent projects at UNO. Two of these projects have produced abstracts for national meetings and others are anticipated. Finally, we have supported two visiting faculty to provide role models and classes relevant to our minority students. It is too early to assess the full success of most of these new initiatives but the independent research has clearly given our students an improved attitude about themselves and what they want to do with their future.

Ventures in science status report, Summer 1992. [Program description and Evaluation Report

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

Fredrick, Wayne C.

The Ventures in Science summer program is directed towards students who are from underrepresented minority groups in mathematics and science professions. The target group of 40 was drawn from eligible students who will be entering high school freshman in the fall of 1992. 450 students applied. The theme for the summer is Chicago as an Ecosystem. The students are instructed in integrated math and science (2 hours), English/ESL (1 1/2 hrs.), counseling (1 hr.) and, physical education (1 hr.) each day four days a week. Integrated math and science are team taught. Parents are invited to participate in two workshopsmore » that will be presented based on their input. Parents may also visit the program at any time and participate in any field trip.« less

Preparing high school students for a career in the health sciences.

PubMed

Mares, K R; Calkins, E V

1987-02-01

The Summer Scholars Programs at the University of Missouri-Kansas City School of Medicine are designed to identify talented minority or economically disadvantaged high school students and to encourage these students toward careers in the health sciences. In the summer of 1984, 31 students participated in a one-month educational program during which they observed and participated in selected patient care procedures. They developed interpersonal and interviewing skills needed for successful application to health education programs. Students were provided information about numerous health careers to help them clarify their perceptions of health roles.To assess the programs' impact, the 18 scholar participants, who were high school seniors, responded to a questionnaire that sought information about their academic program during the senior year and their plans for higher education. Responses indicated that all had pursued rigorous academic programs, had achieved at a superior level in these courses, and were enrolling in college in the fall of 1985. Fourteen of the 18 students were planning careers in medicine. Responses indicated that the students felt that the programs had been effective in helping them learn about, prepare for, and make appropriate choices regarding careers in the health sciences.

Perspectives on barriers and facilitators to minority recruitment for clinical trials among cancer center leaders, investigators, research staff, and referring clinicians: enhancing minority participation in clinical trials (EMPaCT).

PubMed

Durant, Raegan W; Wenzel, Jennifer A; Scarinci, Isabel C; Paterniti, Debora A; Fouad, Mona N; Hurd, Thelma C; Martin, Michelle Y

2014-04-01

The study of disparities in minority recruitment to cancer clinical trials has focused primarily on inquiries among minority populations. Yet very little is known about the perceptions of individuals actively involved in minority recruitment to clinical trials within cancer centers. Therefore, the authors assessed the perspectives of cancer center clinical and research personnel on barriers and facilitators to minority recruitment. In total, 91 qualitative interviews were conducted at 5 US cancer centers among 4 stakeholder groups: cancer center leaders, principal investigators, research staff, and referring clinicians. All interviews were recorded and transcribed. Qualitative analyses of response data was focused on identifying prominent themes related to barriers and facilitators to minority recruitment. The perspectives of the 4 stakeholder groups were largely overlapping with some variations based on their unique roles in minority recruitment. Four prominent themes were identified: 1) racial and ethnic minorities are influenced by varying degrees of skepticism related to trial participation, 2) potential minority participants often face multilevel barriers that preclude them from being offered an opportunity to participate in a clinical trial, 3) facilitators at both the institutional and participant level potentially encourage minority recruitment, and 4) variation between internal and external trial referral procedures may limit clinical trial opportunities for racial and ethnic minorities. Multilevel approaches are needed to address barriers and optimize facilitators within cancer centers to enhance minority recruitment for cancer clinical trials. © 2014 American Cancer Society.

Motivational enhancement therapy to improve treatment utilization and outcome in pregnant substance users

PubMed Central

Winhusen, Theresa; Kropp, Frankie; Babcock, Dean; Hague, Diane; Erickson, Sarah J.; Renz, Connie; Rau, Leela; Lewis, Daniel; Leimberger, Jeff; Somoza, Eugene

2008-01-01

Pregnant substance users can benefit significantly from substance abuse treatment but treatment retention can be challenging. Two hundred pregnant substance users entering outpatient substance abuse treatment at 1 of 4 treatment programs were randomized to receive either 3 individual sessions of Motivational Enhancement Therapy for pregnant substance users (MET-PS) or the first 3 individual sessions normally provided by the program. All participants were encouraged to participate in all other treatment offered by the program. Outcome measures included treatment utilization according to clinic records, qualitative urine toxicology measures, and self-report of substance use. One hundred and sixty two participants (i.e., 81%) completed the 1 month active phase. Participants attended 62% of scheduled treatment on average and reported decreased substance use during the first month of treatment, with no differences between MET-PS and treatment as usual participants. There was some evidence that the efficacy of MET-PS varied between sites and that MET-PS might be more beneficial than TAU in decreasing substance use in minority participants. These results suggest that MET-PS is not more effective than treatment as usual for pregnant substance users in general but that there might be particular subgroups or treatment programs for which MET-PS might be more or less effective than treatment as usual. PMID:18083322

Serving some and serving all: how providers navigate the challenges of providing racially targeted health services.

PubMed

Zhou, Amy

2017-10-01

Racially targeted healthcare provides racial minorities with culturally and linguistically appropriate health services. This mandate, however, can conflict with the professional obligation of healthcare providers to serve patients based on their health needs. The dilemma between serving a particular population and serving all is heightened when the patients seeking care are racially diverse. This study examines how providers in a multi-racial context decide whom to include or exclude from health programs. This study draws on 12 months of ethnographic fieldwork at an Asian-specific HIV organization. Fieldwork included participant observation of HIV support groups, community outreach programs, and substance abuse recovery groups, as well as interviews with providers and clients. Providers managed the dilemma in different ways. While some programs in the organization focused on an Asian clientele, others de-emphasized race and served a predominantly Latino and African American clientele. Organizational structures shaped whether services were delivered according to racial categories. When funders examined client documents, providers prioritized finding Asian clients so that their documents reflected program goals to serve the Asian population. In contrast, when funders used qualitative methods, providers could construct an image of a program that targets Asians during evaluations while they included other racial minorities in their everyday practice. Program services were organized more broadly by health needs. Even within racially targeted programs, the meaning of race fluctuates and is contested. Patients' health needs cross cut racial boundaries, and in some circumstances, the boundaries of inclusion can expand beyond specific racial categories to include racial minorities and underserved populations more generally.

Development and evaluation of a culturally appropriate hypertension education (CAHE) training program for health care providers.

PubMed

Meinema, Jennita G; Haafkens, Joke A; Jaarsma, Debbie A D C; van Weert, Henk C P M; van Dijk, Nynke

2017-01-01

In Western countries, hypertension and hypertension-related complication are more common in ethnic minority groups of African descent than in indigenous populations. Addressing ethnic minority patients' perceptions of hypertension and its treatment through the use of cultural appropriate hypertension education (CAHE) increases adherence to medication and lifestyle recommendations. Given these effects, it seems warranted to develop a training program on how to deliver this type of patient education for Primary Care Nurse Practitioners (PCNPs). Development and evaluation of a training program for PCNPs aimed at providing culturally appropriate hypertension patient education. Prospective cohort study evaluating attitude and intended behavioral changes. Both experienced PCNPs and PCNPs in training participated in this study. The effects of the CAHE-training were measured by 3 different questionnaires on 1) the satisfaction with the training program, 2) the attitude towards culturally appropriate care, and 3) the commitment to change. The CAHE-training program consists of 10 different components divided over two 4-hour sessions and was taught to 87 participating PCNPs. The program utilizes constructivist-learning principles and educational evidence on adult learning. The content of the program is based on the knowledge obtained from our previous studies on culturally appropriate care. The mean satisfaction-score was 7.5 (1-10 scale), with the role-play exercise with patient-actors scoring highest (8.2). We observed non-significant but positive changes in attitude. PCNPs who reported on the implementation of their intended behavior change showed significant attitude changes after three months. We demonstrated that our evidence based training program for PCNPs resulted in a positive learning experience with adequate intended behavioral changes in practice. Unfortunately, response rates were too low to demonstrate persistent changes in attitude.

In the minority: black physicians in residency and their experiences.

PubMed Central

Liebschutz, Jane M.; Darko, Godwin O.; Finley, Erin P.; Cawse, Jeanne M.; Bharel, Monica; Orlander, Jay D.

2006-01-01

OBJECTIVE: To describe black residents' perceptions of the impact of race on medical training. MATERIALS AND METHODS: Open-ended interviews were conducted of black physicians in postgraduate year 22 who had graduated from U.S. medical schools and were enrolled in residency programs at one medical school. Using Grounded Theory tenets of qualitative research, data was culled for common themes through repeated readings; later, participants commented on themes from earlier interviews. RESULTS: Of 19 participants 10 were male, distributed evenly among medical and surgical fields. Four major themes emerged from the narratives: discrimination, differing expectations, social isolation and consequences. Participants' sense of being a highly visible minority permeated each theme. Overt discrimination was rare. Participants perceived blacks to be punished more harshly for the same transgression and expected to perform at lower levels than white counterparts. Participants' suspicion of racism as a motivation for individual and institutional behaviors was tempered by self-doubt. Social isolation from participants' white colleagues contrasted with connections experienced with black physicians, support staff and patients, and participants strongly desired black mentors. Consequences of these experiences varied greatly. CONCLUSIONS: Black physicians face complex social and emotional challenges during postgraduate training. Creating supportive networks and raising awareness of these issues may improve training experiences for black physicians. PMID:17019911

Participant satisfaction with a school telehealth education program using interactive compressed video delivery methods in rural Arkansas.

PubMed

Bynum, Ann B; Cranford, Charles O; Irwin, Cathy A; Denny, George S

2002-08-01

Socioeconomic and demographic factors can affect the impact of telehealth education programs that use interactive compressed video technology. This study assessed program satisfaction among participants in the University of Arkansas for Medical Sciences' School Telehealth Education Program delivered by interactive compressed video. Variables in the one-group posttest study were age, gender, ethnicity, education, community size, and program topics for years 1997-1999. The convenience sample included 3,319 participants in junior high and high schools. The School Telehealth Education Program provided information about health risks, disease prevention, health promotion, personal growth, and health sciences. Adolescents reported medium to high levels of satisfaction regarding program interest and quality. Significantly higher satisfaction was expressed for programs on muscular dystrophy, anatomy of the heart, and tobacco addiction (p < 0.001 to p = 0.003). Females, African Americans, and junior high school students reported significantly greater satisfaction (p < 0.001 to p = 0.005). High school students reported significantly greater satisfaction than junior high school students regarding the interactive video equipment (p = 0.011). White females (p = 0.025) and African American males (p = 0.004) in smaller, rural communities reported higher satisfaction than White males. The School Telehealth Education Program, delivered by interactive compressed video, promoted program satisfaction among rural and minority populations and among junior high and high school students. Effective program methods included an emphasis on participants' learning needs, increasing access in rural areas among ethnic groups, speaker communication, and clarity of the program presentation.

Illness cognition as a predictor of exercise habits and participation in cardiac prevention and rehabilitation programs after acute coronary syndrome

PubMed Central

2013-01-01

Background Despite well-established medical recommendations, many cardiac patients do not exercise regularly either independently or through formal cardiac prevention and rehabilitation programs (CPRP). This non-adherence is even more pronounced among minority ethnic groups. Illness cognition (IC), i.e. the way people perceive the situation they encounter, has been recognized as a crucial determinant of health-promoting behavior. Few studies have applied a cognitive perspective to explain the disparity in exercising and CPRP attendance between cardiac patients from different ethnic backgrounds. Based on the Health Belief Model (HBM) and the Common Sense Model (CSM), the objective was to assess the association of IC with exercising and with participation in CPRP among Jewish/majority and Arab/minority patients hospitalized with acute coronary syndrome. Methods Patients (N = 420) were interviewed during hospitalization (January-2009 until August- 2010) about IC, with 6-month follow-up interviews about exercise habits and participation in CPRP. Determinants that predict active lifestyle and participation in CPRP were assessed using backward stepwise logistic regression. Results Perceived susceptibility to heart disease and sense and personal control were independently associated with exercising 6 months after the acute event (OR = 0.58, 95% CI: 0.42-0.80 and OR = 1.09, 95% CI: 1.02-1.17, per unit on a 5-point scale). Perceived benefits of regular exercise and a sense of personal control were independently associated with participation in CPRP (OR = 1.56, 95% CI: 1.12-2.16 and OR = 1.08, 95% CI: 1.01-1.15, per unit on a 5-point scale). None of the IC variables assessed could explain the large differences in health promoting behaviors between the majority and minority ethnic groups. Conclusions IC should be taken into account in future interventions to promote physical activity and participation in CPRP for both ethnic groups. Yet, because IC failed to explain the gap between Arab and Jewish patients in those behaviors, other explanatory pathways such as psychological state or cultural views should be considered as potential areas for further research. PMID:24119027

Adolescent knowledge and attitudes related to clinical trials.

PubMed

Brown, Devin L; Cowdery, Joan E; Jones, Toni Stokes; Langford, Aisha; Gammage, Catherine; Jacobs, Teresa L

2015-06-01

Poor enrollment plagues most clinical trials. Furthermore, despite mandates to improve minority representation in clinical trial participation, little progress has been made. We investigated the knowledge and attitudes of adolescents related to clinical trials and made race/ethnicity comparisons in an attempt to identify a possible educational intervention target. Students aged 13-18 years in southeast Michigan were offered participation through a class at one high school or two academic summer enrichment programs that drew from multiple high schools (73% response). Questionnaires previously validated in adults were administered. Non-Hispanic whites were compared with minorities using Wilcoxon rank-sum tests. Of the 82 respondents, the median age was 16 years (interquartile range: 15-17 years); 22 (28%) were white, 41 (51%) were African American, 11 (14%) were multiracial, 2 (2%) were American Indian or Alaska Native, 1 (1%) was Asian, 3 (4%) were Native Hawaiian or other Pacific Islander, and 2 respondents did not report a race (but did report Hispanic ethnicity). Nine (12%) were Hispanic. Only 27 (33%) had ever heard of a clinical trial. On a scale from 1 (most receptive) to 5 (least receptive) for learning more about a clinical trial for a relevant medical condition, the median score was 2 (interquartile range: 1-3) and for participating in a clinical trial for a relevant medical condition was 2 (interquartile range: 2-3). Overall knowledge was poor, with a median of 46% (interquartile range: 23%-62%) of knowledge answers correct. Knowledge was reduced (p = 0.0006) and attitudes were more negative (p = 0.05) in minorities than non-Hispanic whites, while minorities also endorsed more substantial barriers to trial participation (p = 0.0002). Distrust was similar between minority students and non-Hispanic whites (p = 0.15), and self-efficacy was greater in non-Hispanic whites (p = 0.05). Educational interventions directed toward adolescents that address knowledge, attitudes, and distrust in order to improve clinical trial awareness and receptivity overall are needed and may represent a tool to address disparities in minority enrollment in clinical trials. © The Author(s) 2015.

CaTs Lab (CHAOS and Thermal Sciences Laboratory)

NASA Technical Reports Server (NTRS)

Teate, Anthony A.

2002-01-01

The CHAOS and Thermal Sciences Laboratory (CaTs) at James Madison University evolved into a noteworthy effort to increase minority representation in the sciences and mathematics. Serving ten students and faculty directly, and nearly 50 students indirectly, CaTs, through recruitment efforts, workshops, mentoring programs, tutorial services and research and computational laboratories, fulfilled its intent to initiate an academically enriched research program aimed at strengthening the academic and self-actualization skills of undergraduate students with potential to pursue doctoral study in the sciences. The stated goal of the program was to increase by 5% the number of enrolled mathematics and science students into the program. Success far exceeded the program goals by producing 100% graduation rate of all supported recipients during its tenure, with 30% of the students subsequently in pursuit of graduate degrees. Student retention in the program exceeded 90% and faculty participation exceeded the three members involved in mentoring and tutoring, gaining multi-disciplinary support. Aggressive marketing of the program resulted in several paid summer internships and commitments from NASA and an ongoing relationship with CHROME, a nationally recognized organization which focuses on developing minority students in the sciences and mathematics. Success of the program was only limited by the limited fiscal resources at NASA which resulted in phasing out of the program.

The Effectiveness of the Tupiq Program for Inuit Sex Offenders.

PubMed

Stewart, Lynn A; Hamilton, Ellen; Wilton, Geoff; Cousineau, Colette; Varrette, Steven K

2015-11-01

This study examines the effectiveness of the Tupiq program, a culturally specific program for Inuit sex offenders that incorporates cognitive behavioural methods with traditional Inuit knowledge and culture led by Inuit healers and facilitators. Outcomes of 61 offenders who participated in the Tupiq program and were released were compared with outcomes of a cohort of 114 released Inuit sex offenders incarcerated during the same time period who had taken alternative sex offender treatment programs, or had not attended any sex offender program. On release, Tupiq participants had significantly lower rates of general reoffending and violent reoffending than those in the combined comparison group. The hazard of reoffending for the comparison group was almost twice that of the Tupiq group. Although the sexual reoffending rate for the Tupiq participants was less than half of that of the comparison group, the difference between the two groups was not significant because of reduced statistical power. Survival analysis controlling for covariates confirmed significantly lower rates of general reoffending for the Tupiq group. Further analyses comparing the outcomes of the subgroup of offenders in the comparison group who participated in alternative sex offender treatment programs with those who participated in Tupiq indicated that Tupiq participants had significantly lower rates of both general and sexual reoffending. These positive results for this culturally specific program suggest that similarly designed interventions have a probability of contributing to the reduction of sexual offending within Inuit communities and, potentially, other jurisdictions that work with cultural minority sex offender groups from relatively isolated communities. © The Author(s) 2014.

34 CFR 637.1 - What is the Minority Science and Engineering Improvement Program (MSEIP)?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false What is the Minority Science and Engineering... ENGINEERING IMPROVEMENT PROGRAM General § 637.1 What is the Minority Science and Engineering Improvement Program (MSEIP)? The Minority Science and Engineering Improvement Program (MSEIP) is designed to effect...

34 CFR 637.1 - What is the Minority Science and Engineering Improvement Program (MSEIP)?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false What is the Minority Science and Engineering... ENGINEERING IMPROVEMENT PROGRAM General § 637.1 What is the Minority Science and Engineering Improvement Program (MSEIP)? The Minority Science and Engineering Improvement Program (MSEIP) is designed to effect...

34 CFR 637.1 - What is the Minority Science and Engineering Improvement Program (MSEIP)?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false What is the Minority Science and Engineering... ENGINEERING IMPROVEMENT PROGRAM General § 637.1 What is the Minority Science and Engineering Improvement Program (MSEIP)? The Minority Science and Engineering Improvement Program (MSEIP) is designed to effect...

34 CFR 637.1 - What is the Minority Science and Engineering Improvement Program (MSEIP)?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What is the Minority Science and Engineering... ENGINEERING IMPROVEMENT PROGRAM General § 637.1 What is the Minority Science and Engineering Improvement Program (MSEIP)? The Minority Science and Engineering Improvement Program (MSEIP) is designed to effect...

34 CFR 637.1 - What is the Minority Science and Engineering Improvement Program (MSEIP)?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false What is the Minority Science and Engineering... ENGINEERING IMPROVEMENT PROGRAM General § 637.1 What is the Minority Science and Engineering Improvement Program (MSEIP)? The Minority Science and Engineering Improvement Program (MSEIP) is designed to effect...

40 CFR 49.160 - Registration program for minor sources in Indian country.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Registration program for minor sources... Implementation Plan Provisions Federal Minor New Source Review Program in Indian Country § 49.160 Registration program for minor sources in Indian country. (a) Does this section apply to my source? This section...

Artistry in Lockdown: Transformative Music Experiences for Students in Juvenile Detention

ERIC Educational Resources Information Center

Marcum, Travis

2014-01-01

In 2009, there were approximately 137,000 court-involved minor children in residential detention and rehabilitation facilities in the United States as a result of committing a crime. Most of these children have no opportunity to participate in music education while serving long-term sentences in residential lockdown. A program in Austin, Texas,…

"Education Will Get You to the Station": Marginalized Students' Experiences and Perceptions of Merit in Accessing University

ERIC Educational Resources Information Center

James, Carl E.; Taylor, Leanne

2008-01-01

This article explores how four minority students in a university access program reconciled their presence on merit. They shared their experiences over two years through their application statements, life history interviews, weekly group sessions, and personal journal entries. Consistent with the discourse of merit, participants believed that by…

Predicting Growth in English and French Vocabulary: The Facilitating Effects of Morphological and Cognate Awareness

ERIC Educational Resources Information Center

D'Angelo, Nadia; Hipfner-Boucher, Kathleen; Chen, Xi

2017-01-01

The present study investigated the contribution of morphological and cognate awareness to the development of English and French vocabulary knowledge among young minority and majority language children who were enrolled in a French immersion program. Participating children (n = 75) were assessed in English and French on measures of morphological…

Higher Education Biology Faculty at Urban Institutions: Perceptions of How They Learn to Teach

ERIC Educational Resources Information Center

Kusch, Jennifer D.

2009-01-01

Instructor education has gained considerable attention over the years, as it has become apparent that it plays a vital role in learners' achievement and participation in higher education programs--especially for minority learners, and could hold one of the keys to enhancing the global economy (Sundberg, 1991; Brianard, 2007; O'Connel, 2007).…

Camp Thunderbird: Taking Flight with Dance and Physical Education for Special Populations

ERIC Educational Resources Information Center

Keglon, Johnnye

2011-01-01

This article describes the Dallas-based Camp Thunderbird, an enrichment program that brought together minority students in special education and students from general education for a summer of physical activity and the arts. Among the camp participants were students who functioned at a high level in the areas of autism spectrum disorders, mental…

Food Challenge: Serving Up 4-H to Non-Traditional Audiences

ERIC Educational Resources Information Center

Dodd, Sara; Follmer-Reece, Holly E.; Kostina-Ritchey, Erin; Reyna, Roxanna

2015-01-01

This article describes a novel approach for introducing 4-H to non-traditional/diverse audiences using 4-H Food Challenge. Set in a low SES and minority-serving rural school, Food Challenge was presented during the school day to all 7th grade students, with almost half voluntarily participating in an after-school club component. Program design…

PSAT Component Scores as a Predictor of Success on AP Exam Performance for Diverse Students

ERIC Educational Resources Information Center

Richardson, Cristianne C.; Gonzalez, Alejandro; Leal, Lonnie; Castillo, Mary Z.; Carman, Carol A.

2016-01-01

While studies have shown the positive effect of the Advanced Placement (AP) program on college readiness, there are still barriers preventing minority and low socioeconomic status (SES) students who possess high academic potential from participating in the opportunity that AP courses offer. One tool that could help identify students for…

The Interaction of Same-Sex Marriage Access With Sexual Minority Identity on Mental Health and Subjective Wellbeing.

PubMed

Tatum, Alexander K

2017-01-01

Previous psychological and public health research has highlighted the impact of legal recognition of same-sex relationships on individual identity and mental health. Using a sample of U.S. sexual minority (N = 313) and heterosexual (N = 214) adults, participants completed a battery of mental health inventories prior to the nationwide legalization of same-sex marriage. Analyses of covariance (ANCOVAs) examining identity revealed sexual minority participants living in states where same-sex marriage was banned experienced significantly higher levels of internalized homonegativity than sexual minority participants living in states where same-sex marriage was legal, even after controlling for state-level political climate. Mental health ANCOVAs revealed sexual minority participants residing in states without same-sex marriage experienced greater anxiety and lower subjective wellbeing compared to sexual minority participants residing in states with same-sex marriage and heterosexual participants residing in states with or without same-sex marriage. Implications for public policy and future research directions are discussed.

75 FR 78225 - Proposed Information Collection; Comment Request; Survey of Minority-Owned Business Participation...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-15

... . SUPPLEMENTARY INFORMATION: I. Abstract The Minority Business Development Agency's (MBDA) Research and Knowledge... DEPARTMENT OF COMMERCE Minority Business Development Agency Proposed Information Collection; Comment Request; Survey of Minority-Owned Business Participation, Opportunities and Barriers to Global...

Culture-specific programs for children and adults from minority groups who have asthma.

PubMed

McCallum, Gabrielle B; Morris, Peter S; Brown, Ngiare; Chang, Anne B

2017-08-22

People with asthma who come from minority groups often have poorer asthma outcomes, including more acute asthma-related doctor visits for flare-ups. Various programmes used to educate and empower people with asthma have previously been shown to improve certain asthma outcomes (e.g. adherence outcomes, asthma knowledge scores in children and parents, and cost-effectiveness). Models of care for chronic diseases in minority groups usually include a focus of the cultural context of the individual, and not just the symptoms of the disease. Therefore, questions about whether tailoring asthma education programmes that are culturally specific for people from minority groups are effective at improving asthma-related outcomes, that are feasible and cost-effective need to be answered. To determine whether culture-specific asthma education programmes, in comparison to generic asthma education programmes or usual care, improve asthma-related outcomes in children and adults with asthma who belong to minority groups. We searched the Cochrane Register of Controlled Trials (CENTRAL), the Cochrane Airways Group Specialised Register, MEDLINE, Embase, review articles and reference lists of relevant articles. The latest search fully incorporated into the review was performed in June 2016. Randomised controlled trials (RCTs) comparing the use of culture-specific asthma education programmes with generic asthma education programmes, or usual care, in adults or children from minority groups with asthma. Two review authors independently selected, extracted and assessed the data for inclusion. We contacted study authors for further information if required. In this review update, an additional three studies and 220 participants were added. A total of seven RCTs (two in adults, four in children, one in both children and adults) with 837 participants (aged from one to 63 years) with asthma from ethnic minority groups were eligible for inclusion in this review. The methodological quality of studies ranged from very low to low. For our primary outcome (asthma exacerbations during follow-up), the quality of evidence was low for all outcomes. In adults, use of a culture-specific programme, compared to generic programmes or usual care did not significantly reduce the number of participants from two studies with 294 participants for: exacerbations with one or more exacerbations during follow-up (odds ratio (OR) 0.80, 95% confidence interval (CI) 0.50 to 1.26), hospitalisations over 12 months (OR 0.83, 95% CI 0.31 to 2.22) and exacerbations requiring oral corticosteroids (OR 0.97, 95% CI 0.55 to 1.73). However, use of a culture-specific programme, improved asthma quality of life scores in 280 adults from two studies (mean difference (MD) 0.26, 95% CI 0.17 to 0.36) (although the MD was less then the minimal important difference for the score). In children, use of a culture-specific programme was superior to generic programmes or usual care in reducing severe asthma exacerbations requiring hospitalisation in two studies with 305 children (rate ratio 0.48, 95% CI 0.24 to 0.95), asthma control in one study with 62 children and QoL in three studies with 213 children, but not for the number of exacerbations during follow-up (OR 1.55, 95% CI 0.66 to 3.66) or the number of exacerbations (MD 0.18, 95% CI -0.25 to 0.62) among 100 children from two studies. The available evidence showed that culture-specific education programmes for adults and children from minority groups are likely effective in improving asthma-related outcomes. This review was limited by few studies and evidence of very low to low quality. Not all asthma-related outcomes improved with culture-specific programs for both adults and children. Nevertheless, while modified culture-specific education programs are usually more time intensive, the findings of this review suggest using culture-specific asthma education programmes for children and adults from minority groups. However, more robust RCTs are needed to further strengthen the quality of evidence and determine the cost-effectiveness of culture-specific programs.

Incentives for healthy behaviors: experience from Florida Medicaid's Enhanced Benefit Rewards program.

PubMed

Hall, Allyson G; Lemak, Christy Harris; Landry, Amy Yarbrough; Duncan, R Paul

2013-04-01

Engaging individuals in their own health care proves challenging for policy makers, health plans, and providers. Florida Medicaid introduced the Enhanced Benefits Rewards (EBR) program in 2006, providing financial incentives as rewards to beneficiaries who engage in health care seeking and healthy behaviors. This study analyzed beneficiary survey data from 2009 to determine predictors associated with awareness of and participation in the EBR program. Non-English speakers, those in a racial and ethnic minority group, those with less than a high school education, and those with limited or no connection to a health care provider were associated with lower awareness of the program. Among those aware of the program, these factors were also associated with reduced likelihood of engaging in the program. Individuals in fair or poor health were also less likely to engage in an approved behavior. Individuals who speak Spanish at home and those without a high school diploma were more likely than other groups to spend their earned program credits. Findings underscore the fact that initial engagement in such a program can prove challenging as different groups are not equally likely to be aware of or participate in an approved activity or redeem a credit. Physicians may play important roles in encouraging participation in programs to incentivize healthy behaviors.

African Americans in Oral and Maxillofacial Surgery: Factors Affecting Career Choice, Satisfaction, and Practice Patterns.

PubMed

Criddle, Thalia-Rae; Gordon, Newton C; Blakey, George; Bell, R Bryan

2017-12-01

There are few data available on the experience of minority surgeons in the field of oral and maxillofacial surgery (OMS). Therefore, the purpose of this study was to 1) explore factors that contribute to African Americans choosing OMS as a career, 2) examine satisfaction among minority oral and maxillofacial surgeons with the residency application and training process, 3) report on practice patterns among minority oral and maxillofacial surgeons, and 4) identify perceived bias for or against minority oral and maxillofacial surgeons in an attempt to aid the efforts of OMS residency organizations to foster diversity. A 19-item survey was sent to 80 OMS practitioners by use of information from the mailing list of the National Society of Oral and Maxillofacial Surgeons, an American Association of Oral and Maxillofacial Surgeons-affiliated organization. All surveys were sent by mail and were followed by a reminder mailing after 8 weeks. Responses returned within 16 weeks were accepted for analysis. Of the 80 mailed surveys, 41 were returned within the 16-week parameter, representing a return rate of 51%. Most of the minority surgeon respondents were married men with a mean age of 60 years who worked as private practitioners. Most respondents practiced on the eastern and western coasts of the United States. Exposure in dental school was the most important factor in selecting OMS as a specialty. Location and prestige were the most important factors in selecting a residency program. Most respondents reported that race did not affect the success of their application to a residency program and did not currently affect the success of their practice. However, 25 to 46% of participants experienced race-related harassment, and 48 to 55% of participants believed there was a bias against African Americans in OMS. Our data suggest that a substantial number of minority oral and maxillofacial surgeons subjectively perceive race-based bias in their career, although it does not appear to affect professional success. Copyright © 2017 American Association of Oral and Maxillofacial Surgeons. Published by Elsevier Inc. All rights reserved.

Launching a Geoscience Career: Insights Gained from MS PHD'S Beyond the PhD

NASA Astrophysics Data System (ADS)

Guzman, W. I.; Johnson, A.; Williamson Whitney, V.; Jansma, P. E.; Huggans, M. J.; Ricciardi, L.

2013-05-01

The Beyond the PhD (B-PhD) Professional Development Program is the newest addition to the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S®) Professional Development Program in Earth System Science. This exciting new program is designed to facilitate the development of a new community of underrepresented minority (URM) doctoral candidates and recent doctorate degree recipients in Earth system science (ESS)-related fields. Building upon MS PHD'S extensive professional development activities provided to URM undergraduate and graduate students, B-PhD's vision is to encourage and support URM doctoral students and early career PhD's in becoming part of the global workforce. (Since its inception in 2003, MSPHD'S supports 213 participants of which 42 have achieved the doctoral degree and another 71 are enrolled in doctoral programs.) By providing customized support and advocacy for participants, B-PhD facilitates smoother and informed transitions from graduate school to postdoctoral and tenure-track positions, as well as other "first" jobs in academia, government, industry, and non-profit organizations. In 2011, the first conference for 18 doctoral candidate and recent graduates was hosted at the University of Texas at Arlington's (UTA) College of Science. Using a format of guest speakers, brown bag discussions, and interactive breakout sessions, participants engaged in sessions entitled "Toolkits for Success in Academia, Business and Industry, Federal Government and Non-Profits", "Defining Short, Mid and Long Term Career Goals", "Accessing and Refining Skill Sets and Other Door Openers", "International Preparation and Opportunities", "Paying it Forward/Lifting as You Climb", and "Customized Strategies for Next Steps". This presentation will discuss outcomes from this pilot project, the use of social media to track and support ongoing B-PhD activities, and objectives for future B-PhD workshops.

Partnered Research Experiences for Junior Faculty at Minority-Serving Institutions Enhance Professional Success

PubMed Central

Campbell, Andrew G.; Leibowitz, Michael J.; Murray, Sandra A.; Burgess, David; Denetclaw, Wilfred F.; Carrero-Martinez, Franklin A.; Asai, David J.

2013-01-01

Scientific workforce diversity is critical to ensuring the realization of our national research goals and minority-serving institutions play a vital role in preparing undergraduate students for science careers. This paper summarizes the outcomes of supporting career training and research practices by faculty from teaching-intensive, minority-serving institutions. Support of these faculty members is predicted to lead to: 1) increases in the numbers of refereed publications, 2) increases in federal grant funding, and 3) a positive impact on professional activities and curricular practices at their home institutions that support student training. The results presented show increased productivity is evident as early as 1 yr following completion of the program, with participants being more independently productive than their matched peers in key areas that serve as measures of academic success. These outcomes are consistent with the goals of the Visiting Professorship Program to enhance scientific practices impacting undergraduate student training. Furthermore, the outcomes demonstrate the benefits of training support for research activities at minority-serving institutions that can lead to increased engagement of students from diverse backgrounds. The practices and results presented demonstrate a successful generalizable approach for stimulating junior faculty development and can serve as a basis for long-term faculty career development strategies that support scientific workforce diversity. PMID:24006388

Partnered research experiences for junior faculty at minority-serving institutions enhance professional success.

PubMed

Campbell, Andrew G; Leibowitz, Michael J; Murray, Sandra A; Burgess, David; Denetclaw, Wilfred F; Carrero-Martinez, Franklin A; Asai, David J

2013-01-01

Scientific workforce diversity is critical to ensuring the realization of our national research goals and minority-serving institutions play a vital role in preparing undergraduate students for science careers. This paper summarizes the outcomes of supporting career training and research practices by faculty from teaching-intensive, minority-serving institutions. Support of these faculty members is predicted to lead to: 1) increases in the numbers of refereed publications, 2) increases in federal grant funding, and 3) a positive impact on professional activities and curricular practices at their home institutions that support student training. The results presented show increased productivity is evident as early as 1 yr following completion of the program, with participants being more independently productive than their matched peers in key areas that serve as measures of academic success. These outcomes are consistent with the goals of the Visiting Professorship Program to enhance scientific practices impacting undergraduate student training. Furthermore, the outcomes demonstrate the benefits of training support for research activities at minority-serving institutions that can lead to increased engagement of students from diverse backgrounds. The practices and results presented demonstrate a successful generalizable approach for stimulating junior faculty development and can serve as a basis for long-term faculty career development strategies that support scientific workforce diversity.

"Seniors only want respect": designing an oral health program for older adults.

PubMed

Estrada, Ivette; Kunzel, Carol; Schrimshaw, Eric W; Greenblatt, Ariel P; Metcalf, Sara S; Northridge, Mary E

2018-01-01

Persistent socioeconomic disparities in the oral disease burden contribute to pain and suffering among vulnerable and underserved populations who face systemic barriers to access oral health care, including older adults living in disadvantaged urban neighborhoods. The aim of this study is to gain the views of racial/ethnic minority older adults regarding what they believe would support them and their peers in visiting the dentist regularly. Focus groups were conducted and digitally audio-recorded from 2013 to 2015 with 194 racial/ethnic minority women and men aged 50 years and older living in northern Manhattan who participated in one of 24 focus group sessions about improving oral health for older adults. Analysis of the transcripts was conducted using thematic content analysis. The majority of recommendations from racial/ethnic minority older adults to help older adults go to the dentist regularly were centered at the organization and provider level. The preeminence of respectful treatment to racial/ethnic minority older adults may be useful to underscore in oral health programs and settings. There is a need for greater engagement of and attention to patients and other stakeholders in developing, testing, and disseminating interventions to close the gaps in oral health care disparities. © 2018 Special Care Dentistry Association and Wiley Periodicals, Inc.

A Review of Barriers to Minorities' Participation in Cancer Clinical Trials: Implications for Future Cancer Research.

PubMed

Salman, Ali; Nguyen, Claire; Lee, Yi-Hui; Cooksey-James, Tawna

2016-04-01

To enhance nurses' awareness and competencies in practice and research by reporting the common barriers to participation of minorities in cancer clinical trials and discussing facilitators and useful strategies for recruitment. Several databases were searched for articles published in peer reviewed journals. Some of the barriers to minorities' participation in clinical trials were identified within the cultural social-context of cancer patients. The involvement of community networking was suggested as the most effective strategy for the recruitment of minorities in cancer clinical trials. Using culturally sensitive approaches to enhance ethnic minorities' participation is important for advancing cancer care and eliminating health disparities. Awareness of barriers and potential facilitators to the enrollment of ethnic minority cancer patients may contribute to enhancing nurses' competencies of recruiting ethnic minorities in nursing research, playing efficient roles in cancer clinical trials team, and providing culturally competent quality care.

Using Data-Collection Sensors to Improve Reasoning About Experiment Design and Hypothesis Testing: An Undergraduate Course for Underrepresented Minorities Pursuing Careers Astrophysics Research

NASA Astrophysics Data System (ADS)

Robbins, Dennis M.; Ford, K. E. Saavik

2015-01-01

Strategies to improve the retention of underrepresented students in STEM fields include directly targeted programs and specialized courses. The NSF-supported 'AstroCom NYC' program, a collaboration of the City University of New York, American Museum of Natural History (AMNH), and Columbia University is one example of such a program with the explicit goal of increasing the participation of underrepresented minorities in astronomy and astrophysics through pedagogical mentoring and research experiences for undergraduate students. In addition, 'AstroCom NYC' provides students with a semester-long specialized course emphasizing scientific reasoning and mathematical modeling. The course curriculum uses computers and interfaced digital probeware (sensors) in a laboratory environment that encourages collaborative and active learning.We share course materials on preparing students to reason about control of variable experiment design and hypothesis testing and provide course data on student understanding of scientific reasoning, mathematical modeling and views about science.

Retention of indigenous nursing students in New Zealand: a cross-sectional survey.

PubMed

Wilson, Denise; McKinney, Caroline; Rapata-Hanning, Mereana

2011-01-01

Internationally the recruitment and retention of Indigenous and minority peoples into nursing is a persistent challenge, despite their participation being essential in reducing health disparities and improving health service quality for Indigenous and minority users. We aimed to identify Māori (Indigenous to New Zealand) nursing students' experiences of undertaking a nursing degree program. A non-experimental cross-sectional survey was undertaken with undergraduate nursing students identifying as Māori. The surveys were analyzed using descriptive and inferential statistics. One hundred and eight students responded, with a career, stable income, and desire to make a difference in Māori health outcomes motivating most to embark on a nursing program. They reported numerous obstacles that compromised their academic advancement. However, affirming students' identities; providing academic support; accessing Indigenous role models, mentors and relevant clinical experiences; and, having supportive teaching and learning environments and the inclusion of Indigenous content in curricula; were identified as strategies that promoted retention in nursing programs.

45 CFR 286.90 - How many hours per week must an adult or minor head-of-household participate in work-related...

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 2 2011-10-01 2011-10-01 false How many hours per week must an adult or minor... must an adult or minor head-of-household participate in work-related activities to count in the numerator of the work participation rate? During the month, an adult or minor head-of-household must...

45 CFR 286.90 - How many hours per week must an adult or minor head-of-household participate in work-related...

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 2 2014-10-01 2012-10-01 true How many hours per week must an adult or minor head... must an adult or minor head-of-household participate in work-related activities to count in the numerator of the work participation rate? During the month, an adult or minor head-of-household must...

45 CFR 286.90 - How many hours per week must an adult or minor head-of-household participate in work-related...

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 2 2012-10-01 2012-10-01 false How many hours per week must an adult or minor... must an adult or minor head-of-household participate in work-related activities to count in the numerator of the work participation rate? During the month, an adult or minor head-of-household must...

45 CFR 286.90 - How many hours per week must an adult or minor head-of-household participate in work-related...

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 2 2013-10-01 2012-10-01 true How many hours per week must an adult or minor head... must an adult or minor head-of-household participate in work-related activities to count in the numerator of the work participation rate? During the month, an adult or minor head-of-household must...

Broadening Participation of Women and Underrepresented Minorities in STEM through a Hybrid Online Transfer Program

PubMed Central

Drew, Jennifer C.; Galindo-Gonzalez, Sebastian; Ardissone, Alexandria N.; Triplett, Eric W.

2016-01-01

The Microbiology and Cell Science (MCS) Department at the University of Florida (UF) developed a new model of a 2 + 2 program that uses a hybrid online approach to bring its science, technology, engineering, and mathematics (STEM) curriculum to students. In this paradigm, 2-year graduates transfer as online students into the Distance Education in MCS (DE MCS) bachelor of science program. The program has broadened access to STEM with a steadily increasing enrollment that does not draw students away from existing on-campus programs. Notably, half of the DE MCS students are from underrepresented minority (URM) backgrounds and two-thirds are women, which represents a greater level of diversity than the corresponding on-campus cohort and the entire university. Additionally, the DE MCS cohort has comparable retention and academic performance compared with the on-campus transfer cohort. Of those who have earned a BS through the DE MCS program, 71% are women and 61% are URM. Overall, these data demonstrate that the hybrid online approach is successful in increasing diversity and provides another viable route in the myriad of STEM pathways. As the first of its kind in a STEM field, the DE MCS program serves as a model for programs seeking to broaden their reach. PMID:27587859

Adapting a Program to Inform African American and Hispanic American Women About Cancer Clinical Trials

PubMed Central

Gonzalez, Jenny; Mumman, Manpreet; Cullen, Lisa; LaHousse, Sheila F.; Malcarne, Vanessa; Conde, Viridiana; Riley, Natasha

2010-01-01

The dearth of evidence-based clinical trial education programs may contribute to the underrepresentation of African American and Hispanic American women in cancer research studies. This study used focus group-derived data from 80 women distributed among eight Spanish- and English-language focus groups. These data guided the researchers’ adaptation and refinement of the National Cancer Institute’s various clinical trials education programs into a program that was specifically focused on meeting the information needs of minority women and addressing the barriers to study participation that they perceived. A “sisterhood” theme was adopted and woven throughout the presentation. PMID:20146043

The Impact of Two Los Angeles County Teen Courts on Youth Recidivism: Comparing Two Informal Probation Programs

PubMed Central

Gase, Lauren N; Kuo, Tony; Lai, Elaine; Stoll, Michael A; Ponce, Ninez

2016-01-01

Objective This study sought to examine the impact of two Teen Courts operating in Los Angeles County, a juvenile justice system diversion program in which youth are judged by their peers and given restorative sentences to complete during a period of supervision. Methods A quasi-experimental design was used to compare youth who participated in Teen Court (n=112) to youth who participated in another diversion program administered by the Probation Department (the 654 Contract program) (n=194). Administrative data were abstracted from Probation records for all youth who participated in these programs between January 1, 2012 and June 20, 2014. Logistic and survival models were used to examine differences in recidivism - measured as whether the minor had any subsequent arrest or arrests for which the charge was filed. Results Comparison group participants had higher rates of recidivism than Teen Court participants, after controlling for age, gender, race/ethnicity, and risk level. While the magnitude of the program effects were fairly consistent across model specifications (odd ratios comparing Teen Court [referent] to school-based 654 Contract ranging from 1.95 to 3.07, hazard ratios ranging from 1.62 to 2.27), differences were not statistically significant in all scenarios. Conclusions While this study provides modest support for the positive impact of Teen Court, additional research is needed to better understand how juvenile diversion programs can improve youth outcomes. PMID:27547171

Enhancing Diversity in the Geosciences through National Dissemination of the AMS Online Weather Studies Distance Learning Course

NASA Astrophysics Data System (ADS)

Weinbeck, R. S.; Geer, I. W.; Mills, E. W.; Porter, W. A.; Moran, J. M.

2002-12-01

Our nation faces a serious challenge in attracting young people to science and science-related careers (including teaching). This is particularly true for members of groups underrepresented in science, mathematics, engineering, and technology and is especially acute in the number of minority college students majoring in the geosciences. A formidable obstacle in attracting undergraduates to the geosciences is lack of access, that is, no opportunity to enroll in an introductory geoscience course simply because none is offered at their college or university. Often introductory or survey courses are a student's first exposure to the geosciences. To help alleviate this problem, the American Meteorological Society (AMS) through its Education Program developed and implemented nationally an introductory weather and climate course, Online Weather Studies, which can be added to an institution's menu of general education course offerings. This highly successful course will be offered at 130 colleges and universities nationwide, including 30 minority-serving institutions, 20 of which have joined the AMS Online Weather Studies Diversity Program during 2002. The AMS encourages course adoption by more institutions serving large numbers of minority students through support from the National Science Foundation (NSF) Opportunities for Enhancing Diversity in the Geosciences (OEDG) and Course, Curriculum and Laboratory Improvement-National Dissemination (CCLI-ND) programs. Online Weather Studies is an innovative, 12- to 15-week introductory college-level, online distance-learning course on the fundamentals of atmospheric science. Learner-formatted current weather data are delivered via the Internet and coordinated with investigations keyed to the day's weather. The principal innovation of Online Weather Studies is that students learn about weather as it happens in near real-time-a highly motivational learning experience. The AMS Education Program designed and services this course and makes it available to colleges and universities as a user-friendly turnkey package with electronic and printed components. The AMS Diversity Program, in cooperation with the National Weather Service (NWS) facilitates institutional participation in Online Weather Studies. Prior to an instructor's initial offering of the course, he or she is invited to attend a one-week course implementation workshop at the NWS Training Center at Kansas City, MO. Participants then join an interactive network to share best practices ideas in science content and teaching strategies related to their offering of Online Weather Studies. They participate in a mentoring program that networks students with professional meteorologists and provides opportunities for internships, summer research, and career counseling. Meteorologists-in-Charge at NWS Weather Forecast Offices across the nation have volunteered their time to help make these opportunities possible. Also, participants are invited to attend the Educational Symposium of the AMS Annual Meeting where they will attend a special Diversity Session and are encouraged to present a paper or poster.

Context matters: A community-based study of urban minority parents’ views on child health

PubMed Central

Bolar, Cassandra L.; Hernandez, Natalie; Akintobi, Tabia Henry; McAllister, Calvin; Ferguson, Aneeqah S.; Rollins, Latrice; Wrenn, Glenda; Okafor, Martha; Collins, David; Clem, Thomas

2016-01-01

Background Among children, there are substantial ethno-racial minority disparities across a broad range of health-related behaviors, experiences, and outcomes. Addressing these disparities is important, as childhood and adolescence establish health trajectories that extend throughout life. Methods The current study employed a community-based participatory research approach to gain community insight on child health priorities and to frame an intervention aimed at improving the health of minority children. Eight focus groups were conducted among seventy-five African American parents in a Southeastern city. The current study was guided by an ecological theoretical framework. Results Although the focus of this investigation was on community identification of child health priorities, participants cited, as root determinants, contextual factors, which included lack of healthy food options, lack of spaces for physical activity, and community violence. These co-occurring factors were related to limited engagement in outdoor activities and physical activity, increased obesity, and poor mental health and coping. Poor parenting was cited as the most substantial barrier to improving child health outcomes, and quality parenting was identified as the most important issue to address for community programs focused on promoting the health and success of children. For improving health outcomes for children in their neighborhoods, establishment of positive social capital and constructive activities were also cited. Conclusions These results reinforce social determinants of health as influences on child health outcomes and describe how community engagement can address potential solutions through interventions that resonate with program participants. PMID:27275021

Development and outcomes of an online-onsite hybrid dental admissions enhancement pilot program.

PubMed

Hanson, Carrie L; Van Ness, Chris; Gadbury-Amyot, Cynthia C; Crain, Geralyn

2014-10-01

The University of Missouri-Kansas City (UMKC) School of Dentistry has piloted two years of an Admissions Enhancement Program (AEP) with students from underrepresented minority groups and/or economically disadvantaged areas of Missouri interested in applying to dental school. The AEP utilizes an innovative online-onsite hybrid format to elevate students' foundational knowledge in biology, chemistry, organic chemistry, and quantitative reasoning. The online component includes interaction with UMKC instructors using tablet technology and Wimba virtual classroom sessions. The onsite component engages students in academic and professional development, enrichment activities targeting skills training, experience in dental labs and clinics, and mentoring in preparing the dental school application, essay writing, and interviewing. Results to date indicate overall program satisfaction among AEP participants and a dental school acceptance rate of 73.7 percent (14/19 students). Participants reported the mock interviews and essay-writing portions contributed to their becoming competitive candidates for the admission process, and the online material enhanced their preparation for the Dental Admission Test (DAT). Pre- and post-AEP data show participant DAT Academic Average scores increased by two points. The school will continue to monitor program participants in subsequent years.

Student science enrichment training program. Progress report, June 1, 1991--May 31, 1992

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

Sandhu, S.S.

1992-04-21

Historically Black Colleges and Universities wing of the United States Department of Energy (DOE) provided funds to Claflin College, Orangeburg, S.C. To conduct a student Science Enrichment Training Program for a period of six weeks during 1991 summer. Thirty participants were selected from a pool of applicants, generated by the High School Seniors and Juniors and the Freshmen class of 1990-1991 at Claflin College. The program primarily focused on high ability students, with potential for Science, Mathematics and Engineering Careers. The major objectives of the program were W to increase the pool of well qualified college entering minority students whomore » will elect to go in Physical Sciences and Engineering and (II) to increase the enrollment in Chemistry and Preprofessional-Pre-Med, Pre-Dent, etc.-majors at Claflin College by including the Claflin students to participate in summer academic program. The summer academic program consisted of Chemistry and Computer Science training. The program placed emphasis upon laboratory experience and research. Visits to Scientific and Industrial laboratories were arranged. Guest speakers which were drawn from academia, industry and several federal agencies, addressed the participants on the future role of Science in the industrial growth of United States of America. The guest speakers also acted as role models for the participants. Several videos and films, emphasizing the role of Science in human life, were also screened.« less

The effect of medical mathematics retention strategies in decreasing attrition rate among African American licensed practical nursing students in a community college.

PubMed

Barra, Maryanne

2013-01-01

This education evidence based study examined African American students entering the Practical Nursing program and the strategies of medical mathematics bridge and tutoring programs to reduce attrition. To increase retention in the fundamentals of nursing courses, augmenting the program completion rate. DATA/OBSERVATIONS: Two groups of students (n = 105) participated for this one-year study over three semesters. Data revealed passing rates of 87%-92% for the nursing course and 75%-92% on medical mathematics when consistently attending programs. The attrition rate plummeting to 8% -34% contrasting previous years 43%-65%. Retention intervention programs can have a positive impact on minority students' academic performance.

A process evaluation: Does recruitment for an exercise program through ethnically specific channels and key figures contribute to its reach and receptivity in ethnic minority mothers?

PubMed Central

2013-01-01

Background Ethnic minority women from low-income countries who live in high-income countries are more physically inactive than ethnic majority women in those countries. At the same time, they can be harder to reach with health promotion programs. Targeting recruitment channels and execution to ethnic groups could increase reach and receptivity to program participation. We explored using ethnically specific channels and key figures to reach Ghanaian, Antillean, and Surinamese mothers with an invitation for an exercise program, and subsequently, to determine the mothers’ receptivity and participation. Methods We conducted a mixed methods process evaluation in Amsterdam, the Netherlands. To recruit mothers, we employed ethnically specific community organizations and ethnically matched key figures as recruiters over Dutch health educators. Reach and participation were measured using reply cards and the attendance records from the exercise programs. Observations were made of the recruitment process. We interviewed 14 key figures and 32 mothers to respond to the recruitment channel and recruiter used. Content analysis was used to analyze qualitative data. Results Recruitment through ethnically specific community channels was successful among Ghanaian mothers, but less so among Antillean and Surinamese mothers. The more close-knit an ethnic community was, retaining their own culture and having poorer comprehension of the Dutch language, the more likely we were to reach mothers through ethnically specific organizations. Furthermore, we found that using ethnically matched recruiters resulted in higher receptivity to the program and, among the Ghanaian mothers in particular, in greater participation. This was because the ethnically matched recruiter was a familiar, trusted person, a translator, and a motivator who was enthusiastic, encouraging, and able to adapt her message (targeting/tailoring). Using a health expert was preferred in order to increase the credibility and professionalism of the recruitment. Conclusions Recruitment for an exercise program through ethnically specific organizations seems to contribute to its reach, particularly in close-knit, highly organized ethnic communities with limited fluency in the local language. Using ethnically matched recruiters as motivator, translator, and trusted person seems to enhance receptivity of a health promotion program. An expert is likely to be needed for effective information delivery. PMID:23957695

40 CFR 52.1834 - Minor source permit to operate program.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 4 2011-07-01 2011-07-01 false Minor source permit to operate program... Minor source permit to operate program. Emission limitations and related provisions, which, in accordance with Rule 33-15-14-03, are established as federally enforceable conditions in North Dakota minor...

40 CFR 52.1834 - Minor source permit to operate program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 4 2010-07-01 2010-07-01 false Minor source permit to operate program... Minor source permit to operate program. Emission limitations and related provisions, which, in accordance with Rule 33-15-14-03, are established as federally enforceable conditions in North Dakota minor...

Beyond Blackboards: Engaging Underserved Middle School Students in Engineering.

PubMed

Blanchard, Sarah; Judy, Justina; Muller, Chandra; Crawford, Richard H; Petrosino, Anthony J; White, Christina K; Lin, Fu-An; Wood, Kristin L

Beyond Blackboards is an inquiry-centered, after-school program designed to enhance middle school students' engagement with engineering through design-based experiences focused on the 21 st Century Engineering Challenges. Set within a predominantly low-income, majority-minority community, our study aims to investigate the impact of Beyond Blackboards on students' interest in and understanding of engineering, as well as their ability to align their educational and career plans. We compare participants' and nonparticipants' questionnaire responses before the implementation and at the end of the program's first academic year. Statistically significant findings indicate a school-wide increase in students' interest in engineering careers, supporting a shift in school culture. However, only program participants showed increased enjoyment of design-based strategies, understanding of what engineers do, and awareness of the steps for preparing for an engineering career. These quantitative findings are supported by qualitative evidence from participant focus groups highlighting the importance of mentors in shaping students' awareness of opportunities within engineering.

Protect your heart: a culture-specific multimedia cardiovascular health education program.

PubMed

Shah, Amy; Clayman, Marla L; Glass, Sara; Kandula, Namratha R

2015-04-01

South Asians, the second fastest growing racial/ethnic minority in the United States, have high rates of coronary heart disease. Few coronary heart disease prevention efforts target this population. The authors developed and tested a culture-specific, multimedia coronary heart disease prevention education program in English and Hindi for South Asians. Participants were recruited from community organizations in Chicago, Illinois, between June and October of 2011. Bilingual interviewers used questionnaires to assess participants' knowledge and perceptions before and after the patient education program. The change from pretest score to posttest score was calculated using a paired t test. Linear regression was used to determine the association between posttest scores and education and language. Participants' (N = 112) average age was 41 years, 67% had more than a high school education, and 50% spoke Hindi. Participants' mean pretest score was 15 (SD = 4). After the patient education program, posttest scores increased significantly among all participants (posttest score = 24, SD = 4), including those with limited English proficiency. Lower education was associated with a lower posttest score (β = -2.2, 95% CI [-0.68, -3.83]) in adjusted regression. A culture-specific, multimedia patient education program significantly improved knowledge and perceptions about coronary heart disease prevention among South Asian immigrants. Culturally salient multimedia education may be an effective and engaging way to deliver health information to diverse patient populations.

Development of a Diabetes Education Program for Youth With Type 2 Diabetes

PubMed Central

Grey, Margaret; Schreiner, Barbara; Pyle, Laura

2009-01-01

Purpose The purpose of this article is to present the Treatment Options for Type 2 Diabetes in Adolescents and Youth (TOD2AY) study and a description of the implementation of the standard diabetes education (SDE) program. Methods A total of 218 participants (one third of the eventual sample of 750) were initially enrolled in the study. To date, the mean age of participants was 14.3 + 2.1 years, with 63% being female. Families of study participants were largely low or middle income (more than half report family income <$35 000) and about three-quarters were minority. Results More than three-quarters (79%) of families achieved full mastery of the entire SDE program. Mastery required on average 5.5 + 1.3 sessions. In addition, 62% of the families were able to achieve mastery of the session topic in a single visit. Conclusions In summary, the TOD2AY study SDE program fills the need for effective, engaging materials for youth and their families to use in mastering essential type 2 diabetes skills and knowledge. PMID:19244566

Developing and Conducting a Program for the Recruitment of Spanish-surnamed Minorities for Careers in Podiatric Medicine. Final Report.

ERIC Educational Resources Information Center

American Podiatry Association, Washington, DC.

An extensive campaign was conducted through community organizations to inform Spanish-surnamed individuals about careers in podiatric medicine using a brochure containing a postage-paid return postcard. All organizations known to be reasonably active in the health careers and Spanish-surnamed field were contacted and asked to participate in…

Effectiveness of Early Intervention for Children Prenatally Exposed to Cocaine: Moderating Effects of Low Birth Weight on Behavioral Outcomes

ERIC Educational Resources Information Center

Bono, Katherine E.; Sheinberg, Nurit

2009-01-01

This study examined the moderating effect of low birth weight on the effectiveness of an early intervention program to improve cognitive, language and behavioral outcomes for children prenatally exposed to cocaine. Participants included 293 primarily minority, low SES children who were enrolled in the intervention during their first year and…

A Case Study on Collective Cognition and Operation in Team-Based Computer Game Design by Middle-School Children

ERIC Educational Resources Information Center

Ke, Fengfeng; Im, Tami

2014-01-01

This case study examined team-based computer-game design efforts by children with diverse abilities to explore the nature of their collective design actions and cognitive processes. Ten teams of middle-school children, with a high percentage of minority students, participated in a 6-weeks, computer-assisted math-game-design program. Essential…

An Evaluation of Training for Lay Providers in the Use of Motivational Interviewing to Promote Academic Achievement among Urban Youth

ERIC Educational Resources Information Center

Simon, Patricia; Ward, Nadia L.

2014-01-01

This study examined training outcomes for lay service providers who participated in a motivational interviewing (MI) training program designed to help increase intrinsic motivation and academic achievement among urban, low-income minority youth. Seventeen lay academic advisors received 16 hours of workshop training in MI. Additionally, two 2-hour…

Targeting Information to Market Segments: An Action Oriented Study of Attitudes Toward Vocational Education Among Target Populations. Final Report.

ERIC Educational Resources Information Center

Sikorski, Linda A.; And Others

Research was conducted to show how segments of the population of minority and disadvantaged youth might be positively influenced by selective information campaigns to participate in vocational education programs. The first-year effort (stage 1) undertook to measure student attitudes and to develop recommendations for using this information in…

Examining mindfulness-based stress reduction: Perceptions from minority older adults residing in a low-income housing facility

PubMed Central

2011-01-01

Background Mindfulness-based stress reduction (MBSR) programs are becoming increasingly common, but have not been studied in low income minority older populations. We sought to understand which parts of MBSR were most important to practicing MBSR members of this population, and to understand whether they apply their training to daily challenges. Methods We conducted three focus groups with 13 current members of an MBSR program. Participants were African American women over the age of 60 in a low-income housing residence. We tape recorded each session and subsequently used inductive content analysis to identify primary themes. Results and discussion Analysis of the focus group responses revealed three primary themes stress management, applying mindfulness, and the social support of the group meditation. The stressors they cited using MBSR with included growing older with physical pain, medical tests, financial strain, and having grandchildren with significant mental, physical, financial or legal hardships. We found that participants particularly used their MBSR training for coping with medical procedures, and managing both depression and anger. Conclusion A reflective stationary intervention delivered in-residence could be an ideal mechanism to decrease stress in low-income older adult's lives and improve their health. PMID:21627807

How to Increase Minority Participation in Educational Research and Development at Large Universities.

ERIC Educational Resources Information Center

Carter, David G., Sr.

Approaches to increasing minority group participation (women, Chicanos, Native Americans, and Blacks) in educational research and development at large universities are addressed. It is suggested that commitment by a college to increase minority participation in research should be indicated in its mission statement. One of the major problems has…

The effect of participatory community communication on HIV preventive behaviors among ethnic minority youth in central Vietnam

PubMed Central

2012-01-01

Background In Vietnam, socially marginalized groups such as ethnic minorities in mountainous areas are often difficult to engage in HIV research and prevention programs. This intervention study aimed to estimate the effect of participatory community communication (PCC) on changing HIV preventive ideation and behavior among ethnic minority youth in a rural district from central Vietnam. Methods In a cross-sectional survey after the PCC intervention, using a structured questionnaire, 800 ethnic minority youth were approached for face-to-face interviews. Propensity score matching (PSM) technique was then utilized to match these participants into two groups-intervention and control-for estimating the effect of the PCC. Results HIV preventive knowledge and ideation tended to increase as the level of recall changed accordingly. The campaign had a significant indirect effect on condom use through its effect on ideation or perceptions. When intervention and control group statistically equivalently reached in terms of individual and social characteristics by PSM, proportions of displaying HIV preventive knowledge, ideation and condom use were significantly higher in intervention group than in matched control counterparts, accounting for net differences of 7.4%, 12.7% and 5%, respectively, and can be translated into the number of 210; 361 and 142 ethnic minority youth in the population. Conclusions The study informs public health implications both theoretically and practically to guide effective HIV control programs for marginalized communities in resources-constrained settings like rural Vietnam and similar contexts of developing countries. PMID:22401660

The StrongWomen-Healthy Hearts program in Pennsylvania: RE-AIM analysis.

PubMed

Folta, Sara C; Lichtenstein, Alice H; Seguin, Rebecca A; Goldberg, Jeanne P; Corbin, Marilyn A; Wiker, Nancy; Gauker, Jodi; Chui, Kenneth; Nelson, Miriam E

2015-03-01

Dissemination of evidence-based programs is needed to reduce CVD risk among midlife and older women. The aim of this study is to examine the public health impact of StrongWomen-Healthy Hearts in Pennsylvania using the RE-AIM framework. Reach, adoption, implementation, and maintenance were assessed using qualitative and quantitative measures; effectiveness was assessed using a pretest-posttest within-participants design. Reach into the target population was 5 in 100,000. Compared to the target population, a greater percentage of participants were white, married, middle-class, and had a graduate degree. Effectiveness was demonstrated (weight loss -2.0 kg, p < 0.001). Adoption among trained leaders was high (83.3 %), as was fidelity in implementation (average score 9.3 of 10). No leaders maintained the program. To increase impact of the StrongWomen-Healthy Hearts Program, it will be important to lower the costs and modify the recruitment and training strategies to better reach low-income and minority women. Such strategies may also improve program maintenance.

Strategies and perceived barriers to recruitment of underrepresented minority students in physician assistant programs.

PubMed

DiBaise, Michelle; Salisbury, Helen; Hertelendy, Attila; Muma, Richard D

2015-03-01

The purpose of this descriptive cross-sectional study was to identify the characteristics and effectiveness of recruitment strategies for underrepresented minorities (URM) and barriers to URM applicants to physician assistant programs. A 108-question survey was e-mailed to 168 physician assistant programs; 36 partial and 67 fully completed surveys were returned. The fully completed surveys were used in the data analysis. Participants were asked about the use of 20 recruitment strategies and the importance of 34 perceived barriers to enrollment of URM applicants. Of the 20 recruitment strategies, only 4 were used by close to 50% or more of programs: site visits (61.2%), preadmission counseling (58.2%), student loans (57.6%), and presentations targeted to minority students (47.8%). Only 9% of programs used enrichment courses, but this strategy was rated as most effective. Of the 34 barriers, the most frequent was low undergraduate grade point average (GPA) (82.5%). Self-reported success in recruitment was correlated with increased URM matriculation. Higher proportion of African American and Hispanic faculty on admissions committees was correlated with increased rates of URM matriculation. According to a similar survey, compared with medical schools, physician assistant programs use URM recruitment strategies less frequently and perceive financial barriers as a larger problem. The academically competitive physician assistant applicant pool decreases the need for recruitment of all students. Use of GPA and standardized test scores as sole criteria for admission and lack of recruitment of URM students lead to a decrease in diversity. If the physician assistant profession desires to improve student diversity in programs, they should consider using a more holistic approach for the admission process, which may allow for a more flexible and individualized review of applicants.

Predictors of feminist activism among sexual-minority and heterosexual college women.

PubMed

Friedman, Carly K; Ayres, Melanie

2013-01-01

Engagement in activism is related to several aspects of social development in adolescence and emerging adulthood. Therefore, it is important to examine the correlates of different forms of activism, such as feminist collective action, among all youth. However, previous research has not investigated young sexual-minority women's engagement with feminist collective action. This study examined predictors of college-aged heterosexual and sexual-minority women's commitment to and participation in feminist activism. Sexual orientation, number of years in college, social support, experiences with discrimination, and gender identity were tested as predictors of commitment to and participation in feminist activism with a sample of 280 college-aged women (173 heterosexuals and 107 sexual minorities). Similar predictors were related to both commitment to and participation in feminist activism. However, for sexual-minority women, but not heterosexual women, the number of years in college was correlated with participation in feminist activism. Young sexual-minority women reported more participation in feminist activism than did heterosexual women, even after controlling for social support, discrimination, and gender identity.

40 CFR 49.158 - Synthetic minor source permits.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Synthetic minor source permits. 49.158... Federal Minor New Source Review Program in Indian Country § 49.158 Synthetic minor source permits. You may obtain a synthetic minor source permit under this program to establish a synthetic minor source for...

Energy and technology review

NASA Astrophysics Data System (ADS)

Johnson, K. C.

1991-04-01

This issue of Energy and Technology Review discusses the various educational programs in which Lawrence Livermore National Laboratory (LLNL) participates or sponsors. LLNL has a long history of fostering educational programs for students from kindergarten through graduate school. A goal is to enhance the teaching of science, mathematics, and technology and thereby assist educational institutions to increase the pool of scientists, engineers, and technicians. LLNL programs described include: (1) contributions to the improvement of U.S. science education; (2) the LESSON program; (3) collaborations with Bay Area Science and Technology Education; (4) project HOPES; (5) lasers and fusion energy education; (6) a curriculum on global climate change; (7) computer and technology instruction at LLNL's Science Education Center; (8) the National Education Supercomputer Program; (9) project STAR; (10) the American Indian Program; (11) LLNL programs with historically Black colleges and Universities; (12) the Undergraduate Summer Institute on Contemporary Topics in Applied Science; (13) the National Physical Science Consortium: A Fellowship Program for Minorities and Women; (14) LLNL's participation with AWU; (15) the apprenticeship programs at LLNL; and (16) the future of LLNL's educational programs. An appendix lists all of LLNL's educational programs and activities. Contacts and their respective telephone numbers are given for all these programs and activities.

Training Needs of Clinical and Research Professionals to Optimize Minority Recruitment and Retention in Cancer Clinical Trials.

PubMed

Niranjan, Soumya J; Durant, Raegan W; Wenzel, Jennifer A; Cook, Elise D; Fouad, Mona N; Vickers, Selwyn M; Konety, Badrinath R; Rutland, Sarah B; Simoni, Zachary R; Martin, Michelle Y

2017-08-03

The study of disparities in minority recruitment to cancer clinical trials has focused primarily on inquiries among minority patient populations. However, clinical trial recruitment is complex and requires a broader appreciation of the multiple factors that influence minority participation. One area that has received little attention is minority recruitment training for professionals who assume various roles in the clinical trial recruitment process. Therefore, we assessed the perspectives of cancer center clinical and research personnel on their training and education needs toward minority recruitment for cancer clinical trials. Ninety-one qualitative interviews were conducted at five U.S. cancer centers among four stakeholder groups: cancer center leaders, principal investigators, referring clinicians, and research staff. Interviews were recorded and transcribed. Qualitative analyses focused on response data related to training for minority recruitment for cancer clinical trials. Four prominent themes were identified: (1) Research personnel are not currently being trained to focus on recruitment and retention of minority populations; (2) Training for minority recruitment and retention provides for a specific focus on factors influencing minority research participation; (3) Training on cultural awareness may help to bridge cultural gaps between potential minority participants and research professionals; (4) Views differ regarding the importance of research personnel training designed to focus on recruitment of minority populations. There is a lack of systematic training for minority recruitment. Many stakeholders acknowledged the benefits of minority recruitment training and welcomed training that focuses on increasing cultural awareness to increase the participation of minorities in cancer clinical trials.

Development of Education Programs in Mountainous Regions to Enhance the Culture and Knowledge of Minority Nationalities.

ERIC Educational Resources Information Center

Wei, Shiyuan; Zhou, Guangda

1989-01-01

Describes the historical development of educational programs which could enhance the culture and knowledge of minorities in the mountainous regions of China. Identifies current major problems in minority education and lists statistical information for the school population. Provides guidelines for developing a minority education program. (KO)

7 CFR 772.3 - Compliance.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 7 2011-01-01 2011-01-01 false Compliance. 772.3 Section 772.3 Agriculture... SPECIAL PROGRAMS SERVICING MINOR PROGRAM LOANS § 772.3 Compliance. (a) Requirements. No Minor Program... will conduct a compliance review of all Minor Program borrowers, to determine if a borrower has...

7 CFR 772.3 - Compliance.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 7 2010-01-01 2010-01-01 false Compliance. 772.3 Section 772.3 Agriculture... SPECIAL PROGRAMS SERVICING MINOR PROGRAM LOANS § 772.3 Compliance. (a) Requirements. No Minor Program... will conduct a compliance review of all Minor Program borrowers, to determine if a borrower has...

A Tribute to National Aeronautics and Space Administration Minority Astronauts: Past and Present

NASA Technical Reports Server (NTRS)

1999-01-01

The National Aeronautics and Space Administration (NASA) has been selecting astronauts since 1959. The first group was called the "Mercury Seven." These seven men were chosen because of their performance as military officers and test pilots, their character, their intelligence, and their guts. Six of these seven flew in the Mercury capsule. Several additional groups were chosen between 1959 and 1978. It was an exciting period in the American space program. Many of these astronauts participated in the Gemini and Apollo programs, traveled and walked on the Moon, docked with the Russians during the Apollo-Soyuz Test Project, and occupied America's first space station, the Skylab. With the onset of the Space Shuttle, a new era began. The astronauts selected in 19 78 broke the traditional mold. For the first time, minorities and women became part of America's astronaut corps. Since then, eight additional groups have been selected, with an increasing mix of African American, Hispanic, Latino, Asian/Pacific Islander, and Native American men and women. These astronauts will continue the American space program into the new millennium by continuing flights on the Space Shuttle and participating in the construction and occupancy of the International Space Station. These astronauts, and those who will be chosen in the future, will lead America and its partners to future voyages beyond the influence of Earth's gravity.

Informal and Formal Support Groups Retain Women and Minorities in Physics

NASA Astrophysics Data System (ADS)

Ong, Maria

2005-10-01

Ten U.S. minority female undergraduates who aspire to become physicists were followed over an 8-year period. Participant observation and in-depth interviews recorded the strategies they used to earn bachelor's degrees in physics or physics-related fields, and then go on to graduate school and/or careers in science. One significant strategy these women of color employed was participating in small subcommunities with other women or underrepresented ethnic minorities at the margins of their local physics community. The study found that informal peer groups offered safe spaces to counter negative experiences, to normalize their social realities, and to offer practical guidance for persevering in the field. Formal women- and minority-serving programs in physics provided foundations for community building, stronger curriculum and instruction, networking, and role models. The positive effects of informal and formal support groups on these students' experiences challenge a standard application of Pierre Bourdieu's framework of social and cultural capital. Women of color in the study initially lacked traditional capital of "acceptable" appearance, cultural background and habits, and networks that are more easily acquired by white males and are rewarded by the U.S. physics culture. However, instead of failing or leaving, as Bourdieu's theory would predict, the minority women persisted and achieved in science. The marginal communities contributed to their retention by offering safe spaces in which they could learn and share alternative ways of "accruing capital." Moreover, as these women made strides along their academic and career paths, they also engaged in social justice work in efforts to change the physics culture to be more welcoming of nontraditional members. The outcomes of the study offer empirical confirmation of the critical need for informal and institutionally supported women's and minorities' support groups to promote diversity in science.

A novel recruitment message to increase enrollment into a smoking cessation treatment program: preliminary results from a randomized trial.

PubMed

Schnoll, Robert A; Cappella, Joseph; Lerman, Caryn; Pinto, Angela; Patterson, Freda; Wileyto, E Paul; Bigman, Cabral; Leone, Frank

2011-12-01

Most smokers do not utilize approved interventions for nicotine dependence, reducing the probability of cessation. Smoking cessation programs typically use recruitment messages emphasizing the health threats of smoking. Augmenting this threat message by describing the genetic aspects of nicotine addiction may enhance enrollment into a cessation program. During telephone recruitment, 125 treatment-seeking smokers were randomized to receive by phone either a standard threat message or a threat plus genetic prime message and were offered open-label varenicline and counseling. There was a greater rate of enrollment into the cessation program for the threat plus genetic prime participants (51.7%) versus the threat-only participants (37.7%; p = .03). Smokers who self-identified from racial/ethnic minority groups were less likely to enroll in the cessation program (p = .01) versus smokers who self-identified as Caucasian. These preliminary data suggest that a simple, affordable, and transportable communication approach enhances enrollment of smokers into a smoking cessation program. A larger clinical trial to evaluate a genetic prime message for improving recruitment into smoking cessation programs is warranted.

Mentoring Through Research as a Catalyst for the Success of Under-represented Minority Students in the Geosciences

NASA Astrophysics Data System (ADS)

Marsaglia, K.; Simila, G.; Pedone, V.; Yule, D.

2003-12-01

The Catalyst Program of the Department of Geological Sciences at California State University Northridge has been developed by four faculty members who were the recipients of a three-year award (2002-2005) from the National Science Foundation. The goal of the program is to increase minority participation and success in the geosciences. The program seeks to enrich the educational experience by introducing students at all levels (individual and team) to research in the geosciences (such as data analysis for earthquake hazards for 1994 Northridge event, paleoseismology of San Andreas fault, Waipaoa, New Zealand sedimentary system and provenance studies, and the Barstow formation geochronology and geochemistry), and to decrease obstacles that affect academic success. Both these goals are largely achieved by the formation of integrated high school, undergraduate, and graduate research groups, which also provide fulfilling and successful peer mentorship. New participants first complete a specially designed course that introduces them to peer-mentoring, collaborative learning (think-pair share), and research on geological data sets. Students of all experience levels then become members of research teams and conduct four mini-projects and associated poster presentations, which deepens academic and research skills as well as peer-mentor relationships. This initial research experience has been very beneficial for the student's degree requirements of a senior research project and oral presentation. Evaluation strategies include the student research course presentations, summer field projects, and external review of student experiences. The Catalyst Program provides significant financial support to participants to allow them to focus their time on their education. A component of peer-tutoring has been implemented for promoting additional student success. The program has been highly successful in its two year development. To date, undergraduates and graduate students have coauthored six abstracts at professional meetings. Also, high-school students have gained first hand experience of a college course and geologic research.

A Guide for the Management of Special Education Programs. 1.0 Program Organization. Newday Operations Guide for Drug Dependent Minor Programs.

ERIC Educational Resources Information Center

Santa Cruz County Superintendent of Schools, CA.

Presented is the first component, Program Organization, of a special day class educational program emphasizing rehabilitation, remedial instruction, and return to regular school programs for drug dependent minors. Included are statistics on drug use in California and the administrative code under which drug dependent minors are eligible for…