Minority Serving Institutions: A Data-Driven Student Landscape in the Outcomes-Based Funding Universe

ERIC Educational Resources Information Center

Gasman, Marybeth; Nguyen, Thai-Huy; Samayoa, Andrés Castro; Corral, Daniel

2017-01-01

Minority Serving Institutions (MSIs) emerged in response to a history of racial inequity and social injustice due to racial and ethnic minorities' lack of access to Predominately White Institutions (PWIs). Enrolling 20% of the nation's college students, MSIs are an integral part of U.S. higher education. The purpose of this paper is to highlight…

Creating a Supportive Environment to Enhance Computer Based Learning for Underrepresented Minorities in College Algebra Classrooms

ERIC Educational Resources Information Center

Kendricks, Kimberly D.

2011-01-01

Significant research in K-12 education has shown that computer based learning in mathematics positively impacts students' attitudes toward mathematics and greatly increases academic performance. Little research has shown, however, how this success can be replicated in a postsecondary classroom for minority students. This paper is a case study that…

Promoting careers in health care for urban youth: What students, parents and educators can teach us.

PubMed

Holden, Lynne; Rumala, Bernice; Carson, Patricia; Siegel, Elliot

2014-01-01

There are many obstacles that urban youth experience in pursuing health careers, but the benefits of diversifying the classroom and workforce are clear. This is especially true today as educators and policymakers seek to enhance underrepresented minority students' access to health careers, and also achieve the health workforce needed to support the Affordable Care Act. The creation of student pipeline programs began more than 40 years ago, but success has been equivocal. In 2008, Mentoring in Medicine (MIM) conducted a research project to identify how students learn about health careers; develop strategies for an integrated, experiential learning program that encourages underrepresented minority students to pursue careers in health; and translate these into best practices for supporting students through their entire preparatory journey. Six focus groups were conducted with educators, students, and their parents. The inclusion of parents was unusual in studies of this kind. The outcome yielded important and surprising differences between student and parent knowledge, attitudes and beliefs. They informed our understanding of the factors that motivate and deter underrepresented minority students to pursue careers in health care. Specific programmatic strategies emerged that found their place in the subsequent development of new MIM programming that falls into the following three categories: community-based, school-based and Internet based. Best practices derived from these MIM programs are summarized and offered for consideration by other health career education program developers targeting underrepresented minority students, particularly those located in urban settings.

Gatekeepers of the American Dream: How Teachers' Perceptions Shape the Academic Outcomes of Immigrant and Language-Minority Students

PubMed Central

Blanchard, Sarah; Muller, Chandra

2014-01-01

High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the students' hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers' perceptions of students' effort and college potential, and (2) shape the link between teachers' perceptions and students' academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students' background that moderate the way that high school teachers' perceptions shape students' preparation for college. PMID:25769866

Word-Problem-Solving Strategy for Minority Students at Risk for Math Difficulties

ERIC Educational Resources Information Center

Kong, Jennifer E.; Orosco, Michael J.

2016-01-01

Minority students at risk for math difficulties (MD) struggle with word problems for various reasons beyond procedural or calculation challenges. As a result, these students require support in reading and language development in addition to math. The purpose of this study was to assess the effectiveness of a math comprehension strategy based on a…

Promoting careers in health care for urban youth: What students, parents and educators can teach us

PubMed Central

Holden, Lynne; Rumala, Bernice; Carson, Patricia; Siegel, Elliot

2014-01-01

There are many obstacles that urban youth experience in pursuing health careers, but the benefits of diversifying the classroom and workforce are clear. This is especially true today as educators and policymakers seek to enhance underrepresented minority students’ access to health careers, and also achieve the health workforce needed to support the Affordable Care Act. The creation of student pipeline programs began more than 40 years ago, but success has been equivocal. In 2008, Mentoring in Medicine (MIM) conducted a research project to identify how students learn about health careers; develop strategies for an integrated, experiential learning program that encourages underrepresented minority students to pursue careers in health; and translate these into best practices for supporting students through their entire preparatory journey. Six focus groups were conducted with educators, students, and their parents. The inclusion of parents was unusual in studies of this kind. The outcome yielded important and surprising differences between student and parent knowledge, attitudes and beliefs. They informed our understanding of the factors that motivate and deter underrepresented minority students to pursue careers in health care. Specific programmatic strategies emerged that found their place in the subsequent development of new MIM programming that falls into the following three categories: community-based, school-based and Internet based. Best practices derived from these MIM programs are summarized and offered for consideration by other health career education program developers targeting underrepresented minority students, particularly those located in urban settings. PMID:25580044

Tracking Financial Aid and Persistence of Women, Minority, and Needy Students in Science, Engineering, and Mathematics.

ERIC Educational Resources Information Center

Fenske, Robert H.; Porter, John D.; DuBrock, Caryl P.

2000-01-01

This longitudinal study followed four consecutive freshmen cohorts at a large urban public university. Found science, engineering, and mathematics (SEM) students persisted and graduated at higher rates than non-SEM majors. Gift aid for SEM majors was more likely to be merit-based than need-based. Women, but not underrepresented minorities or needy…

A Meta-Analysis: School-Based Intervention Programs Targeting Psychosocial Factors for Gifted Racial/Ethnic Minority Students

ERIC Educational Resources Information Center

Woo, Hongryun; Bang, Na Mi; Cauley, Bridget; Choi, Namok

2017-01-01

This meta-analysis of five studies examined the effect of school-based intervention programs on psychosocial well-being of gifted racial/ethnic minority students in K-12 school settings. Analyses determined the overall effect sizes for various intervention programs and compared the effect sizes for subgroups by grade (i.e., elementary vs.…

Gatekeepers of the American Dream: how teachers' perceptions shape the academic outcomes of immigrant and language-minority students.

PubMed

Blanchard, Sarah; Muller, Chandra

2015-05-01

High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the student's hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers' perceptions of students' effort and college potential, and (2) shape the link between teachers' perceptions and students' academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students' background that moderate the way that high school teachers' perceptions shape students' preparation for college. Copyright © 2014 Elsevier Inc. All rights reserved.

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

ERIC Educational Resources Information Center

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

2016-01-01

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

College Choice of Minority Students Admitted to Institutions in the Council for Christian Colleges and Universities

ERIC Educational Resources Information Center

Confer, Christopher; Mamiseishvili, Ketevan

2012-01-01

The study examined the factors that affected minority students' choice to enroll at private four-year faith-based institutions in the Council of Christian Colleges and Universities (CCCU) in the United States. The study utilized the data from the College Board's Admitted Student Questionnaire PLUS (ASQ PLUS) survey. The final sample included 283…

Helping Minority High School Students Redefine their Self-Image through Culturally Sensitive Instruction.

ERIC Educational Resources Information Center

Abi-Nader, Jeannette

This report is based on an ethnographic study of a multicultural "college prep" program catering to minority students. It was part of the elective bilingual education offering at a large urban high school, and recorded an 11-year history of successfully graduating Hispanic high school students and sending at least 65% of them on to college. The…

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,…

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

PubMed Central

Spörlein, Christoph

2018-01-01

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

Retaining minorities in engineering: Assessment of a program prototype

NASA Astrophysics Data System (ADS)

Good, Jennifer Marie (Phillips)

Program assessment is an essential part of healthy program development. Assessment should include multiple considerations, dimensions, and outcomes that match the program's objectives. As a newly formed retention program, the Auburn University Minority Engineering Program, designed to help pre-engineering minority students make the transition into their freshman year of university studies, incorporated evaluation and assessment into all three components of the program (the interactive learning laboratory, critical-thinking workshops, and Sunday-evening tutorials) from the program's inception. If students successfully adapted to the university environment and the demands of the pre-engineering course of study, then retention of minority students in the College of Engineering should improve. Data were gathered on the students involved in the various program components. Students who entered the Minority Engineering Program were pre- and posttested on three standardized subtests (critical thinking, mathematics, and science reasoning) of the Collegiate Assessment of Academic Proficiency. The first-quarter grade-point averages of the students were also gathered to compare their grades to freshman students in previous quarters within the College of Engineering. Qualitative data were also gathered on this same group of students. An analysis of the data revealed that student achievement is affected by involvement in the Minority Engineering Program. Specifically, the first quarter grade point averages of students involved in the program exceeded those of their peers in earlier years of study prior to the program's existence. In addition, mathematics and science reasoning scores on standardized tests increased pre- to postintervention. Comments collected in journals and files also demonstrated use of critical-thinking and problem-solving skills employed by the students. Recommendations for alterations of the program were made based on the outcome of the program evaluation. Further suggestions for research in minority engineering program development and evaluation were also discussed.

Developing and Implementing a Data Base and Microcomputer Tracking System To Track and Serve Minority Students To Enhance Minority Recruitment and Retention.

ERIC Educational Resources Information Center

Mendoza, Jose

Brief descriptions are provided of several components of Glendale Community College's (GCC's) programs to ensure adequate links with the minority community and stimulate enrollments to achieve parity in enrollment proportions. Introductory sections offer a rationale for minority emphasis programs, define "minority," enumerate reasons for attending…

DISCOVER in Middle School: Identifying Gifted Minority Students

ERIC Educational Resources Information Center

Sarouphim, Ketty M.

2004-01-01

The purpose of this study was to examine the validity of the grades 6-8 version of DISCOVER, a performance-based assessment, and investigate its effectiveness in identifying gifted minority students. Questions examined the alignment between DISCOVER and Gardner's (1983) theory of multiple intelligences (MI) and assessed gender and ethnic…

78 FR 4393 - Applications for New Awards; Minorities and Retirement Security Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-22

... conducting research across a variety of relevant disciplines and fields (for example, business, economics... original research-based high school or college curricula for minority and low-income students designed to... Security Administration (SSA). The MRS Program will provide grants to support research by graduate students...

Assessing the impact of Native American elders as co-educators for university students in STEM

NASA Astrophysics Data System (ADS)

Alkholy, Sarah Omar

Introduction: Minorities are underrepresented in the science, technology, engineering, and mathematics (STEM) workforce, post-secondary STEM education, and show high academic attrition rates. Academic performance and retention improve when culturally relevant support is provided. The interface of Western Science and Indigenous Science provides an opportunity for bridging this divide. This three parts project is an example of Community-based participatory research (CBPR) that aims to support academic institutions that serve minority students in STEM, and implement educational components (pedagogy) to serve the needs of the underserved community. Method: Part 1: was a cross-sectional used a survey given to participants designed to assess prevalence of natural health products use by students, and to determine how students learn about NHPs. Part 2: was a longitudinal survey pilot study based upon an online STEM course offer at four universities to determine the differences between U.S. vs. Canadian and minority vs. non-minority university students regarding their perceptions of traditional Elders as STEM co-educators, interest in STEM, and science identity by using a pre-and post- course survey. Part 3: was a longitudinal quasi-experiment based upon an online STEM course offered at four universities show what Indigenous science claims regarding: Elders are viewed as valuable STEM co-educators; Elders increase student interest in STEM; students exposed to Indigenous science improve their identity as a scientist; students exposed to Indigenous Science/Elders show improved learning outcomes. Result: We found that Native/Aboriginal students learn information about natural health products from traditional Elders significantly more so than non-Native/Aboriginal students. There were no statistically significant results from the pilot study. Findings from the quasi-experiment show that students taught with Indigenous science Elder co-educators have significantly greater interest in STEM than students not exposed to Elders' teachings. Minority students reported significantly less self-identification as a scientist than did White students at pre-course, but report similar identity as a scientist to White students post-course. Discussion: Future work should investigate the role of Elder traditional educators to convey NHPs information directed specifically to Aboriginal university students. We expect that Elder co-educators may then impact student science identity and interest in STEM. We expect that Elder co-educators may then impact student science identity and interest in STEM. Although there were no statistically significant results from the pilot study, the observed trends suggest that Indigenous science Elder educators merit involvement in novel pedagogical approaches and delivery modalities to reach minority students and to increase students' interest in STEM. From quasi-experiment we attribute these findings to the impact of culturally competent course content to minority students especially, in a post-secondary STEM class. This work establishes the need for convergence of Indigenous science and Western STEM in academia.

Investigation of social cognitive career theory for minority recruitment in school psychology.

PubMed

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

2016-06-01

School psychology trainers have historically struggled to adequately increase the number of professionals from diverse backgrounds. An increase in diverse providers is important in meeting the needs of a burgeoning racial/ethnic minority student population. Previous research suggests that minority undergraduate psychology students have less knowledge and exposure to school psychology than for counseling and clinical psychology, and that students with greater exposure or knowledge of school psychology reported significantly greater choice intentions for school psychology. The purpose of this study is to test the applicability of the Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) in explaining minority undergraduate psychology students' choice intentions for school psychology. This study is an analysis of existing data and is based on a national sample of 283 minority undergraduate psychology students. All instruments used in this study were found to have internal consistency ranging from .83 to .91. Students' learning experiences, self-efficacy, outcome expectations, and choice intentions for school psychology were evaluated by way of a mediator analysis. Results from a path analysis suggest that outcome expectations mediated the relationship between exposure and choice intentions for school psychology. Implications for minority recruitment practices are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Minority STEM students' perceptions of academic advisement and the impact of academic advisement on satisfaction and academic success of minority STEM students at an HBCU in southeastern Louisiana

NASA Astrophysics Data System (ADS)

Martin, Brittany

The purpose of this study was to examine how academic advising impacts minority STEM students' academic success and their level of satisfaction. The study also explored minority STEM students' perceptions of academic advising based on their experience. The sample included 188 sophomore and junior STEM students attending an HBCU in southeastern Louisiana. Participants in the study completed the Academic Advising Inventory (AAI). Some students also participated in a focus group or virtual interview. An independent t-test found no difference between the GPAs of STEM students who received developmental advising as opposed to prescriptive advising. A one-way ANOVA found no significant difference between STEM students' GPAs based on the frequency and duration of their advising sessions. A Mann-Whitney U test determined that STEM students who were prescriptively advised were significantly more satisfied with advising than STEM students who were developmentally advised. A Mann-Whitney U also determined that STEM students who were satisfied with their education were significantly more dissatisfied with academic advising than STEM students who were dissatisfied with their education. A Kruskal-Wallis H test determined there was no significant difference between STEM students' satisfaction with advising and the frequency of their advising sessions. A Kruskal-Wallis H also determined that STEM students who spent less than 15 minutes or more than 1 hour were the most satisfied with advisement. The majority of STEM students perceived academic advising had little impact on their GPA. However, STEM students perceived academic advising as having an impact on their satisfaction with the university. The majority of STEM students perceived academic advising as useful.

Undergraduate Psychology Students' Knowledge and Exposure to School Psychology: Suggestions for Diversifying the Field

ERIC Educational Resources Information Center

Bocanegra, Joel O.; Gubi, Aaron A.; Fan, Chung-Hau; Hansmann, Paul R.

2015-01-01

Trainers within school psychology have struggled to recruit racial/ethnic minority graduate students, with a recent demographic survey suggesting that racial/ethnic minorities comprise 9.3% of school-based practitioners (Curtis, Castillo, & Gelley, 2012). Furthermore, research has suggested that school psychology training programs have also…

Gifted Ethnic Minority Students and Academic Achievement: A Meta-Analysis

ERIC Educational Resources Information Center

Henfield, Malik S.; Woo, Hongryun; Bang, Na Mi

2017-01-01

We conducted a meta-analysis exploring ethnic minority students enrolled in gifted/advanced programs with an emphasis on their academic achievement outcomes. A comprehensive search based on the Transparent Reporting of Systematic Reviews and Meta-Analysis checklist, was performed to retrieve articles within a 30-year time period (1983-2014), which…

Capitalizing on mobile technology to support healthy eating in ethnic minority college students.

PubMed

Rodgers, Rachel F; Pernal, Wendy; Matsumoto, Atsushi; Shiyko, Mariya; Intille, Stephen; Franko, Debra L

2016-01-01

To evaluate the capacity of a mobile technology-based intervention to support healthy eating among ethnic minority female students. Forty-three African American and Hispanic female students participated in a 3-week intervention between January and May 2013. Participants photographed their meals using their smart phone camera and received motivational text messages 3 times a day. At baseline, postintervention, and 10 weeks after the intervention, participants reported on fruit, vegetable, and sugar-sweetened beverage consumption. Participants were also weighed at baseline. Among participants with body mass index (BMI) ≥25, fruit and vegetable consumption increased with time (p < .01). Among participants with BMI <21, consumption of fruit decreased (p < .05), whereas the consumption of vegetables remained stable. No effects were found for sugar-sweetened beverage consumption. Mobile technology-based interventions could facilitate healthy eating among female ethnic minority college students, particularly those with higher BMI.

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

Sexual Identity, Sex of Sexual Contacts, and Health-Related Behaviors Among Students in Grades 9-12 - United States and Selected Sites, 2015.

PubMed

Kann, Laura; Olsen, Emily O'Malley; McManus, Tim; Harris, William A; Shanklin, Shari L; Flint, Katherine H; Queen, Barbara; Lowry, Richard; Chyen, David; Whittle, Lisa; Thornton, Jemekia; Lim, Connie; Yamakawa, Yoshimi; Brener, Nancy; Zaza, Stephanie

2016-08-12

Sexual identity and sex of sexual contacts can both be used to identify sexual minority youth. Significant health disparities exist between sexual minority and nonsexual minority youth. However, not enough is known about health-related behaviors that contribute to negative health outcomes among sexual minority youth and how the prevalence of these health-related behaviors compare with the prevalence of health-related behaviors among nonsexual minorities. September 2014-December 2015. The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health-related behaviors among youth and young adults: 1) behaviors that contribute to unintentional injuries and violence; 2) tobacco use; 3) alcohol and other drug use; 4) sexual behaviors related to unintended pregnancy and sexually transmitted infections, including human immunodeficiency virus infection; 5) unhealthy dietary behaviors; and 6) physical inactivity. In addition, YRBSS monitors the prevalence of obesity and asthma and other priority health-related behaviors. YRBSS includes a national school-based Youth Risk Behavior Survey (YRBS) conducted by CDC and state and large urban school district school-based YRBSs conducted by state and local education and health agencies. For the 2015 YRBSS cycle, a question to ascertain sexual identity and a question to ascertain sex of sexual contacts was added for the first time to the national YRBS questionnaire and to the standard YRBS questionnaire used by the states and large urban school districts as a starting point for their YRBS questionnaires. This report summarizes results for 118 health-related behaviors plus obesity, overweight, and asthma by sexual identity and sex of sexual contacts from the 2015 national survey, 25 state surveys, and 19 large urban school district surveys conducted among students in grades 9-12. Across the 18 violence-related risk behaviors nationwide, the prevalence of 16 was higher among gay, lesbian, and bisexual students than heterosexual students and the prevalence of 15 was higher among students who had sexual contact with only the same sex or with both sexes than students who had sexual contact with only the opposite sex. Across the 13 tobacco use-related risk behaviors, the prevalence of 11 was higher among gay, lesbian, and bisexual students than heterosexual students and the prevalence of 10 was higher among students who had sexual contact with only the same sex or with both sexes than students who had sexual contact with only the opposite sex. Similarly, across the 19 alcohol or other drug use-related risk behaviors, the prevalence of 18 was higher among gay, lesbian, and bisexual students than heterosexual students and the prevalence of 17 was higher among students who had sexual contact with only the same sex or with both sexes than students who had sexual contact with only the opposite sex. This pattern also was evident across the six sexual risk behaviors. The prevalence of five of these behaviors was higher among gay, lesbian, and bisexual students than heterosexual students and the prevalence of four was higher among students who had sexual contact with only the same sex or with both sexes than students who had sexual contact with only the opposite sex. No clear pattern of differences emerged for birth control use, dietary behaviors, and physical activity. The majority of sexual minority students cope with the transition from childhood through adolescence to adulthood successfully and become healthy and productive adults. However, this report documents that sexual minority students have a higher prevalence of many health-risk behaviors compared with nonsexual minority students. To reduce the disparities in health-risk behaviors among sexual minority students, it is important to raise awareness of the problem; facilitate access to education, health care, and evidence-based interventions designed to address priority health-risk behaviors among sexual minority youth; and continue to implement YRBSS at the national, state, and large urban school district levels to document and monitor the effect of broad policy and programmatic interventions on the health-related behaviors of sexual minority youth.

How Does High Impact Practice Predict Student Engagement? A Comparison of White and Minority Students

ERIC Educational Resources Information Center

Sweat, Jeffrey; Jones, Glenda; Han, Suejung; Wolfgram, Susan M.

2013-01-01

This High Impact Practices (HIPS) contribute to higher retention and graduation rates. HIPS are effective for racial and ethnic minorities in particular, who disproportionately experience high and persistent levels of postsecondary attrition. Little is known about the mechanism by which HIPS promote retention. Based on a random survey of 268…

Computer-Aided Drug Discovery: Molecular Docking of Diminazene Ligands to DNA Minor Groove

ERIC Educational Resources Information Center

Kholod, Yana; Hoag, Erin; Muratore, Katlynn; Kosenkov, Dmytro

2018-01-01

The reported project-based laboratory unit introduces upper-division undergraduate students to the basics of computer-aided drug discovery as a part of a computational chemistry laboratory course. The students learn to perform model binding of organic molecules (ligands) to the DNA minor groove with computer-aided drug discovery (CADD) tools. The…

Minority Students in Special Education: A School System, Parent Advocacy and State Department Perspective.

ERIC Educational Resources Information Center

Goodale, Ronda A.; Williams, Idola J.

The report examines the achievements of 4 years (from 1979 to 1983) of the Over/Under Representation Project, a plan to address inequity in special education placement of minority students in Boston. Eight components of the model are described and progress to date discussed: (1) special education placement criteria, (2) data base information…

Welcoming Children from Sexual-Minority Families into Our Schools. Fastback.

ERIC Educational Resources Information Center

Lamme, Linda Leonard; Lamme, Laurel A.

Based on the view that schools are responsible for providing a safe and supportive setting for all students and that with education the school climate will improve for sexual-minority parents and their children, this booklet provides information on how schools can become more welcoming to all students. Following introductory comments, the book is…

Recruitment of underrepresented minority students to medical school: minority medical student organizations, an untapped resource.

PubMed

Rumala, Bernice B; Cason, Frederick D

2007-09-01

Recruitment of more underrepresented minority students (black, Hispanic and native American) to increase racial diversity in the physician workforce is on the agenda for medical schools around the nation. The benefits of having a racially diverse class are indisputable. Minority physicians are more likely to provide care to minority, underserved, disadvantaged and low-income populations. Therefore, medical schools would benefit from diversity through utilizing strategies for recruitment of underrepresented minority (URM) students. Numerous recruitment strategies have been employed to increase the number of underrepresented minority students. However, formal collaboration with minority medical student organizations is an underutilized tool in the recruitment process. Many medical schools have informally used minority medical students and members of various minority organizations on campus in the recruitment process, but a formal collaboration which entails a strategic approach on using minority medical student organizations has yet to be included in the literature. This paper discusses the innovative collaboration between the University of Toledo College of Medicine (UTCOM) chapter of the Student National Medical Association (SNMA) and the college of medicine's admissions office to strategize a recruitment plan to increase the number of underrepresented minority students at the UTCOM. This paper suggests that minority medical student organizations, particularly the SNMA, can be used as a recruiting tool; hence, admissions offices cannot negate the usefulness of having formal involvement of minority medical student organizations as a recruiting tool. This approach may also be applicable to residency programs and other graduate professional fields with a severe shortage of URM students.

Future goal setting, task motivation and learning of minority and non-minority students in Dutch schools.

PubMed

Andriessen, Iris; Phalet, Karen; Lens, Willy

2006-12-01

Cross-cultural research on minority school achievement yields mixed findings on the motivational impact of future goal setting for students from disadvantaged minority groups. Relevant and recent motivational research, integrating Future Time Perspective Theory with Self-Determination Theory, has not yet been validated among minority students. To replicate across cultures the known motivational benefits of perceived instrumentality and internal regulation by distant future goals; to clarify when and how the future motivates minority students' educational performance. Participants in this study were 279 minority students (100 of Turkish and 179 of Moroccan origin) and 229 native Dutch students in Dutch secondary schools. Participants rated the importance of future goals, their perceptions of instrumentality, their task motivation and learning strategies. Dependent measures and their functional relations with future goal setting were simultaneously validated across minority and non-minority students, using structural equation modelling in multiple groups. As expected, Positive Perceived Instrumentality for the future increases task motivation and (indirectly) adaptive learning of both minority and non-minority students. But especially internally regulating future goals are strongly related to more task motivation and indirectly to more adaptive learning strategies. Our findings throw new light on the role of future goal setting in minority school careers: distant future goals enhance minority and non-minority students' motivation and learning, if students perceive positive instrumentality and if their schoolwork is internally regulated by future goals.

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

ERIC Educational Resources Information Center

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

2017-01-01

Although youth are at risk for exposure to adversity and trauma, many youth, especially ethnic and racial minorities, do not have access to mental health care. Resilience-building curriculums can teach important internal resilience skills and provide support to students who may not receive prevention or treatment services. We adapted a resilience…

Evaluation of Minority Retention Programs: The Undergraduate Research Opportunities Program at the University of Michigan.

ERIC Educational Resources Information Center

Jonides, John; And Others

An evaluation was done of the first year of the Undergraduate Research Opportunities Program (UROP) at the University of Michigan (Ann Arbor), which is designed not only to teach students about research and/or certain academic topics, but also to facilitate the identification of minority students with the university. This second aim is based on…

Supporting the minority physician pipeline: providing global health experiences to undergraduate students in the United States-Mexico border region.

PubMed

Burgos, Jose L; Yee, Daniel; Csordas, Thomas; Vargas-Ojeda, Adriana C; Segovia, Luis A; Strathdee, Steffanie A; Olivares-Nevarez, Jose A; Ojeda, Victoria D

2015-01-01

The sizeable US Latino population calls for increasing the pipeline of minority and bilingual physicians who can provide culturally competent care. Currently, only 5.5% of US providers are Hispanic/Latino, compared with 16% of the US population (i.e., >50.5 million persons). By 2060, it is predicted that about one-third of all US residents will be of Latino ethnicity. This article describes the Health Frontiers in Tijuana Undergraduate Internship Program (HFiT-UIP), a new quarterly undergraduate internship program based at a US-Mexico binational student-run free clinic and sponsored by the University of California, San Diego School of Medicine and the Universidad Autónoma de Baja California in Tijuana, Mexico. The HFiT-UIP provides learning opportunities for students and underrepresented minorities interested in medical careers, specifically Latino health. The HFiT-UIP might serve as a model for other educational partnerships across the US-Mexico border region and may help minority and other undergraduates seeking academic and community-based enrichment experiences. The HFiT-UIP can also support students' desires to learn about Latino, border, and global health within resource-limited settings.

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

School-Based Activities, Misbehavior, Discipline, and Racial and Ethnic Disparities

ERIC Educational Resources Information Center

Latimore, T. Lorraine; Peguero, Anthony A.; Popp, Ann Marie; Shekarkhar, Zahra; Koo, Dixie J.

2018-01-01

School-based discipline can negatively shape the educational outcomes of students, particularly for racial and ethnic minorities. Because racial and ethnic minority youth are at risk for educational failure and marginalized within schools, academic and sport extracurricular activities are often presented as a means to ameliorate educational risk…

Suicide Risk Among College Student. The Intersection of Sexual Orientation and Race.

PubMed

Shadick, Richard; Backus Dagirmanjian, Faedra; Barbot, Baptiste

2015-01-01

Research on young adults in the general population has identified a relationship between sexual minority identification and risk for suicide. Differential rates of suicidal ideation and attempts have also been found across racial and ethnic groups. This study examined risk for suicide among university students, based on membership in one or more marginalized groups (sexual minority and racial minority identification). Data were collected from first-year college students (N = 4,345) at an urban university. Structural equation modeling was employed to model a suicidality construct, based on which a "risk for suicide" category system was derived. Chi-square and logistic regression analyses were then conducted to estimate the relationship between the background variables of interest and suicide risk. Students who identified as lesbian, gay, or bisexual (LGB) were associated with higher suicide risk than their heterosexual peers. Students of color were slightly less at risk than their heterosexual peers. However, LGB students of color were associated with elevated suicide risk relative to heterosexual peers. Results indicate that belonging to multiple marginalized groups may increase one's risk for suicide, though these effects are not simply additive. Findings highlight the complexity of the intersection between marginalized identities and suicidality.

Tribology Based Research and Training for Underrepresented Minorities

DTIC Science & Technology

2017-11-30

images of surfaces after scratch hardness testing on NiTi with and without UNSM (left) and average scratch hardness measurements (right...the author(s) and should not contrued as an official Department of the Army position, policy or decision, unless so designated by other documentation...Minority Serving Institution, and its undergraduate students, as well as the predominantly Hispanic pre -college students from the Merced area, face many

OF MICROBES AND MEN: A SPECIAL REPORT IN THE JOURNAL FOR MINORITY MEDICAL STUDENTS

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

BILL BOWERS

2008-11-12

In support of the mission for the Office of Science and the Office of Biological and Environmental Research (BER), Spectrum Publishers proposes an editorial project to inform and educate minority undergraduate students in the sciences, minority medical students and minority medical residents of the opportunities and challenges available to them as they complete their training. This editorial project will take the form of a 32-page insert in the Journal for Minority Medical Students. The subject matter will be determined by BER based on mission requirements. The material will be compiled, assembled, edited, revised, designed, printed and distributed as a totalmore » package with a vast majority of the work performed by our staff. Our objective is to provide the special report without added (and burdensome) work to the BER staff. The 32-page report will be distributed to our readership of 10,000 future scientists and physicians. In addition, we will prepare the insert so that it can also be used by BER as a stand-alone piece and outreach tool. After publication, we will solicit feedback from our readers through our unique Campus Rep Program of students strategically located on campuses across the nation who will provide valuable editorial feedback. This innovative program will give BER a quick read on the effectiveness of its message. The total cost for this mission-related project is only $30,000.00. Based on our earlier experience with DOE, we are confident that this level of funding will be sufficient to develop an effective educational campaign.« less

Women and minorities in orthopaedic residency programs.

PubMed

Templeton, Kimberly; Wood, V Jamaica; Haynes, Richard

2007-01-01

Women and underrepresented minorities make up smaller proportions of orthopaedic residency programs than their numbers in medical school would predict, according to our evaluation of self-reported orthopaedic residency data from 1998 and 2001, as well as information on medical students published in 2002. Based on race, ethnicity, and sex, comparisons were made between students entering and graduating from medical school and those in orthopaedic residency programs. With few exceptions, the percentages of women and underrepresented minorities were statistically significantly lower among those training in orthopaedic residency programs compared with those same groups entering and graduating from medical school. The percentage of women and minorities in orthopaedic residency programs remained constant between 1998 and 2001. Further study is necessary to determine whether fewer students of color and women apply to orthopaedic residency programs because of lack of interest, lack of appropriate mentoring and role models, or other factors.

DC Rocks! Using Place-Based Learning to Introduce Washington DC's K-12 Students to the Geosciences

NASA Astrophysics Data System (ADS)

Mayberry, G. C.; Mattietti, G. K.

2017-12-01

The Washington DC area has interesting geology and a multitude of agencies that deal with the geosciences, yet K-12 public school students in DC, most of whom are minorities, have limited exposure to the geosciences. Geoscience agencies in the DC area have a unique opportunity to address this by introducing the geosciences to local students who otherwise may not have such an opportunity, by highlighting the geology in the students' "backyard," and by leveraging partnerships among DC-based geoscience-related agencies. The USGS and George Mason University are developing a project called DC Rocks, which will give DC's students an exciting introduction into the world of geoscience with place-based learning opportunities that will make geoscience relevant to their lives and their futures. Both the need in DC and the potential for lasting impact are great; the geosciences have the lowest racial diversity of all the science, technology, engineering, and math (STEM) fields, 89% of students in DC public schools are minorities, and there is no dedicated geoscience curriculum in DC. DC Rocks aims to give these students early exposure to the earth sciences, and encourage them to consider careers in the profession. DC Rocks will work with partner agencies to apply several methods that are recommended by researchers to increase the participation of minority students in the geosciences, including providing profoundly positive experiences that spark interest in the geosciences (Levine et al., 2007); increasing students' sense of belonging in the geosciences (Huntoon, et al, 2016); and place-based teaching practices that emphasize the study of local sites (Semken, 2005), such as DC's Rock Creek Park. DC Rocks will apply these methods by coordinating local geoscientists and resources to provide real-world examples of the geosciences' impact on students' lives. Through the DC Rocks website, educators will be able to request geoscience-related resources such as class presentations by local scientists and curricula, and students will be able to access information about geoscience-related opportunities in DC such as field trips. DC Rocks has the potential to encourage minority students to consider higher education in the geosciences by exposing them to the field early on and ultimately these students may pursue geoscience careers.

Improving Schooling for Cultural Minorities: The Right Teaching Styles Can Make a Big Difference

ERIC Educational Resources Information Center

Morgan, Hani

2010-01-01

Many minority groups in the United States tend to struggle in school. One reason minority students are likely to encounter more problems in schools than mainstream students involves incomplete knowledge of minority students' learning and communication styles. Authors such as Banks (2006) and Pewewardy (2008) emphasize that minority students differ…

Psychoeducational Assessment and Intervention for Ethnic Minority Children: Evidence­-Based Approaches

ERIC Educational Resources Information Center

Graves, Scott L., Jr., Ed.; Blake, Jamilia J., Ed.

2016-01-01

School-based mental health professionals receive extensive training in assessment and treatment techniques with children. However, most of this training is based on research with white, middle-class populations, whose experiences are hardly universal. In the next decade, ethnic minority students are projected to become the numerical majority in…

A Descriptive Analysis of Programs and Trends in Engineering Education for Ethnic Minority Students: A Report to the Field.

ERIC Educational Resources Information Center

Gordon, Edmund W.; And Others

This report presents the findings of an evaluative study of the current status of engineering education for minority students at the collegiate and pre-collegiate levels in the United States. It is based on a survey of 50 existing programs and a review of the professional and research literature in this field. The major findings of the analysis…

Harassment and Mental Distress Among Adolescent Female Students by Sexual Identity and BMI or Perceived Weight Status.

PubMed

Johns, Michelle Marie; Lowry, Richard; Demissie, Zewditu; Robin, Leah

2017-08-01

Sexual minority girls (lesbian/bisexual) and girls with overweight/obesity experience high rates of discrimination and mental distress. This study explored whether BMI or perceived weight status might compound sexual minority girls' risk for harassment and mental distress. Data on female students from the national 2015 Youth Risk Behavior Survey (n = 7,006) were analyzed. Logistic regression was used to examine differences in bullying, harassment, and mental distress across sexual identity/BMI groups: heterosexual/normal-weight, heterosexual/overweight, sexual minority/normal-weight, and sexual minority/overweight. Procedures were repeated with four analogous groups created from sexual identity and perceived weight. Across sexual identity/BMI groups, being overweight increased heterosexual females' odds of being bullied or experiencing suicidal thoughts and behaviors. Regardless of weight status, sexual minority females had greater odds for each outcome than heterosexual females. Sexual minority females who perceived themselves as overweight had greater odds of suicidality than all other sexual minority/perceived weight groups. Double jeopardy may exist for sexual minority female students who perceive themselves as overweight. Professional development with school staff on how to create a positive climate for sexual minorities and those with overweight/obesity and addressing positive identity and body image within school-based suicide prevention efforts may be important to the well-being of adolescent girls. © 2017 The Obesity Society.

Minority engineering scholarships renewal, 2011.

DOT National Transportation Integrated Search

2012-08-01

Scholarships for Minority Students Studying Engineering and Science : Support will make scholarships available to minority students : interested in engineering and science and will increase significantly the number of minority students that Missouri ...

Minority engineering scholarships, 2012.

DOT National Transportation Integrated Search

2014-02-01

Scholarships for Minority Students Studying Engineering and Science: Support will make scholarships available to minority students : interested in engineering and science and will increase significantly the number of minority students that Missouri S...

Differences between African-American and Caucasian students on enrollment influences and barriers in kinesiology-based allied health education programs.

PubMed

Barfield, J P; Cobler, D C; Lam, Eddie T C; Zhang, James; Chitiyo, George

2012-06-01

Kinesiology departments have recently started to offer allied health education programs to attract additional students to teacher education units (9). Although allied health professions offer increased work opportunities, insufficient enrollment and training of minority students in these academic fields contribute to underrepresentation in the workforce (3). To improve workforce diversity, kinesiology departments must understand how enrollment influences and barriers differ by race among prospective students. Therefore, the purpose of this study was to identify differences in allied health education enrollment influences and enrollment barriers between minority and Caucasian students. Participants (n = 601) consisted of students enrolled in kinesiology-based allied health education programs. Multivariate ANOVA was used to compare group differences in enrollment decision making. "Personal influence," "career opportunity," and "physical self-efficacy" were all significantly stronger enrollment influences among African-American students than among Caucasian students, and "social influence," "experiential opportunity," "academic preparation," and "physical self-efficacy" were all perceived as significantly greater barriers compared with Caucasian students. Findings support the need to recruit African-American students through sport and physical education settings and to market program-based experiential opportunities.

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.

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

ERIC Educational Resources Information Center

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

2011-01-01

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

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.

Medical students' learning orientation regarding interracial interactions affects preparedness to care for minority patients: a report from Medical Student CHANGES.

PubMed

Burgess, Diana J; Burke, Sara E; Cunningham, Brooke A; Dovidio, John F; Hardeman, Rachel R; Hou, Yuefeng; Nelson, David B; Perry, Sylvia P; Phelan, Sean M; Yeazel, Mark W; van Ryn, Michelle

2016-09-29

There is a paucity of evidence on how to train medical students to provide equitable, high quality care to racial and ethnic minority patients. We test the hypothesis that medical schools' ability to foster a learning orientation toward interracial interactions (i.e., that students can improve their ability to successfully interact with people of another race and learn from their mistakes), will contribute to white medical students' readiness to care for racial minority patients. We then test the hypothesis that white medical students who perceive their medical school environment as supporting a learning orientation will benefit more from disparities training. Prospective observational study involving web-based questionnaires administered during first (2010) and last (2014) semesters of medical school to 2394 white medical students from a stratified, random sample of 49 U.S. medical schools. Analysis used data from students' last semester to build mixed effects hierarchical models in order to assess the effects of medical school interracial learning orientation, calculated at both the school and individual (student) level, on key dependent measures. School differences in learning orientation explained part of the school difference in readiness to care for minority patients. However, individual differences in learning orientation accounted for individual differences in readiness, even after controlling for school-level learning orientation. Individual differences in learning orientation significantly moderated the effect of disparities training on white students' readiness to care for minority patients. Specifically, white medical students who perceived a high level of learning orientation in their medical schools regarding interracial interactions benefited more from training to address disparities. Coursework aimed at reducing healthcare disparities and improving the care of racial minority patients was only effective when white medical students perceived their school as having a learning orientation toward interracial interactions. Results suggest that medical school faculty should present interracial encounters as opportunities to practice skills shown to reduce bias, and faculty and students should be encouraged to learn from one another about mistakes in interracial encounters. Future research should explore aspects of the medical school environment that contribute to an interracial learning orientation.

A successful Minority Retention Project.

PubMed

Gardner, Janelle D

2005-12-01

Racial and ethnic minorities are underrepresented in the nursing profession. The high attrition rate of minority students from nursing schools contributes to this problem. Academic leaders are calling for change in nursing education and asking educators to work diligently to retain minority students. This article describes a Minority Retention Project that included interventions designed to enhance the integration of minority students into a supportive learning environment, assist them in using the available resources, and help them feel connected and supported by their peers and faculty. At the end of the first year of the project, the nursing school experienced 100% retention of minority nursing students. Increasing the retention and graduation of minority nursing students supports the continued effort to provide culturally competent health care.

Gleanings: The Minority Student Success Project.

ERIC Educational Resources Information Center

Smith, Barbara Leigh; MacGregor, Jean

The Minority Student Success Project (MSSP) initiated in 1989 was designed to improve the recruitment and retention of minority students on campuses in the state of Washington. The results of a questionnaire on minority students administered to all of Washington's community colleges, and data from follow-up interviews, were used to design working…

The Creation and Maintenance of a "Learning-Loving Minority" in Conventional High Schools: A Research-Based Response to John Ogbu

ERIC Educational Resources Information Center

Matusov, Eugene; DePalma, Renee; Smith, Mark Philip

2010-01-01

This research focuses on the adaptation strategies of students from an innovative elementary school run as a community of learners who have been involuntarily "thrown into" competitive, credentialism-based high schools. We apply the anthropologist John Ogbu's comparative historico-ecological framework of "minority" to the innovative school…

Drivers of Disparity: Differences in Socially Based Risk Factors of Self-Injurious and Suicidal Behaviors among Sexual Minority College Students

ERIC Educational Resources Information Center

Blosnich, John; Bossarte, Robert

2012-01-01

Lesbian, gay, and bisexual (ie, sexual minority) populations have increased prevalence of both self-injurious and suicidal behaviors, but reasons for these disparities are poorly understood. Objective: To test the association between socially based stressors (eg, victimization, discrimination) and self-injurious behavior, suicide ideation, and…

Community-Based Efforts to Increase the Identification of the Number of Gifted Minority Children.

ERIC Educational Resources Information Center

Davis, Paul I.

The document reports on a study of community-based identification of gifted and talented Black middle-school students, as an adjunct to formal identification procedures. A developmental framework for the identification of the gifted minority child was distributed to 17 known leaders in the Black community (including ministers, youth leaders in…

Intergroup Contact and Evaluations of Race-Based Exclusion in Urban Minority Children and Adolescents

ERIC Educational Resources Information Center

Ruck, Martin D.; Park, Henry; Killen, Melanie; Crystal, David S.

2011-01-01

There is a dearth of published research on the role of intergroup contact on urban US ethnic minority children's and adolescents' evaluations of racial exclusion. The current investigation examined these issues in a sample of low-income minority 4th, 7th, and 10th grade (N = 129, 60% female) African American and Latino/a students attending…

Do dimensions of ethnic identity mediate the association between perceived ethnic group discrimination and depressive symptoms?

PubMed

Brittian, Aerika S; Kim, Su Yeong; Armenta, Brian E; Lee, Richard M; Umaña-Taylor, Adriana J; Schwartz, Seth J; Villalta, Ian K; Zamboanga, Byron L; Weisskirch, Robert S; Juang, Linda P; Castillo, Linda G; Hudson, Monika L

2015-01-01

Ethnic group discrimination represents a notable risk factor that may contribute to mental health problems among ethnic minority college students. However, cultural resources (e.g., ethnic identity) may promote psychological adjustment in the context of group-based discriminatory experiences. In the current study, we examined the associations between perceptions of ethnic group discrimination and depressive symptoms, and explored dimensions of ethnic identity (i.e., exploration, resolution, and affirmation) as mediators of this process among 2,315 ethnic minority college students (age 18 to 30 years; 37% Black, 63% Latino). Results indicated that perceived ethnic group discrimination was associated positively with depressive symptoms among students from both ethnic groups. The relationship between perceived ethnic group discrimination and depressive symptoms was mediated by ethnic identity affirmation for Latino students, but not for Black students. Ethnic identity resolution was negatively and indirectly associated with depressive symptoms through ethnic identity affirmation for both Black and Latino students. Implications for promoting ethnic minority college students' mental health and directions for future research are discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

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.

Science education in a bilingual class: problematising a translational practice

NASA Astrophysics Data System (ADS)

Ünsal, Zeynep; Jakobson, Britt; Molander, Bengt-Olov; Wickman, Per-Olof

2016-10-01

In this article we examine how bilingual students construe relations between everyday language and the language of science. Studies concerning bilingual students language use in science class have mainly been conducted in settings where both the teacher and the students speak the same minority language. In this study data was collected in a class consisting of students aged 13-14. All students had Turkish as their minority language, whereas the teacher's minority language was Bosnian. The class was observed when they were working with acids and bases. In addition, the students were interviewed in groups. They were asked about how they use their languages during science lessons and then asked to describe and explain scientific phenomena and processes that had been a part of the observed lessons. For the analysis, practical epistemology analysis and the theory of translanguaging were used. The results show how the students' everyday language repertoire may limit their possibilities to make meaning of science. In particular, the teacher's practice of facilitating and supporting students' understanding of science content by relating it to concrete examples took another direction since the everyday words he used were not a part of the students' language repertoire. The study also shows how the students used their minority language as a resource to translate words from Swedish to Turkish in order to proceed with the science activities. However, translating scientific concepts was problematic and led to the students' descriptions of the concepts not being in line with how they are viewed in science. Finally, the study also demonstrates how monolingual exams may limit bilingual students' achievements in science. The study contributes by presenting and discussing circumstances that need to be taken into consideration when planning and conducting science lessons in classes where the teacher and the student do not share the same minority language.

[Prevalence of anemia and its association with nutritional status among Chinese students of ethnic minorities in 2010].

PubMed

Song, Y; Zhang, B; Hu, P J; Ma, J

2016-06-18

To analyze the prevalence of anemia and its proportions of severity, and to examine the association between anemia and nutritional status among Chinese students of ethnic minorities, so as to provide bases for the prevention and treatment of anemia. The subjects were Mongolian, Hui, Zhuang and Korean students aged 7, 9, 12, 14 and 17 years, sampled from the 2010 Chinese National Surveys on Students' Constitution and Health. World Health Organization (WHO) criteria for screening anemia (2001) was used, and the proportion rates of mild, moderate and severe were analyzed. The nutritional status was defined according to the growth references of body mass index (BMI)-for-age z-score for 5-19 years developed by the WHO. Stepwise Logistic regression was used to assess the association between anemia and nutritional status, gender, urban/rural areas, age and ethnic minorities. The prevalences of anemia were 4.4%, 26.4%, 6.6% and 5.8% in Mongolian, Hui, Zhuang and Korean students, respectively, of whom, the prevalence of anemia was highest in rural girls and reached 4.8%, 42.0%, 9.0% and 6.7%, respectively. Most of the ethnic minorities' students belonged to mild anemia, and the prevalence of severe anemia was 1.4%, 12.9%, 1.6% and 1.9% in Mongolian, Hui, Zhuang and Korean students, respectively. Stepwise Logistic regression showed that the girls, rural students, students aged 12 years and 17 years, Hui, Zhuang and Korean students were more likely to develop anemia than the boys, urban students, students aged 7 years and Mongolian students. The overweight students were less likely to develop anemia compared with the normal students and there was no significant association between anemia and thinness or obesity when the other factors were controlled (P>0.05). The epidemic of anemia was different in the different ethnic minorities and the prevalence of anemia in Hui students was of moderate public health concern according to the WHO's criteria. We should pay more attention to the prevention and treatment of anemia for Hui and ethnic minorities in rural areas, especially for rural girls. The nutritional status of students could not be a basis or judgement for anemia as there was no significant association between anemia and nutritional status.

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…

Iowa State University's undergraduate minor, online graduate certificate and resource center in NDE

NASA Astrophysics Data System (ADS)

Bowler, Nicola; Larson, Brian F.; Gray, Joseph N.

2014-02-01

Nondestructive evaluation is a `niche' subject that is not yet offered as an undergraduate or graduate major in the United States. The undergraduate minor in NDE offered within the College of Engineering at Iowa State University (ISU) provides a unique opportunity for undergraduate aspiring engineers to obtain a qualification in the multi-disciplinary subject of NDE. The minor requires 16 credits of course work within which a core course and laboratory in NDE are compulsory. The industrial sponsors of Iowa State's Center for Nondestructive Evaluation, and others, strongly support the NDE minor and actively recruit students from this pool. Since 2007 the program has graduated 10 students per year and enrollment is rising. In 2011, ISU's College of Engineering established an online graduate certificate in NDE, accessible not only to campus-based students but also to practicing engineers via the web. The certificate teaches the fundamentals of three major NDE techniques; eddy-current, ultrasonic and X-ray methods. This paper describes the structure of these programs and plans for development of an online, coursework-only, Master of Engineering in NDE and thesis-based Master of Science degrees in NDE.

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.

The Role of Professional Identity in Graduate School Success for Under-Represented Minority Students

ERIC Educational Resources Information Center

Kim-Prieto, Chu; Copeland, H. Liesel; Hopson, Rodney; Simmons, Toya; Leibowitz, Michael J.

2013-01-01

We examined the relationship between sense of professional identity and academic success among under-represented minority graduate students in a biomedical doctoral program. We found that a sense of professional identity is related to science success among under-represented minority students, but not for non-underrepresented minority students.…

The Importance of Minority Teachers: Student Perceptions of Minority versus White Teachers

ERIC Educational Resources Information Center

Cherng, Hua-Yu Sebastian; Halpin, Peter F.

2016-01-01

The demographic divide between teachers and students is of growing public concern. However, few studies have explicitly addressed the common argument that students, and particularly minority students, have more favorable perceptions of minority versus White teachers. Using data from the Measure of Effective Teaching study, we find that students…

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.

Cultural minority students' experiences with intercultural competency in medical education.

PubMed

Leyerzapf, Hannah; Abma, Tineke

2017-05-01

Medical schools increasingly value and focus on teaching students intercultural competency within present-day multicultural society. Little is known about the experiences of cultural minority students in intercultural competence activities. This article discusses the intercultural competence activities of medical education in a Dutch university from the perspective of cultural minority students. We will formulate recommendations for how to stimulate intercultural competency in, as well as inclusiveness of, medical education. A qualitative evaluation was performed within a medical school in the Netherlands. Data were collected through interviews (n = 23), a focus group (six participants) and participant observations (20 hours). Thematic analysis was performed. Cultural minority students experienced a lack of respect and understanding by cultural majority students and teachers. Education activities intended to transfer intercultural knowledge, address personal prejudice and stimulate intercultural sensitivity were perceived as stigmatising and as creating an unsafe climate for cultural minority students. Cultural minority and majority students on campus seemed segregated and the intercultural awareness of minority students was not integrated in intercultural competence activities. As cultural minority students were confronted with microaggressions, the medical school did not succeed in creating a safe education environment for all students. Contrary to their aims and intentions, intercultural competence activities had limited effect and seemed to support the polarisation of cultural minority and majority students and teachers. This can be seen as pointing towards a hidden curriculum privileging majority over minority students. For structural integration of intercultural competency in medical education, the focus must penetrate beyond curricular activities towards the critical addressing of the culture and structure of medical school. Collective commitment to creating a safe and inclusive education climate is vital. This requires fostering social cohesion between minority and majority students and teachers, raising awareness and the practice by all involved of critical (self-)reflexivity on cultural prejudice and dominant, exclusionary norms in academic medicine. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Do Double Minority Students Face Double Jeopardy? Testing Minority Stress Theory

ERIC Educational Resources Information Center

Hayes, Jeffrey A.; Chun-Kennedy, Caitlin; Edens, Astrid; Locke, Benjamin D.

2011-01-01

Data from 2 studies revealed that ethnic and sexual minority clients experienced greater psychological distress on multiple dimensions than did European American or heterosexual clients, respectively, as did ethnic and sexual minority students who were not clients. Among sexual minority students, ethnicity was not an added source of distress.…

Issues in the Identification of Minority College Students with Learning Disabilities.

ERIC Educational Resources Information Center

Heggoy, Synnove; Grant, Dale

This study examined differences in the manifestation of learning disabilities (LD) between minority and non-minority students at a southeastern public college. Profiles of non-minority and minority college students not previously identified as learning disabled and with a history of academic difficulty were compared. Among trends noted in both…

Cultivation of an Interdisciplinary, Research-Based Neuroscience Minor at Hope College

PubMed Central

Chase, Leah A.; Stewart, Joanne; Barney, Christopher C.

2006-01-01

Hope College is an undergraduate liberal arts college with an enrollment of approximately 3,000 students. In the spring of 2005, we began to offer an interdisciplinary neuroscience minor program that is open to all students. The objective of this program is to introduce students to the field of neuroscience, and to do so in such a way as to broaden students’ disciplinary perspectives, enhance communication and quantitative skills, and increase higher-level reasoning skills by encouraging collaboration among students who have different disciplinary backgrounds. This is a research-based program that culminates in a one-year capstone research course. Here we present the story of the program development at Hope College, including a description of our newly developed curriculum, our initial assessment data, and the lessons we have learned in developing this program. PMID:23493857

The Association Between Supportive High School Environments and Depressive Symptoms and Suicidality Among Sexual Minority Students.

PubMed

Denny, Simon; Lucassen, Mathijs F G; Stuart, Jaimee; Fleming, Theresa; Bullen, Pat; Peiris-John, Roshini; Rossen, Fiona V; Utter, Jennifer

2016-01-01

The purpose of this study was to determine if sexual minority students in supportive school environments experienced fewer depressive symptoms and lower rates of suicide ideation, plans and attempts ("suicidality") than sexual minority students in less supportive school environments. In 2007, a nationally representative sample (N = 9,056) of students from 96 high schools in New Zealand used Internet tablets to complete a health and well-being survey that included questions on sexual attractions, depressive symptoms, and suicidality. Students reported their experience of supportive environments at school and gay, lesbian, bisexual, and transgender (GLBT) bullying, and these items were aggregated to the school level. Teachers (n = 2,901) from participating schools completed questionnaires on aspects of school climate, which included how supportive their schools were toward sexual minority students. Multilevel models were used to estimate school effects on depressive symptoms and suicidality controlling for background characteristics of students. Sexual minority students were more likely to report higher levels of depressive symptoms and suicidality than their opposite-sex attracted peers (p < .001). Teacher reports of more supportive school environments for GLBT students were associated with fewer depressive symptoms among male sexual minority students (p = .006) but not for female sexual minority students (p = .09). Likewise in schools where students reported a more supportive school environment, male sexual minority students reported fewer depressive symptoms (p = .006) and less suicidality (p < .001) than in schools where students reported less favorable school climates. These results suggest that schools play an important role in providing safe and supportive environments for male sexual minority students.

Respond to Diversity: Graduate Minority Students' Perceptions on Their Learning Experiences in an American University

ERIC Educational Resources Information Center

Yuan, Huanshu

2017-01-01

The increasing population of minority students in higher education in the United States makes it relevant to focus on the issue of how to improve current educational philosophies, instruction and curriculum design, investment, and organization to meet the needs of minority students. A "teaching gap" between minority students' learning…

The Problem of Science Education in Minority Areas--Based on a Study in Gansu Province of China

ERIC Educational Resources Information Center

Liang, Bai

2017-01-01

After 60 years of development, minority education not only has made great achievements in China, but also faces many problems. Among them is the problem of science education. The students learning in high school in the basic education in minority areas have faced particular difficulties in learning science. The teaching quality is not high,…

"Juntos pero no revueltos": microaggressions and language in the mathematics education of non-dominant Latinas/os

NASA Astrophysics Data System (ADS)

LópezLeiva, Carlos A.; Khisty, Lena Licón

2014-06-01

In this paper, we discuss the characteristics of microaggressions based on minority language(s) as a form of discriminatory practice against non-dominant students in the mathematics context. Microaggressions are subtle, brief, and commonplace verbal, behavioral, or visual negative slights or insults toward people of color. We extend the concept of microaggression to include discrimination based on a minority language. We draw on our work with Latinas/os in the USA to demonstrate the occurrence of microaggressions in the teaching act. Revealing microaggressions based on language has the potential of creating more equitable learning environments for non-dominant students and can point to possible directions for future research and improvements in the preparation of teachers who serve non-dominant students who speak a language other than the school's official language.

The Impact of Project-Based Learning on Minority Student Achievement: Implications for School Redesign

ERIC Educational Resources Information Center

Cervantes, Bernadine; Hemmer, Lynn; Kouzekanani, Kamiar

2015-01-01

Project-Based Learning (PBL) serves as an instructional approach to classroom teaching and learning that is designed to engage students in the investigation of real-world problems to create meaningful and relevant educational experiences. The causal-comparative study compared 7th and 8th students who had utilized the PBL with a comparison group in…

Linguistic Minority Students Go to College: Preparation, Access, and Persistence

ERIC Educational Resources Information Center

Kanno, Yasuko, Ed.; Harklau, Linda, Ed.

2012-01-01

Currently, linguistic minority students--students who speak a language other than English at home--represent 21% of the entire K-12 student population and 11% of the college student population. Bringing together emerging scholarship on the growing number of college-bound linguistic minority students in the K-12 pipeline, this ground-breaking…

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

ERIC Educational Resources Information Center

Payne, Oscar L.

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

The family-study interface and academic outcomes: differences and similarities between ethnic minority and ethnic majority students.

PubMed

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

2014-07-01

The present study investigated possible differences in the family-study interface between ethnic minority and ethnic majority students as an explanation for the poorer study results of ethnic minority students compared with those of majority students. We used a model for family-study conflict and facilitation derived from family-work and work-study models. This model held true for the full sample and both non-Western ethnic minority students (N = 342) and ethnic majority students (N = 1314) separately at a major Dutch university. Multivariate analyses of variance revealed that ethnic minority students reported less study effort and earned lower grades compared with ethnic majority students. Regarding the family-study interface, ethnic minority students reported more family-study conflict than did ethnic majority students. No differences were found between the 2 groups in family-study facilitation. Ethnic minority students participated more in family activities and were more involved with their family than ethnic majority students. Levels of experienced family support were equal for both groups of students. Students who received more family social support reported less conflict and more facilitation. This latter finding held more strongly for majority students, resulting in more study effort and higher grades for this group. The results demonstrated the explanatory power of the family-study conflict and facilitation model for both groups.

Drivers of disparity: differences in socially based risk factors of self-injurious and suicidal behaviors among sexual minority college students.

PubMed

Blosnich, John; Bossarte, Robert

2012-01-01

Lesbian, gay, and bisexual (ie, sexual minority) populations have increased prevalence of both self-injurious and suicidal behaviors, but reasons for these disparities are poorly understood. To test the association between socially based stressors (eg, victimization, discrimination) and self-injurious behavior, suicide ideation, and suicide attempt. A national sample of college-attending 18- to 24-year-olds. Random or census samples from postsecondary educational institutions that administered the National College Health Assessment during the Fall 2008 and Spring 2009 semesters. Sexual minorities reported more socially based stressors than heterosexuals. Bisexuals exhibited greatest prevalence of self-injurious and suicidal behaviors. In adjusted models, intimate partner violence was most consistently associated with self-injurious behaviors. Sexual minorities' elevated risks of self-injurious and suicidal behaviors may stem from higher exposure to socially based stressors. Within-group differences among sexual minorities offer insight to specific risk factors that may contribute to elevated self-injurious and suicidal behaviors in sexual minority populations.

Mental health and substance use of sexual minority college athletes.

PubMed

Kroshus, Emily; Davoren, Ann Kearns

2016-07-01

Assess the mental health and substance use of sexual minority collegiate student-athletes in the United States, as compared with heterosexual college students and heterosexual student-athletes. Undergraduate students (N = 196,872) who completed the American College Health Association's National College Health Assessment (Fall 2008-Fall 2012 administrations). Written cross-sectional survey. Sexual minority student-athletes had a higher risk of experiencing mental health difficulties than their heterosexual athlete peers. There were no significant differences in mental health between sexual minority male athletes and nonathletes. Sexual minority female athletes appeared to fare better than nonathlete peers. Substance use was greater among sexual minority students (athlete and nonathlete) and was mediated by mental health. Participation in athletics does not appear to be associated with an elevated risk of negative mental health outcomes for sexual minority participants; however, there are disparities in mental health outcomes by sexual orientation regardless of athletics participation.

The SWOT Team Approach: Focusing on Minorities.

ERIC Educational Resources Information Center

Gorski, Susan E.

1991-01-01

Underscores the applicability of marketing principles to minority student recruitment and retention at community colleges. Proposes the assessment of an institution's Strengths, Weaknesses, and external Opportunities and Threats (SWOT) to strategically market the college. Considers the development of a plan for action based on the SWOT analysis.…

Minority Student Success in College: What Works. Minority Student Success Project.

ERIC Educational Resources Information Center

Brewer, Carolyn

The Washington State Board for Community College Education and the Washington Center for Undergraduate Education undertook a national review of minority student success programs in 1990. Information was solicited from program directors, deans of instruction and student services, national organizations, state higher education boards, students,…

Minority High School Student Research Apprentice Program.

ERIC Educational Resources Information Center

Smith, Elske

The Minority High School Student Research Apprentice Program in Richmond, Virginia, aspires to stimulate among minority high school students an interest in pursuing careers in biomedical research and the health professions. Students are paid hourly wages commensurate with what they could earn at summer jobs. Students work with faculty mentors in…

Social Justice and Evidence-Based Assessment with the Learning Record

ERIC Educational Resources Information Center

Syverson, Margaret A.

2009-01-01

The educational system perpetuates social injustice through structural inequities of assessment and evaluation. High-stakes standardized testing has a destructive effect on teaching and learning that affects all students, teachers, and schools; it is particularly damaging for disadvantaged students--minorities, students with disabilities, students…

Experiencing the Barriers: Non-Traditional Students Entering Higher Education.

ERIC Educational Resources Information Center

Bowl, Marion

2001-01-01

Examined the educational experiences of nontraditional, ethnic minority, women students in the United Kingdom who were involved in a community-based, flexible access to higher education project in the inner city, highlighting financial and institutional barriers they experienced. Students were frustrated participants in an unresponsive…

A Story of African American Students as Mathematics Learners

ERIC Educational Resources Information Center

Morton, Crystal Hill

2014-01-01

Educational systems throughout the world serve students from diverse populations. Often students from minority populations (i.e. racial, ethnic, linguistic, cultural, economic) face unique challenges when learning in contexts based on the cultural traditions and learning theories of the majority population. These challenges often leave minority…

Key Issues in Minority Education. Research Directions and Practical Implications.

ERIC Educational Resources Information Center

Ward, Wanda E., Ed.; Cross, Mary M., Ed.

A collection of 10 papers on minority education is presented, with sections on legal aspects of access for minorities, minority faculty and staff, minority graduate education, and standardized testing in the admission of minority students. Papers are as follows: "The Legal Obligation to Secure Access for Minority Students in Higher Education"…

The Courage To Care: Addressing Sexual Minority Issues on Campus.

ERIC Educational Resources Information Center

Ottenritter, Nan

1998-01-01

Sexual minority students face issues similar to those of ethnic and racial minority students. This article provides a framework for assessing the community college's inclusion of sexual minority students: lesbians, gays, bisexual, and transgender (LGBT) individuals. The first section of the article assesses community colleges in terms of sexual…

Effective recruitment and retention strategies for underrepresented minority students: perspectives from dental students.

PubMed

Lopez, Naty; Wadenya, Rose; Berthold, Peter

2003-10-01

This study was designed to identify reasons underrepresented minority (URM) dental students select a dental school and to determine the factors that contribute to their resolve to complete their programs. A survey questionnaire developed from interviews with URM students was sent to Minority/Admissions Officers or deans of dental schools that enrolled URM students for distribution to their minority students. A total of 198 questionnaires were received from minority students in all levels of dental school. The results were that 74 percent said they selected a school for its reputation, and 49.5 percent chose a dental school even if the financial aid package was less than what was offered in other schools. African American, Hispanic, and Native American students prefer integrated interview days with nonminority applicants and disapprove of "special" days designated for URMs. The presence of other minority students was not an important factor in the selection of a school but is an important source of support while attending dental school. Dental school minority alumni also play a significant role in the selection of a school. Results of the study can be useful in planning recruitment and retention programs.

Graduation and Attrition of Black Students at North Carolina State University.

ERIC Educational Resources Information Center

Council, Kathryn A.

The graduation and attrition patterns of black students at North Carolina State University are reported in an effort to provide data pertinent to minority students. Black students were identified after 1969 by means of an ethnic card completed during the registration process. The report is based on all black students (N=80) who entered NCSU as new…

Student Affirmative Action Programs: A Help or Hindrance to Development of Minority Graduate Students?

ERIC Educational Resources Information Center

Ponterotto, Joseph G.; And Others

1986-01-01

Graduate students from minority cultures were surveyed to assess their academic views of themselves and their perceptions of others' views of their academic ability. Overall, the students strongly support Student Affirmative Action (SAA), however, they believed SAA has been only marginally effective in helping minorities. (Author/BL)

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

PubMed Central

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

2003-01-01

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

[Changes of physical functions among Chinese minority students from 1985 to 2005].

PubMed

Ma, Jun; Zhang, Ji; Wu, Shuang-sheng; Song, Yi; Hu, Pei-jin; Zhang, Bing

2009-10-01

To study the changes of physical functions among minority students in China from 1985 to 2005, to provide evidence for health promotion to the minority students in the country. Using data from the Chinese national survey on students physical fitness and health from 1985 to 2005, we analyzed the physical functions of 15 minority groups from primary and secondary schools, including Mongolian, Hui, Uygur, Zhuang, Korean, Tibetan, Yao, Li, Qiang, Buyi, Dong, Miao, Tu, Salar, Kirgiz, aged 7 - 18 years old. Some of the minority students had the higher levels of physiological functions and athletic ability, but some indicators decreased significantly. In terms of items related to 'speed', most of the minority boys and girls improved, but items related to 'endurance' or'vital capacity', were significantly declining. Part of the minority students had better 'endurance' than students of Han ethnicity in the cities. All the indicators of athletic ability declined in schoolboys and schoolgirls of Korean ethnicity. Kirgiz students were outstanding in vital capacity and speed quality while Uighur students had better physical development and vital capacity, but were poorer in running and jumping, reflecting the weakness of explosive power of lower limbs. On the contrary, Li and Zhuang students had shown a very good quality in running, jumping, male shoulder muscular strength and endurance items, etc. The physical functions and the athletic ability of the minority students in China had the advantages and characteristics, which might be related to their living environment and habits.

Top Hispanic Degree Producers

ERIC Educational Resources Information Center

Diverse: Issues in Higher Education, 2012

2012-01-01

This article presents a list of the top 100 producers of associate, bachelor's and graduate degrees awarded to minority students based on research conducted by Dr. Victor M.H. Borden, professor of educational leadership and policy students at the Indiana University Bloomington. For the year 2012, the listings focus on Hispanic students. Data for…

Breakthrough Strategies: Classroom-Based Practices to Support New Majority College Students

ERIC Educational Resources Information Center

Ross, Kathleen A.

2016-01-01

"Breakthrough Strategies" identifies effective strategies that faculty have used to help New Majority students--those from minority, immigrant, or disadvantaged backgrounds--build the necessary skills to succeed in college. As the proportion of New Majority students rises, there is increased attention to helping them gain access to…

Primary Grade Teachers' Conceptions of Giftedness and Talent: A Case-based Investigation

ERIC Educational Resources Information Center

Brighton, Catherine M.; Moon, Tonya R.; Jarvis, Jane M.; Hockett, Jessica A.

2007-01-01

Despite the ongoing, extensive focus on the more equitable representation of gifted students from diverse populations, poor and minority students remain underserved by gifted education proportional to their representation in the broader student population (Donovan & Cross, 2002; U.S. Department of Education, 1993). One possible factor contributing…

Social Connectedness and Its Implication on Student-Teacher Relationships and Suspension

ERIC Educational Resources Information Center

Henderson, Dawn X.; Guy, Breonte

2017-01-01

Out-of-school suspension (OSS) disconnects students from accessing important school relationships and academic and social support. OSS contributes to a significant number of ethnic minority and economically disadvantaged students receiving short-term suspensions. Community-based organizations may step in as alternative spaces for short-term…

Enhancing Diversity in Physics: The Fisk-Vanderbilt Masters-to-PhD Bridge Program

NASA Astrophysics Data System (ADS)

Stassun, Keivan

2010-03-01

We describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a model for partnering with minority-serving institutions to increase the representation of women and minorities earning PhDs in astronomy and related disciplines. Since its inception in 2004, the Fisk-Vanderbilt Bridge program has attracted 30 minority students, 60% of whom are female, and with a retention rate of 94%. When the first Bridge students completed their PhDs in 2010-11, the program will become the top awarder of astronomy PhDs to underrepresented minorities in the United States. Already, Fisk has become the top producer of physics Masters degrees to African Americans. We summarize the program's structure, approach, and research basis with the goal of providing a replicable model for other institutions seeking to build similar collaborative, research-based bridging partnerships.

"High-Jinks" and "Minor Mischief": A Study of Undergraduate Students as Perpetrators of Crime

ERIC Educational Resources Information Center

Selwyn, Neil

2008-01-01

Although there is a growing interest in the victimisation of university students, the issue of student offending has been largely overlooked in the criminology and education literatures. Based on a self-report study of 1215 undergraduate students at UK higher education institutions, this article explores the level and nature of student…

Learning Style-Based Teaching To Raise Minority Student Test Scores: There's No Debate!

ERIC Educational Resources Information Center

Burke, Karen; Dunn, Rita

2002-01-01

Explains how teachers in the Freeport, Illinois School District began teaching to individual learning styles to ensure that all of their students performed well in school. Notes that the teachers insisted that students learn differently from one another. Concludes that once students understood what they were required to learn and could work…

An Assessment of Campus Climate among Sexual Minority College Students

ERIC Educational Resources Information Center

Paulk, Amber; Murray, Jennifer; Hunt, Andrea; Williams, Yaschica

2017-01-01

While several studies have clearly identified a link between sexual minority status and discrimination, harassment, and victimization on college campuses, less in known about sexual minority students and other indicators of campus climate. The goal of the current study was to examine the association between sexual minority status and students'…

Growing Minority Student Interest in Earth and Space Science with Suborbital and Space-related Investigations

NASA Astrophysics Data System (ADS)

Austin, S. A.

2009-12-01

This presentation describes the transformative impact of student involvement in suborbital and Cubesat investigations under the MECSAT program umbrella at Medgar Evers College (MEC). The programs evolved from MUSPIN, a NASA program serving minority institutions. The MUSPIN program supported student internships for the MESSENGER and New Horizons missions at the Applied Physics Lab at John Hopkins University. The success of this program motivated the formation of smaller-scale programs at MEC to engage a wider group of minority students using an institutional context. The programs include an student-instrument BalloonSAT project, ozone investigations using sounding vehicles and a recently initiated Cubesat program involving other colleges in the City University of New York (CUNY). The science objectives range from investigations of atmospheric profiles, e.g. temperature, humidity, pressure, and CO2 to ozone profiles in rural and urban areas including comparisons with Aura instrument retrievals to ionospheric scintillation experiments for the Cubesat project. Through workshops and faculty collaborations, the evolving programs have mushroomed to include the development of parallel programs with faculty and students at other minority institutions both within and external to CUNY. The interdisciplinary context of these programs has stimulated student interest in Earth and Space Science and includes the use of best practices in retention and pipelining of underrepresented minority students in STEM disciplines. Through curriculum integration initiatives, secondary impacts are also observed supported by student blogs, social networking sites, etc.. The program continues to evolve including related student internships at Goddard Space Flight Center and the development of a CUNY-wide interdisciplinary team of faculty targeting research opportunities for undergraduate and graduate students in Atmospheric Science, Space Weather, Remote Sensing and Astrobiology primarily for Cubesat and related vehicles. The Cubesat extension benefits from specifications developed by Stanford University and California Polytechnical State University which provides low-profile, entry-level access for student-based science and engineering investigations in low-earth orbits and the availability of Commercial-Off-The-Shelf components including a Cubesat kit developed by Pumpkin, Inc. The programs have also benefited from partnerships with other universities including Montana State University, University of Vermont, University of Rhode Island and Cornell University. The programs are presently supported by funding from NSF Geoscience, the New York State Space Grant Consortium and a National Space Grant Minority Serving Institution Partnership award.

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.

Diversification of school psychology: Developing an evidence base from current research and practice.

PubMed

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

2016-09-01

Why is there a need to increase the racial/ethnic diversity of faculty in school psychology? Chiefly, school psychologists serve the most racially/ethnically diverse population: children in US schools. Therefore, developing a knowledge base that is inclusive of this wide range of perspective as well as growing a workforce that is reflective of this diversity is essential to effective service delivery. To achieve this goal, school psychology trainers must develop evidence-based, purposeful efforts to recruit and retain racial/ethnic minority students in doctoral programs. For these reasons, we called for a special issue on diversifying the field of school psychology. The purpose of this special issue is to advance the evidence-base in school psychology on how to increase diverse scholars and leaders in the profession. Moreover, the goal is to also evaluate the status of the profession in effectively recruiting and retaining racial/ethnic minority graduate students, mentoring racial/ethnic minority students to pursue careers in academia, and promoting faculty development and retention of racially and ethnically diverse faculty. Thus, the articles in this special issue will address critical areas where trainers can improve recruitment and retention strategies that will increase the racial/ethnic diversity of school psychology faculty, leaders, and practitioners. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Problem-based learning versus traditional science instruction: Achievement and interest in science of middle grades minority females

NASA Astrophysics Data System (ADS)

Mungin, Rochelle E.

This quantitative study examined science interest and achievement of middle school minority females in both traditional science classes and Problem-based Learning (PBL) science classes. The purpose of this study was to determine if there is a significant difference between traditional teaching and the PBL teaching method. The researcher also looked for a significant relationship between interest in science and achievement in science. This study used survey data from parents of female middle school science students to measure student interest in science concepts. The population of interest for this study was 13--15 year old eighth grade females from various racial make-ups such as, African American, Hispanic, Bi-racial, Asian, and Other Pacific Islander. Student achievement data was retrieved from the 8th grade science fall common assessed benchmark exam of both test groups. The results of the survey along with the benchmark data was to shed light on the way adolescent females learn and come to embrace science. The findings may provide guidance for science educators seeking to reach their minority female students and guide their achievement levels higher than before. From the results of the t-test and Pearson correlation test of this study, it can be concluded that while this study did not show a significant difference in academic achievement or interest between the two teaching styles, it revealed that interest in science has a positive role to play in the academic success of minority girls in science. The practical implications for examining these issues are to further the research on solutions for closing the minority and gender achievement gaps. The results of this study have implications for researchers as well as practitioners in the field of education.

Impact of Collaborative Project-Based Learning on Self-Efficacy of Urban Minority Students in Engineering

ERIC Educational Resources Information Center

Chen, Pearl; Hernandez, Anthony; Dong, Jane

2015-01-01

This paper presents an interdisciplinary research project that studies the impact of collaborative project-based learning (CPBL) on the development of self-efficacy of students from various ethnic groups in an undergraduate senior-level computer networking class. Grounded in social constructivist and situated theories of learning, the study…

From leaky pipeline to irrigation system: minority education through the lens of community-based participatory research.

PubMed

James, Rosalina; Starks, Helene; Segrest, Valerie Ann; Burke, Wylie

2012-01-01

Higher education has long made efforts to increase underrepresented minority participation in biomedical research and health fields. However, relatively few minority trainees complete advanced degrees or proceed to independent research careers, a loss referred to as the "leaky pipeline." Minority trainees may take alternate pathways to climbing the academic ladder, exiting to pursue multiple disciplinary or community-serving roles. The authors propose a model for understanding minority departures from the education pipeline as a basis for supporting careers that align with community goals for health. Concepts of the traditional pipeline training model are compared with a model that aligns with community-based participatory research (CBPR) principles and practices. The article describes an irrigation model that incorporates informal learning from academic and community knowledge bases to prepare trainees for CBPR and interdisciplinary research. Students serve as agents that foster individual, institutional, and social change needed to address health problems while attending to root causes of disparities. Viewing minority students as agents for community engagement allows institutions to reassess the role training can play in diversifying participation in higher education and research. An irrigation model supports development of an infrastructure that optimizes success at all post-secondary levels, and enhances CBPR capacity wherever trainees live, work, and learn. Linking formal education to informal learning in context of CBPR experiences can also reduce community mistrust of research while nurturing productive research partnerships with communities to address health disparities.

From Leaky Pipeline to Irrigation System: Minority Education through the Lens of Community-Based Participatory Research

PubMed Central

James, Rosalina; Starks, Helene; Segrest, Valerie; Burke, Wylie

2014-01-01

Background Higher education has long made efforts to increase underrepresented minority participation in biomedical research and health fields. However, relatively few minority trainees complete advanced degrees or proceed to independent research careers, a loss referred to as the “leaky pipeline.” Minority trainees may take alternate pathways to climbing the academic ladder, exiting to pursue multiple disciplinary or community-serving roles. Objective The authors propose a model for understanding minority departures from the education pipeline as a basis for nurturing careers that support community goals for health. Methods Concepts of the traditional pipeline training model are compared with a model that aligns with CBPR principles and practices. The article describes an irrigation model that incorporates informal learning from academic and community knowledge bases to prepare trainees for CBPR and interdisciplinary research. Students serve as agents that foster individual, institutional and social change needed to address health problems while attending to root causes of disparities. Conclusions Viewing minority students as agents for community engagement allows institutions to reassess the role training can play in diversifying participation in higher education and research. An irrigation model supports development of an infrastructure that optimizes success at all post-secondary levels, and enhances CBPR capacity wherever trainees live, work, and learn. Linking formal education to informal learning in context of community-based participatory research experiences can also reduce community mistrust of research while nurturing productive research partnerships with communities to address health disparities. PMID:23221293

Stereotype Threat and College Academic Performance: A Latent Variables Approach*

PubMed Central

Owens, Jayanti; Massey, Douglas S.

2013-01-01

Stereotype threat theory has gained experimental and survey-based support in helping explain the academic underperformance of minority students at selective colleges and universities. Stereotype threat theory states that minority students underperform because of pressures created by negative stereotypes about their racial group. Past survey-based studies, however, are characterized by methodological inefficiencies and potential biases: key theoretical constructs have only been measured using summed indicators and predicted relationships modeled using ordinary least squares. Using the National Longitudinal Survey of Freshman, this study overcomes previous methodological shortcomings by developing a latent construct model of stereotype threat. Theoretical constructs and equations are estimated simultaneously from multiple indicators, yielding a more reliable, valid, and parsimonious test of key propositions. Findings additionally support the view that social stigma can indeed have strong negative effects on the academic performance of pejoratively stereotyped racial-minority group members, not only in laboratory settings, but also in the real world. PMID:23950616

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

PubMed Central

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

2010-01-01

Students from several ethnic minority groups are underrepresented in the sciences, such that minority students more frequently drop out of the scientific career path than non-minority students. Viewed from a perspective of social influence, this pattern suggests that minority students do not integrate into the scientific community at the same rate as non-minority students. Kelman (1958, 2006) describes a tripartite integration model of social influence (TIMSI) by which a person orients to a social system. To test if this model predicts integration into the scientific community, we conducted analyses of data from a national panel of minority science students. A structural equation model framework showed that self-efficacy (operationalized consistent with Kelman’s ‘rule-orientation’) predicted student intentions to pursue a scientific career. However, when identification as a scientist and internalization of values are added to the model, self-efficacy becomes a poorer predictor of intention. Additional mediation analyses support the conclusion that while having scientific self-efficacy is important, identifying with and endorsing the values of the social system reflect a deeper integration and more durable motivation to persist as a scientist. PMID:21552374

Defying Expectations: Vocabulary Growth Trajectories of High Performing Language Minority Students

ERIC Educational Resources Information Center

Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Snow, Catherine E.

2017-01-01

We investigated general vocabulary and academic vocabulary growth trajectories of adolescent language minority students using an individual growth modeling approach. Our analytical sample included 3161 sixth- to eighth-grade students from an urban school district in California. The language minority students in our sample were classified as…

Student-on-Student Sexual Orientation Harassment: Legal Protections for Sexual Minority Youth

ERIC Educational Resources Information Center

Stader, David L.; Graca, Thomas J.

2007-01-01

Like all teens, sexual minority youths (lesbian, gay, bisexual, and transgender) face many challenges, including student-on-student sexual orientation harassment. The authors examine recent research into the relative frequency, the potential impact, and school district responsibility to protect sexual minority youths from ongoing…

Community-Based Inquiry in Allied Health Biochemistry Promotes Equity by Improving Critical Thinking for Women and Showing Promise for Increasing Content Gains for Ethnic Minority Students

ERIC Educational Resources Information Center

Goeden, Terrah J.; Kurtz, Martha J.; Quitadamo, Ian J.; Thomas, Carin

2015-01-01

In the Community-Based Inquiry (CBI) instructional method, cooperative student groups complete case study activities based on scientific literature and conduct their own laboratory investigations that address authentic community needs. This study compared critical thinking and content knowledge outcomes between traditional Introduction to…

A Comparison of the Mental Health and Well-Being of Sexual Minority and Heterosexual First-Year Medical Students: A Report From the Medical Student CHANGE Study.

PubMed

Przedworski, Julia M; Dovidio, John F; Hardeman, Rachel R; Phelan, Sean M; Burke, Sara E; Ruben, Mollie A; Perry, Sylvia P; Burgess, Diana J; Nelson, David B; Yeazel, Mark W; Knudsen, John M; van Ryn, Michelle

2015-05-01

Research is lacking on psychological distress and disorder among sexual minority medical students (students who identify as nonheterosexual). If left unaddressed, distress may result in academic and professional difficulties and undermine workforce diversity goals. The authors compared depression, anxiety, and self-rated health among sexual minority and heterosexual medical students. This study included 4,673 first-year students who self-reported sexual orientation in the fall 2010 baseline survey of the Medical Student Cognitive Habits and Growth Evaluation Study, a national longitudinal cohort study. The authors used items from published scales to measure depression, anxiety, self-rated health, and social stressors. They conducted bivariate and multivariate analyses to estimate the association between sexual identity and depression, anxiety, and self-rated health. Of 4,673 students, 232 (5.0%) identified as a sexual minority. Compared with heterosexual students, after adjusting for relevant covariates, sexual minority students had greater risk of depressive symptoms (adjusted relative risk [ARR] = 1.59 [95% confidence interval, 1.24-2.04]), anxiety symptoms (ARR = 1.64 [1.08-2.49]), and low self-rated health (ARR = 1.77 [1.15-2.60]). Sexual minority students were more likely to report social stressors, including harassment (22.7% versus 12.7%, P < .001) and isolation (53.7% versus 42.8%, P = .001). Exposure to social stressors attenuated but did not eliminate the observed associations between minority sexual identity and mental and self-reported health measures. First-year sexual minority students experience significantly greater risk of depression, anxiety, and low self-rated health than heterosexual students. Targeted interventions are needed to improve mental health and well-being.

A Comparison of the Mental Health and Well-Being of Sexual Minority and Heterosexual First-Year Medical Students: A Report From Medical Student CHANGES

PubMed Central

Przedworski, Julia M.; Dovidio, John F.; Hardeman, Rachel R.; Phelan, Sean M.; Burke, Sara E.; Ruben, Mollie A.; Perry, Sylvia P.; Burgess, Diana J.; Nelson, David B.; Yeazel, Mark W.; Knudsen, John M.; van Ryn, Michelle

2014-01-01

Purpose Research is lacking on psychological distress and disorder among sexual minority medical students (students who identify as non-heterosexual). If left unaddressed, distress may result in academic and professional difficulties and undermine workforce diversity goals. The authors compared depression, anxiety, and self-rated health among sexual minority and heterosexual medical students. Method This study included 4,673 first-year students with self-reported sexual orientation data in the fall 2010 baseline survey of the Medical Student Cognitive Habits and Growth Evaluation Study, a national longitudinal cohort study. The authors used items from published scales to measure depression, anxiety, self-rated health, and social stressors. They conducted bivariate and multivariate analyses to estimate the association between sexual identity and depression, anxiety, and self-rated health. Results Of the 4,673 students, 232 (5.0%) identified as a sexual minority. Compared with heterosexual students, after adjusting for relevant covariates, sexual minority students had greater risk of depressive symptoms (adjusted relative risk [ARR] =1.59 [95% CI, 1.24–2.04]) anxiety symptoms (ARR = 1.64 [1.08–2.49]), and low self-rated health (ARR = 1.77 [1.15–2.60]). Sexual minority students were more likely to report social stressors, including harassment (22.7% vs 12.7%, P < .001) and isolation (53.7% vs 42.8%, P = .001). Exposure to social stressors attenuated but did not eliminate the observed association between minority sexual identity and mental and self-reported health measures. Conclusions First-year sexual minority students experience significantly greater risk of depression, anxiety, and low self-rated health than heterosexual students. Targeted interventions are needed to improve mental health and well-being. PMID:25674912

We Can Recruit Minorities Into The Geosciences

NASA Astrophysics Data System (ADS)

O'Connell, S.

2011-12-01

Despite the dismal numbers, efforts to recruit minorities into the geosciences are improving, thanks in part to NSF's "Opportunities for Enhancing Diversity in the Geosciences" (OEDG) initiative. At Wesleyan University, a small liberal arts college in Connecticut, we have significantly increased our recruitment of minority students. Twenty percent (four students) of the class of 2013 are African American. Most of the recruitment is done on an individual basis and working in conjunction with the "Dean for Diversity and Student Engagement" and courting minority students in introductory classes. The Dean for Diversity and Student Engagement is aware of our interest in increasing diversity and that we are able to hire minority students during the academic year and through the summer with OEDG funds. When she identifies minority students who might be interested in the geosciences, she refers them to faculty in the Earth and Environmental Sciences Department. Our faculty can provide employment, mentoring and a variety of geo-related experiences. Courting students in introductory courses can include inviting them to lunch or other activity, and attending sports, theater or dance events in which they are participating. Not all efforts result in new majors. Courses in ancillary sciences may be stumbling blocks and higher grades in less demanding courses have lured some students into other majors. Nevertheless, we now have a large enough cohort of minority students so that minority students from other majors visit their friends in our labs. A critical mass? Even a student, who chooses another major, may continue an interest in geoscience and through outreach efforts and discussions with younger family members, may provide a bridge that becomes a conduit for future students.

FACULTY DIVERSITY AND TENURE IN HIGHER EDUCATION.

PubMed

Abdul-Raheem, Jalelah

2016-01-01

There is a need for minority faculty in higher education due to the increase in minority high school graduates and higher education enrollees. Faculty members who are tenured have the ability to advocate for cultural equality in their institutions and serve as mentors for students. Minority faculty whose tenured process is hindered by inequality may also be unable to become a proper mentor for minority students. The purpose of this paper is to identify why faculty diversity will lead to increased student success and comfort, minority mentors, minority research, and equity advocacy, and representation from all minority groups.

Self-Esteem Comparisons among Intellectually Gifted Minority/Non-Minority Junior High Students.

ERIC Educational Resources Information Center

Legin-Bucell, Cynthia; And Others

Differences in self-esteem between 48 minority and 62 non-minority intellectually gifted and 75 intellectually average junior-high students were assessed using the Coopersmith Self-Esteem Inventory. Results indicated a higher level of self-esteem for the gifted students than for the control group. Significant differences were also found to exist…

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

ERIC Educational Resources Information Center

Gu, Mingyue

2018-01-01

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

Good Intentions: AN Experiment in Middle School Single-Sex Science and Mathematics Classrooms with High Minority Enrollment

NASA Astrophysics Data System (ADS)

Baker, Dale

This study examined the effects of single-sex middle school science and mathematics classrooms with high minority enrollment on achievement, affect, peer, and teacher-student interactions. All students earned higher grades in mathematics than in science. Girls earned higher grades than boys. The higher grades of girls were not clearly attributable to the singlesex environment, and aspects of the single-sex environment interfered with boys' achievement. The single-sex environment contributed to girls', but not boys', feelings of empowerment, peer support, and positive self-concept. The curriculum and pedagogy were better suited to girls than to boys, leading to discipline problems and hostile interactions. However, boys were more engaged in technology-based activities than girls. Overall, all-boy classes were less supportive learning environments than all-girl classes. Although the results replicate findings elsewhere, this is the only study to look at minority students in middle school.

Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis

NASA Astrophysics Data System (ADS)

Marshall, Jeff C.; Alston, Daniel M.

2014-11-01

Student's performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students. This study analyzes a professional development (PD) project, entitled Inquiry in Motion, designed to (a) facilitate teacher transformation toward greater quantity and quality of inquiry-based instruction, (b) improve student achievement in science practices and science concepts, and (c) begin to narrow the achievement gap among various groups. This 5-year PD study included 11 schools, 74 middle school teachers, and 9,981 students from diverse, high minority populations. Findings from the quasi-experimental study show statistically significant gains for all student groups (aggregate, males, females, Caucasians, African-Americans, and Hispanics) on all three science Measure of Academic Progress tests (composite, science practices, and science concepts) when compared to students of non-participating teachers. In addition to an increase in overall performance for all groups, a narrowing of the achievement gap of minority students relative to Caucasian students was seen. When combined with other studies, this study affirms that, when facilitated effectively, inquiry-based instruction may benefit all students, for all demographic groups measured.

Teachers' Multicultural Awareness and the Ethnic Identity of Minority Students: An Individual Case Study of a Hani Student

ERIC Educational Resources Information Center

Qunhui, Ou; Na, Du

2012-01-01

This study considers the role of teachers' multicultural awareness in promoting minority students' ethnic identity by considering the situation in one particular middle school. A case study of a Hani student is presented to show how teachers' multicultural awareness affects ethnic identity and the academic achievement of minority students. This…

Student-Faculty Interaction: A Key to Academic Integration and Success for Ethnic Minority Students at a Major University in Southwest China

ERIC Educational Resources Information Center

Mei, Wu; Parkay, Forrest W.; Pitre, Paul E.

2016-01-01

This study examines the academic performance and "engagement" of ethnic minority students at a leading university in southwest China. Results indicate that ethnic minority students have significantly lower grades, lower class ranking, and have failed more courses than majority Han students. Results also show that the level of…

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

PubMed

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

2017-09-01

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

Helping Minority Children in School Psychology: Failures, Challenges, and Opportunities

ERIC Educational Resources Information Center

Frisby, Craig L.

2015-01-01

Observations that led to the development of the book, "Meeting the Psychoeducational Needs of Minority Students: Evidence-Based Guidelines for School Psychologists and Other School Personnel" (Frisby, 2013), will be discussed. This will be followed by a summary of the wide variety of the difficult and complex issues embedded within…

Mental Health Service Utilization Among Lesbian, Gay, Bisexual, and Questioning or Queer College Students.

PubMed

Dunbar, Michael S; Sontag-Padilla, Lisa; Ramchand, Rajeev; Seelam, Rachana; Stein, Bradley D

2017-09-01

College students are at high risk for mental health problems, yet many do not receive treatment even when services are available. Treatment needs may be even higher among sexual minority students, but little is known about how these students differ from heterosexual peers in terms of mental health needs and service utilization. A total of 33,220 California college students completed an online survey on mental health needs (e.g., current serious psychological distress and mental health-related academic impairment) and service utilization. Using logistic regressions, we examined differences in student characteristics, mental health service use, and perceived barriers to using on-campus services by sexual minority status. Approximately 7% of students self-identified as sexual minorities. Compared with heterosexual students, sexual minority students endorsed higher rates of psychological distress (18% vs. 26%, p < .001) and mental health-related academic impairment (11% vs. 17%, p < .001) but were 1.87 (95% confidence interval: 1.50-2.34) times more likely to use any mental health services. Sexual minority students were also more likely to report using off-campus services and to endorse barriers to on-campus service use (e.g., embarrassed to use services and uncertainty over eligibility for services). Sexual minority individuals represent a sizeable minority of college students; these students use mental health services at higher rates than heterosexual peers but have high rates of unmet treatment need. Efforts to address commonly reported barriers to on-campus service use, foster sexual minority-affirmative campus environments, and promote awareness of campus services may help reduce unmet treatment need in this population. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Classifying Language-Minority Students: A Closer Look at Individual Student Data

ERIC Educational Resources Information Center

Okhremtchouk, Irina S.

2014-01-01

This article presents an exploratory case study of site-level classification practices for language-minority students. The study examines individual classification data of 439 language-minority student cases from one California urban school district and two of its schools. The review process involved a thorough examination of data integrity,…

Content and Language Integrated Learning and the Inclusion of Immigrant Minority Language Students: A Research Review

ERIC Educational Resources Information Center

Somers, Thomas

2017-01-01

This article addresses the inclusion of immigrant minority language students in Content and Language Integrated Learning (CLIL) bilingual education programmes. It reviews results of research on (1) the reasons, beliefs and attitudes underlying immigrant minority language parents' and students' choice for CLIL programmes; (2) these students'…

School Opportunity Hoarding? Racial Segregation and Access to High Growth Schools

PubMed Central

Fiel, Jeremy E.

2017-01-01

Abstract Persistent school segregation may allow advantaged groups to hoard educational opportunities and consign minority students to lower-quality educational experiences. Although minority students are concentrated in low-achieving schools, relatively little previous research directly links segregation to measures of school quality based on student achievement growth, which more plausibly reflect learning opportunities. Using a dataset of public elementary schools in California, this study provides the first analysis detailing the distribution of a growth-based measure of school quality using standard inequality indices, allowing disparities to be decomposed across geographic and organizational scales. We find mixed support for the school opportunity hoarding hypothesis. We find small White and Asian advantages in access to high-growth schools, but most of the inequality in exposure to school growth is within racial groups. Growth-based disparities both between and within groups tend to be on a more local scale than disparities in absolute achievement levels, focusing attention on within-district policies to mitigate school-based inequalities in opportunities to learn. PMID:28607527

Assessing Medical Students' Awareness of and Sensitivity to Diverse Health Beliefs Using a Standardized Patient Station.

ERIC Educational Resources Information Center

Robins, Lynne S.; White, Casey B.; Alexander, Gwen L.; Gruppen, Larry D.; Grum, Cyril M.

2001-01-01

Assessed students' competence in addressing the health beliefs and cultural concerns of a standardized patient, an African American woman with diabetes, during a clinical interview. Found that minority students displayed greater competence in addressing the patient's concerns about altering culturally-based dietary behaviors; white students…

Cultural Discontinuity: Toward a Quantitative Investigation of a Major Hypothesis in Education

ERIC Educational Resources Information Center

Tyler, Kenneth M.; Uqdah, Aesha L.; Dillihunt, Monica L.; Beatty-Hazelbaker, ReShanta; Conner, Timothy; Gadson, Nadia; Henchy, Alexandra; Hughes, Travonia; Mulder, Shambra; Owens, Elizabeth; Roan-Belle, Clarissa; Smith, LaToya; Stevens, Ruby

2008-01-01

Education researchers have suggested that the academic challenges faced by many ethnic minority students are linked to perceived cultural discontinuity between students' home- and school-based experiences. However, there has been very little empirical inquiry into the existence and effects of cultural discontinuity for these students. The purpose…

Differences between African-American and Caucasian Students on Enrollment Influences and Barriers in Kinesiology-Based Allied Health Education Programs

ERIC Educational Resources Information Center

Barfield, J. P.; Cobler, D. C.; Lam, Eddie T. C.; Zhang, James; Chitiyo, George

2012-01-01

Kinesiology departments have recently started to offer allied health education programs to attract additional students to teacher education units (9). Although allied health professions offer increased work opportunities, insufficient enrollment and training of minority students in these academic fields contribute to underrepresentation in the…

Drivers of Disparity: Differences in Socially-Based Risk Factors of Self-injurious and Suicidal Behaviors Among Sexual Minority College Students

PubMed Central

Blosnich, John; Bossarte, Robert

2012-01-01

Lesbian, gay, and bisexual (i.e., sexual minority) populations have increased prevalence of both self-injurious and suicidal behaviors, but reasons for these disparities are poorly understood. Objective To test the association between socially-based stressors (e.g., victimization, discrimination) and self-injurious behavior, suicide ideation, and suicide attempt. Participants A national sample of college-attending 18- to 24-year-olds. Methods Random or census samples from post-secondary educational institutions that administered the National College Health Assessment during the Fall 2008 and Spring 2009 semesters. Results Sexual minorities reported more socially-based stressors than heterosexuals. Bisexuals exhibited greatest prevalence of self-injurious and suicidal behaviors. In adjusted models, intimate partner violence was most consistently associated with self-injurious behaviros. Conclusions Sexual minorities' elevated risks of self-injurious and suicidal behaviors may stem from higher exposure to socially-based stressors. Within-group differences among sexual minorities offer insight to specific risk factors that may contribute to elevated self-injurious and suicidal behaviors in sexual minority populations. PMID:22316411

Latina girls' identities-in-practice in 6th grade science

NASA Astrophysics Data System (ADS)

Tan, Edna

Inequalities and achievement gaps in science education among students from different racial and socioeconomic backgrounds as well as between genders in the United States are due to not just access to resources, but also to the incongruence between identities of school science with identities salient to minority students. Minority girls are especially portrayed to be estranged from prototypical school science Discourse, often characterized as white, middle class, and masculine. This dissertation, based on a two-year ethnographic study in an urban middle school in New York City, describes the authoring of novel identities-in-practice of minority girls in a 6th grade science classroom. The findings indicate that minority girls draw from out-of-school identities salient to them to author novel identities-in-practice in the various figured worlds of the 6th grade science classroom. Through taking such authorial stances, minority girls exhibit agency in negotiating for wider boundaries in their school science participation and broker for hybrid spaces of school science where the school science Discourse was destabilized and challenged to be more inclusive of everyday funds of knowledge and Discourses important to the students. The findings also highlight the dialectic relationship between an individual students' learning and participation and the school science community-of-practice and the implications such a relationship has on the learning of both individual students and the collective community-of-practice. From year one findings, curricular adaptations were enacted, with teacher and student input, on lessons centering on food and nutrition. The adapted curriculum specifically solicited for nontraditional funds of knowledge and Discourse from students and were grounded strongly in relevance to students' out of school lives. The hybrid spaces collectively brokered for by the community-of-practice were transformed in three ways: physically, politically, and, pedagogically. Overall, the results from the study indicate that minority girls are not only successful in border crossing but in brokering for new worlds of science, and highlights the importance of incorporating nontraditional funds and Discourses and the important roles played by the community-of-practice as a whole to reshape the landscape of school science in genuine pursuit of the education goal "science for all".

Minority Student Academic Performance under the Uniform Admission Law: Evidence from the University of Texas at Austin

ERIC Educational Resources Information Center

Niu, Sunny X.; Tienda, Marta

2010-01-01

The University of Texas at Austin administrative data between 1990 and 2003 are used to evaluate claims that students granted automatic admission based on top 10% class rank underperform academically relative to lower ranked students who graduate from highly competitive high schools. Compared with White students ranked at or below the third…

Voluntary Remediation in Florida: Will It Blaze a New Trail or Stop Student Pathways?

ERIC Educational Resources Information Center

Pain, Karen D.

2016-01-01

The primary purpose of the study was to explore the potential impact of voluntary remediation on success in gateway credit courses (ENC1101 and MAT1033) and on minority and low-income students in Florida. Mean grades and proportions of successful students were compared based on remediation policies and students' voluntary completion of a…

Cultural Perspectives on Teacher Education

NASA Astrophysics Data System (ADS)

Muhoro, Peter; Cochran, Geraldine; Gonzalez, Victor; Rockward, Willie; Sunda-Meya, Anderson; Incera, Vivian

2012-02-01

Populations that are underrepresented in physics generally are even more severely underrepresented among US physics teachers. Based on national data from the American Institute of Physics (AIP), 95% of physics teachers are White/non-Hispanic, about 1.5% are Hispanic, and approximately another 1.5% African-American. While 25% of our nation's African-American and Hispanic students now take physics in high school, they are very unlikely to have a role model, of similar race and ethnicity, teaching their physics classes. PhysTEC is making an effort to find and disseminate successful models for attracting more underrepresented minority students to high school physics teaching. This panel discussion, focusing on cultural perspectives on teacher education, will feature faculty from Minority Serving Institutions, which educate almost 60% of underrepresented minorities who get college degrees in the US, and individuals who have taught high school physics in areas with a dense minority population.

A Values-Affirmation Intervention Does Not Benefit Negatively Stereotyped Immigrant Students in the Netherlands

PubMed Central

de Jong, Elisabeth M.; Jellesma, Francine C.; Koomen, Helma M. Y.; de Jong, Peter F.

2016-01-01

Previous research showed that a values-affirmation intervention can help reduce the achievement gap between African American and European American students in the US. In the present study, it was examined if these results would generalize to ethnic minority students in a country outside the US, namely the Netherlands, where there is also an achievement gap between native and ethnic minority students. This type of intervention was tested in two separate studies, the first among first-year pre-vocational students (n = 361, 84% ethnic minority), and the second among sixth grade students (n = 290, 96% ethnic minority). Most minority participants had a Turkish-Dutch or Moroccan-Dutch immigrant background. In the second study, a third condition was added to the original paradigm, in which students elaborated on either their affirmation- or a control exercise with the help of a teaching assistant. We also examined whether values affirmation affected the level of problem behavior of negatively stereotyped ethnic minority youth. Contrary to what was expected, multilevel analyses revealed that the intervention had no effect on the school achievement or the problem behavior of the ethnic minority students. Possible explanations for these findings, mainly related to contextual and cultural differences between the Netherlands and the US, are discussed. PMID:27242604

Special Education Placement Factors for Latino Students

ERIC Educational Resources Information Center

Kraemer, Robert J.

2010-01-01

The disproportionate representation of minority students in special education programs has been a problem for over forty years. Factors contributing to minority overrepresentation include the lack of primary prevention, inappropriate language and educational assessment, over-referral of minority students for suspected learning difficulties,…

Baccalaureate Minority Nursing Students Perceived Barriers and Facilitators to Clinical Education Practices: An Integrative Review.

PubMed

Graham, Crystal L; Phillips, Shannon M; Newman, Susan D; Atz, Teresa W

2016-01-01

This integrative review synthesized baccalaureate minority nursing students' perceptions of their clinical experiences. The diversity of the nursing workforce does not mirror the United States population. Attrition rates of minority nursing students remain higher than rates for White students. Literature examining facilitators and barriers to minority student success predominantly focuses on academic factors, excluding those relevant to clinical education. An integrative review using literature from nursing and education. Three common perceived barriers were identified: discrimination from faculty, peers, nursing staff, and patients; bias in faculty grading practices; and isolation. Although little is known about the relationship between clinical failures and overall attrition, this review provides evidence that minority students encounter significant barriers in clinical education. To increase the diversity of the nursing workforce, faculty must address these issues and make modifications to ensure an equal opportunity at a quality education for all students.

An Examination of the Impact of Minority Status Stress and Impostor Feelings on the Mental Health of Diverse Ethnic Minority College Students

ERIC Educational Resources Information Center

Cokley, Kevin; McClain, Shannon; Enciso, Alicia; Martinez, Mercedes

2013-01-01

This study examined differences in minority status stress, impostor feelings, and mental health in a sample of 240 ethnic minority college students. African Americans reported higher minority status stress than Asian Americans and Latino/a Americans, whereas Asian Americans reported higher impostor feelings. Minority status stress and impostor…

Differences in Mental Health for Sexual Minority Students at Faith-Based Colleges/Universities and in the General College/University Population

ERIC Educational Resources Information Center

Cunningham, Jamal R.

2017-01-01

The present study is an examination of mental health between lesbian, gay, bisexual, queer, and questioning students at faith based colleges/universities (FBCU) and the general college/university population (GCUP), which includes mostly non-faith based colleges/universities (NFBCU) as well as some FBCU. Current literature on this topic is sparse.…

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.

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.

From Survival to Success: Promoting Minority Student Retention. Monograph Series Volume 9.

ERIC Educational Resources Information Center

Terrell, Melvin C., Ed.; Wright Doris J., Ed.

This monograph presents issues regarding minority student retention in higher education stressing the commitment of successful programs to campuswide cultural diversity as well as the importance of helping these students compete and succeed in the high tech world of the 21st century. In Chapter One, "Minority Student Retention: A Moral and…

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.

Resume Writing and the Minority Student.

ERIC Educational Resources Information Center

Davis, Barbara D.; Muir, Clive

2003-01-01

Discusses personal observations of how minority students grapple with the resume writing challenge. Examines the parts of the resume that could prove problematic to minority students. Describes perceptions of two human resource managers when given a prototype resume that removed ethnic identifiers. Discusses how business communication educators…

Increasing the graduation rates of minority medical students.

PubMed

Payne, J L; Nowacki, C M; Girotti, J A; Townsel, J; Plagge, J C; Beckham, T W

1986-05-01

The University of Illinois College of Medicine has operated a program since 1969 to recruit minority students into the college and to increase the graduation rates of these students once they enroll. Known as the Medical Opportunities Program (MOP) until 1978, the program was expanded in 1978 and renamed the Urban Health Program (UHP). The authors of the present paper discuss the results of these programs, particularly the effect of granting minority students delays in completing graduation requirements. The MOP (1969 through 1978) increased graduation rates for minority students from 55 percent for those who graduated on time to 81 percent for both on-time and delayed graduates. Under the first seven years of the UHP (1979 through 1985), more minority students have been offered places, and more have enrolled than in the 10 years of the MOP. The retention rate under the UHP, if it holds, will be higher than that under the MOP. For the combined MOP-UHP period, the retention rate for minority students was 88 percent; 69.8 percent of the graduates were on time, and 30.2 were delayed.

The Impact of African Dance on Psychosocial and Educational Outcomes

ERIC Educational Resources Information Center

Talpade, Medha

2018-01-01

This project intended to create conditions that are conducive to helping minority students achieve success in learning, in school, and in life. The project is a response to the rising rate of health and career disparities among minority U.S. adolescents. Based on the theoretical framework of the cultural historical activity theory, this attempt…

The MESA Way: A Success Story of Nurturing Minorities for Math/Science-Based Careers.

ERIC Educational Resources Information Center

Somerton, Wilbur H.; And Others

Significant steps have been taken by the Mathematics, Engineering, Science Achievement (MESA) project since its formation in 1970. The founders of MESA began a campaign, first in high schools, and later in middle and elementary schools, to convince educators, parents, and students of the importance of raising standards for the minority children…

Exploring Anti-Semitism in the Classroom: A Case Study among Norwegian Adolescents from Minority Backgrounds

ERIC Educational Resources Information Center

Thomas, Paul

2016-01-01

This study explores high school students' views of Jews in one minority-dominated school in Oslo, Norway. Employing a qualitative approach, semistructured interview guides and classroom-based discussions teased out attitudes toward Jews drawing on questions from a nationwide research conducted by The Center for Studies of the Holocaust and…

A Model for Retention Research on Asian/Pacific American Students: A Case Study of the University of Minnesota.

ERIC Educational Resources Information Center

Tsuchida, Nobuya

This paper is based on a study conducted among Asian American students, most of them Vietnamese refugees, at the University of Minnesota between 1980 and 1982. The study focused on the academic performance of students affiliated with the Office of Minority and Special Student Affairs (OMSSA) program, and examined some of the factors that may have…

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…

Supporting Latinx Student Success via Family-School Partnerships: Preliminary Effects of Conjoint Behavioral Consultation on Student and Parent Outcomes

ERIC Educational Resources Information Center

Clarke, Brandy L.; Wheeler, Lorey A.; Sheridan, Susan M.; Witte, Amanda L.; Sommerhalder, Mackenzie S.; Svoboda, Elizabeth A.

2017-01-01

Latinx students are the largest ethnic minority school-age population, yet they have some of the lowest reading proficiency levels and highest rates of school dropout and experience significant unmet behavioral health needs. School-based interventions addressing behavioral challenges and parent engagement are recommended to support Latinx…

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…

Introducing High School Students to Chemical Engineering Kinetics with a Simple Experiment-Based Smartphone Education Application

ERIC Educational Resources Information Center

Stanley, Simone; Ymele-Leki, Patrick

2017-01-01

A community outreach project was integrated in a District of Columbia public schools summer internship program for students from underrepresented minorities in STEM. The project introduced these students to fundamental engineering principles by leveraging a smartphone application (App) so readily accessible and attractive to them that it boosted…

The Role of Feedback in the Under-Attainment of Ethnic Minority Students: Evidence from Distance Education

ERIC Educational Resources Information Center

Richardson, John T. E.; Alden Rivers, Bethany; Whitelock, Denise

2015-01-01

In UK higher education, the attainment of ethnic minority students is lower than that of white students, and this remains the case when differences in entry qualifications have been taken into account. The present study investigated whether the under-attainment of ethnic minority students might be due to the nature of the feedback that they…

Minority Student Enrollments in Higher Education: A Guide to Institutions with Highest Percent of Asian, Black, Hispanic, and Native American Students.

ERIC Educational Resources Information Center

Garrett Park Press, MD.

This resource guide provides data on minorities enrolled in 500 colleges and universities. Descriptions of each institution are followed by total student enrollment and the percentage of students from four minority groups: Asian, Black, Hispanic, and Native American. The types of academic programs offered by the institution are illustrated by…

What Are the Motivational Factors of First-Generation Minority College Students Who Overcome Their Family Histories to Pursue Higher Education?

ERIC Educational Resources Information Center

Blackwell, Edith; Pinder, Patrice Juliet

2014-01-01

The pathway to college is not equal for all students. Students from low socioeconomic backgrounds and minorities often face difficult challenges in trying to obtain a college education. Thus, this study utilized a qualitative grounded theory approach to explore and to understand how first-generation minority college students are motivated to…

Predicting Transition and Adjustment to College: Biomedical and Behavioral Science Aspirants' and Minority Students' First Year of College

ERIC Educational Resources Information Center

Hurtado, Sylvia; Han, June C.; Saenz, Victor B.; Espinosa, Lorelle L.; Cabrera, Nolan L.; Cerna, Oscar S.

2007-01-01

The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful management of the academic environment and sense of belonging during the…

School Discipline Disparity: Converging Efforts for Better Student Outcomes

ERIC Educational Resources Information Center

Okilwa, Nathern S.; Robert, Catherine

2017-01-01

School policies and practices have historically lent themselves to disproportionate suspension and expulsion rates based on students' race, gender, and disability. The disparity between racial minorities, particularly Black males, and their White peers has generated concern from various stakeholders. Using Kingdon's ("Agendas, alternatives,…

Equity and Leadership: Research-Based Strategies for School Leaders

ERIC Educational Resources Information Center

Ross, John A.; Berger, Marie-Josee

2009-01-01

Principals are required by policy, regulation, legislation and democratic discourse to promote equity of outcomes. This integrated review investigates research on equity issues facing five student groups: special needs students; religious, cultural and racial minorities; groups disadvantaged by socioeconomic status; gender groups; and students…

Building Bridges: Cultivating Partnerships between Libraries and Minority Student Services

ERIC Educational Resources Information Center

Love, Emily

2007-01-01

Research on multiculturalism in libraries focuses primarily on collection development and on the recruitment of minorities to the profession. Although multicultural student outreach is relatively uncommon, it is essential in helping to combat the social, education, technological and financial barriers that leave many minority students at a…

Ethnic Minority Dropout in Economics

ERIC Educational Resources Information Center

Arnold, Ivo J. M.

2013-01-01

This paper investigates the first-year study success of minority students in the bachelor program in economics at Erasmus University Rotterdam. We find that the gap in study success between minority and majority students can be attributed to differences in high school education. Students from similar high school tracks show no significant…

Native Americans and Minority Access to the Health Professions.

ERIC Educational Resources Information Center

Watts, Thomas D.; Lecca, Pedro J.

1991-01-01

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

Providing Computer Conferencing Opportunities for Minority Students and Measuring Results.

ERIC Educational Resources Information Center

Schwalm, Karen T.

This paper reviews the research on the effects of differential computer background on the short- and long-range success of minority students, identifies some strategies Glendale Community College (Arizona) has used to encourage minority students' use of computing, specifically computer conferencing, and explains the measures constructed to track…

Special Problems and Procedures for Identifying Minority Gifted Students.

ERIC Educational Resources Information Center

Bernal, Ernest M.

The author reviews the key problems associated with generally accepted practices for identifying the gifted from the perspective of minority gifted students, particularly the gifted bilingual child; and presents some alternative approaches for testing. Noted among the shortcomings of testing minority students are that standardized tests are not…

The Broccoli Syndrome: Higher Education's Pubdown Of The Minority Student

ERIC Educational Resources Information Center

Tate, Penfield; Delworth, Ursula

1973-01-01

The assumption underlying the broccoli syndrome is that minority group students are not familiar with a whole range of Anglo goodies''. This article points out how, as the minority student is enlightened time and again to such facts'', he perceives inherent racism in his enlightener.'' (JC)

Traditional Admissions Variables as Predictors of Minority Students' Performance in Medical School — A Cause for Concern

PubMed Central

Johnson, Henry C.; Rosevear, G. Craig

1977-01-01

This study explored the relationship between traditional admissions criteria, performance in the first semester of medical school, and performance on the National Board of Medical Examiners' (NBME) Examination, Part 1 for minority medical students, non-minority medical students, and the two groups combined. Correlational analysis and step-wise multiple regression procedures were used as the analysis techniques. A different pattern of admissions variables related to National Board Part 1 performance for the two groups. The General Information section of the Medical College Admission Test (MCAT) contributed the most variance for the minority student group. MCAT-Science contributed the most variance for the non-minority student group. MCATs accounted for a substantial portion of the variance on the National Board examination. PMID:904005

Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review

NASA Astrophysics Data System (ADS)

Somers, Thomas

2017-08-01

This article addresses the inclusion of immigrant minority language students in Content and Language Integrated Learning (CLIL) bilingual education programmes. It reviews results of research on (1) the reasons, beliefs and attitudes underlying immigrant minority language parents' and students' choice for CLIL programmes; (2) these students' proficiency in the languages of instruction and their academic achievement; and (3) the effects of first language typology on their second and third language proficiency. The author explores conditions and reasons for the effectiveness of CLIL pedagogy, as well as the comparative suitability of CLIL programmes for immigrant minority language students. The review shows that CLIL programmes provide a means to acquire important linguistic, economic and symbolic capital in order to effect upward social mobility. Findings demonstrate that immigrant minority language students enrolled in CLIL programmes are able to develop equal or superior levels of proficiency in both languages of instruction compared to majority language students; with previous development of first language literacy positively impacting academic language development. CLIL programmes are found to offer immigrant minority language students educational opportunities and effective pedagogical support which existing mainstream monolingual and minority bilingual education programmes may not always be able to provide. In light of these findings, the author discusses shortcomings in current educational policy. The article concludes with recommendations for further research.[Figure not available: see fulltext.

Leveraging Mobile Technology in a School-Based Participatory Asthma Intervention: Findings from the Student Media-Based Asthma Research Team (SMART) Study

ERIC Educational Resources Information Center

Warren, Christopher M.; Dyer, Ashley; Blumenstock, Jesse; Gupta, Ruchi S.

2016-01-01

Background: Asthma places a heavy burden on Chicago's schoolchildren, particularly in low-income, minority communities. Recently, our group developed a 10-week afterschool program, the Student Asthma Research Team (START), which successfully engaged high school youth in a Photovoice investigation of factors impacting their asthma at school and in…

Developing Teacher Competencies for Problem-Based Learning Pedagogy and for Supporting Learning in Language-Minority Students

ERIC Educational Resources Information Center

Rillero, Peter; Koerner, Mari; Jimenez-Silva, Margarita; Merrit, Joi; Farr, Wendy J.

2017-01-01

Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to…

The Politics of Achievement Gaps: U.S. Public Opinion on Race-Based and Wealth-Based Differences in Test Scores

ERIC Educational Resources Information Center

Valant, Jon; Newark, Daniel A.

2016-01-01

For decades, researchers have documented large differences in average test scores between minority and White students and between poor and wealthy students. These gaps are a focal point of reformers' and policymakers' efforts to address educational inequities. However, the U.S. public's views on achievement gaps have received little attention from…

A Space Science Summer Program for Minority Students in Middle School

NASA Astrophysics Data System (ADS)

Baker, A. M.; Patterson, L. A., III; Walter, D. K.

2003-05-01

South Carolina State University's (SCSU) Center for NASA Research and Technology started the Space Science Academy in 1998 for underrepresented minority students and teachers in grades 7-9. It has been offered every summer since then and has expanded from five half-days in 1998 to its current format as a full, two-week, residential program for the students with an additional three days of training for the teachers. Nearly 120 students and twenty teachers have participated over the years. The three day workshop for in-service and preservice teachers is based on the national and state science standards and includes hands-on, inquiry-based activities. The students live in the dorms on the campus at SCSU during the two weeks of the Space Science Academy. Sample activities include construction of model rockets and the planet Saturn, an in-depth study of the Sun and accessing astrophysical and NASA websites. We wish to acknowledge generous funding from the NASA MU-SPIN project through NCC 5-116 and NCC 5-534 as well as an IDEAS grant HST-ED-90242.01-A through the Space Telescope Science Institute.

Building a Connected Classroom: Teachers' Narratives about Managing the Cultural Diversity of Ethnic Minority Students in Hong Kong Secondary Schools

ERIC Educational Resources Information Center

Hue, Ming-Tak; Kennedy, Kerry John

2013-01-01

Many Hong Kong schools are concerned about their growing numbers of ethnic minority students. When these students are enrolled in Hong Kong secondary schools, how their cultural diversity is catered for becomes critical. This article examines how teachers narrate the cultural diversity of ethnic minority students, who come from Pakistan, India,…

What Role Does Schema Play in Preparing Minority Postbaccalaureate Students for the Reading Comprehension Section of the Medical College Admissions Test (MCAT)?

ERIC Educational Resources Information Center

Paul, Gina; Verhulst, Steve

2007-01-01

Problem: Minority students often score lower than majority students on the Medical College Admissions Test (MCAT) Verbal Reasoning section. Method: To determine what role schema plays in reading comprehension in 64 adult minority students, the Treatment group viewed a slide presentation regarding a topic that both groups would be tested on in a…

Do Single-Sex Schools Improve the Education of Low-Income and Minority Students? An Investigation of California's Public Single-Gender Academies

ERIC Educational Resources Information Center

Hubbard, Lea; Datnow, Amanda

2005-01-01

Single-sex public schools are seen as a vehicle for improving the educational experiences of low-income and minority students. Our two-year ethnographic study of low-income and minority students who attended experimental single-sex academies in California indicates that improving achievement involves more than separating students by gender. Using…

A Profile of Minority Graduate Students at the University of California, Berkeley: Recruitment, Selection, Fields of Study and Financial Support.

ERIC Educational Resources Information Center

Collins, O. R.

This paper presents a profile of minority graduate students at the University of California, Berkeley. Following a brief overview of Berkeley's Graduate Minority Program (GMP), data is presented concerning the number of GMP students supported; available funds and average grants for students from 1968-69 to 1973-74; distribution of GMP students…

Is sexual minority status associated with poor sleep quality among adolescents? Analysis of a national cross-sectional survey in Chinese adolescents

PubMed Central

Li, Pengsheng; Huang, Yeen; Guo, Lan; Wang, Wanxin; Xi, Chuhao; Lei, Yiling; Luo, Min; Pan, Siyuan; Deng, Xueqing; Zhang, Wei-hong; Lu, Ciyong

2017-01-01

Objectives Recent studies have suggested that sexual minorities are more likely to have poor sleep quality. This study aims to explore sleep quality among sexual minority adolescents and examines the association between sexual minority status and sleep quality. Design Cross-sectional survey. Setting A total of 506 high schools in seven Chinese provinces. Participants A total of 150 822 students in grades 7–12 completed the questionnaires, and 123 459 students who reported being aware of their sexual orientation were included in analyses. Main outcome measures The Pittsburgh Sleep Quality Index, sexual attraction and school bullying victimisation. Results Of the 123 459 students who were analysed, 5.00% self-reported as sexual minorities. Only 26.67% of sexual minority students slept 8 or more hours/day, which is less than their heterosexual peers (35.70%; χ2=130.04, P<0.001). Of the total sample, 22.41% of the students reported poor sleep quality, and this prevalence was significantly higher in sexual minority students than in heterosexual students (32.56% vs 21.87%; χ2=281.70, P<0.001). After controlling for social demographics, lifestyle and depressive symptoms, sexual minority students had higher odds of poor sleep quality (adjusted OR=1.41, 95% CI 1.31 to 1.51) than their heterosexual peers. The indirect effect of school bullying victimisation (standardised β estimate=0.007, 95% CI 0.006 to 0.009) was significant, indicating that school bullying victimisation partially mediated the association between sexual minority status and sleep quality. Conclusions Our study suggested that poor sleep quality was common in sexual minority adolescents, and more attention should be paid to sleep problems in this population. Conducting interventions to reduce school bullying behaviours is an important step to improving sleep quality in sexual minority adolescents. Further, studies are warranted that focus on the risk factors and mechanisms of and interventions for sleep problems in sexual minority adolescents. PMID:29282258

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

ERIC Educational Resources Information Center

Evangelauf, Jean

1993-01-01

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

Beyond Blackboards: Engaging Underserved Middle School Students in Engineering

ERIC Educational Resources Information Center

Blanchard, Sarah; Judy, Justina; Muller, Chandra; Crawford, Richard H.; Petrosino, Anthony J.; Christina K. White,; Lin, Fu-An; Wood, Kristin L.

2015-01-01

"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 21st Century Engineering Challenges. Set within a predominantly lowincome, majority-minority community, our study aims to investigate the impact of…

Adding Value: A GIS Minor to Complement the Geology Major

NASA Astrophysics Data System (ADS)

Rhodes, D. D.

2008-12-01

Geographic Information Systems (GIS) has proven to be a valuable addition to the geology curriculum at Georgia Southern University. The Department of Geology and Geography offers course work in GIS required for the geography major and has used these courses to create a minor in GIS. Approximately half the students graduating with degrees in geology during the last 5 years have taken the GIS minor. A working knowledge of GIS has helped students secure summer employment and internships. For some of them it was the key to immediate employment upon graduation and for others it was a valuable additional skill to present as part of graduate school applications. Although once daunting in the financial and intellectual capital required to create a program, GIS software has become much more user friendly and standard PCs are now the platform on which most GIS work is conducted. Georgia Southern's GIS minor is based on five courses taught by four members of the faculty (3 geographers and 1 geologist). The foundation of the minor is two courses integrating the fundamentals of GIS and cartography. The other three courses cover data bases and web-based applications of GIS, remote sensing, and a semester long project in applied GIS. Although missing topics that are part of the curriculum for certificates or degrees in GIS, this five-course sequence provides a sound basis for introductory level positions in government and industry and graduate programs in geology.

Increasing Minority Participation and Matriculation in the Geosciences at El Paso Community College

NASA Astrophysics Data System (ADS)

Villalobos, J. I.

2011-12-01

Community colleges currently serve 44% of all undergraduate students and 45% of all of all first time freshmen in the US. Hispanics now constitute 15% of the general population and 19% of the college population in the US. This increase has led to more institutions emerging as HSI (Hispanic Serving Institution) by the federal government. These facts illustrate the potential community colleges hold to encourage STEM (Science Technology Engineering and Math) majors to minorities as well as non-minorities. But the reality is the number of STEM degrees awarded at community colleges has not followed the same trends in enrollment. El Paso Community College (EPCC) currently enrolls 27,000 students with 85% of the student body being Hispanic. More than 130 programs of study are offered including an Associate of Science degree in Geological Sciences. Over the past three years we have implemented several initiatives in our effort to increase the number of Geological Science (GS) majors at EPCC. These efforts are aimed to decrease attrition rates of science majors by; streamlining the GS degree plan along with the process of course registration, introduce field-based research projects to students to allow hands on research, develop a work relationships with students and university faculty, increase the number of geology courses offered at EPCC including a field-based capstone course (GEOL 2407- Geological Field Methods), and strengthening the educational-bridge between the geological science departments of EPCC and University of Texas at El Paso.

Ethnic Identity of Minority No-Fee Preservice Students

ERIC Educational Resources Information Center

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

2013-01-01

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

Special Needs Assessments for Linguistic Minority Students in the Brockton (Mass.) Public School System.

ERIC Educational Resources Information Center

Sennett, Kenneth H.

The paper describes development of the Brockton Battery: A Special Needs Assessment for Minority Students, a collection of four independent instruments designed for special education assessment of minority students. Initial sections review demographic information on the city of Brockton, Massachusetts, and on special education in the city.…

Opportunity Knocks: Pipeline Programs Offer Minority Students a Path to Dentistry

ERIC Educational Resources Information Center

Fauteux, Nicole

2012-01-01

Minority students have traditionally been underrepresented in dental schools, which is why enrichment and pipeline programs aimed at helping minority students are necessary. That reality is reflected in their woeful underrepresentation among practicing dentists. Hispanics made up only 5.8 percent of practicing dentists in 2011, according to the…

Educational and Career Barriers to the Medical Profession: Perceptions of Underrepresented Minority Students

ERIC Educational Resources Information Center

Henry, Paul

2006-01-01

This study examines the perception of minority students underrepresented in the medical profession regarding educational and career barriers and to ascertain gender differences on their perceptions. A 30 item educational and career barriers inventory was administered to 97 underrepresented minority (URM) students enrolled in a special premedical…

The Roles of Life Course Resources on Social Work Minority Students' Educational Aspirations

ERIC Educational Resources Information Center

Paat, Yok-Fong

2015-01-01

This study seeks to investigate the importance of life course capital on the educational aspirations of 40 social work undergraduates who were predominantly visible ethnic minority, immigrant descendants or non-traditional students in the mainstream US. Applying the resource perspective in this context, minority students' academic successes hinge…

Social and Sexual Risk Factors among Sexual Minority Youth

ERIC Educational Resources Information Center

Quinn, Katherine; Ertl, Allison

2015-01-01

This study explores the characteristics and risk behaviors of sexual minority high school students using the 2011 Wisconsin Youth Risk Behavior Survey. Among 3,043 students surveyed, 8% of students identified as lesbian, gay, bisexual, or unsure, and 7% reported having contact with same-sex partners. Findings indicate sexual minority students…

Heritage and Identity: Ethnic Minority Students from South Asia in Hong Kong

ERIC Educational Resources Information Center

Gu, Mingyue; Patkin, John

2013-01-01

This article investigates the language attitudes, language practices and identity construction of a group of ethnic minority students in a secondary school in Hong Kong. Drawing on data from focus group and individual interviews, this research shows that the ethnic minority students negotiate and contest their heritage identity by utilizing their…

Ethnic Minority Students from South Asia in Hong Kong: Language Ideologies and Discursive Identity Construction

ERIC Educational Resources Information Center

Gu, Mingyue Michelle; Mak, Barley; Qu, Xiaoyuan

2017-01-01

This article explores how ethnic minority students in Hong Kong secondary schools discursively construct their identities in relation to culture, heritage, and social discourse. It finds that the ethnic minority students negotiate their identities within multiple positioning from parents, school, and the broader social discourse on minority…

The Efficacy of Academic Acceleration for Gifted Minority Students

ERIC Educational Resources Information Center

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

2010-01-01

This study supported the use of acceleration for gifted minority students in math. The gifted minority students in this study viewed taking accelerated math courses as exciting and beneficial for preparation for high school and college and particularly liked the challenges they encountered while taking advanced classes. They enjoyed working ahead…

Protective Factors, Campus Climate, and Health Outcomes among Sexual Minority College Students

ERIC Educational Resources Information Center

Woodford, Michael R.; Kulick, Alex; Atteberry, Brittanie

2015-01-01

Heterosexism on campus can create a chilly climate for sexual minority students. Research has documented the negative impacts of campus climate on sexual minority students' health; however, little research has examined the role of potential protective factors among this population. Drawing on data collected from self-identified sexual minority…

SEALS: an Innovative Pipeline Program Targeting Obstacles to Diversity in the Physician Workforce.

PubMed

Fritz, Cassandra D L; Press, Valerie G; Nabers, Darrell; Levinson, Dana; Humphrey, Holly; Vela, Monica B

2016-06-01

Medical schools may find implementing pipeline programs for minority pre-medical students prohibitive due to a number of factors including the lack of well-described programs in the literature, the limited evidence for program development, and institutional financial barriers. Our goals were to (1) design a pipeline program based on educational theory; (2) deliver the program in a low cost, sustainable manner; and (3) evaluate intermediate outcomes of the program. SEALS is a 6-week program based on an asset bundles model designed to promote: (1) socialization and professionalism, (2) education in science learning tools, (3) acquisition of finance literacy, (4) the leveraging of mentorship and networks, and (5) social expectations and resilience, among minority pre-medical students. This is a prospective mixed methods study. Students completed survey instruments pre-program, post-program, and 6 months post-program, establishing intermediate outcome measures. Thirteen students matriculated to SEALS. The SEALS cohort rated themselves as improved or significantly improved when asked to rate their familiarity with MCAT components (p < 0.01), ability to ask for a letter of recommendation (p = 0.04), and importance of interview skills (p = 0.04) compared with before the program. Over 90 % of students referenced the health disparities lecture series as an inspiration to advocate for minority health. Six-month surveys suggested that SEALS students acquired and applied four of the five assets at their college campuses. This low-cost, high-quality, program can be undertaken by medical schools interested in promoting a diverse workforce that may ultimately begin to address and reduce health care disparities.

Increase in Science Research Commitment in a Didactic and Laboratory-Based Program Targeted to Gifted Minority High-School Students

ERIC Educational Resources Information Center

Fraleigh-Lohrfink, Kimberly J.; Schneider, M. Victoria; Whittington, Dawayne; Feinberg, Andrew P.

2013-01-01

Underrepresentation of ethnic minorities in science, technology, engineering, and mathematics (STEM) fields has been a growing concern. Efforts to ameliorate this have often been directed at college-level enrichment. However, mentoring in the sciences at a high-school age level may have a greater impact on career choices. The Center Scholars…

Next generation of scientists and engineers: Who`s in the pipeline

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

Babco, E.L.

1995-12-31

Our ability to produce the next generation of scientists and engineers is dependent upon two important demographic changes: the trends in the number of births and the increasingly diverse racial and ethnic backgrounds of those already born. The number of births dropped 25% from 1956 to 1976. As a consequence, the number of high school graduates dropped from 3.1 million in 1977 to 2.4 million in 1992 and will not reach the 1977 high until after 2000. More than half of these graduates are women, and one of every four is a member of minority group. Women now make upmore » more than half of all undergraduates and almost half of all graduate students, but are underrepresented in the natural science and engineering fields. Minority students are about half as likely to be enrolled in college as white students. About 32% of all precollege students and 20% of all college students are members of minority groups. Based on current graduate enrollment figures in natural science and engineering, there will be little increase in women`s share of doctorates in the next several years. The number of PhDs earned by American minorities continues to be very small. Not known is when our economy will require more professionals trained in science and engineering. But any serious attempt to increase the number of students eligible to choose college majors in science or engineering must take both sex and race/ethnicity into account. The nation cannot afford to waste the talent in two-thirds of our increasingly diverse population.« less

Temporal distance and discrimination: an audit study in academia.

PubMed

Milkman, Katherine L; Akinola, Modupe; Chugh, Dolly

2012-07-01

Through a field experiment set in academia (with a sample of 6,548 professors), we found that decisions about distant-future events were more likely to generate discrimination against women and minorities (relative to Caucasian males) than were decisions about near-future events. In our study, faculty members received e-mails from fictional prospective doctoral students seeking to schedule a meeting either that day or in 1 week; students' names signaled their race (Caucasian, African American, Hispanic, Indian, or Chinese) and gender. When the requests were to meet in 1 week, Caucasian males were granted access to faculty members 26% more often than were women and minorities; also, compared with women and minorities, Caucasian males received more and faster responses. However, these patterns were essentially eliminated when prospective students requested a meeting that same day. Our identification of a temporal discrimination effect is consistent with the predictions of construal-level theory and implies that subtle contextual shifts can alter patterns of race- and gender-based discrimination.

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.

Mindfulness as a Coping Strategy for Bias-Based School Victimization among Latina/o Sexual Minority Youth

PubMed Central

Toomey, Russell B.; Anhalt, Karla

2016-01-01

This study examined whether mindfulness strategies (e.g., acting non-judgmentally with awareness and attention to present events) were effective in mitigating the associations among school-based victimization related to ethnicity and sexual orientation, well-being (i.e., depressive symptoms and self-esteem), and grade-point average (GPA). The U.S.-based sample included 236 Latina/o sexual minority students, ranging in age from 14 to 24 years (47% were enrolled in secondary schools, 53% in postsecondary schools). Results from structural equation modeling revealed that ethnicity-based school victimization was negatively associated with GPA but not well-being. However, sexual orientation-based victimization was not associated with well-being or GPA. Mindfulness was positively associated with well-being but not GPA. High levels of mindfulness coping were protective when the stressor was sexual orientation-based victimization but not ethnicity-based school victimization. These findings contribute to a growing literature documenting the unique school barriers experienced by Latina/o sexual minority youth and highlight the promising utility of mindfulness-based intervention strategies for coping with minority stress. PMID:28018933

Promoting School Connectedness among Minority Youth through Experience-Based Urban Farming

ERIC Educational Resources Information Center

Fifolt, Matthew; Morgan, Amy Ferguson; Burgess, Zoe Ripple

2018-01-01

Background: The public education system in the United States faces significant challenges in understanding and addressing issues of student disengagement among high-poverty youth in urban centers. Academic and community leaders are encouraged to seek new and innovative strategies to engage students in meaningful learning experiences that promote…

Can Undergraduates Be Transdisciplinary? Promoting Transdisciplinary Engagement through Global Health Problem-Based Learning

ERIC Educational Resources Information Center

Hay, M. Cameron

2017-01-01

Undergraduate student learning focuses on the development of disciplinary strength in majors and minors so that students gain depth in particular fields, foster individual expertise, and learn problem solving from disciplinary perspectives. However, the complexities of real-world problems do not respect disciplinary boundaries. Complex problems…

Financing Class Size Reduction

ERIC Educational Resources Information Center

Achilles, C. M.

2005-01-01

Class size reduction has been shown to, among other things, improve academic achievement for all students and particularly for low-income and minority students. With the No Child Left Behind Act's heavy emphasis on scientifically based research, adequate yearly progress, and disaggregated results, one wonders why all children aren't enrolled in…

Teaching To Give Students Voice in the College Classroom. Thematic Session.

ERIC Educational Resources Information Center

Koerner, Mari E.; Hulsebosch, Patricia

This study followed six "culturally aware" elementary school teachers through student teaching and their first two years of teaching to look at how their life experiences as minority people affected their classroom practices. The study was a qualitative inquiry based on reciprocal and interactive relationships. The approach was…

Learning Communities in Teacher Education Programs: Four Success Stories.

ERIC Educational Resources Information Center

Cox, Barbara, Ed.

This report describes a program implemented by the Tomas Rivera Center (Claremont, California) to increase the number of well-prepared Latino teachers. Based on the concept of learning communities, the program aims to reduce the isolation experienced by minority students, offer support services that help nontraditional students satisfy academic…

Graduation Rate Watch: Making Minority Student Success a Priority

ERIC Educational Resources Information Center

Carey, Kevin

2008-01-01

College graduation rates for minority students are often shockingly low. Most institutions have significantly lower graduation rates for black students than for white students. This report demonstrates that these high-failure rates are not inevitable: Some institutions are graduating black students at a higher rate than white students. The report…

Thirty-three years of recruiting and graduating minority students at the University of New Orleans.

NASA Astrophysics Data System (ADS)

Serpa, L. F.; Pavlis, T. L.

2006-12-01

The University of New Orleans (UNO) began a formal program to recruit minority geoscience students in 1974 when Dr. Louis Fernandez initiated the program through a grant from the National Science Foundation. A major tool in the original program was to take minority high school students on a field trip. That early program was a major success at a time when even one African American student graduating with a B.S. degree in Geology or Geophysics from any university in the U.S. was considered to be significant. The field trip has continued every year since the program began and it continues to be part of a very successful recruiting effort. Over the last approximately 15 years, the minority geoscience undergraduate student population at UNO rose to approximately 40% with African American students making up the largest single ethnic group. The retention and graduation rates of these minority undergraduates at UNO are high and minority students are often graduating at or near the top of their class. Despite the disproportionate displacement of African Americans from the New Orleans area after Hurricane Katrina, those minority geoscience students who can return to UNO are doing so in significant numbers. Thus, the minority program appears to have achieved a high level of sustainability. Recently we took a closer look at the program to determine the possible explanations for its success. Although availability of scholarships, tutoring and mentors clearly contributes to our success, the key to the success of the program remains the field trip. The trip not only serves as an academic opportunity for students to see geological features first hand and develop a curiosity for earth sciences, but it also affords an opportunity to build trust and a relationship between the faculty on the trip and the meet other potential students. That trust may be the most important key to our successful recruitment of minority students at UNO. In addition, the approximately 2 week field trip is spent traveling in areas where minorities, particularly African Americans, are uncommon (southern Utah, Idaho, Wyoming, etc). Perhaps it is the thrill of feeling that they are traveling in hostile territory combined with the close living quarters and continuous interactions as a group, as well as the outstanding instruction, during the trip, that gives them the incentive to go to UNO and study geology.

Factors That Contribute to Persistence and Retention of Underrepresented Minority Undergraduate Students in Science, Technology, Engineering, and Mathematics (STEM)

ERIC Educational Resources Information Center

Mitchell, Sidney Kirk

2011-01-01

The objective of this research was to identify specific factors that contribute to underrepresented minority (African American, Hispanic, Native American) undergraduate students' success in STEM disciplines at a regional university during the 2007-2010 timeframe. As more underrepresented minority (URM) students complete STEM degrees, many will…

Linguistic and Cultural Effects on the Attainment of Ethnic Minority Students: Some Methodological Considerations

ERIC Educational Resources Information Center

Theodosiou-Zipiti, Galatia; Lamprianou, Iasonas

2016-01-01

Established literature suggests that language problems lead to lower attainment levels in those subjects that are more language dependent. Also, language has been suggested as a main driver of ethnic minority attainment. We use an original dataset of 2,020 secondary school students to show that ethnic minority students in Cyprus underperform…

Venturing into Scary Places: The Minority Experience

ERIC Educational Resources Information Center

Bennett, Craig

2007-01-01

Students who have lived as part of a majority for their entire life may find it frightening to be asked to visit a place where they will be in the minority. In this article, the author uses this assignment to demonstrate to his students how some people feel everyday. The Minority Experience assignment challenges students to actively participate in…

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.

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…

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

PubMed

Clouten, Norene; Homma, Midori; Shimada, Rie

2006-01-01

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

Age verification cards fail to fully prevent minors from accessing tobacco products.

PubMed

Kanda, Hideyuki; Osaki, Yoneatsu; Ohida, Takashi; Kaneita, Yoshitaka; Munezawa, Takeshi

2011-03-01

Proper age verification can prevent minors from accessing tobacco products. For this reason, electronic locking devices based on a proof-of age system utilising cards were installed in almost every tobacco vending machine across Japan and Germany to restrict sales to minors. We aimed to clarify the associations between amount smoked by high school students and the usage of age verification cards by conducting a nationwide cross-sectional survey of students in Japan. This survey was conducted in 2008. We asked high school students, aged 13-18 years, in Japan about their smoking behaviour, where they purchase cigarettes, if or if not they have used age verification cards, and if yes, how they obtained this card. As the amount smoked increased, the prevalence of purchasing cigarettes from vending machines also rose for both males and females. The percentage of those with experience of using an age verification card was also higher among those who smoked more. Somebody outside of family was the top source of obtaining cards. Surprisingly, around 5% of males and females belonging to the group with highest smoking levels applied for cards themselves. Age verification cards cannot fully prevent minors from accessing tobacco products. These findings suggest that a total ban of tobacco vending machines, not an age verification system, is needed to prevent sales to minors.

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.

Why Do All the Study Abroad Students Look Alike? Applying an Integrated Student Choice Model to Explore Differences in the Factors that Influence White and Minority Students' Intent to Study Abroad

ERIC Educational Resources Information Center

Salisbury, Mark H.; Paulsen, Michael B.; Pascarella, Ernest T.

2011-01-01

Despite substantial efforts across postsecondary education to increase minority participation in study abroad, the homogeneity of study abroad participants remains largely unchanged (Dessoff in Int Educ 15(2):20-27, 2006; Shih in http://diverseeducation.com/article/13193/study-abroad-participation-up-except-among-minority-students.html, 2009).…

Difference in Career Attitudes of Elementary Minority Female Students after Participation in a STEM Event

NASA Astrophysics Data System (ADS)

Pumphrey, Karyn Christine

Science, Technology, Engineering and Mathematics (STEM) professionals are responsible for the development of new technologies and breaking scientific discoveries. However, in the United States, racial minorities and females are vastly underrepresented in STEM professions. This problem is multiplied for individuals falling into both categories. Educators in must develop effective strategies to increase the number of minority females in STEM jobs. The purpose of this quantitative study was to investigate if there was a difference in attitudes about future STEM educational choices and career opportunities after participation in a theme-based STEM event. The significant points reflected in the literature are statistics that demonstrate the extreme underrepresentation of this population and the importance of having all segments of the population represented in these important jobs. A descriptive non-experimental design study utilizing survey data taken before and after a STEM day at a public school was employed. The analysis tool was the Hopes and Goals Survey which has been found valid and reliable with similar samples of students. The data sets were pre-event and post-event surveys from minority females in grades 3, 4, and 5. The two data sets were compared using descriptive statistics to investigate any differences in opinions before and after the event. The results showed a difference in minority female student's attitudes regarding future STEM educational opportunities and careers after participation in a theme-based STEM event. The results indicate a need for increasing the number of STEM events in public schools. Future research may explore the differences between the opinion changes of males versus females to ascertain which gender responded most positively to STEM day.

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

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.

Sexual Violence on Campus: Differences Across Gender and Sexual Minority Status.

PubMed

Martin-Storey, Alexa; Paquette, Geneviève; Bergeron, Manon; Dion, Jacinthe; Daigneault, Isabelle; Hébert, Martine; Ricci, Sandrine

2018-06-01

Sexual violence is a pervasive problem on university campuses. Although previous work has documented greater vulnerability for sexual violence among sexual and gender minority students, little is known about contextual variation in vulnerability to this kind of violence. The goals of the current study were (1) to identify vulnerability among sexual and gender minority students with regard to sexual violence, and (2) to explore if the context of this violence differs across sexual and gender minority status. Undergraduate students (ages 18-24) from six francophone universities in Quebec, Canada (N = 4,264) completed online questionnaires regarding their experience of sexual violence, as well as the context of these acts (e.g., the gender of the perpetrator, the status of the perpetrator, and the location of the violence). They also provided information regarding their sexual and gender minority status. Binary logistic regressions were conducted to assess for variation in experiencing sexual violence across sexual and gender minority status. Transgender/nonbinary students generally reported higher levels of sexual violence than their cisgender peers, while variation occurred with regard to vulnerability across sexual identity subgroups. Few differences in context were observed across sexual minority identity. Transgender/nonbinary students were significantly more likely to report sexual violence in athletic contexts and during volunteering activities compared to their cisgender peers. Findings highlight the higher levels of vulnerability for sexual violence among gender minority and some sexual minority university students. They also point to the contexts in which such violence occurs, suggesting specific strategies for prevention. Copyright © 2018 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Examining issues of underrepresented minority students in introductory physics

NASA Astrophysics Data System (ADS)

Watkins, Jessica Ellen

In this dissertation we examine several issues related to the retention of under-represented minority students in physics and science. In the first section, we show that in calculus-based introductory physics courses, the gender gap on the FCI is diminished through the use of interactive techniques, but in lower-level introductory courses, the gap persists, similar to reports published at other institutions. We find that under-represented racial minorities perform similar to their peers with comparable academic preparation on conceptual surveys, but their average exam grades and course grades are lower. We also examine student persistence in science majors; finding a significant relationship between pedagogy in an introductory physics course and persistence in science. In the second section, we look at student end-of-semester evaluations and find that female students rate interactive teaching methods a full point lower than their male peers. Looking more deeply at student interview data, we find that female students report more social issues related to the discussions in class and both male and female students cite feeling pressure to obtain the correct answer to clicker questions. Finally, we take a look an often-cited claim for gender differences in STEM participation: cognitive differences explain achievement differences in physics. We examine specifically the role of mental rotations in physics achievement and problem-solving, viewing mental rotations as a tool that students can use on physics problems. We first look at student survey results for lower-level introductory students, finding a low, but significant correlation between performance on a mental rotations test and performance in introductory physics courses. In contrast, we did not find a significant relationship for students in the upper-level introductory course. We also examine student problem-solving interviews to investigate the role of mental rotations on introductory problems.

Promoting Post-16 Participation of Ethnic Minority Students from Disadvantaged Backgrounds: A Systematic Review of the Most Promising Interventions

ERIC Educational Resources Information Center

See, Beng Huat; Gorard, Stephen; Torgerson, Carole

2012-01-01

There is widespread international concern that young people from disadvantaged backgrounds and some ethnic minorities are less likely to continue education or training after compulsory schooling, or are less likely to follow the highest-status and prestigious routes. Based on work done in the UK, this paper presents the results of a systematic…

Opportunities Suspended: The Devastating Consequences of Zero Tolerance and School Discipline Policies. Report from a National Summit on Zero Tolerance [Proceedings] (Washington, DC, June 15-16, 2000).

ERIC Educational Resources Information Center

Harvard Civil rights Project, Cambridge, MA.

This report contends that public school administrators no longer rely on literal interpretations of states' and districts' zero tolerance policies and overzealously promote safety, inventing creative interpretations of the laws and using them to suspend and expel children based on relatively minor offenses. Minority students are disproportionately…

Efficacy of Supplemental Phonics-Based Instruction for Low-Skilled Kindergarteners in the Context of Language Minority Status and Classroom Phonics Instruction

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.

2010-01-01

This study tested the efficacy of supplemental phonics instruction for 84 low-skilled language minority (LM) kindergarteners and 64 non-LM kindergarteners at 10 urban public schools. Paraeducators were trained to provide the 18-week (January-May) intervention. Students performing in the bottom half of their classroom language group (LM and non-LM)…

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…

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...

The History Curriculum and Its Personal Connection to Students from Minority Ethnic Backgrounds

ERIC Educational Resources Information Center

Harris, Richard; Reynolds, Rosemary

2014-01-01

Whereas history is seen by some as crucial in developing a sense of identity and fostering social cohesion, it is however, often based around narrowly nationalistic views of the past, and yet little is known about how students relate to the past they are taught. Thus, this paper focuses on the history curriculum and the ways in which students aged…

Investing in the Future: The Importance of Faculty Mentoring in the Development of Students of Color in STEM

ERIC Educational Resources Information Center

Griffin, Kimberly A.; Perez, David, II; Holmes, Annie P. E.; Mayo, Claude E. P.

2010-01-01

Underrepresented racial minority students often seek a high level of contact with professors of color, viewing them as role models and proof that success in higher education is possible. These faculty members are often able to connect with students of color in deep and meaningful ways based on shared experiences in higher education. That is, many…

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…

Student Voices: A Phenomenological Exploration of Minority Girls' Experiences and Beliefs Related to Academic Achievement

ERIC Educational Resources Information Center

Alpren, Kathleen

2012-01-01

For decades, measures of academic outcomes have demonstrated the underachievement of minority students. The purpose of this study was to include student voices in a discussion of achievement by exploring the experiences and beliefs of minority girls that related to academic achievement in one single-sex urban high school. Moreover, the research…

Economically Disadvantaged Student Failure: The Role of Non-Minority Teachers of Elementary School Students

ERIC Educational Resources Information Center

Ikegulu, T. Nelson

2009-01-01

The present research study has shown that minority and non-minority students taught by black and white teachers in a southeastern school district in the state of Texas understood more mathematical concepts and knowledge when taught by teachers of their own ethnic background. The present investigation is relevant because it sought to either refute…

Underrepresentation of Ethiopian-Israeli Minority Students in Programmes for the Gifted and Talented: A Policy Discourse Analysis

ERIC Educational Resources Information Center

Lifshitz, Chen C.; Katz, Chana

2015-01-01

Students from disadvantaged or minority backgrounds are often underrepresented in public educational programmes for the gifted and talented (G&T), a phenomenon that has concerned educators for the last two decades. Ethiopian-Israeli minority students (EIMS) are a good example of this phenomenon, as more than 95% of the vast resources allocated…

Performance Funding at MSIs: Considerations and Possible Measures for Public Minority-Serving Institutions

ERIC Educational Resources Information Center

Jones, Tiffany

2014-01-01

States are increasingly funding higher education institutions based on their performance or outcomes instead of relying solely on student enrollment to determine funding formulas. Performance Funding (also called Performance-Based and Outcomes-Based Funding) policies provide state support to public colleges and universities based on outcome…

Changing the face of nursing faculty: minority faculty recruitment and retention.

PubMed

Stanley, Joan M; Capers, Cynthia Flynn; Berlin, Linda E

2007-01-01

Critical shortages in the nursing workforce pose life-and-death decisions for health care institutions. Similar shortages of nursing faculty, particularly nursing faculty with doctoral degrees, confront schools of nursing. Competition among health care institutions and schools of nursing for master's- and doctorally prepared nurses is fierce. Credentialed minority faculty are in even greater demand. Rising salaries and increasing opportunities outside of academia present significant barriers to schools of nursing seeking to recruit and retain minority nursing faculty. Challenges to increasing the number of minority nursing faculty surface very early in the pipeline and include competition among health professions and other disciplines for minority students. Successful long-term strategies to increase the number of minority nursing faculty must include strategies to attract higher numbers of minority students into baccalaureate, master's, and doctoral nursing programs. Several initiatives to increase minority student enrollment in the health professions are highlighted. Finally, strategies for recruiting, empowering, and retaining minority nursing faculty by schools of nursing are presented.

Recruiting minorities into the profession of epidemiology. Surveying the applicants' mail. American College of Epidemiology Committee on Minority Affairs.

PubMed

Morssink, C B; Kumanyika, S; Tell, G S; Schoenbach, V J

1996-01-01

The underrepresentation in epidemiology of members of racial/ethnic minority groups is greater than in medicine and health fields in general. Using printed recruitment materials, we evaluated the impression that epidemiology programs might make on prospective minority students. Mainstream recruitment materials were solicited from all identifiable U.S. epidemiology programs (n = 70) by requesting copies of typical mailings to prospective students. Of 51 respondents, 46 sent materials that could be analyzed by tabulating and evaluating minority-related content in text and pictures. Materials reflected a generally low-key approach to epidemiology student recruitment. Most minority-related text referred to affirmative action or financial aid and was at the school level rather than specific to the epidemiology programs. Few minority-related epidemiology course titles or research interests were identified. We recommend including more information about epidemiology and its relevance to minority health in mainstream recruitment materials as one possible strategy for increasing the number of minority applicants.

Broadening Participation in Geosciences with Academic Year and Summer Research Experiences

NASA Astrophysics Data System (ADS)

Austin, S. A.; Howard, A.; Johnson, L. P.; Gutierrez, R.; Chow, Y.

2013-12-01

Medgar Evers College, City University of New York, has initiated a multi-tiered strategy aimed at increasing the number of under-represented minority and female students pursuing careers in the Geosciences, especially Earth and Atmospheric Sciences and related areas. The strategy incorporates research on the persistence of minority and female under-represented students in STEM disciplines. The initiatives include NASA and NSF-funded team-based undergraduate research activities during the summer and academic year as well as academic support (clustering, PTLT workshops for gatekeeper courses), curriculum integration modules, and independent study/special topics courses. In addition, high school students are integrated into summer research activities working with undergraduate and graduate students as well as faculty and other scientist mentors. An important initial component was the building of an infrastructure to support remote sensing, supported by NASA. A range of academic year and summer research experiences are provided to capture student interest in the geosciences. NYC-based research activities include urban impacts of global climate change, the urban heat island, ocean turbulence and general circulation models, and space weather: magnetic rope structure, solar flares and CMEs. Field-based investigations include atmospheric observations using BalloonSat sounding vehicles, observations of tropospheric ozone using ozonesondes, and investigations of the ionosphere using a CubeSat. This presentation provides a description of the programs, student impact, challenges and observations.

Women in science & engineering and minority engineering scholarships : year 5.

DOT National Transportation Integrated Search

2011-06-01

Support will make scholarships available to minority and women students interested in engineering and science and will increase : significantly the number of minority and female students that Missouri S&T can recruit to its science and engineering pr...

Women in science & engineering and minority engineering scholarships : year 4.

DOT National Transportation Integrated Search

2010-04-01

Support will make scholarships available to minority and women students interested in engineering and science and will increase : significantly the number of minority and female students that Missouri S&T can recruit to its science and engineering pr...

Analyzing Student Aid Packaging To Improve Low-Income and Minority Student Access, Retention and Degree Completion. AIR 1999 Annual Forum Paper.

ERIC Educational Resources Information Center

Fenske, Robert H.; Porter, John D.; DuBrock, Caryl P.

This study examined the persistence of and financial aid to needy students, underrepresented minority students, and women students, especially those majoring in science, engineering, and mathematics at a large public research university. An institutional student tracking and student financial aid database was used to follow four freshmen cohorts…

Student and Teacher Outcomes of The Superkids Quasi-Experimental Study

ERIC Educational Resources Information Center

Borman, Geoffrey D.; Dowling, N. Maritza

2009-01-01

In this article, we report kindergarten student and teacher outcomes from a quasi-experimental evaluation of The Superkids, a systematic, phonics-based, comprehensive K-2 reading program. We recruited 23 kindergarten teachers to implement The Superkids program from a diverse, yet predominantly ethnic minority, group of classrooms from across the…

Social Justice and Job Distribution in Japan: Class, Minority and Gender.

ERIC Educational Resources Information Center

Okano, Kaori H.

2000-01-01

Provides a brief overview of Japanese high school students in terms of 1995 post-school destinations and types of jobs obtained. Describes the school-based job referral process that systematically regulates job distribution for high school graduates, including high school-employer networks and guidance for students in employment-related…

Barriers and Perceptions of Natural Resource Careers by Minority Students

ERIC Educational Resources Information Center

Haynes, Nia A.; Jacobson, Susan

2015-01-01

Using a framework based on social cognitive career theory, we conducted 38 interviews and four focus groups with college students to identify motivations and barriers faced by underrepresented groups to natural resource careers. Interviews revealed career satisfaction as the most important goal for both natural resource and a comparison of liberal…

Direction Discovery: A Science Enrichment Program for High School Students

ERIC Educational Resources Information Center

Sikes, Suzanne S.; Schwartz-Bloom, Rochelle D.

2009-01-01

Launch into education about pharmacology (LEAP) is an inquiry-based science enrichment program designed to enhance competence in biology and chemistry and foster interest in science careers especially among under-represented minorities. The study of how drugs work, how they enter cells, alter body chemistry, and exit the body engages students to…

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…

Reaching Out, But In Which Direction? The Future Focus of Academic Outreach Programs.

ERIC Educational Resources Information Center

Rodriguez, Roberto

1997-01-01

A new trend in academic outreach programs, initiated to inspire and motivate minority students to prepare generally for college, is to create curriculum-based programs targeting students' specific academic or career interests. The MESA (Mathematics, Science, Engineering Achievement) Program serves as a model for development of other…

Preliminary Study of Perceived Discrimination and Prejudices of College Students.

ERIC Educational Resources Information Center

Gill, Wanda E.; And Others

The perceptions of 163 Bowie State College students concerning differences in people based on race, gender, and physical disability were studied during fall 1987. While the majority of respondents perceived discrimination in the United States and in Prince George's County, Maryland, a minority believed that there was discrimination on the Bowie…

Intervention to Improve Engineering Self-Efficacy and Sense of Belonging of First-Year Engineering Students

NASA Astrophysics Data System (ADS)

Jordan, Kari L.

The percentage of bachelor's degrees in STEM awarded to women and underrepresented minority students needs to increase dramatically to reach parity with their majority counterparts. While three key underrepresented minority (URM) groups, African Americans, Hispanic/Latinos, and Native Americans constitute some 30 percent of the overall undergraduate student population in the United States, the share of engineering degrees earned by members of these groups declines as degree level increases. Underrepresented minority students accounted for about 12% of engineering bachelor's degrees awarded in 2009, 7% of master's degrees and 3% of doctorates (NSF Science Resource Statistics, 2009). The percent in engineering has been steadily decreasing, while overall participation in higher education among these groups has increased considerably. Keeping those thoughts in mind it is important to examine the historical theories and frameworks that will help us not only understand why underrepresented minority students pursue and persist in STEM majors in low numbers, but to also develop interventions to improve the alarming statistics that hamper engineering diversity. As indicated by our past two U.S. Presidents, there has been an increased discussion on the national and state level regarding the number of students entering engineering disciplines in general and underrepresented minority students in particular. Something happens between a student's freshman year and the point they decide to either switch their major or drop out of school altogether. Some researchers attribute the high dropout rate of underrepresented minority students in engineering programs to low engineering self-efficacy (e.g. Jordan et al., 2011). A student's engineering self-efficacy is his/her belief that he/she can successfully navigate the engineering curriculum and eventually become a practicing engineer. A student's engineering self-efficacy is formed by mastery experiences, vicarious experiences, his/her physiological state, and social persuasions, such as student-professor interaction. Increasing the awareness of a student's engineering self-efficacy could potentially improve sense of belonging and persistence for underrepresented minority students in engineering. The hypothesis of this study is that an intervention during the first semester of an incoming freshman's tenure can help improve their engineering self-efficacy, sense of belonging, and overall retention in the engineering program. This study explored the following research questions: 1. What are the differences in engineering self-efficacy, and sense of belonging for first-year underrepresented minority engineering students compared to majority students? 2. What factors or variables should be considered and/or addressed in designing an intervention to increase engineering self-efficacy and sense of belonging amongst first-year underrepresented minority engineering students? 3. Can a small intervention during the beginning of the first semester improve a student's sense of belonging, engineering self-efficacy, and student-professor interaction? Using the race, social fit, and achievement study by Walton and Cohen as a model, the author developed an intervention consisting of short compelling videos of upperclass engineering students from diverse backgrounds. In these videos, students discussed their pursuit of the engineering degree, what obstacles they faced in terms of sense of belonging and coping efficacy, and how they overcame those obstacles. Treatment groups of students watched the videos during the first few weeks of the semester, and pre and post tests were administered to measure mean gains in the student's engineering self-efficacy, sense of belonging, and other variables. The results showed that underrepresented minority students had a lower sense of belonging than whites. The intervention used in the study contributed to mean gain increases in participants' engineering self-efficacy, which could ultimately improve persistence. A single intervention did not show a significant increase in students' sense of belonging; more work needs to be done to develop an effective intervention. The intervention is easily adaptable with insignificant cost, making it attractive for Minority Engineering Program (MEP) and other success program whose aim is to increase students' engineering self-efficacy.

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…

Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers. A Briefing before the United States Commission on Civil Rights Held in Washington, D.C. Briefing Report

ERIC Educational Resources Information Center

US Commission on Civil Rights, 2010

2010-01-01

The Commission held a briefing entitled, "Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers." In particular, the Commission examined why minority college students who begin their college studies intending to major in science, technology, engineering or math (STEM) leave these disciplines in disproportionate…

Minority Record Reported

ERIC Educational Resources Information Center

Hobbs, Louise; Pakiser, L. C.

1978-01-01

Forty-two minority students receiving American Geological Institute (AGI) scholarships are discussed in this article. The value of the AGI scholarship program is examined with regard to student academic success, future professional success, and minority representation. Most faculty members and employers involved in the program were favorably…

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.

Relationship between weight-related behavioral profiles and health outcomes by sexual orientation and gender.

PubMed

VanKim, Nicole A; Erickson, Darin J; Eisenberg, Marla E; Lust, Katherine; Rosser, B R Simon; Laska, Melissa N

2016-07-01

Examine relationships between weight-related factors and weight status, body dissatisfaction, chronic health conditions, and quality of life across sexual orientation and gender. Two- and four-year college students participated in the College Student Health Survey (n = 28,703; 2009-2013). Risk differences were calculated to estimate relationships between behavioral profiles and weight status, body satisfaction, diagnosis of a chronic condition, and quality of life, stratified by gender and sexual orientation. Four behavioral profiles, characterized as "healthier eating habits, more physically active," "healthier eating habits," "moderate eating habits," and "unhealthy weight control," were utilized based on latent class analyses, estimated from nine weight-related behavioral survey items. Sexual orientation differences in weight and quality of life were identified. For example, sexual minority groups reported significantly poorer quality of life than their heterosexual counterparts (females: 22.5%-38.6% (sexual minority) vs. 19.8% (heterosexual); males: 14.3%-26.7% (sexual minority) vs. 11.8% (heterosexual)). Compared with the "healthier eating habits, more physically active" profile, the "unhealthy weight control" profile was associated with obesity, poor body satisfaction, and poor quality of life in multiple gender/sexual orientation subgroups. Interventions are needed to address obesity, body dissatisfaction, and poor quality of life among sexual minority college students. © 2016 The Obesity Society.

A multi-level differential item functioning analysis of trends in international mathematics and science study: Potential sources of gender and minority difference among U.S. eighth graders' science achievement

NASA Astrophysics Data System (ADS)

Qian, Xiaoyu

Science is an area where a large achievement gap has been observed between White and minority, and between male and female students. The science minority gap has continued as indicated by the National Assessment of Educational Progress and the Trends in International Mathematics and Science Studies (TIMSS). TIMSS also shows a gender gap favoring males emerging at the eighth grade. Both gaps continue to be wider in the number of doctoral degrees and full professorships awarded (NSF, 2008). The current study investigated both minority and gender achievement gaps in science utilizing a multi-level differential item functioning (DIF) methodology (Kamata, 2001) within fully Bayesian framework. All dichotomously coded items from TIMSS 2007 science assessment at eighth grade were analyzed. Both gender DIF and minority DIF were studied. Multi-level models were employed to identify DIF items and sources of DIF at both student and teacher levels. The study found that several student variables were potential sources of achievement gaps. It was also found that gender DIF favoring male students was more noticeable in the content areas of physics and earth science than biology and chemistry. In terms of item type, the majority of these gender DIF items were multiple choice than constructed response items. Female students also performed less well on items requiring visual-spatial ability. Minority students performed significantly worse on physics and earth science items as well. A higher percentage of minority DIF items in earth science and biology were constructed response than multiple choice items, indicating that literacy may be the cause of minority DIF. Three-level model results suggested that some teacher variables may be the cause of DIF variations from teacher to teacher. It is essential for both middle school science teachers and science educators to find instructional methods that work more effectively to improve science achievement of both female and minority students. Physics and earth science are two areas to be improved for both groups. Curriculum and instruction need to enhance female students' learning interests and give them opportunities to improve their visual perception skills. Science instruction should address improving minority students' literacy skills while teaching science.

Women in science & engineering and minority engineering scholarships : year 2 report for 2007-2008 activities.

DOT National Transportation Integrated Search

2008-08-01

Support will make scholarships available to minority and women students interested in engineering and science and will increase : significantly the number of minority and female students that Missouri S&T can recruit to its science and engineering pr...

Women in science & engineering and minority engineering scholarships : year 3, report for 2008-2009 activities.

DOT National Transportation Integrated Search

2009-05-01

Support made scholarships available to minority and women students interested in engineering and science and significantly increased : the number of minority and female students that Missouri S&T can recruit to its science and engineering programs. R...

Mental Health and Substance Use of Sexual Minority College Athletes

ERIC Educational Resources Information Center

Kroshus, Emily; Davoren, Ann Kearns

2016-01-01

Objective: Assess the mental health and substance use of sexual minority collegiate student-athletes in the United States, as compared with heterosexual college students and heterosexual student-athletes. Participants: Undergraduate students (N = 196,872) who completed the American College Health Association's National College Health Assessment…

Online Collaborative Learning Activities: The Perceptions of Culturally Diverse Graduate Students

ERIC Educational Resources Information Center

Kumi-Yeboah, Alex; Yuan, Guangji; Dogbey, James

2017-01-01

This exploratory study examined the perceptions of minority graduate students toward online collaborative learning activities. The participants were 20 minority graduate students from diverse cultural backgrounds (10 African Americans, 5 Hispanics, and 5 international students from Africa) enrolled in online graduate instructional technology and…

Advising African American and Latino Students

ERIC Educational Resources Information Center

Roscoe, Jason L.

2015-01-01

The volume of minority students entering colleges and universities will increase significantly over the next thirty-five years. Many of these students are statistically under-prepared both academically and socially for the higher education environment. To meet the needs of current and future minority students, particularly those from African…

Navigating the transition to college: First-generation undergraduates negotiate identities and search for success in STEM and non-STEM fields

NASA Astrophysics Data System (ADS)

Mussey, Season Shelly

2009-12-01

Historically, racial and ethnic minority students from low income backgrounds have faced unequal access to colleges and universities. Recently, both K-12 and higher education institutions, specifically the University of California, in response to Proposition 209, have made efforts to increase access and opportunities for all students. Similarly, female minority students are underrepresented in selected science, technology, engineering and math (STEM) majors and careers. Using a qualitative research design, this study investigates how first generation, low income, underrepresented minority students who graduated from an innovative college preparatory high school enact coping strategies that they were explicitly taught to achieve success within the context of university science and math courses. The presence of a unique, college-prep high school on the campus of UC San Diego, which accepts exclusively low-income students through a randomized lottery system, creates an unusual opportunity to study the transition from high school to college for this population, a cohort of underrepresented students who were taught similar academic coping strategies for success in college. This study aims to understand how students develop their college-going, academic identities within the context of their colleges and universities. Furthermore, this study intends to understand the phenomenon of "transition to college" as a lived experience of first-generation, low income, minority students, who all share a similar college preparatory, high school background. The main research questions are: (1) How do underrepresented students experience the transition from a college preparatory high school to college? (2) How are students developing their college-going, academic identities in the context of their educational institutions? and (3) What factors support or constrain student participation and success in college science courses? Twenty-eight students participated in this study. Based on surveys and individual interviews with the participants, twenty student narratives were written and analyzed. The students' narratives provide a picture of how these underrepresented students are experiencing the transition to college. In this sample, five factors impact the students' college-going academic identity development, major choice, and career path: (1) college preparation in high school, (2) self-efficacy, (3) success in college academics, (4) affinity group participation, and (5) interaction with college faculty.

Academic and social integration on campus among sexual minority students: the impacts of psychological and experiential campus climate.

PubMed

Woodford, Michael R; Kulick, Alex

2015-03-01

A heterosexist campus climate can increase risk for mental health problems for sexual minority students; however, the relationship between campus climate for sexual minorities and academic outcomes remains understudied. Using a sample of sexual minority respondents extracted from a campus climate survey conducted at a large university in the Midwest, we examine relationships between multiple dimensions of psychological and experiential campus climate for sexual minorities with academic integration (academic disengagement, grade-point average [GPA]) and social integration (institutional satisfaction, acceptance on campus). We also investigate the protective role of engagement with informal academic and peer-group systems. Findings suggest campus climate affects sexual minority students' integration. In multivariate analyses, perceptions of whether lesbian, gay, and bisexual (LGB) people could be open about their sexual identity was positively associated with acceptance on campus; personal heterosexist harassment was positively associated with academic disengagement and negatively with GPA. Students' informal academic integration (instructor relations) and informal social integration (LGB friends) demonstrated influential main effects but did not moderate any of the climate-outcome relationships. Researchers should further explore the relationships between climate and academic outcomes among sexual minority students, both collectively and among specific sub-groups, and address the role of other protective factors.

Medical students' attitudes toward gay men.

PubMed

Matharu, Kabir; Kravitz, Richard L; McMahon, Graham T; Wilson, Machelle D; Fitzgerald, Faith T

2012-08-08

Healthcare providers' attitudes toward sexual minorities influence patient comfort and outcomes. This study characterized medical student attitudes toward gay men, focusing on behavior, personhood, gay civil rights, and male toughness. A cross-sectional web-based anonymous survey was sent to medical students enrolled at the University of California, Davis (N = 371) with a response rate of 68%. Few respondents expressed negative attitudes toward gay men or would deny them civil rights. More negative responses were seen with respect to aspects of intimate behavior and homosexuality as a natural form of sexual expression. Men and students younger than 25 years old were more likely to endorse negative attitudes toward behavior as well as more traditional views on male toughness. We show that an important minority of students express discomfort with the behavior of gay men and hold to a narrow construction of male identity. These findings suggest that competency training must move beyond conceptual discussions and address attitudes toward behaviors through new pedagogical approaches.

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

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.

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.

Attitudes toward Agriculture of Minority and Non-Minority Students Enrolled in an Introductory Agriscience Course in Texas. A Summary Report of Research. Department Information Bulletin 92-1.

ERIC Educational Resources Information Center

Talbert, B. Allen; Larke, Alvin, Jr.

A study compared the attitudes of minority and nonminority Texas high school agriscience students toward agriculture. A cluster sample of 1,399 agriscience students in Texas high school courses called "Introduction to World Agricultural Science and Technology" and "Applied Agricultural Science and Technology" participated in the ex post facto…

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.

Self-injury, suicide ideation, and sexual orientation: differences in causes and correlates among high school students.

PubMed

DeCamp, Whitney; Bakken, Nicholas W

2016-01-01

Research has suggested that sexual minority youth are more likely to experience a number of behavioral and health-related risk factors due to their exposure to negative attitudes and beliefs about sexual minorities. Few studies, however, have examined the prevalence of non-suicidal self-injury (NSSI) among sexual minority youth. With self-cutting and suicidal ideation common in middle and high schools, understanding the antecedents and correlates of such behavior may help identify troubled students and initiate preventative measures. Bivariate probit regression analyses are performed using data from 7,326 high school students collected via the Delaware Youth Risk Behavior Survey. Results indicate that bullying victimization, fighting, substance use, sexual behavior, depression, and unhealthy dieting behaviors were generally associated with NSSI and suicidal ideation. Some effects--including those from sexual activity, substance use, and unhealthy dieting behaviors--significantly differed based on gender and orientation. Risk factors for suicide and NSSI vary by gender and orientation. Both prevention/intervention specialists and researchers should consider the intersection of these risk factors with sexual orientation in their efforts. © 2016 KUMS, All rights reserved.

"Why Can't We Learn about This?" Sexual Minority Students Navigate the Official and Hidden Curricular Spaces of High School

ERIC Educational Resources Information Center

Castro, Ingrid E.; Sujak, Mark Conor

2014-01-01

In the spaces of high school, sexual minority youth often find that their needs for inclusion are not met by their institutions and those employed within. Through interviews with sexual minority high school students and written questionnaires with high school teachers and other faculty, we find that sexual minority youth are faced with exclusion…

Youth Risk Behavior Surveillance — United States, 2017

PubMed Central

McManus, Tim; Harris, William A.; Shanklin, Shari L.; Flint, Katherine H.; Queen, Barbara; Lowry, Richard; Chyen, David; Whittle, Lisa; Thornton, Jemekia; Lim, Connie; Bradford, Denise; Yamakawa, Yoshimi; Leon, Michelle; Brener, Nancy; Ethier, Kathleen A.

2018-01-01

Problem Health-risk behaviors contribute to the leading causes of morbidity and mortality among youth and adults in the United States. In addition, significant health disparities exist among demographic subgroups of youth defined by sex, race/ethnicity, and grade in school and between sexual minority and nonsexual minority youth. Population-based data on the most important health-related behaviors at the national, state, and local levels can be used to help monitor the effectiveness of public health interventions designed to protect and promote the health of youth at the national, state, and local levels. Reporting Period Covered September 2016–December 2017. Description of the System The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health-related behaviors among youth and young adults: 1) behaviors that contribute to unintentional injuries and violence; 2) tobacco use; 3) alcohol and other drug use; 4) sexual behaviors related to unintended pregnancy and sexually transmitted infections (STIs), including human immunodeficiency virus (HIV) infection; 5) unhealthy dietary behaviors; and 6) physical inactivity. In addition, YRBSS monitors the prevalence of other health-related behaviors, obesity, and asthma. YRBSS includes a national school-based Youth Risk Behavior Survey (YRBS) conducted by CDC and state and large urban school district school-based YRBSs conducted by state and local education and health agencies. Starting with the 2015 YRBSS cycle, a question to ascertain sexual identity and a question to ascertain sex of sexual contacts were added to the national YRBS questionnaire and to the standard YRBS questionnaire used by the states and large urban school districts as a starting point for their questionnaires. This report summarizes results from the 2017 national YRBS for 121 health-related behaviors and for obesity, overweight, and asthma by demographic subgroups defined by sex, race/ethnicity, and grade in school and by sexual minority status; updates the numbers of sexual minority students nationwide; and describes overall trends in health-related behaviors during 1991–2017. This reports also summarizes results from 39 state and 21 large urban school district surveys with weighted data for the 2017 YRBSS cycle by sex and sexual minority status (where available). Results Results from the 2017 national YRBS indicated that many high school students are engaged in health-risk behaviors associated with the leading causes of death among persons aged 10–24 years in the United States. During the 30 days before the survey, 39.2% of high school students nationwide (among the 62.8% who drove a car or other vehicle during the 30 days before the survey) had texted or e-mailed while driving, 29.8% reported current alcohol use, and 19.8% reported current marijuana use. In addition, 14.0% of students had taken prescription pain medicine without a doctor’s prescription or differently than how a doctor told them to use it one or more times during their life. During the 12 months before the survey, 19.0% had been bullied on school property and 7.4% had attempted suicide. Many high school students are engaged in sexual risk behaviors that relate to unintended pregnancies and STIs, including HIV infection. Nationwide, 39.5% of students had ever had sexual intercourse and 9.7% had had sexual intercourse with four or more persons during their life. Among currently sexually active students, 53.8% reported that either they or their partner had used a condom during their last sexual intercourse. Results from the 2017 national YRBS also indicated many high school students are engaged in behaviors associated with chronic diseases, such as cardiovascular disease, cancer, and diabetes. Nationwide, 8.8% of high school students had smoked cigarettes and 13.2% had used an electronic vapor product on at least 1 day during the 30 days before the survey. Forty-three percent played video or computer games or used a computer for 3 or more hours per day on an average school day for something that was not school work and 15.4% had not been physically active for a total of at least 60 minutes on at least 1 day during the 7 days before the survey. Further, 14.8% had obesity and 15.6% were overweight. The prevalence of most health-related behaviors varies by sex, race/ethnicity, and, particularly, sexual identity and sex of sexual contacts. Specifically, the prevalence of many health-risk behaviors is significantly higher among sexual minority students compared with nonsexual minority students. Nonetheless, analysis of long-term temporal trends indicates that the overall prevalence of most health-risk behaviors has moved in the desired direction. Interpretation Most high school students cope with the transition from childhood through adolescence to adulthood successfully and become healthy and productive adults. However, this report documents that some subgroups of students defined by sex, race/ethnicity, grade in school, and especially sexual minority status have a higher prevalence of many health-risk behaviors that might place them at risk for unnecessary or premature mortality, morbidity, and social problems (e.g., academic failure, poverty, and crime). Public Health Action YRBSS data are used widely to compare the prevalence of health-related behaviors among subpopulations of students; assess trends in health-related behaviors over time; monitor progress toward achieving 21 national health objectives; provide comparable state and large urban school district data; and take public health actions to decrease health-risk behaviors and improve health outcomes among youth. Using this and other reports based on scientifically sound data is important for raising awareness about the prevalence of health-related behaviors among students in grades 9–12, especially sexual minority students, among decision makers, the public, and a wide variety of agencies and organizations that work with youth. These agencies and organizations, including schools and youth-friendly health care providers, can help facilitate access to critically important education, health care, and high-impact, evidence-based interventions. PMID:29902162

Youth Risk Behavior Surveillance - United States, 2017.

PubMed

Kann, Laura; McManus, Tim; Harris, William A; Shanklin, Shari L; Flint, Katherine H; Queen, Barbara; Lowry, Richard; Chyen, David; Whittle, Lisa; Thornton, Jemekia; Lim, Connie; Bradford, Denise; Yamakawa, Yoshimi; Leon, Michelle; Brener, Nancy; Ethier, Kathleen A

2018-06-15

Health-risk behaviors contribute to the leading causes of morbidity and mortality among youth and adults in the United States. In addition, significant health disparities exist among demographic subgroups of youth defined by sex, race/ethnicity, and grade in school and between sexual minority and nonsexual minority youth. Population-based data on the most important health-related behaviors at the national, state, and local levels can be used to help monitor the effectiveness of public health interventions designed to protect and promote the health of youth at the national, state, and local levels. September 2016-December 2017. The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health-related behaviors among youth and young adults: 1) behaviors that contribute to unintentional injuries and violence; 2) tobacco use; 3) alcohol and other drug use; 4) sexual behaviors related to unintended pregnancy and sexually transmitted infections (STIs), including human immunodeficiency virus (HIV) infection; 5) unhealthy dietary behaviors; and 6) physical inactivity. In addition, YRBSS monitors the prevalence of other health-related behaviors, obesity, and asthma. YRBSS includes a national school-based Youth Risk Behavior Survey (YRBS) conducted by CDC and state and large urban school district school-based YRBSs conducted by state and local education and health agencies. Starting with the 2015 YRBSS cycle, a question to ascertain sexual identity and a question to ascertain sex of sexual contacts were added to the national YRBS questionnaire and to the standard YRBS questionnaire used by the states and large urban school districts as a starting point for their questionnaires. This report summarizes results from the 2017 national YRBS for 121 health-related behaviors and for obesity, overweight, and asthma by demographic subgroups defined by sex, race/ethnicity, and grade in school and by sexual minority status; updates the numbers of sexual minority students nationwide; and describes overall trends in health-related behaviors during 1991-2017. This reports also summarizes results from 39 state and 21 large urban school district surveys with weighted data for the 2017 YRBSS cycle by sex and sexual minority status (where available). Results from the 2017 national YRBS indicated that many high school students are engaged in health-risk behaviors associated with the leading causes of death among persons aged 10-24 years in the United States. During the 30 days before the survey, 39.2% of high school students nationwide (among the 62.8% who drove a car or other vehicle during the 30 days before the survey) had texted or e-mailed while driving, 29.8% reported current alcohol use, and 19.8% reported current marijuana use. In addition, 14.0% of students had taken prescription pain medicine without a doctor's prescription or differently than how a doctor told them to use it one or more times during their life. During the 12 months before the survey, 19.0% had been bullied on school property and 7.4% had attempted suicide. Many high school students are engaged in sexual risk behaviors that relate to unintended pregnancies and STIs, including HIV infection. Nationwide, 39.5% of students had ever had sexual intercourse and 9.7% had had sexual intercourse with four or more persons during their life. Among currently sexually active students, 53.8% reported that either they or their partner had used a condom during their last sexual intercourse. Results from the 2017 national YRBS also indicated many high school students are engaged in behaviors associated with chronic diseases, such as cardiovascular disease, cancer, and diabetes. Nationwide, 8.8% of high school students had smoked cigarettes and 13.2% had used an electronic vapor product on at least 1 day during the 30 days before the survey. Forty-three percent played video or computer games or used a computer for 3 or more hours per day on an average school day for something that was not school work and 15.4% had not been physically active for a total of at least 60 minutes on at least 1 day during the 7 days before the survey. Further, 14.8% had obesity and 15.6% were overweight. The prevalence of most health-related behaviors varies by sex, race/ethnicity, and, particularly, sexual identity and sex of sexual contacts. Specifically, the prevalence of many health-risk behaviors is significantly higher among sexual minority students compared with nonsexual minority students. Nonetheless, analysis of long-term temporal trends indicates that the overall prevalence of most health-risk behaviors has moved in the desired direction. Most high school students cope with the transition from childhood through adolescence to adulthood successfully and become healthy and productive adults. However, this report documents that some subgroups of students defined by sex, race/ethnicity, grade in school, and especially sexual minority status have a higher prevalence of many health-risk behaviors that might place them at risk for unnecessary or premature mortality, morbidity, and social problems (e.g., academic failure, poverty, and crime). YRBSS data are used widely to compare the prevalence of health-related behaviors among subpopulations of students; assess trends in health-related behaviors over time; monitor progress toward achieving 21 national health objectives; provide comparable state and large urban school district data; and take public health actions to decrease health-risk behaviors and improve health outcomes among youth. Using this and other reports based on scientifically sound data is important for raising awareness about the prevalence of health-related behaviors among students in grades 9-12, especially sexual minority students, among decision makers, the public, and a wide variety of agencies and organizations that work with youth. These agencies and organizations, including schools and youth-friendly health care providers, can help facilitate access to critically important education, health care, and high-impact, evidence-based interventions.

Differentiated Instruction in Developmental Mathematics Classes and Achievement of Ethnic Minority Students

ERIC Educational Resources Information Center

Hood, Otis D., Jr.

2012-01-01

National educational assessment organizations present statistical information that an achievement gap exists between White students and students of color. This achievement gap closely relates to students representing lower SES conditions. This study examined the lack of achievement for ethnic minorities in the field of mathematics using an…

Understanding Perceptions of the Geosciences among Minority and Nonminority Undergraduate Students

ERIC Educational Resources Information Center

Sherman-Morris, Kathleen; McNeal, Karen S.

2016-01-01

This study augments existing literature in understanding student perceptions about the geosciences; we examined the choice of major and science courses taken by 645 students at a large southeastern research university. Differences were examined between underrepresented minority (URM) and nonminority students. We compared responses regarding not…

Identifying Qualified Underrepresented-Minority Students Who Otherwise Appear to Be at Academic Risk.

ERIC Educational Resources Information Center

Van Winkle, Lon J.; Perhac, Peter A.

1996-01-01

Sixteen premedical students from underrepresented minority groups participated in a six-week, six-course program at the Chicago College of Osteopathic Medicine (Illinois). Academic performance before and during program participation was compared for students subsequently offered or denied admission. Accepted and denied students could be…

The Academic Achievement of Minority Students: Perspectives, Practices, and Prescriptions.

ERIC Educational Resources Information Center

Gregory, Sheila T., Ed.

This book presents a collection of papers by educators and researchers who discuss various methods of improving minority student achievement. The 19 chapters highlight the achievement of students from kindergarten through college as follows: (1) "Discrepancies between Aspirations and Preparation of Low SES Elementary Students" (Dianne L.…

Teaching Multicultural Awareness and Mentoring Minority Students

ERIC Educational Resources Information Center

Pierce, Latoya Anderson

2017-01-01

Purpose: This paper includes a proposed model for working with diverse students both in the classroom and as faculty mentors. This paper aims to provide guidelines on creating a collaborative learning community, helping students engage in cultural self-awareness and mentoring minority students. Design/methodology/approach: As a conceptual piece,…

Social Cognitive Predictors of Interest in Environmental Science: Recommendations for Environmental Educators

ERIC Educational Resources Information Center

Quimby, Julie L.; Seyala, Nazar D.; Wolfson, Jane L.

2007-01-01

The authors examined the influence of social cognitive variables on students' interest in environmental science careers and investigated differences between White and ethnic minority students on several career-related variables. The sample consisted of 161 undergraduate science majors (124 White students, 37 ethnic minority students). Results of…

Minority Student Progress Report 2009: A Snapshot of Arizona's Educational Achievement

ERIC Educational Resources Information Center

Morel-Seytoux, Sylvie

2009-01-01

The Arizona Minority Education Policy Analysis Center (AMEPAC) is a policy center of the Arizona Commission for Postsecondary Education. AMEPAC's mission is to stimulate, through studies, statewide discussion, and debate, constructive improvement of Arizona minority students' early awareness, access, and achievement throughout the educational…

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

PubMed

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

2017-01-28

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

Predicting the Grades of Low-Income--Ethnic-Minority Students from Teacher-Student Discrepancies in Reported Motivation

ERIC Educational Resources Information Center

Harvey, Kristin Emilia; Suizzo, Marie-Anne; Jackson, Karen Moran

2016-01-01

The aims of this study were to investigate the effects of discrepancies between teachers' perceptions of students' motivation and students' reports of their motivation on math and English grades and to identify possible gender and ethnic differences. Participants included 215 low-income, ethnic-minority students and their teachers in academically…

Retention of Underrepresented Minority Faculty: Strategic Initiatives for Institutional Value Proposition Based on Perspectives from a Range of Academic Institutions

PubMed Central

Whittaker, Joseph A.; Montgomery, Beronda L.; Martinez Acosta, Veronica G.

2015-01-01

The student and faculty make-up of academic institutions does not represent national demographics. Racial and ethnic minorities are disproportionately underrepresented nationally, and particularly at predominantly white institutions (PWIs). Although significant efforts and funding have been committed to increasing points of access or recruitment of under-represented minority (URM) students and faculty at PWIs, these individuals have not been recruited and retained at rates that reflect their national proportions. Underrepresentation of URMs is particularly prevalent in Science, Technology, Engineering, and Mathematics (STEM) disciplines. This reality represents a national crisis given a predicted shortage of workers in STEM disciplines based on current rates of training of all individuals, majority and URM, and the intersection of this limitation with persistent challenges in the recruitment, training, retention and advancement of URMs who will soon represent the largest pool of future trainees. An additional compounding factor is the increasingly disproportionate underrepresentation of minorities at higher professorial and administrative ranks, thus limiting the pool of potential mentors who are correlated with successful shepherding of URM students through STEM training and development. We address issues related to improving recruitment and retention of URM faculty that are applicable across a range of academic institutions. We describe challenges with recruitment and retention of URM faculty and their advancement through promotion in the faculty ranks and into leadership positions. We offer specific recommendations, including identifying environmental barriers to diversity and implementing strategies for their amelioration, promoting effective and innovative mentoring, and addressing leadership issues related to constructive change for promoting diversity. PMID:26240521

Retention of Underrepresented Minority Faculty: Strategic Initiatives for Institutional Value Proposition Based on Perspectives from a Range of Academic Institutions.

PubMed

Whittaker, Joseph A; Montgomery, Beronda L; Martinez Acosta, Veronica G

2015-01-01

The student and faculty make-up of academic institutions does not represent national demographics. Racial and ethnic minorities are disproportionately underrepresented nationally, and particularly at predominantly white institutions (PWIs). Although significant efforts and funding have been committed to increasing points of access or recruitment of under-represented minority (URM) students and faculty at PWIs, these individuals have not been recruited and retained at rates that reflect their national proportions. Underrepresentation of URMs is particularly prevalent in Science, Technology, Engineering, and Mathematics (STEM) disciplines. This reality represents a national crisis given a predicted shortage of workers in STEM disciplines based on current rates of training of all individuals, majority and URM, and the intersection of this limitation with persistent challenges in the recruitment, training, retention and advancement of URMs who will soon represent the largest pool of future trainees. An additional compounding factor is the increasingly disproportionate underrepresentation of minorities at higher professorial and administrative ranks, thus limiting the pool of potential mentors who are correlated with successful shepherding of URM students through STEM training and development. We address issues related to improving recruitment and retention of URM faculty that are applicable across a range of academic institutions. We describe challenges with recruitment and retention of URM faculty and their advancement through promotion in the faculty ranks and into leadership positions. We offer specific recommendations, including identifying environmental barriers to diversity and implementing strategies for their amelioration, promoting effective and innovative mentoring, and addressing leadership issues related to constructive change for promoting diversity.

Student diversity programs : sponsored items and events for 2013-2014.

DOT National Transportation Integrated Search

2014-07-01

Support made scholarships available to minority and women students interested in engineering and science and increased significantly : the number of minority and female students that Missouri S&T can recruit to its science and engineering programs. R...

Engaging Parents of Eighth Grade Students in Parent-Teacher Bidirectional Communication

ERIC Educational Resources Information Center

Bennett-Conroy, Waveline

2012-01-01

This article describes the development and evaluation of a classroom-based, low-cost intervention to increase parents' involvement in their children's education. In Phase 1 of the study, 17 parents of 8th grade students in a low-income, high immigrant and minority school district were interviewed to conduct a qualitative assessment of factors…

STEM Education: Attracting and Retaining Female Students in Secondary STEM Programs

ERIC Educational Resources Information Center

Ruff, Zachary A.

2017-01-01

This narrative case study examines a high achieving STEM based high school and its ability to attract, retains, and engage female students. Given the recent importance placed on STEM graduates and STEM careers it is important for schools to understand how they can engage traditionally underserved minorities in STEM fields. The research used a…

An Active Classroom: The Emerging Scholars Program at West Virginia University

ERIC Educational Resources Information Center

Deshler, Jessica M.; Miller, David; Pascal, Matthew

2016-01-01

In an effort to support the success of minority students and to incorporate inquiry-based learning (IBL) into the calculus sequence of courses at West Virginia University, a modified version of the Emerging Scholars Program (ESP) was implemented in the fall of 2009. Since then, approximately 100 students have taken ESP Calculus I, with many of…

Affirmative Action in Law School Admissions: What Do Racial Preferences Do? NBER Working Paper No. 14276

ERIC Educational Resources Information Center

Rothstein, Jesse; Yoon, Albert H.

2008-01-01

The Supreme Court has held repeatedly that race-based preferences in public university admissions are constitutional. But debates over the wisdom of affirmative action continue. Opponents of these policies argue that preferences are detrimental to minority students--that by placing these students in environments that are too competitive,…

The Top 100 Business, Education, Engineering and Social Sciences Degrees Conferred on Hispanic Students

ERIC Educational Resources Information Center

Diverse: Issues in Higher Education, 2011

2011-01-01

Each year, "Diverse: Issues In Higher Education" publishes lists of the Top 100 producers of associate, bachelor's and graduate degrees awarded to minority students based on research conducted by Dr. Victor M. H. Borden, professor of educational leadership and policy studies at Indiana University Bloomington. This article presents lists of the top…

Tailoring University Counselling Services to Aboriginal and International Students: Lessons from Native and International Student Centres at a Canadian University

ERIC Educational Resources Information Center

Robertson, Lloyd Hawkeye; Holleran, Kathryn; Samuels, Marilyn

2015-01-01

Critics have suggested that the practice of psychology is based on ethnocentric assumptions that do not necessarily apply to non-European cultures, resulting in the underutilization of counselling centres by minority populations. Few practical, culturally appropriate alternatives have flowed from these concerns. This paper reviews experiences from…

A Different Kind of District.

ERIC Educational Resources Information Center

Joiner, Lottie L.

2003-01-01

Department of Defense schools, equivalent to the 23rd largest school district in the country, serve military families on bases here and abroad. Despite the fact that only 40 percent of the students finish the academic year in the same school where they started, 80 percent of the graduates go on to college and minority students perform better that…

An Effective Industry-Based Mentoring Approach for the Recruitment of Women and Minorities in Engineering

ERIC Educational Resources Information Center

Ilumoka, Abby; Milanovic, Ivana; Grant, Natalie

2017-01-01

This article reflects upon an investigative study of the powerful impact that mentoring partnerships have on pre-college students and young engineering professionals in Hartford, CT. It was found that these partnerships can provide very strong foundations for a diverse pre-college student engineering pipeline that includes significant numbers of…

Testing for Results: Helping Families, Schools and Communities Understand and Improve Student Achievement.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of the Under Secretary.

Redefining the federal government's role in kindergarten through grade 12 education, the No Child Left Behind Act of 2001 is designed to close the achievement gap between disadvantaged and minority students and their peers. The act is based on four principles, the first of which is stronger accountability for results, entailing creation of…

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

PubMed

Arbona, Consuelo; Jimenez, Carolina

2014-01-01

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

Recruitment of minority students to U.S. epidemiology degree programs. The American College of Epidemiology Committee on Minority Affairs.

PubMed

St George, D M; Schoenbach, V J; Reynolds, G H; Nwangwu, J; Adams-Campbell, L

1997-05-01

African-, Hispanic-, and Native Americans are underrepresented in the field of epidemiology including degree programs. As part of the assessment component of its mandate, the American College of Epidemiology Committee on Minority Affairs conducted a survey of minority recruitment activities of U.S. epidemiology degree programs. The survey, containing questions related to marketing activities, institution infrastructure, financial support, academic offerings, and receptive/supportive environment, was mailed to all programs identified in Episource as offering epidemiology degrees. Separate responses were requested concerning activities at the department and school levels. Fifty-two completed questionnaires were received (response rate of 79%). All but two institutions had at least one activity conducted by either the department or the school. However, all activities were more common at the school- than at the department-level. Indeed, some activities [a written minority student recruitment plan (6% of departments and 52% of schools), personnel with minority recruitment responsibilities (4% of departments and 73% of schools)] were almost exclusively school-sponsored. Although marketing-type activities were the most common minority recruitment tool used by departments, only 21% made visits to minority schools, 17% visited other colleges specifically to recruit minorities, and 12% produced materials targeted to ethnic/racial minorities. Six percent of the departments and 19% of the schools offered financial support (grants, fellowships, scholarships) to almost all underrepresented minority students. Even though individual epidemiology degree programs may not see a need for general recruitment activities in order to maintain the size of their applicant pool, minority-specific recruitment activities should be undertaken to enhance and diversify that pool. We recommend that epidemiology departments develop, adopt, and implement comprehensive written plans for the recruitment of underrepresented minority students into their programs.

What to Expect If Your Legislature Orders Literacy Testing

ERIC Educational Resources Information Center

Van Til, William

1978-01-01

Based on the Florida experience, one should expect, among other things, new problems for minority students, lawsuits against the tests, calls for tests of teachers, and scapegoating and blaming. (Author/IRT)

Leadership Identity Development through an Interdisciplinary Leadership Minor

ERIC Educational Resources Information Center

Sorensen, Tyson J.; McKim, Aaron J.; Velez, Jonathan J.

2016-01-01

Leadership development among postsecondary students can occur through a variety of experiences; one such experience is a leadership minor. The purpose of this descriptive interpretive study was to analyze students' experiences while enrolled in a leadership minor with a focus on exploring evidence of leadership identity development. By exploring…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Creating an Environment for Diversity in Dental Schools: One School's Approach.

ERIC Educational Resources Information Center

Formicola, Allan J.; Klyvert, Marlene; McIntosh, James; Thompson, Albert; Davis, Martin; Cangialosi, Thomas

2003-01-01

Describes how the Columbia University School of Dental and Oral Surgery strives to admit more underrepresented minority students. Discusses its D.D.S. minority admissions program, postdoctoral minority admissions program, Science and Technology Entry Program (STEP) for middle and high school students, and "zero" tuition dental assisting…

School Effects on Performance of Minority Pupils.

ERIC Educational Resources Information Center

Hofman, W. H. Adriaan

1994-01-01

Presents results of a study examining the comparative effects of school (system) determinants on the educational careers of minority students in the Netherlands, drawing on rational choice and empowerment theories. Results indicate the importance of a school policy aimed at improving minority student achievement. Pull-out programs are detrimental,…

Educating a New Majority: Transforming America's Educational System for Diversity.

ERIC Educational Resources Information Center

Rendon, Laura I., Ed.; Hope, Richard O., Ed.

This book presents 20 papers on the current status and future needs of disadvantaged minority students in the elementary, secondary, and higher education systems. Papers are grouped into four sections: current challenges to minority education; restructuring schools to foster minority student success; reforming higher education; and leadership…

Minorities in Medicine: A Guide for Premedical Students.

ERIC Educational Resources Information Center

California State Dept. of Health, Sacramento.

This booklet explains the need for more physicians from underrepresented minority groups and guides the minority student considering a medical career in preparing for and gaining admission to a medical school. Organized in nine sections, the book first introduces the Health Professions Career Opportunity Program and its services which work to…

Scientific inquiry as social and linguistic practice: Language socialization pathways in a ninth-grade physics class

NASA Astrophysics Data System (ADS)

Braden, Sarah Katherine

English Language Learners (ELLs) in K-12 schools in the United States. have lower standardized test scores and lower high school graduation rates than their native-English speaking peers. Similar performance gaps exist for Latino/a students when compared to White non-Latino/a students, even if they are not identified as English learners and were schooled in the United States. Language minority students are also underrepresented in STEM (science, technology, engineering, and mathematics) fields. Equity in access to STEM degrees and professions is a social justice issue with economic implications. STEM careers provide economic security for individuals and growth in STEM industries is important for the United States economy. As the demographics in the United States change to include more workers from language minority backgrounds, it has become even more imperative to ensure equitable access to STEM careers. Traditional approaches to studying equity for K-12 language minority students in the sciences focus on narrowly defined pedagogical methods aimed at improving the performance of language learners on science assessments. However, language socialization research using ethnographic methods suggests that students' classroom-based social positioning shapes their learning and their affiliation or disaffiliation with particular disciplines. Thus, this dissertation explores science expertise as a discursively constructed stance not as a set of acquired facts. In this dissertation research, I use ethnography and classroom discourse analysis to study peer group interactions and explore how language minority students either achieve or do not achieve science expert status in their physics lab groups. In order to trace the language socialization pathways of three Spanish-English bilingual Latina students, it was also necessary to document community-level norms related to academic success. The findings in this dissertation center on these two phenomena: classroom-level identities related to academic success during lab work and the experiences of language minority students as they navigated social interactions during lab tasks. Classroom-level findings suggest that students oriented to three local identities related to academic success: (1) the science expert, (2) the good student, and (3) the good assistant. Looking across the socialization pathways of the Latina students in the class revealed that their identities as Latinas and Spanish-speakers intersected with their ability to articulate science expert status in complicated ways. I conclude this dissertation with implications for research on Latino/as in STEM, classroom discourse studies, language socialization research, and science teacher education.

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

PubMed

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

2017-06-01

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

School-based HIV/AIDS education is associated with reduced risky sexual behaviors and better grades with gender and race/ethnicity differences.

PubMed

Ma, Zhen-qiang; Fisher, Monica A; Kuller, Lewis H

2014-04-01

Although studies indicate school-based HIV/AIDS education programs effectively reduce risky behaviors, only 33 states and the District of Columbia in US mandate HIV/AIDS education. Ideally, school-based HIV/AIDS education should begin before puberty, or at the latest before first sexual intercourse. In 2011, 20% US states had fewer schools teaching HIV/AIDS prevention than during 2008; this is worrisome, especially for more vulnerable minorities. A nationally representative sample of 16 410 US high-school students participating in 2009 Youth Risk Behavior Survey was analyzed. Multiple regression models assessed the association between HIV/AIDS education and risky sexual behaviors, and academic grades. HIV/AIDS education was associated with delayed age at first sexual intercourse, reduced number of sex partners, reduced likelihood to have forced sexual intercourse and better academic grades, for sexually active male students, but not for female students. Both male and female students who had HIV/AIDS education were less likely to inject drugs, drink alcohol or use drugs before last sexual intercourse, and more likely to use condoms. Minority ethnic female students were more likely to have HIV testing. The positive effect of HIV/AIDS education and different gender and race/ethnicity effects support scaling up HIV/AIDS education and further research on the effectiveness of gender-race/ethnicity-specific HIV/AIDS curriculum.

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.

Supplemental Instruction in Introductory Biology I: Enhancing the Performance and Retention of Underrepresented Minority Students

PubMed Central

Peterfreund, Alan R.; Xenos, Samuel P.; Bayliss, Frank; Carnal, Nancy

2007-01-01

Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. PMID:17785403

The Unique Leadership Needs of Minority Student Populations: Crafting a Leadership Identity

ERIC Educational Resources Information Center

Baughman, Kristen N.; Bruce, Jacklyn

2011-01-01

The purpose of this qualitative study was to determine how college-level minority student leaders make meaning of those leadership experiences. Semi-structured interviews were conducted with 12 students. Major findings noted a strong personal motivation to participate in student leadership positions. Further research on the impact of familial…

Project Student Concerns: A Study of Minority Student Suspensions. Interim Report.

ERIC Educational Resources Information Center

Bickel, Frank; Qualls, Robert

This report is a summary of research completed during the 1978-79 school year concerning the causes of disproportionate minority student suspensions in the Jefferson County public schools. A review of related literature is presented to illustrate that factors other than student behavior may contribute to school disruptions and high rates of…

The Relationship between the Minority Student Achievement Gap and Collective Teacher Efficacy

ERIC Educational Resources Information Center

O'Hara, Jane A.

2011-01-01

The purpose of this study was to determine the relationship between Collective Teacher Efficacy and minority student achievement gap over and above that explained by socioeconomics, school size, and prior achievement gaps for Black and Hispanic students with White students. Forty-seven Virginia middle schools were selected to participate in the…

Seeking a Just and Humane World: Motivating Minority Students to Become Global Citizens

ERIC Educational Resources Information Center

Waldron-Moore, Pamela

2011-01-01

This study explores methods of preparing students for global citizenship and leadership in a just and humane world. It reviews explanations of student motivation and strategies for promoting global understanding. It provides pedagogical insight into minority education and challenges the international relations educator to enthuse student interest…

Promoting Student Academic Achievement through Faculty Development about Inclusive Teaching

ERIC Educational Resources Information Center

Schmid, Megan E.; Gillian-Daniel, Donald L.; Kraemer, Sara; Kueppers, Mark

2016-01-01

The achievement gap, disparities in the academic achievement of marginalized students (e.g., underrepresented minority, first generation in their family to attend college, and low socio-economic status undergraduate students) relative to their non-minority peers is a pervasive problem in higher education. It impacts student access to the major and…

Minor psychological problems in a multiracial student population in Rhodesia.

PubMed

Smith, M E

1978-12-16

Experience in the student health service at the multiracial University of Rhodesia suggests that, although the aetiology and manifestations of minor psychological problems are affected by cultural factors, similarities between students of different races are more marked than are divergencies. The students' problems are similar to those reported from universities in other countries.

Minors on Campus: Underage Students at Community Colleges

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2006

2006-01-01

Fall 2005 enrollment data show approximately 73,000 students under the age of 18 enrolled in California community colleges. Given that students under the age of 18 are legally considered minors, community college faculty and staff are often uncertain about their roles and responsibilities for these students. Laws governing the opportunities for…

Succeeding in School: The Online Reflections of Native American and Other Minority Students

ERIC Educational Resources Information Center

Zyromski, Brett; Bryant, Alfred, Jr.; Gerler, Edwin R., Jr.

2011-01-01

This phenomenological study of students' online responses to the Succeeding in School program offers rare insight into how Native American and other minority students perceived and experienced their school environment. Students' strategies regarding behavior and attitude changes they would use to improve their success and counseling implications…

Classroom Composition and Language Minority Students' Motivation in Language Lessons

ERIC Educational Resources Information Center

Rjosk, Camilla; Richter, Dirk; Hochweber, Jan; Lüdtke, Oliver; Stanat, Petra

2015-01-01

In this study, we investigated effects of the proportion of language minority students in classrooms on the development of students' intrinsic motivation in language lessons and the mediating role of instructional climate (e.g., teacher support, focus on student interests). In addition, we explored the interaction between the proportion of…

U.S. Department of Energy student research participation programs. Underrepresented minorities in U.S. Department of Energy student research participation programs

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

NONE

1996-03-01

The purpose of this study was to identify those particular aspects of US Department of Energy (DOE) research participation programs for undergraduate and graduate students that are most associated with attracting and benefiting underrepresented minority students and encouraging them to pursue careers in science, engineering, and technology. A survey of selected former underrepresented minority participants, focus group analysis, and critical incident analysis serve as the data sources for this report. Data collected from underrepresented minority participants indicate that concerns expressed and suggestions made for conducting student research programs at DOE contractor facilities are not remarkably different from those made bymore » all participants involved in such student research participation programs. With the exception of specific suggestions regarding recruitment, the findings summarized in this report can be interpreted to apply to all student research participants in DOE national laboratories. Clearly defined assignments, a close mentor-student association, good communication, and an opportunity to interact with other participants and staff are those characteristics that enhance any educational program and have positive impacts on career development.« less

A Department of Atmospheric and Planetary Sciences at Hampton University

NASA Astrophysics Data System (ADS)

Paterson, W. R.; McCormick, M. P.; Russell, J. M.; Anderson, J.; Kireev, S.; Loughman, R. P.; Smith, W. L.

2006-12-01

With this presentation we discuss the status of plans for a Department of Atmospheric and Planetary Sciences at Hampton University. Hampton University is a privately endowed, non-profit, non-sectarian, co-educational, and historically black university with 38 baccalaureate, 14 masters, and 4 doctoral degree programs. The graduate program in physics currently offers advanced degrees with concentration in Atmospheric Science. The 10 students now enrolled benefit substantially from the research experience and infrastructure resident in the university's Center for Atmospheric Sciences (CAS), which is celebrating its tenth anniversary. Promoting a greater diversity of participants in geosciences is an important objective for CAS. To accomplish this, we require reliable pipelines of students into the program. One such pipeline is our undergraduate minor in Space, Earth, and Atmospheric Sciences (SEAS minor). This minor concentraton of study is contributing to awareness of geosciences on the Hampton University campus, and beyond, as our students matriculate and join the workforce, or pursue higher degrees. However, the current graduate program, with its emphasis on physics, is not necessarily optimal for atmospheric scientists, and it limits our ability to recruit students who do not have a physics degree. To increase the base of candidate students, we have proposed creation of a Department of Atmospheric and Planetary Sciences, which could attract students from a broader range of academic disciplines. The revised curriculum would provide for greater concentration in atmospheric and planetary sciences, yet maintain a degree of flexibility to allow for coursework in physics or other areas to meet the needs of individual students. The department would offer the M.S. and Ph.D. degrees, and maintain the SEAS minor. The university's administration and faculty have approved our plan for this new department pending authorization by the university's board of trustees, which will consider the matter during their October, 2006 meeting.

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

NASA Astrophysics Data System (ADS)

Wong, Billy

2016-02-01

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

Development, Implementation, and Assessment of a Lecture Course on Cancer for Undergraduates

PubMed Central

Peterson, Karen

2009-01-01

The war on cancer has been waged for nearly 40 years, yet the cancer burden remains high, especially among minority and underserved populations. One strategy to make strides in the war on cancer and its disparate impacts is to increase the diversity of the cancer research workforce. We describe an approach to recruit a diverse population of future cancer researchers from an undergraduate student population at a minority-serving land-grant institution. Specifically, we have addressed the following questions: Given the dearth of published reports of undergraduate cancer courses, is it possible for undergraduates at a land-grant institution (rather than a research or medical institution) to successfully learn cancer biology from a lecture-based course? Can we develop a template that has the potential to be used by others to develop and implement an undergraduate cancer course? Can such a course stimulate interest in careers in cancer research? Based on a learning gains analysis, students were able to learn cancer content and related skills, and based on student surveys, students' interest in cancer research was stimulated by course participation. We have identified aspects of our course development process that were critical for the successful development, implementation, and assessment of the course. PMID:19723814

[Possibility and predictors of successful cigarette purchase attempts by 201 primary school students in Guangzhou, China].

PubMed

Wen, Xiao-zhong; Huang, Jian-hua; Chen, Wei-qing; Liang, Cai-hua; Han, Ke; Ling, Wen-hua

2007-01-01

To explore the access to tobacco and exam the predictors of successful tobacco purchase attempts among Chinese minors. A simulative trial of purchasing cigarettes was participated by 201 sixth grade students to assess the prevalence of illegal cigarette sales to minors in Guangzhou. Methods of Chi-square and unconditional logistic regression were used to identify the significant predictors,with the result of tobacco purchase as the dependent variable and the characteristics of stores, retailers and minors as the independent variables. A total of 165 students succeeded in purchasing cigarettes but 36 failed, and the percentage of successful purchase attempts was 82. 1% . Data from univariate analysis indicated that 9 factors were significantly associated with students' success in purchasing cigarettes. They were age and height of the purchasers, types of stores, seller's gender and age, posting cigarette advertisements,showing warning signs of 'no cigarette selling to minors' ,asking buyer's age,and asking whom you buy the cigarettes for. The results of multivariable analysis showed that only three variables entering the final logistic regression: the age of students, the type of stores, and showing warning signs of 'no cigarette selling to minors'. Chinese minors have easy access to purchasing cigarettes, especially in groceries and small markets. Selling cigarettes by sellers to minors should be monitored and managed in the future.

Discrimination in Recruitment, Admission, and Retention of Minority Graduate Students.

ERIC Educational Resources Information Center

Pruitt, Anne S.; Isaac, Paul D.

1985-01-01

Employs concepts from the theory of discrimination in internal labor markets to analyze the declining enrollment of minority students in graduate schools. Describes problems and suggests solutions in recruitment procedures, objective admission standards, subjective screening criteria, and student retention. (KH)

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

PubMed Central

Bergsli, Oddhild; Johanesen, Else Marie

2017-01-01

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

School District of Philadelphia Student Achievement as Related to 2008-2009 K-8 Teachers' Perceptions of Major Academic Indicators

ERIC Educational Resources Information Center

Mason-Dorman, Cheryl

2013-01-01

The School District of Philadelphia (SDP), established in 1818, is the eighth largest school district in the United States, with a student enrollment of 184,560 K-12 students. Like most of the other large urban school districts in the United States, its student population consists of more minority students than non-minority students. As the white…

Advanced Course Enrollment and Performance in Washington State: Comparing Spanish-Speaking Students with Other Language Minority Students and English-Only Speakers. REL 2017-220

ERIC Educational Resources Information Center

Hanson, Havala; Bisht, Biraj; Motamedi, Jason Greenberg

2017-01-01

Students who take advanced courses in high school are more likely to enroll and persist in college. This report describes patterns in advanced coursetaking among three groups of students in Washington state: Spanish-speaking students, other language minority students whose primary or home language is not Spanish, and English-only speakers. This…

Shoring up the pipeline: A case study of female navigation throughout the science instructional pathway (SIP)

NASA Astrophysics Data System (ADS)

Aclufi, Allison Jill

Female minority students are increasing in numbers as science majors, but are still under-represented when compared to White and Asian males in the workplace. Many factors have been proposed and studied, yet there has been little, if any, longitudinal study of possible exacerbating variables that may play a key role in deterring female minority students from pursuing a science degree and career. This study took a retro-longitudinal look at the experiences of ten successful science undergraduate female minority students. Two major domains already widely covered in the literature were identified: academic experiences and social-capital networks. Based on in-depth interviews, the following trends, in order of magnitude, were noted: students were focused and goal-orientated, insufficient amounts and access to science equipment, lack of science education in elementary school, no after-school science programs, indifferent or resistant stakeholders, males favored in the classroom, parent alienation from schools, inequitable access to academic information, parental encouragement, and a lack of ethnic identity in the context of a science student. Not all of these trends began in elementary school, most began in middle school and exacerbated throughout the remainder of student's K-12 education. The major factors that allowed for these students matriculation into a four-year university as undergraduate science majors was their goal-orientated dedication to a science career, and deliberate expansion of their social-capital networks to facilitate knowledge acquisition mandatory for college acceptance. A large-scale, longitudinal study, following students throughout their entire K-12 education would provide details that may be lost due to memory, and allow for the creation of more effective interventions to reduce student attrition.

Trends in Performance-Based Funding. Data Points: Volume 5, Issue 19

ERIC Educational Resources Information Center

American Association of Community Colleges, 2017

2017-01-01

States' use of postsecondary performance-based funding is intended to encourage colleges to improve student outcomes. The model relies on indicators such as course completion, time to degree, transfer rates, number of credentials awarded and the number of low-income and minority graduates served. Currently, 21 states use performance-based funding…

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

PubMed

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

2018-03-22

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

Perceived Ethnic Discrimination by Teachers and Ethnic Minority Students' Academic Futility: Can Parents Prepare Their Youth for Better or for Worse?

PubMed

D'hondt, Fanny; Eccles, Jacquelynne S; Van Houtte, Mieke; Stevens, Peter A J

2016-06-01

This study focuses on the interplay of perceived ethnic discrimination by teachers, parents' ethnic socialization practices, and ethnic minority students' sense of academic futility. Since discrimination creates barriers beyond control of the individual, the first research goal is to examine the association of perceived ethnic discrimination by teachers with ethnic minority students' sense of academic futility. The second research goal is to focus on the role of perceived parental ethnic socialization (e.g., cultural socialization and preparation for bias) to get a better understanding of the interaction between family level factors and the potentially negative consequences of ethnic teacher discrimination. A multilevel analysis on 1181 ethnic minority students (50.6 % girls; mean age = 15.5), originating from migration, in 53 secondary schools in Flanders (Belgium) shows that the frequent perception of ethnic discrimination by teachers is associated with stronger feelings of academic futility, and if these students also received high levels of parents' ethnic socialization, they perceive even stronger feelings of futility. The group of ethnic minority students, who perceive frequent ethnic teacher discrimination, is a group at risk, and parents' ethnic socialization does not seem able to change this.

Value Added?: Teachers' Investments in and Orientations toward Parent Involvement in Education

ERIC Educational Resources Information Center

Schecter, Sandra R.; Sherri, Dana L.

2009-01-01

Research suggests that community-referenced pedagogy initiatives foster academic inclusion for minority students. However, we know little about such engagements' benefits for teachers. This study provides insights into teachers' dispositions toward school-based parent involvement in education based on ethnographic data collected through…

Cultural Earth Science in Hawai`i: Hands-on Place-Based Investigations that Merge Traditional Knowledge with Earth Science Inquiry

NASA Astrophysics Data System (ADS)

Moxey, L.; Dias, R. K.; Legaspi, E.

2011-12-01

During the summer of 2011, the Mālama Ke Ahupua`a (to care of our watershed) GEARUP summer program provided 25 under-served and under-represented minority public high school students (Hawaiian, part-Hawaiian, Filipino, Pacific Islanders) from Farrington High School (Kalihi, Honolulu) with a hands-on place-based multidiscipline course located within Manoa Valley (Ahupua`a O Kona) with the objective of engaging participants in scientific environmental investigations while exploring Hawaii's linkages between traditional knowledge, culture and science. The 4-week field program enabled students to collect samples along the perennial Manoa Stream and conduct water quality assessments throughout the Manoa watershed. Students collected science quality data from eight different sampling stations by means of field- and laboratory-based quantitative water quality testing equipment and GPS/GIS technology. While earning Hawaii DOE academic credits, students were able to document changes along the stream as related to pollution and urbanization. While conducting the various scientific investigations, students also participated in cultural fieldtrips and activities that highlighted the linkages between historical sustainable watershed uses by native Hawaiian communities, and their connections with natural earth processes. Additionally, students also participated in environmental service-learning projects that highlight the Hawaiian values of laulima (teamwork), mālama (to care for), and imi `ike (to seek knowledge). By contextualizing and merging hands-on place-based earth science inquiry with native Hawaiian traditional knowledge, students experienced the natural-cultural significance of their ahupua`a (watershed). This highlighted the advantages for promoting environmental literacy and geoscience education to under-served and under-represented minority populations in Hawaii from a rich native Hawaiian cultural framework.

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.

Minority Achievement Gaps in STEM: Findings of a Longitudinal Study of Project Excite

ERIC Educational Resources Information Center

Olszewski-Kubilius, Paula; Steenbergen-Hu, Saiying; Thomson, Dana; Rosen, Rhoda

2017-01-01

This longitudinal study examined the outcomes of Project Excite on reducing minority students' achievement gaps in STEM over 14 years. Project Excite was designed to provide intensive supplemental enrichment and accelerated programming for high-potential, underrepresented minority students from third through eighth grades to better prepare them…

Sexual Orientation Minorities in College Counseling: Prevalence, Distress, and Symptom Profiles

ERIC Educational Resources Information Center

McAleavey, Andrew A.; Castonguay, Louis G.; Locke, Benjamin D.

2011-01-01

Sexual minority group members are at a higher risk for mental health difficulties than are heterosexual individuals. The results of this study showed that college student sexual minorities were common in counseling centers and that they were more likely than heterosexual students to seek counseling. The results also showed that sexual orientation…

"I Am Here for a Reason": Minority Teachers Bridging Many Divides in Urban Education

ERIC Educational Resources Information Center

Magaldi, Danielle; Conway, Timothy; Trub, Leora

2018-01-01

Minority teachers are overwhelmingly employed in urban schools in underserved, low-income communities with large minority student populations. They receive little in the way of multicultural preparation, mentorship, and professional induction to meet the demands of teaching diverse student populations. This grounded theory study explores the…

The Effects of Student Characteristics on Teachers' Judgment Accuracy: Disentangling Ethnicity, Minority Status, and Achievement

ERIC Educational Resources Information Center

Kaiser, Johanna; Südkamp, Anna; Möller, Jens

2017-01-01

Teachers' judgments of students' academic achievement are not only affected by the achievement themselves but also by several other characteristics such as ethnicity, gender, and minority status. In real-life classrooms, achievement and further characteristics are often confounded. We disentangled achievement, ethnicity and minority status and…

Strategies for Recruitment and Retention of Underrepresented Minority Students at the University of Pennsylvania School of Dental Medicine.

ERIC Educational Resources Information Center

Wadenya, Rose O.; Schwartz, Susan; Lopez, Naty; Fonseca, Raymond

2003-01-01

Describes the university's focus on leadership, financial support, institutional commitment, and creation of an inclusive environment for minority students; an accelerated program leading to combined bachelor's and dental degrees, which includes agreements with Xavier University and Hampton University; and peer mentorship and minority mentorship…

Minority Enrollment Report, Fall Semester 1994. Research Report No. 2-95.

ERIC Educational Resources Information Center

Head, Ronald B.

Each year, Piedmont Virginia Community College (PVCC) examines longitudinal data on fall term minority enrollment to identify trends which may be of interest to those involved in planning student recruitment and retention activities. The analysis for fall 1994 indicated the following: (1) 594 minority students attended PVCC during fall 1994,…

Women and Minorities in Alaskan Aviation. Alaskan Equity Publication.

ERIC Educational Resources Information Center

Dordan, Mary Lou; Nicholson, Deborah

This resource guide tells the story of Alaskan women and minority aviators and those in aviation-related businesses, from the early 20th century to the present. Developed for secondary students but also suitable for younger students, the guide combines six accounts of Alaskan women and minority aviators with classroom activities centered around…

Influence of an Academic Intervention Program on Minority Student Career Choice

ERIC Educational Resources Information Center

Sweeney, Jennifer K.; Villarejo, Merna

2013-01-01

This qualitative, retrospective study explored how educational experiences provided as part of an undergraduate intervention program helped to shape career decisions for minority biology students. A key goal for the program is to increase minority entry into science research and teaching careers, yet actual career choice has not been studied.…

SMART (Student Media-based Asthma Research Team): Engaging Adolescents to Understand Asthma in Their Communities.

PubMed

Yarbrough, Marjorie; Blumenstock, Jesse; Warren, Christopher; Dyer, Ashley; Wilson, Jaidah; Smith, Bridget; Gupta, Ruchi

Asthma rates in Chicago exceed national averages and disproportionately affect minority adolescents. We collaborated with students in a neighborhood with high asthma prevalence to better understand community factors impacting asthma. To evaluate the impact of our Student Media-based Asthma Research Team (SMART) program on student, parent, and student-peer outcomes related to asthma. Students with asthma (n = 11), their parents (n = 9), and student-peers (n = 91) participated in a school-based asthma intervention grounded in community-based participatory research (CBPR) principles and completed multiple pre-/post-intervention questionnaires. After the program, participants significantly increased (p < 0.05) asthma-related quality of life (QOL), asthma control, emotional support, and empowerment. Parents significantly increased their QOL and student-peers showed significant improvements in asthma knowledge. This novel intervention-which used participatory media as a vehicle through which children learn about their own asthma and share their findings with parents and peers-was successful in engaging adolescents to improve asthma management and community support.

A day of immersive physiology experiments increases knowledge and excitement towards physiology and scientific careers in Native American students.

PubMed

Becker, Bryan K; Schiller, Alicia M; Zucker, Irving H; Eager, Eric A; Bronner, Liliana P; Godfrey, Maurice

2017-03-01

Underserved minority groups are disproportionately absent from the pursuit of careers in science, technology, engineering, and mathematics (STEM) fields. One such underserved population, Native Americans, are particularly underrepresented in STEM fields. Although recent advocacy and outreach designed toward increasing minority involvement in health care-related occupations have been mostly successful, little is known about the efficacy of outreach programs in increasing minority enthusiasm toward careers in traditional scientific professions. Furthermore, very little is known about outreach among Native American schools toward increasing involvement in STEM. We collaborated with tribal middle and high schools in South Dakota and Nebraska through a National Institutes of Health Science Education Partnership Award to hold a day-long physiology, activity-based event to increase both understanding of physiology and enthusiasm to scientific careers. We recruited volunteer biomedical scientists and trainees from the University of Nebraska Medical Center, Nebraska Wesleyan University, and University of South Dakota. To evaluate the effectiveness of the day of activities, 224 of the ~275-300 participating students completed both a pre- and postevent evaluation assessment. We observed increases in both students self-perceived knowledge of physiology and enthusiasm toward scientific career opportunities after the day of outreach activities. We conclude that activity-based learning opportunities in underserved populations are effective in increasing both knowledge of science and interest in scientific careers. Copyright © 2017 the American Physiological Society.

Culture and Ownership: Schooling of Minority Students.

ERIC Educational Resources Information Center

Au, Kathryn H.; Kawakami, Alice J.

1991-01-01

Discusses possible solutions to the problem of schools' widespread failure to meet minority students' needs. Considers theoretical perspectives that underlie these possible solutions, and illustrates the application of the solutions through examples of teachers' work with students of native Hawaiian ancestry at the Kamehameha Elementary Education…

Opening Pathways for Underrepresented High School Students to Biomedical Research Careers: The Emory University RISE Program

PubMed Central

Rohrbaugh, Margaret C.; Corces, Victor G.

2011-01-01

Increasing the college graduation rates of underrepresented minority students in science disciplines is essential to attain a diverse workforce for the 21st century. The Research Internship and Science Education (RISE) program attempts to motivate and prepare students from the Atlanta Public School system, where underrepresented minority (URM) students comprise a majority of the population, for biomedical science careers by offering the opportunity to participate in an original research project. Students work in a research laboratory from the summer of their sophomore year until graduation, mentored by undergraduate and graduate students and postdoctoral fellows (postdocs). In addition, they receive instruction in college-level biology, scholastic assessment test (SAT) preparation classes, and help with the college application process. During the last 4 yr, RISE students have succeeded in the identification and characterization of a series of proteins involved in the regulation of nuclear organization and transcription. All but 1 of 39 RISE students have continued on to 4-year college undergraduate studies and 61% of those students are currently enrolled in science-related majors. These results suggest that the use of research-based experiences at the high school level may contribute to the increased recruitment of underrepresented students into science-related careers. PMID:21926301

Opening pathways for underrepresented high school students to biomedical research careers: the Emory University RISE program.

PubMed

Rohrbaugh, Margaret C; Corces, Victor G

2011-12-01

Increasing the college graduation rates of underrepresented minority students in science disciplines is essential to attain a diverse workforce for the 21st century. The Research Internship and Science Education (RISE) program attempts to motivate and prepare students from the Atlanta Public School system, where underrepresented minority (URM) students comprise a majority of the population, for biomedical science careers by offering the opportunity to participate in an original research project. Students work in a research laboratory from the summer of their sophomore year until graduation, mentored by undergraduate and graduate students and postdoctoral fellows (postdocs). In addition, they receive instruction in college-level biology, scholastic assessment test (SAT) preparation classes, and help with the college application process. During the last 4 yr, RISE students have succeeded in the identification and characterization of a series of proteins involved in the regulation of nuclear organization and transcription. All but 1 of 39 RISE students have continued on to 4-year college undergraduate studies and 61% of those students are currently enrolled in science-related majors. These results suggest that the use of research-based experiences at the high school level may contribute to the increased recruitment of underrepresented students into science-related careers.

Experiences and Perceptions of Mentors in a Community Mentoring Program for At-Risk Students

ERIC Educational Resources Information Center

Allen, Belinda K.

2013-01-01

This phenomenological case study explored the perceptions and experiences of mentors who work for a community-based mentoring program that was created to provide at-risk minority students with male role models. Most studies from the past 20 years have assessed mainly the academic, social, and emotional outcomes of mentoring among at-risk minority…

Cultural Match or Culturally Suspect: How New Teachers of Color Negotiate Sociocultural Challenges in the Classroom

ERIC Educational Resources Information Center

Achinstein, Betty; Aguirre, Julia

2008-01-01

Background: The call to recruit and retain teachers of color in urban high-minority schools is based on an assumption of a cultural match with students. Yet new teachers of color may find themselves challenged by students with whom they are supposedly culturally matched. Although past research has examined recruitment, preservice, and veteran…

Culturally Relevant Inquiry-Based Laboratory Module Implementations in Upper-Division Genetics and Cell Biology Teaching Laboratories

ERIC Educational Resources Information Center

Siritunga, Dimuth; Montero-Rojas, Maria; Carrero, Katherine; Toro, Gladys; Velez, Ana; Carrero-Martinez, Franklin A.

2011-01-01

Today, more minority students are entering undergraduate programs than ever before, but they earn only 6% of all science or engineering PhDs awarded in the United States. Many studies suggest that hands-on research activities enhance students' interest in pursuing a research career. In this paper, we present a model for the implementation of…

The Lived Experience of Low-Income Minority Students Who Receive State Merit Aid at a Georgia Postsecondary Institution

ERIC Educational Resources Information Center

Grant, Michelle A.

2010-01-01

The purpose of this study was to explore how junior level students at a Georgia postsecondary institution perceived their college experiences were impacted by the meritbased aid they received. The study employed a phenomenological method and was based on Tinto's psycho-social-economic-organizational model, from "Theories of college student…

Early Urban Field Experiences for Prospective Teachers: A Case Study of Multicultural Field Placements through a University-Based Preservice STEM Teacher Program

ERIC Educational Resources Information Center

Segal, Eden H.

2011-01-01

Educational and political leaders have expressed concern about racial and ethnic disparities in students' readiness for postsecondary study and careers in science, technology, engineering, and mathematics (STEM). A lack of preparedness of STEM teachers in high-need urban districts, which serve predominantly low-income minority students, is often…

Muslim Women in Graduate Studies: Some Insights into the Accessibility of Higher Education for Minority Women Students

ERIC Educational Resources Information Center

Oplatka, Izhar; Lapidot, Orit

2012-01-01

Based on semi-structured interviews with 11 Muslim women graduate students in Israel, the current study provides insight into the determinants enabling this group of women in the Arab sector to apply for a second degree and succeed. Among these determinants are the family, the high school, the individual's personal drive for learning, the…

Buried above Ground: A University-Based Study of Risk/Protective Factors for Suicidality among Sexual Minority Youth in Canada

ERIC Educational Resources Information Center

Peter, Tracey; Taylor, Catherine

2014-01-01

This study examined differences in suicidal behavior between lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) and non-LGBTQ university students as well as investigated the importance of risk and protective factors in the prediction of suicidality between these two groups. A total of 1,205 university students participated in the…

Before You Bring Back School Dress Codes, Recognize that the Courts Frown upon Attempts to "Restrict" Students' Rights.

ERIC Educational Resources Information Center

Sparks, Richard K.

1983-01-01

Courts will support school boards' dress codes if based on needs rather than opinions. Courts have affirmed that minors have constitutional rights. Hair length, clothing style, and beards may be protected by students' right to freedom of expression. Codes must be carefully written and consistent with schools' legitimate goals. (PB)

Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students

ERIC Educational Resources Information Center

Speirs Neumeister, Kristie L.; Adams, Cheryll M.; Pierce, Rebecca L.; Cassady, Jerrell C.; Dixon, Felicia A.

2007-01-01

The present study sought to examine the perceptions of giftedness and identification procedures held by experienced teachers of gifted minority students. Twenty-seven 4th-grade teachers of gifted students in an urban school system with a high representation of minority and economically disadvantaged students were surveyed. Results indicated that…

Selection of Universities by Students in Journalism and Mass Communication Courses: Do Criteria Differ between Caucasian and Minority Students?

ERIC Educational Resources Information Center

Biswas, Masudul; Perkins, Lyle; Izard, Ralph

2012-01-01

This study measures the significance of factors used by minority students in their selection of universities/colleges. This web survey was conducted mainly on 778 students enrolled in journalism/mass communication courses representing five historically black colleges and universities (HBCUs) and twelve other universities. Differences were found…

Understanding the Racial Transfer Gap: Modeling Underrepresented Minority and Nonminority Students' Pathways from Two-to Four-Year Institutions

ERIC Educational Resources Information Center

Crisp, Gloria; Nuñez, Anne-Marie

2014-01-01

This study models student-and institutional-level factors that influence vertical transfer among a national sample of White and underrepresented minority (URM) community college students. Results indicate that the predictors of transfer are different in many ways for White and URM students. Most notably, findings suggest that enrolling in…

Exploring the Underperformance of Male and Minority Ethnic Medical Students in First Year Clinical Examinations

ERIC Educational Resources Information Center

Woolf, Katherine; Haq, Inam; McManus, I. Chris; Higham, Jenny; Dacre, Jane

2008-01-01

Evidence shows that medical students from Minority Ethnic (ME) backgrounds and male medical students underperform in undergraduate examinations. Our study confirmed these findings in first year clinical (year 3) medical students, and further explored this disparity in performance. We conducted a series of meta-analyses to measure the effects of…

Ed-Excel Assessment of Secondary School Student Culture Tabulations by School District and Race/Ethnicity: Responses from Middle School, Junior High and High School Students in Districts of the Minority Student Achievement Network (MSAN), 2000-2001.

ERIC Educational Resources Information Center

Ferguson, Ronald F.

This survey presents statistics on secondary school student culture by school district and race/ethnicity, using data from approximately forty thousand secondary school students in Minority Student Achievement Network districts. Information is presented in six areas: (1) "Family Background Resources and Living Arrangements (racial/ethnic…

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

PubMed

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

2014-08-01

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

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

PubMed Central

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

2014-01-01

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

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.

Dollars to Discriminate: The (Un)Intended Consequences of School Vouchers

ERIC Educational Resources Information Center

Eckes, Suzanne E.; Mead, Julie; Ulm, Jessica

2016-01-01

Some private, religious schools that accept vouchers have been accused of discriminating against certain populations of students through their admissions processes. Discriminating against disfavored groups (e.g., racial minorities, LGBT students, students with disabilities, religious minorities) in voucher programs raises both legal and policy…

Dearth of American Engineering Graduate Students Concerns Academicians.

ERIC Educational Resources Information Center

Farrell, Charles S.

1989-01-01

A shortage of American engineering graduate students, particularly minorities and women, has resulted in the increasing award of research and graduate assistantships to foreign students. The National Consortium for Graduate Degrees for Minorities in Engineering (GEM) and the National Science Foundation (NSF) are offering financial encouragement…

Inventory of college challenges for ethnic minority students: psychometric properties of a new instrument in Chinese Americans.

PubMed

Ying, Yu-Wen; Lee, Peter Allen; Tsai, Jeanne L

2004-11-01

The Inventory of College Challenges for Ethnic Minority Students (ICCEMS) is a newly developed instrument that assesses challenges faced by ethnic minority college students across a range of cultural, academic, social, and practical domains. The present study tested the ICCEMS among Chinese American students in an attempt to identify its factor structure and assess its psychometric properties. A total of 13 factor domains emerged. The Cronbach's alpha and 1-month test-retest reliability of the subscales and the overall scale supported their reliability. Both criterion and construct validities were also demonstrated. Chinese American college students faced the greatest challenges in terms of unclear career direction and academic demands. 2004 APA

Minority Gaps Smaller in Some Pentagon Schools. The Achievement Gap.

ERIC Educational Resources Information Center

Viadero, Debra

2000-01-01

This third in a four-part series on why academic achievement gaps exist explains how U.S. Department of Defense schools for children of military families offer lessons on how to raise academic achievement among minority students. Minority students in these schools do better than their counterparts almost anywhere in the United States on…

A Study of Educational Opportunity Program (EOP) Students Within Health Science Career Preparation Programs.

ERIC Educational Resources Information Center

James, William H.; And Others

Participation of minority students within health science career preparation programs is investigated in this study from the University of Washington. The history of minority admissions to medical and nursing schools throughout the country is reviewed. Health sciences programs for minorities at the university are discussed and the impact of the…

Improving the Performance of Minority Students in College-Level Mathematics.

ERIC Educational Resources Information Center

Treisman, Philip Uri

1983-01-01

The University of California at Berkeley has developed a Mathematics Workshop the purpose of which is to improve serious deficiencies in minority students' mathematics and study skills. Now in its second year, the workshop has five functions: (1) building a community of minority freshmen that is academically-oriented and a source of peer support;…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Enhance Ideological Political Education Work for Ethnic Minority Students and Build up Harmonious Campuses

ERIC Educational Resources Information Center

Liu, Yi

2010-01-01

To accelerate the development of the ethnic minority regions and cultivate ethnic minority talent, the state has successively implemented policies of setting up the Tibet Class and the Xinjiang Class in institutions of higher learning in China's interior regions ("neidi"), enabling some of the finest young students among the ethnic…

The Occupational Aspirations of Minority College Students: An Annotated Bibliography as Related to Graduate Business Education. Research Report.

ERIC Educational Resources Information Center

Davis, E. Leta

An annotated bibliography on the occupational aspirations of minority college students as related to graduate business education is presented with most entries dated 1964 to 1978. Twenty-two selected studies relating to minority aspirations are annotated. In addition, supplementary materials include 51 entries without annotations, 15 nonannotated…

Research and Education Program for Underrepresented Minority Engineering Students in the JIAFS

NASA Technical Reports Server (NTRS)

Whitesides, John L.

2000-01-01

This paper is a final report on Research and Education Program for Underrepresented Minority Engineering Students in the JIAFS (Joint Institute for Advancement of Flight Sciences). The objectives of the program were to conduct research at the NASA Langley Research Center and to increase the number of underrepresented minorities in aerospace engineering.

More than "Getting Us through": A Case Study in Cultural Capital Enrichment of Underrepresented Minority Undergraduates

ERIC Educational Resources Information Center

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…

Serving the Information Needs of the International and Minority Students at the Small College Library: A Librarian's View.

ERIC Educational Resources Information Center

Burhans, Skip

International and minority students often pose additional challenges due to cultural, linguistic, or socio-economic differences with the mostly white, middle class, highly educated (and predominantly female) public service librarians with whom they come into contact. Such differences can range from minor speech/articulation problems to major…

Special Programs for Female and Minority Graduate Students. Higher Education Panel Report, Number 41.

ERIC Educational Resources Information Center

Atelsek, Frank J.; Gomberg, Irene L.

A study was conducted to assess the extent to which academic institutions are currently providing special assistance to women and minorities for graduate study. The survey was limited to formal programs designed specifically for female or minority students and is not an inventory of all opportunities. Coeducational and predominantly white colleges…

Medical students’ attitudes toward gay men

PubMed Central

2012-01-01

Background Healthcare providers’ attitudes toward sexual minorities influence patient comfort and outcomes. This study characterized medical student attitudes toward gay men, focusing on behavior, personhood, gay civil rights, and male toughness. Methods A cross-sectional web-based anonymous survey was sent to medical students enrolled at the University of California, Davis (N = 371) with a response rate of 68%. Results Few respondents expressed negative attitudes toward gay men or would deny them civil rights. More negative responses were seen with respect to aspects of intimate behavior and homosexuality as a natural form of sexual expression. Men and students younger than 25 years old were more likely to endorse negative attitudes toward behavior as well as more traditional views on male toughness. Conclusions We show that an important minority of students express discomfort with the behavior of gay men and hold to a narrow construction of male identity. These findings suggest that competency training must move beyond conceptual discussions and address attitudes toward behaviors through new pedagogical approaches. PMID:22873668

The Chi-Sci Scholars Program: Developing Community and Challenging Racially Inequitable Measures of Success at a Minority-Serving Institution on Chicago's Southside1

NASA Astrophysics Data System (ADS)

Sabella, Mel S.; Mardis, Kristy L.; Sanders, Nicolette; Little, Angela

2017-09-01

Ensuring that all students who want to pursue degrees and careers in science can do so is an important goal of a number of undergraduate STEM equity programs throughout the United States. Many of these programs, which promote diversity and the importance of diversity in science, directly address the 2012 PCAST report, which notes that "1 million additional STEM Professionals will be needed within the next decade" and "women and members of minority groups now constitute approximately 70% of college students, but earn only 45 percent of STEM degrees." The PCAST report also indicates that these students "leave STEM majors at higher rates than others and offer an expanding pool of untapped talent." Many of these programs recognize that it is important to provide students with a variety of support: financial, mentoring, research-based instruction, cohort development, and specific activities tailored to target population strengths and needs.

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.

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

PubMed

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

2015-01-01

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

Toward an Understanding of Higher-Order Thinking among Minority Students.

ERIC Educational Resources Information Center

Armour-Thomas, Eleanor; And Others

1992-01-01

Used principal-factors extraction with varimax rotation analysis to clarify nature and function of higher-order thinking among minority high school students (n=107) from economically disadvantaged backgrounds. Results allowed for specification of mental processes associated with the construct and the extent to which students reported awareness and…

Recruitment and Retention of Minority Students Entering Teacher Education.

ERIC Educational Resources Information Center

George, Thomas W.

There has been a severe decline in minority students entering preservice teacher education programs at the University of Tennessee, Knoxville, during the current decade. This paper outlines the recruiting and retention strategies directed toward high school students by the university to encourage them to choose teaching as a career. (JD)

Nonmedical Use of Prescription Drugs by College Students with Minority Sexual Orientations

ERIC Educational Resources Information Center

Duryea, Daniel G.; Calleja, Nancy G.; MacDonald, Douglas A.

2015-01-01

Results from the 2009 "National College Health Assessment" were analyzed by gender and sexual orientation for college students' nonmedical use of prescription drugs. Male and female students identified as having a minority sexual orientation (gay or bisexual) were significantly more likely to use nonmedical prescription drugs than…

ePortfolios Reveal an Emerging Community of Underrepresented Minority Scholars

ERIC Educational Resources Information Center

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

2014-01-01

We used ePortfolios to promote and assess identity change in a summer research program for 81 underrepresented minority community college students. We hypothesized that ePortfolios would increase students' development of academic identity, future orientation, and scholarly community. Students completed weekly ePortfolio journal entries and…

Minority Students Severely Underrepresented in Science, Technology Engineering and Math

ERIC Educational Resources Information Center

Slovacek, Simeon P.; Whittinghill, Jonathan C.; Tucker, Susan; Rath, Kenneth A.; Peterfreund, Alan R.; Kuehn, Glenn D.; Reinke, Yvonne G.

2011-01-01

This study documents the system of funded interventions employed at three public universities to support minority students studying science and examines targeted students' career paths to discern the general efficacy of these interventions and other factors influencing success toward earning Ph.D.s. Interventions, including supplemental…

Residential Learning Communities on Historically Black College and University Campuses

ERIC Educational Resources Information Center

Demaris, Michalyn C.; Kritsonis, William Allan

2007-01-01

Success for minority students in higher education has become a critical issue in higher education academia. Strategies for minority student retention have been developed as a result of the utilization of organizational theories and models which identify factors that influence student attrition in higher education. In particular, Tinto's attrition…

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…

A Phenomenological Approach to Understanding Minority Student Engagement with the University through Service Learning Courses

ERIC Educational Resources Information Center

Withrow, Jennifer

2017-01-01

This phenomenological action research study examined the experiences of minority students who participated in service learning activities at Northern Kentucky University. Five individual interviews were completed with students, consisting of undergraduate, graduate, and university alumni. Interviews uncovered five overarching themes. The five…

Gay with a Disability: A College Student's Multiple Cultural Journey

ERIC Educational Resources Information Center

Henry, Wilma J.; Fuerth, Katherine; Figliozzi, Jennifer

2010-01-01

Traditionally, student issues regarding disability and sexuality have been viewed and addressed in isolation on college campuses. However, students with multiple minority identities are in need of services and personnel that are responsive to their unique needs as members of two historically oppressed minority groups. This qualitative exploration…

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.…

Designing Developmentally Appropriate School Counseling Interventions for LGBQ Students

ERIC Educational Resources Information Center

Kayler, Holly; Lewis, Todd F.; Davidson, English

2008-01-01

Lesbian, gay, bisexual, and questioning (LGBQ) students must face the physical, cognitive, and emotional challenges of adolescent development while becoming aware of and coping with a sexual minority orientation. As an invisible minority, LGBQ students are stigmatized, and many experience negative outcomes (e.g., isolation, depression) as a result…

Cyber Victimization and Depressive Symptoms in Sexual Minority College Students

ERIC Educational Resources Information Center

Ramsey, Jaimi L.; DiLalla, Lisabeth F.; McCrary, Megan K.

2016-01-01

This study investigated the relations between sexual orientation, cyber victimization, and depressive symptoms in college students. Study aims were to determine whether sexual minority college students are at greater risk for cyber victimization and to examine whether recent cyber victimization (self-reported cyber victimization over the last…

School Experience of Chinese Sexual Minority Students in Hong Kong

ERIC Educational Resources Information Center

Kwok, Diana K.

2016-01-01

Heterosexism faced by sexual minority (lesbian, gay, bisexual, and queer/questioning [LGBQ]) students has been extensively studied internationally in the past 2 decades but has only recently received attention from Hong Kong Chinese society. Chinese LGBQ students are not guaranteed to be included in Hong Kong schools, where antidiscrimination…

Beyond the "Model Minority" Stereotype: Trends in Health Risk Behaviors among Asian/Pacific Islander High School Students

ERIC Educational Resources Information Center

Lee, Sung-Jae; Rotheram-Borus, Mary Jane

2009-01-01

Background: Asian/Pacific Islander (API) students have been stereotyped as the "model minority." The objective of this study was to examine the trends in health risk behaviors among API students who participated in the San Diego City Schools Youth Risk Behavior Survey (YRBS) between 1993 and 2005. Methods: High school students from the…

Retention of Minority Students in a Bridge Program: Student Perceptions on Their Successes and Challenges

ERIC Educational Resources Information Center

Biermeier, Chadwick

2017-01-01

This study was an examination of the minority student retention rate in a year-long bridge program. The retention rate of these students is 25%. University administration was concerned about the retention rate and its impact on future enrollment. Using Jack Mezirow's transformative learning as a framework of understanding, the purpose of this…

A School-Based Dental Program Evaluation: Comparison to the Massachusetts Statewide Survey

ERIC Educational Resources Information Center

Culler, Corinna S.; Kotelchuck, Milton; Declercq, Eugene; Kuhlthau, Karen; Jones, Kari; Yoder, Karen M.

2017-01-01

Background: School-based dental programs target high-risk communities and reduce barriers to obtaining dental services by delivering care to students in their schools. We describe the evaluation of a school-based dental program operating in Chelsea, a city north of Boston, with a low-income and largely minority population, by comparing…

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

ERIC Educational Resources Information Center

Gamble, Brandon E.; Lambros, Katina M.

2014-01-01

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

Teaching and Evaluating Minorities.

ERIC Educational Resources Information Center

Snead, Louise Burkett

1983-01-01

Examines conflicts that may arise between instructors and students of different races. Suggests ways to lessen alienation between students and instructors. Looks at myths associated with teaching and evaluating minorities and at origins of racial conflict. (JOW)

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

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.

Multimedia Educational Program Increases Science Achievement Among Inner-City Non-Asian Minority Middle-School Students

PubMed Central

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

2011-01-01

This study tested the effectiveness of a middle-school, multi-media health-sciences educational program called HEADS UP in non-Asian–minority (Hispanic and African American), inner-city students. The program was designed to increase the number of non-Asian minority students entering the academic health-sciences pipeline. Students of Asian ethnicity were excluded because they are not underrepresented in science professions. The curriculum modules include video role-model stories featuring minority scientists and students, hands-on classroom activities, and teacher resources. The modules (evaluated from 2004-2007) were developed through collaboration among The University of Texas Health Sciences Center, the Spring Branch Independent School District, and the Health Museum, Houston. A quasi-experimental, two-group pre-test/post-test design was used to assess program effects on students' performance, interest, and confidence in their ability to perform well in science; fear of science; and confidence in their ability to pursue science-related careers. An intervention school was matched to a comparison school by test scores, school demographics, and student demographics. Then, pairs of sixth-grade students (428 students) were matched by fifth-grade scores in science and by gender, ethnicity, and poverty status (free or reduced lunch) and followed up for three years. At eighth grade, students from the intervention school scored significantly higher (F=12.38, p<0.001) on the Stanford 10 Achievement Test in science and reported higher interest in science (F=11.08, p<0.001) than their matched pairs from the comparison school. HEADS UP shows potential for improving inner-city minority middle school students' performance and interest in science and is an innovative example of translating health-sciences research to the community. PMID:19474564

American education: the challenge of change.

PubMed

Griffith, J E; Frase, M J; Ralph, J H

1989-12-01

The American education system is being challenged to raise the academic achievement of students to prepare them for the jobs of the future. Yet many demographic, as well as economic and social factors, are making the task more difficult. Low birth rates, especially among non-Hispanic whites, along with high immigration rates, have increased the share of minority and non-English students in public schools. The rise in single-parent families has increased the number of poor students and migration from the cities to the suburbs has concentrated poor and minority students in inner city schools. These same children will make up a greater share of the future labor force. At the same time, the aging of the general population may lessen the commitment of homeowners- -whose taxes pay between 1/3 and 1/2 of education costs. The aging labor force may bring a shortage of qualified teachers, particularly in specialized subject areas. Poor and minority students generally have below average academic skills and are more likely to drop out of high school than non-minority students. However, the skills of American students rank below those of most other industrialized nations, calling into question the ability of Americans to succeed in an increasingly international economic system. How can schools be improved and minority student achievement be enhanced? Reforms of education finance systems, court-ordered integration, and stiffer requirements for teachers and for graduation from high school are among many attempts to meet the immense challenges faced by American schools.

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).

A Study of Ethnic Minority College Students: A Relationship among the Big Five Personality Traits, Cultural Intelligence, and Psychological Well-Being

ERIC Educational Resources Information Center

Smith, Teresa Ann

2012-01-01

Institutions of Higher Education are challenged to educate an increasing, diverse ethnic minority population. This study examines (1) if the theory of the Big Five personality traits as a predictor of the cultural intelligence theoretical model remains constant with ethnic minority college students attending a southeastern United States…

Persistence in Science of High-Ability Minority Students, Phase V: Comprehensive Data Analysis. Research Report.

ERIC Educational Resources Information Center

Grandy, Jerilee

A longitudinal study was designed in 1986 to investigate why some high-ability minority students follow through with their plans to enroll in college and major in mathematics, science, or engineering (MSE) fields, while others do not. Data came from three sources: (1) 1985 Scholastic Aptitude Test (SAT) files of a sample of minority students…

From the Model Minority to the Invisible Minority: Asian & Pacific American Students in Higher Education Research. AIR 1998 Annual Forum Paper.

ERIC Educational Resources Information Center

Rohrlick, Jeffrey; Alvarado, Diana; Zaruba, Karen; Kallio, Ruth

The paper provides an overview of research on Asian and Pacific American (APA) undergraduates at U.S. institutions, focusing on the origins, assumptions, and fallacies of the "model minority" image. In addition, it offers highlights from a recent campus survey that suggests that APA students perceive their university experience…

Urban Underrepresented Minority Students in Science, Technology, Engineering, and Math: An Analysis of the Differences between Developmental Assets and Academic Achievement

ERIC Educational Resources Information Center

Wells, Jovan Grant

2013-01-01

The purpose of this study is to determine the relationship between the developmental assets and academic achievement of urban underrepresented minority male and female students in a specialized science, technology, engineering, and math program, and the developmental assets and academic achievement of urban underrepresented minority male and…

Recruiting Minority Geoscientists: A 30 Year Success Story

NASA Astrophysics Data System (ADS)

Serpa, L.; Pavlis, T. L.; Hall, F.

2003-12-01

The University of New Orleans (UNO) is located in a city rich in diversity and industries that employ geoscientists. Thus, it is an ideal place to develop a strong diversity program in geology and geophysics. In 1974, Dr. Louis Fernandez received a grant from the NSF to formally develop a minority recruiting program. The focus of that initial program was a field trip for local minority high school students and that trip has gone continuously every year since then. It is still our best tool for recruiting outstanding minority students into our department. The initial NSF funding disappeared long ago and was replaced variously by support from private industry and creative use of departmental funds which kept the program alive through some lean funding years. As a result of this effort UNO has graduated more minority, particularly African-American, geoscientist than any other institution in the US for most of the past 30 years. The field trip is not the only reason for our success. Indeed, retaining and graduating students, regardless of their ethnicity, required a serious commitment to education on the part of our department. There are six universities in the city of New Orleans and several more within commuting distance from the city. Three of the six local universities are HBCU's with excellent reputations but, fortunately for us, no geoscience degree programs. There are several strong geoscience departments in the non-minority serving institutions in our area that attract many outstanding local students. To meet the competition, we have worked with local K-12 teachers, developed additional programs to interest local 7-12 students, and worked closely with our majors to keep them in the program and help them succeed once they are recruited. This has required a cohesive effort on the part of our faculty and students that is constantly changing to meet new demands as our department has expanded in size and developed its research activities sometimes at the expense of teaching. The result is something we are very proud of-- 40% of our undergraduates and 20% of our graduate students are minority students. This is increasing each year, particularly the graduate enrollment, without any apparent decrease in non-minority enrollment or division within the student body.

Alliance for Computational Science Collaboration, HBCU Partnership at Alabama A&M University Final Performance Technical Report

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

Deng, Z.T.

2001-11-15

The objective of this project was to conduct high-performance computing research and teaching at AAMU, and to train African-American and other minority students and scientists in the computational science field for eventual employment with DOE. During the project period, eight tasks were accomplished. Student Research Assistant, Work Study, Summer Interns, Scholarship were proved to be one of the best ways for us to attract top-quality minority students. Under the support of DOE, through research, summer interns, collaborations, scholarships programs, AAMU has successfully provided research and educational opportunities to minority students in the field related to computational science.

A Tightening of the Screws: The Politics of School Finance in Florida. State of the States 1995.

ERIC Educational Resources Information Center

Herrington, Carolyn D.; Nakib, Yasser A.

Florida's education system must creatively confront a number of challenges if it is to fulfill its obligation to the state's students. This paper presents an overview of challenges to the Florida school system in 1995, some of which include rising student enrollment, an increase in racial and ethnic minority populations, and a tax base that is…

Caught between Cultures: Case Study of an "Out of School" Ethnic Minority Student in Hong Kong

ERIC Educational Resources Information Center

Bhowmik, Miron Kumar; Kennedy, Kerry J.

2017-01-01

This paper reports a case study on Maneesha Rai, a Nepalese girl living in Hong Kong and an "out of school" student. Based on in-depth interviews, a case was constructed of her previous school days and current "out of school" days. These provided a vivid picture of her life and several themes were created using schema analysis…

Promoting the Geosciences for Minority Students in the Urban Coastal Environment of New York City

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.

2013-12-01

The 'Creating and Sustaining Diversity in the Geo-Sciences among Students and Teachers in the Urban Coastal Environment of New York City' project was awarded to New York City College of Technology (City Tech) by the National Science Foundation to promote the geosciences for students in middle and high schools and for undergraduates, especially for those who are underrepresented minorities in STEM. For the undergraduate students at City Tech, this project: 1) created and introduced geoscience knowledge and opportunities to its diverse undergraduate student population where geoscience is not currently taught at City Tech; and 2) created geoscience articulation agreements. For the middle and high schools, this project: 1) provided inquiry-oriented geoscience experiences (pedagogical and research) for students; 2) provided standards-based professional development (pedagogical and research) in Earth Science for teachers; 3) developed teachers' inquiry-oriented instructional techniques through the GLOBE program; 4) increased teacher content knowledge and confidence in the geosciences; 5) engaged and intrigued students in the application of geoscience activities in a virtual environment; 6) provided students and teachers exposure in the geosciences through trip visitations and seminars; and 7) created community-based geoscience outreach activities. Results from this program have shown significant increases in the students (grades 6-16) understanding, participation, appreciation, and awareness of the geosciences. Geoscience modules have been created and new geosciences courses have been offered. Additionally, students and teachers were engaged in state-of-the-art geoscience research projects, and they were involved in many geoscience events and initiatives. In summary, the activities combined geoscience research experiences with a robust learning community that have produced holistic and engaging stimuli for the scientific and academic growth and development of grades 6 - 12 student and teacher participants and undergraduates. (This program is supported by NSF OEDG grant #1108281.)

Introducing Students of Color to Health Sciences Research: An Evaluation of the Health Disparities Summer Internship Program.

PubMed

McLean, Nicole A; Fraser, Marilyn; Primus, Nicole A; Joseph, Michael A

2018-04-05

The goal of this analysis is to assess the effectiveness of a summer program designed to introduce high school students of color to health disparities research. A total of 73 students (69.9% Black, 68.5% female and 80.6% either junior/senior) participated in the 4-week Health Disparities Summer Internship Program (HDSIP) during the years 2012-2015. Students attended lectures covering topics such as health disparities, community-based participatory research (CBPR), immigrant health, and policy and advocacy. While working with community-based organizations, students gained hands-on experience related to issues discussed in class. Students completed research projects and provided suggestions for health policy change. Pre/post surveys were completed to evaluate the program. After participating in the HDSIP, students demonstrated heightened awareness of the social determinants of health, especially in regards to racial discrimination (p = .023); borderline statistically significant increases were shown for income (p = .082), community safety (p = .058), and healthcare access (p = .076). Most students (82.1%) planned to advocate for changes in their community; an increase from the initial 65.2% (p = .052). About nine out of ten students (89.6%) reported being satisfied with the summer program; the majority reported improvement in analytical skills, CBPR methods, and oral/communication skills. Increasing diversity in the health workforce has widely been proposed as a means of addressing health disparities. Introducing minority students to health professions can serve as a catalyst for lasting changes in health outcomes. The HDSIP has increased students' awareness of social determinants of health and has fostered their interest in improving the health of minority populations.

Application of Geographic Information System (GIS) in Student Experiential Learning on Climate Change and Sustainability

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.; Prakash, A.; San Juan, F.

2016-12-01

Consortium of minority serving institutions including Delaware State University, Virginia State University, Morgan State University, University of Alaska Fairbanks, and Elizabeth City State University have collaborated on various student experiential learning programs to expand the technology-based education by incorporating Geographic Information System (GIS) technique to promote student learning on climate change and sustainability. Specific objectives of this collaborative programs are to: (i) develop new or enhance existing courses of Introduction to Geographic Information System (GIS) and Introduction to Remote Sensing, (ii) enhance teaching and research capabilities through faculty professional development workshops, (iii) engage minority undergraduates in GIS and remote sensing research via experiential learning activities including summer internship, workshop, and work study experience. Ultimate goal is to prepare pipeline of minority task force with skills in GIS and remote sensing application in climate sciences. Various research projects were conducted on topics such as carbon footprint, atmospheric CO2, wildlife diversity, ocean circulation, wild fires, geothermal exploration, etc. Students taking GIS and remote sensing courses often express interests to be involved in research projects to enhance their knowledge and obtain research skills. Of about 400 students trained, approximately 30% of these students were involved in research experience in our programs since 2004. The summer undergraduate research experiences (REU) have offered hands-on research experience to the students on climate change and sustainability. Previous studies indicate that students who are previously exposed to environmental science only by a single field trip or an introductory course could be still at risk of dropping out of this field in their early years of the college. The research experience, especially at early college years, would significantly increase the participation and retention of students in climate sciences and sustainability by creating and maintaining interest in these areas. These programs promoted active recruitment of faculty, staff, and students, fostered the development of partnerships, and enhanced related skill sets among students in GIS and remote sensing.

The Rural Outreach Project

NASA Technical Reports Server (NTRS)

Coleman, Clarence D.

2000-01-01

The Rural Outreach Project was designed to increase the diversity of NASA's workforce by: 1) Conducting educational research designed to investigate the most effective strategies for expanding innovative, NASA-sponsored pre-college programs into rural areas; 2) Field-testing identified rural intervention strategies; 3) Implementing expanded NASA educational programs to include 300 rural students who are disabled, female and/or minority; and 4) Disseminating project strategies. The Project was a partnership that included NASA Langley Research Center's Office of Education, Norfolk State University, Cooperative Hampton Roads Organizations for Minorities in Engineering (CHROME) and Paul D. Camp Community College. There were four goals and activities identified for this project; 1) Ascertain effective strategies for expanding successful NASA-sponsored urban-based, pre-college programs into rural settings; 2) Field test identified rural intervention strategies; 3) Publish or disseminate two reports, concerning project research and activities at a national conference; 4) Provide educational outreach to 300, previously underserved, rural students who are disabled, female and /or minority.

NIH Minority Programs.

ERIC Educational Resources Information Center

National Institutes of Health (DHHS), Bethesda, MD.

This publication contains brief descriptions of National Institutes of Health programs for underrepresented minorities, including fellowships, programs for high school students, graduate research assistantships, postdoctoral training, and programs for college students. The publication provides a description of each program, eligibility…

A Climate Change Minor that gets Physics Students talking to Philosophy Students

NASA Astrophysics Data System (ADS)

Running, S. W.; Phear, N.

2015-12-01

We started a Climate Change Studies Minor at the University of Montana in 2008. The curriculum is divided into three Sections: Science, Society and Solutions. Faculty from at least 8 different departments offer courses. The Science curriculum is what you would expect, however we worked hard to build the Society Section to include courses in political science, ethics, economics, communication, international policy. The Solutions Section introduces a variety of sustainability, renewable energy and green business courses, and internships and practicums with local organizations and businesses. Our goal has been a Minor that can be taken by students from any major on campus. The high point for me is watching the AGU type geeks interacting with philosophy majors, business students, and pre-law students.

Sexual Identity, Sex of Sexual Contacts, and Health-Risk Behaviors among Students in Grades 9-12--Youth Risk Behavior Surveillance, Selected Sites, United States, 2001-2009. Morbidity and Mortality Weekly Report. Early Release. Volume 60

ERIC Educational Resources Information Center

Kann, Laura; O'Malley Olsen, Emily; McManus, Tim; Kinchen, Steve; Chyen, David; Harris, William A.; Wechsler, Howell

2011-01-01

Problem: Sexual minority youths are youths who identify themselves as gay or lesbian, bisexual, or unsure of their sexual identity or youths who have only had sexual contact with persons of the same sex or with both sexes. Population-based data on the health-risk behaviors practiced by sexual minority youths are needed at the state and local…

"You've Got to Be Tough and I'm Trying": Black and Minority Ethnic Student Teachers' Experiences of Initial Teacher Education

ERIC Educational Resources Information Center

Wilkins, Chris; Lall, Rajinder

2011-01-01

Whilst Black and minority ethnic (BME) recruitment to initial teacher education (ITE) in the UK is increasing, completion rates are lower than for White students, and this study reports the experiences of BME student teachers on a primary postgraduate programme that had been particularly successful in increasing recruitment of BME students.…

Grouping Within Algebra I: A Structural Sieve With Powerful Effects for Low-Income, Minority, and Immigrant Students

ERIC Educational Resources Information Center

Paul, Faith G.

2005-01-01

A key element in educational reform has been to increase mathematical proficiency. We look at how five urban high schools with virtually all low-income, minority, and immigrant students have arranged for students to take algebra I, and we examine the course enrollments and grades of these student in the core college prep courses. Both preparation…

Mnemonic Value of Orthography for Vocabulary Learning in Monolinguals and Language Minority English-Speaking College Students

ERIC Educational Resources Information Center

Miles, Katharine Pace; Ehri, Linnea C.; Lauterbach, Mark D.

2016-01-01

The study examined whether exposure to spellings of new vocabulary words improved monolinguals' and language minority (LM) students' (n = 25) memory for pronunciations, meanings, and spellings of the words. College students who are native English-speaking monolinguals (n = 12) and LM students who learned English as their second language (n = 13)…

Face-to-Face versus Online Tuition: Preference, Performance and Pass Rates in White and Ethnic Minority Students

ERIC Educational Resources Information Center

Richardson, John T. E.

2012-01-01

Attainment in higher education tends to be poorer in ethnic minority students than in white students. This study examined whether this attainment gap was affected by the introduction of online tuition. Data were obtained from students who had taken courses in either arts or management with the UK Open University and had opted for either…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

Hue, Ming-Tak; Kennedy, Kerry J.

2012-01-01

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

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.

Implicit and explicit weight bias in a national sample of 4,732 medical students: the medical student CHANGES study.

PubMed

Phelan, Sean M; Dovidio, John F; Puhl, Rebecca M; Burgess, Diana J; Nelson, David B; Yeazel, Mark W; Hardeman, Rachel; Perry, Sylvia; van Ryn, Michelle

2014-04-01

To examine the magnitude of explicit and implicit weight biases compared to biases against other groups; and identify student factors predicting bias in a large national sample of medical students. A web-based survey was completed by 4,732 1st year medical students from 49 medical schools as part of a longitudinal study of medical education. The survey included a validated measure of implicit weight bias, the implicit association test, and 2 measures of explicit bias: a feeling thermometer and the anti-fat attitudes test. A majority of students exhibited implicit (74%) and explicit (67%) weight bias. Implicit weight bias scores were comparable to reported bias against racial minorities. Explicit attitudes were more negative toward obese people than toward racial minorities, gays, lesbians, and poor people. In multivariate regression models, implicit and explicit weight bias was predicted by lower BMI, male sex, and non-Black race. Either implicit or explicit bias was also predicted by age, SES, country of birth, and specialty choice. Implicit and explicit weight bias is common among 1st year medical students, and varies across student factors. Future research should assess implications of biases and test interventions to reduce their impact. Copyright © 2013 The Obesity Society.

Underrepresented minority dental student recruitment and enrollment programs: an overview from the dental Pipeline program.

PubMed

Formicola, Allan J; D'Abreu, Kim C; Tedesco, Lisa A

2010-10-01

By now, all dental schools should understand the need to increase the enrollment of underrepresented minority (URM) students. While there has been a major increase in the number of Hispanic/Latino, African American/Black, and Native American applicants to dental schools over the past decade, there has not been a major percent increase in the enrollment of URM students except in the schools participating in the Pipeline, Profession, and Practice: Community-Based Dental Education program, which have far exceeded the percent increase in enrollment of URM students in other U.S. dental schools during Phase I of the program (2002-07). Assuming that all dental schools wish to improve the diversity of their student bodies, chapters 9-12 of this report--for which this chapter serves as an introduction--provide strategies learned from the Pipeline schools to increase the applications and enrollment of URM students. Some of the changes that the Pipeline schools put into place were the result of two focus group studies of college and dental students of color. These studies provided guidance on some of the barriers and challenges students of color face when considering dentistry as a career. New accreditation standards make it clear that the field of dentistry expects dental schools to re-energize their commitment to diversity.

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

PubMed Central

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

2011-01-01

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

AMS Climate Studies Diversity Project and its Relationship to a Concentration in STEM Discipline at Alabama A&M University

NASA Astrophysics Data System (ADS)

Oluwoye, J.

2017-12-01

The American Meteorological Society (AMS) reported that 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, technology, engineering, and mathematics (STEM) and is especially acute in the small number of minority college students majoring in the geosciences. The purpose of this paper is to report on how the author engages Alabama A&M University (AAMU) students in STEM transportation science. Specifically, the objective is to develop a conceptual framework of engaging minority students in transportation concentration in the department of community and regional planning. The students were involved in writing a research paper on direct and indirect climate change impacts on transportation and also involved in classroom discussions during a wk14 module on overview of transportation suitability: climate change and environment. The paper concludes with minority needs to gain access to STEM and participation of minority students in field and site analysis.

Preventing Bullying and Harassment of Sexual Minority Students in Schools

ERIC Educational Resources Information Center

Bishop, Holly N.; Casida, Heather

2011-01-01

Sexual minority students (most often gay, lesbian, or bisexual, but including anyone who does not or is perceived to not fit the common heterosexual stereotype) often face ongoing bullying and harassment in schools that goes unstopped by faculty or administration. These students suffer academically, emotionally, and physically as a direct result…

The Development of Tracking and Its Historical Impact on Minority Students

ERIC Educational Resources Information Center

Culpepper, Deberae

2012-01-01

In the 1920s, high school students were placed on one of three tracks: high, average, and low. Over the years, vocational education was transformed into a low track assignment for students, often racial minorities, who were perceived as less intelligent. However, the interaction between vocational education and tracking policies and practices…

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…

Test-Taking Intervention: Its Effects on Minority Students' MCAT Scores.

ERIC Educational Resources Information Center

Frierson, Henry T., Jr.

Test-taking intervention procedures were implemented for minority premedical students. The intent of the intervention was to modify expected performances on the science subtest of the Medical College Admission Test (MCAT). The group used to determine the effectiveness of the test intervention procedures consisted of 11 students who had previously…

Too Many Institutions Still Taking Band-Aid Approach to Minority Student Retention, Experts Say.

ERIC Educational Resources Information Center

Phillip, Mary-Christine

1993-01-01

Retention of minority college students is elusive because many institutions have not made a full commitment to it, as is apparent in faculty, curriculum, and corporate culture. Unrealistic expectations, racism, funding, college environment, faculty interaction with students, and parental role must be addressed before a solution is found. (MSE)

Improving Committee Membership Skills of Women and Minority Business College Students.

ERIC Educational Resources Information Center

Munoz, RoJean Madsen; Metro, Laura

Under the assumption that women and minority business college students have had little opportunity to develop the interpersonal and community membership skills required in business management, this paper reviews some of the research on socialization, group process theory, and the development of college students, and relates it to the special needs…

Scientific Discovery for All

ERIC Educational Resources Information Center

Zaikowski, Lori; Lichtman, Paul; Quarless, Duncan

2007-01-01

The scientific discovery process comes alive for 70 minority students each year at Uniondale High School in New York where students have won top awards for "in-house" projects. Uniondale High School is in a middle-income school district where over 95% of students are from minority groups. Founded in 2000, the Uniondale High School Research Program…

Breaking Barriers: A Case Study of Two High-Performing Schools

ERIC Educational Resources Information Center

ACT, Inc., 2006

2006-01-01

This study profiles two high schools with high enrollments of low-income and racial/ethnic minority students: Thornton Fractional North High School (TF North) and Dumas High School (DHS). Both schools have substantial enrollments of low-income and racial/ethnic minority students and, despite the odds, are successfully preparing students for their…

Creating a Campus Climate That Supports Academic Excellence.

ERIC Educational Resources Information Center

Adams, Howard G.

This paper discusses the campus climate as a critical element in the academic development of college students, with emphasis on minority and women students pursuing engineering and other technical degrees. Reforming the campus climate to make it more receptive to minority and women students requires: (1) a clear mandate from top administrators to…

The Impact of Teacher Licensure Programs on Minority Student Achievement

ERIC Educational Resources Information Center

Duke, Rose S.

2013-01-01

This research examined the impact of teacher licensure routes, particularly those identified as either traditional or alternative on student achievement by comparing Virginia Standards of Learning (SOL) end of year scores in math and reading for minority students in grades six through eight during the period from 2005 through 2009. To compare the…

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

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-20

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

Pressurizing the STEM Pipeline: An Expectancy-Value Theory Analysis of Youths' STEM Attitudes

ERIC Educational Resources Information Center

Ball, Christopher; Huang, Kuo-Ting; Cotten, Shelia R.; Rikard, R. V.

2017-01-01

Over the past decade, there has been a strong national push to increase minority students' positive attitudes towards STEM-related careers. However, despite this focus, minority students have remained underrepresented in these fields. Some researchers have directed their attention towards improving the STEM pipeline which carries students through…

Enhancing Geoscience Education within a Minority-Serving Preservice Teacher Population

ERIC Educational Resources Information Center

Ellins, Katherine K.; Olson, Hilary Clement

2012-01-01

The University of Texas Institute for Geophysics and Huston-Tillotson University collaborated on a proof of concept project to offer a geoscience course to undergraduate students and preservice teachers in order to expand the scope of geoscience education within the local minority student and teacher population. Students were exposed to rigorous…

Magic, Myth and Minority Scientists.

ERIC Educational Resources Information Center

Ortiz de Montellano, Bernard R.

Optimum time for efforts to attract minority students to a science career is when the students are enrolled in grade school and junior high school rather than at undergraduate and graduate levels, where many present programs are aimed. Student population is at its maximum in grade school, and successful efforts will reduce the amount of remedial…

Making Sense of Minority Student Identification in Special Education: School Context Matters

ERIC Educational Resources Information Center

Talbott, Elizabeth; Fleming, Jane; Karabatsos, George; Dobria, Lidia

2011-01-01

Since the inception of special education, researchers have identified higher proportions of minority students with disabilities than expected. Yet, relatively few studies have considered the contributions of the school context on a large scale to the identification of students with mental retardation (MR), emotional disturbance (ED), and learning…

Minority Enrollments Rose in 1995, Study Finds.

ERIC Educational Resources Information Center

Gose, Ben

1997-01-01

College student enrollment from the four largest minority groups (American Indians, Asians, Blacks, Hispanics) rose by 2.9% in 1995, accounting for one-quarter of all students. White student enrollments accounted for an overall enrollment decline of 1%, although the proportion of whites aged 18-24 in college reached an all-time high, 43%. Blacks…

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…

Incorporating Campus-Based Cultural Resources into Humanities Courses

ERIC Educational Resources Information Center

Traver, Amy E.; Nedd, Rolecia

2018-01-01

In this article, the authors reviewed one effort to deepen students' connections to the humanities through the use of campus-based cultural resources at Queensborough Community College (QCC) of the City University of New York (CUNY), a minority-serving institution in one of the most diverse counties in the United States. Focusing specifically on…

A Statewide Partnership for Implementing Inquiry Science

NASA Astrophysics Data System (ADS)

Lytle, Charles

The North Carolina Infrastructure for Science Education (NC-ISE) is a statewide partnership for implementing standards-based inquiry science using exemplary curriculum materials in the public schools of North Carolina. North Carolina is the 11th most populous state in the USA with 8,000,000 residents, 117 school districts and a geographic area of 48,718 miles. NC-ISE partners include the state education agency, local school systems, three branches of the University of North Carolina, the state mathematics and science education network, businesses, and business groups. The partnership, based upon the Science for All Children model developed by the National Science Resources Centre, was initiated in 1997 for improvement in teaching and learning of science and mathematics. This research-based model has been successfully implemented in several American states during the past decade. Where effectively implemented, the model has led to significant improvements in student interest and student learning. It has also helped reduce the achievement gap between minority and non-minority students and among students from different economic levels. A key program element of the program is an annual Leadership Institute that helps teams of administrators and teachers develop a five-year strategic plan for their local systems. Currently 33 of the117 local school systems have joined the NC-ISE Program and are in various stages of implementation of inquiry science in grades K-8.

Hit, Robbed, and Put Down (but not Bullied): Underreporting of Bullying by Minority and Male Students.

PubMed

Lai, Tianjian; Kao, Grace

2018-03-01

To tackle adolescent bullying and identify students most vulnerable to being bullied, it is essential to examine both occurrences of bullying behaviors and students' own likelihoods of reporting bullying. This study examines ethnic and gender differences in students' odds of reporting bullying using the Education Longitudinal Study of 2002, a nationally representative study of United States high school sophomores (N = 15,362; ages 15-19; 50.2% female). Compared to White and female students, minority (particularly Black and Hispanic) and male students report comparable or greater experiences of bullying behaviors (such as being threatened, hit, put down by peers, or having belongings forced from them, stolen or damaged), but are less likely to report that they have been "bullied." These findings point to racialized and gendered differences in reporting bullying experiences such that indicators of "weakness" in peer relations may carry a greater stigma for minority and male students.

An examination of predictive variables toward graduation of minority students in science at a selected urban university

NASA Astrophysics Data System (ADS)

Hunter, Evelyn M. Irving

1998-12-01

The purpose of this study was to examine the relationship and predictive power of the variables gender, high school GPA, class rank, SAT scores, ACT scores, and socioeconomic status on the graduation rates of minority college students majoring in the sciences at a selected urban university. Data was examined on these variables as they related to minority students majoring in science. The population consisted of 101 minority college students who had majored in the sciences from 1986 to 1996 at an urban university in the southwestern region of Texas. A non-probability sampling procedure was used in this study. The non-probability sampling procedure in this investigation was incidental sampling technique. A profile sheet was developed to record the information regarding the variables. The composite scores from SAT and ACT testing were used in the study. The dichotomous variables gender and socioeconomic status were dummy coded for analysis. For the gender variable, zero (0) indicated male, and one (1) indicated female. Additionally, zero (0) indicated high SES, and one (1) indicated low SES. Two parametric procedures were used to analyze the data in this investigation. They were the multiple correlation and multiple regression procedures. Multiple correlation is a statistical technique that indicates the relationship between one variable and a combination of two other variables. The variables socioeconomic status and GPA were found to contribute significantly to the graduation rates of minority students majoring in all sciences when combined with chemistry (Hypotheses Two and Four). These variables accounted for 7% and 15% of the respective variance in the graduation rates of minority students in the sciences and in chemistry. Hypotheses One and Three, the predictor variables gender, high school GPA, SAT Total Scores, class rank, and socioeconomic status did not contribute significantly to the graduation rates of minority students in biology and pharmacy.

Vocational Interest of Minority Disadvantaged Students: Are They Different?

ERIC Educational Resources Information Center

Williams, James H.; Whitney, Douglas

1978-01-01

Results of a study of how minority students respond to an interest inventory indicated that they generally achieved lower means on all Vocational Preference Inventory (VPI) scales than did the college freshmen population. (Author/AM)

Newsletter: Council on Physics in Education

ERIC Educational Resources Information Center

Foster, Howard

1972-01-01

Explains the need to encourage minority students to choose physics as the field for advanced work. Institutes were organized during summer, enrolling minority students to enrich their backgrounds. Results have been encouraging and more extensive planning is underway. (PS)

Examining the Relationship between Minority Status Stress, the Social Change Model of Leadership Development, and Persistence of Black Students at Predominantly White Institutions

ERIC Educational Resources Information Center

Brown, Lesley-Ann

2012-01-01

Minority status stress, which is the stress Black college students experience at predominantly White institutions (PWIs) as a result of their racial minority status, has been found to negatively impact their persistence in college. Two manuscripts were developed for this dissertation. The first is a critical literature review which establishes the…

Is There a Difference? The Impact of Campus Climate on Sexual Minority and Gender Minority Students' Levels of Outness

ERIC Educational Resources Information Center

di Bartolo, Adriana N.

2013-01-01

Key scholars have studied campus climate, and often these climate studies are done through the lens of race and racial issues on campus. A few studies have explored the interaction between campus climate and sexual and gender minority students. However, those studies, like the climate studies through a racial lens, found that lesbian, gay,…

An Examination of the Impact of Racial and Ethnic Identity, Impostor Feelings, and Minority Status Stress on the Mental Health of Black College Students

ERIC Educational Resources Information Center

McClain, Shannon; Beasley, Samuel T.; Jones, Bianca; Awosogba, Olufunke; Jackson, Stacey; Cokley, Kevin

2016-01-01

This study examined ethnic identity, racial centrality, minority status stress, and impostor feelings as predictors of mental health in a sample of 218 Black college students. Ethnic identity was found to be a significant positive predictor of mental health, whereas minority status stress and impostor feelings were significant negative predictors.…

Motivations, interests and retention of female minority engineering students

NASA Astrophysics Data System (ADS)

Syed, Naila

In an effort to potentially increase low enrollment of females, particularly minorities, in Engineering programs, this study used a survey to determine motivations, interests and retention of current female Engineering students. A total of 82 participants from varied ethnic (non-Hispanic white, Euro-American, African American, Hispanic American, Asian American, South Asian, Arab American, and Native American participants) and education (high school senior, undergraduate, graduate, and in-service Engineers) backgrounds filled out the survey. With approximately half of the participants being non-minorities (non-Hispanic white or Euro-American), they served as the `control' group for the data, and the comparison group was the minority participants. Notable differences between the two groups were: student participation in female community groups, and extra-curricular activities like sports and arts (writing, drama and band) clubs. Increasing female-minority participation in these clubs and other extra-curricular activities may potentially increase their enrollment numbers in Engineering programs.

Internalized model minority myth, Asian values, and help-seeking attitudes among Asian American students.

PubMed

Kim, Paul Youngbin; Lee, Donghun

2014-01-01

The present study examined cultural factors underlying help-seeking attitudes of Asian American college students (N = 106). Specifically, we explored internalized model minority myth as a predictor of help-seeking attitudes and tested an intrapersonal-interpersonal framework of Asian values as a mechanism by which the two are related. Results indicated that internalized model minority myth significantly predicted unfavorable help-seeking attitudes, and emotional self-control mediated this relationship. Interpersonal values and humility were nonsignificant mediators, contrary to our hypotheses. The findings suggest that the investigation of internalized model minority myth in help-seeking research is a worthwhile endeavor, and they also highlight emotional self-control as an important explanatory variable in help-seeking attitudes of Asian American college students.

Minority stress and college persistence attitudes among African American, Asian American, and Latino students: perception of university environment as a mediator.

PubMed

Wei, Meifen; Ku, Tsun-Yao; Liao, Kelly Yu-Hsin

2011-04-01

We examined whether perception of university environment mediated the association between minority status stress and college persistence attitudes after controlling for perceived general stress. Participants were 160 Asian American, African American, and Latino students who attended a predominantly White university. Results of a path model analysis showed that university environment was a significant mediator for the association between minority status stress and college persistence attitudes. Additionally, minority status stress was distinct from perceived general stress. Finally, the results from a multiple-group comparison indicated that the magnitude of the mediation effect was invariant across Asian American, African American, and Latino college students, thus supporting the generalizability of the mediation model.

Sexual Orientation and College Students' Reasons for Nonmedical Use of Prescription Drugs.

PubMed

Dagirmanjian, Faedra R; McDaniel, Anne E; Shadick, Richard

2017-07-03

Nonmedical use of prescription pain medications, sedatives, and stimulants is a well-documented problem among college students. Research has indicated that students who identify as lesbian, gay, or bisexual are at elevated risk. However, little is known about students' reasons for use. (1) To replicate findings that sexual minority students report higher nonmedical use than heterosexual students, moving from a campus-specific to a multicampus sample and (2) to test for an association between sexual orientation and reasons for use. The 2015 College Prescription Drug Study surveyed 3389 students from nine 4-year public and private colleges and universities across the United States using an anonymous online survey. Measures assessed demographic information, prevalence of nonmedical use, frequency of use, where the drugs were obtained, reasons for use, and consequences of use. Stepwise logistic regression models were used to determine if sexual orientation predicted use. Chi-square tests of independence were also used to analyze prevalence of use by demographics as well as to assess differences in reasons for use by sexual orientation. Sexual minority students were significantly more likely than heterosexual students to nonmedically use any prescription drug, pain medications, and sedatives. Sexual minority students were also more likely to select that they used pain medications to relieve anxiety, enhance social interactions, and to feel better. Conclusions/Importance: Although sexual minority students are more likely to report nonmedical use, students overall use prescription medications for similar reasons, with the exception of painkillers. Implications and areas for future research are discussed.

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.

'I'm Black and I'm Proud': A Majority Ecological Context Protects Affective Aspects of Black Identity Under Stereotype Threat.

PubMed

Oliver, Andre'; Andemeskel, Ghilamichael; King, Carlise R; Wallace, Lyndsey; McDougal, Serie; Monteiro, Kenneth P; Ben-Zeev, Avi

2017-12-01

We provide evidence that stereotype threat, a phenomenon that causes stigmatized individuals to experience group-based evaluative concerns (Steele in Am Psychol 52:613-629, 1997; Whistling Vivaldi and other clues to how stereotypes affect us, W.W. Norton, New York, 2010), impacts affective aspects of Black identity as a function of majority versus minority ecological contexts. Black/African-American students, enrolled in either Africana Studies (Black ecological majority) or Psychology (Black ecological minority), completed private and public regard subscales from the Multidimensional Inventory of Black Identity (Sellers et al. in Pers Soc Psychol Rev 2:18-39, 1998) at baseline (Time 1) and after being randomly assigned to a stereotype threat or no-threat/control condition (Time 2). In threat, participants were introduced to a 'puzzle' task as diagnostic of intellectual abilities, whereas in no-threat the same task was introduced as culture fair, such that people from different racial/ethnic groups had performed similarly on this task in the past. In Psychology, students under threat exhibited a simultaneous decrease and increase in private and public regard, respectively, a pattern shown in the literature to be associated with discrimination-based distress and lesser well-being in Black ecological minority environments. In contrast, Africana Studies students' racial identity under threat remained intact. We discuss the protective effects of Africana Studies on racial identity and implications for educational reform.

Final Report: An Undergraduate Minor in Wind Energy at Iowa State University

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

James McCalley

This report describes an undergraduate minor program in wind energy that has been developed at Iowa State University. The minor program targets engineering and meteorology students and was developed to provide interested students with focused technical expertise in wind energy science and engineering, to increase their employability and ultimate effectiveness in this growing industry. The report describes the requirements of the minor program and courses that fulfill those requirements. Five new courses directly addressing wind energy have been developed. Topical descriptions for these five courses are provided in this report. Six industry experts in various aspects of wind energy sciencemore » and engineering reviewed the wind energy minor program and provided detailed comments on the program structure, the content of the courses, and the employability in the wind energy industry of students who complete the program. The general consensus is that the program is well structured, the course content is highly relevant, and students who complete it will be highly employable in the wind energy industry. The detailed comments of the reviewers are included in the report.« less

A Comparison of Ethnic Minority and Majority Students: Social and Academic Integration, and Quality of Learning

ERIC Educational Resources Information Center

Severiens, Sabine; Wolff, Rick

2008-01-01

This article examines students from ethnic minorities and majorities with regard to the relationships between their social and academic integration and their quality of learning. A total of 523 students at four universities completed a questionnaire: analyses of variance were used to examine mean differences, and structural equation modelling…

Reading for Meaning: The Effects of Developmental Education on Reading Achievements of Primary School Students from Low SES and Ethnic Minority Families

ERIC Educational Resources Information Center

van Rijk, Yvonne; de Mey, Langha; de Haan, Dorian; van Oers, Bert; Volman, Monique

2018-01-01

The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative…

Perceptions of agriculture and natural resource careers among minority students in a national organization

Treesearch

Corliss Wilson Outley

2008-01-01

The purpose of the study was to identify factors that influence the career choice behaviors among students who were members of Minorities in Agriculture, Natural Resources and Related Sciences (MANRRS) National Society. A secondary purpose was to identify perceptions and attitudes among students that chose careers in agriculture and natural resources. The MANRRS...

Awareness of Sexual Violence Services among LGBQ-Identified College Students

ERIC Educational Resources Information Center

Schulze, Corina; Perkins, Wendy

2017-01-01

The sexual victimization of sexual minorities enrolled in college is not a topic that has been well researched. The present study examines the awareness that college minority students have of services they can access in the event they experience sexual violence. The results indicate that many students are unaware of specific services that they can…

A Success Story: Recruiting & Retaining Underrepresented Minority Doctoral Students in Biomedical Engineering

ERIC Educational Resources Information Center

Reichert, William M.

2006-01-01

There are various ways to succeed in recruiting and retaining underrepresented minority (URM) doctoral students; but key to them all is the creation of real student-faculty relationships, which demonstrate by example that diversity and excellence can and should coexist. This cannot be delegated or done indirectly, and no amount of outreach, campus…

Disadvantaged Language Minority Students and Their Teachers: A National Picture

ERIC Educational Resources Information Center

Samson, Jennifer F.; Lesaux, Nonie K.

2015-01-01

Background: Educational outcomes for language minority (LM) children are of great concern across the nation because these students have lower grades, are rated by their teachers as having lower skills, perform worse on standardized tests, and are more likely to drop out than are non-LM students. Given this context of underperformance, there is a…

Cultural Transition and Academic Achievement of Students from Ethnic Minority Backgrounds: A Content Analysis of Empirical Research on Acculturation

ERIC Educational Resources Information Center

Makarova, Elena; Birman, Dina

2015-01-01

Background: The achievement gap between immigrant and non-immigrant students that has been identified in most OECD countries and the considerable educational dropout rate among students from ethnic minority backgrounds in some countries have become serious challenges for national educational systems. The educational underachievement of young…

2014 AERA Presidential Address: The College Ambition Program: A Realistic Transition Strategy for Traditionally Disadvantaged Students

ERIC Educational Resources Information Center

Schneider, Barbara

2015-01-01

The College Ambition Program (CAP) is designed to encourage low-income and minority students to enroll in college. The following analysis presents updated results from my AERA presidential talk in 2014. Results indicate that CAP, which is a schoolwide intervention, increased college attendance for low-income and minority students in seven…

Reactions of American Minority and Nonminority Students to the Persian Gulf War.

ERIC Educational Resources Information Center

Lee, Yueh Ting

1993-01-01

Asserts that little attention has been paid to the effects of a subgroup's status on its attitudes toward war and peace. Reports on a study of 151 college students on their patriotism and nationalism during the Gulf War. Finds minority students were more supportive of a peaceful solution to the crisis. (CFR)

Student Retention: A Description of First-Generation Minority Male Students' Interaction with Faculty

ERIC Educational Resources Information Center

Alford, Keyimani L.

2017-01-01

Challenges in retaining minority male students is an on-going issue in higher education in America. In addition, research suggests that the challenge is greater at Predominantly White Institutions. For many years, institutions have adopted principles and strategies suggested by researchers to counterattack this concern. Although a vast wealth of…

The Renaissance Teacher Identifying Students' Perceptions of Exemplary Teachers

ERIC Educational Resources Information Center

Wigton, Erica

2012-01-01

The focus on the achievement gap for minority students is an issue facing many school districts across the county. The No Child Left Behind (NCLB) legislation highlighted the fact that many minority students are not achieving at or above expected levels in classrooms across America. Teacher quality is found to be an important ingredient of a…

The Work-Study Interface: Similarities and Differences between Ethnic Minority and Ethnic Majority Students

ERIC Educational Resources Information Center

Meeuwisse, Marieke; de Meijer, Lonneke A.; Born, Marise Ph.; Severiens, Sabine E.

2017-01-01

Given the poorer academic outcomes of non-Western ethnic minority students compared to ethnic majority students, we investigated whether differences exist in work-study interface between ethnic groups. We tested a work-study interface model, in which the work-related factors work-study congruence, job control, job demands, work hours, job…

Minority Students and Research Universities: How to Overcome the "Mismatch"

ERIC Educational Resources Information Center

Tapia, Richard A.

2009-01-01

A controversial theory much in the news lately claims that affirmative action is often unfair to the very students it is intended to help. Called the "mismatch" theory, it suggests that underrepresented minority students are more likely to leave science, math, and engineering when, because of affirmative action, they attend colleges for which they…

Case Studies of Minority Students in a Transitional Bilingual Education Program "(Continues)"

ERIC Educational Resources Information Center

Romandia, Mona

2008-01-01

The educational system in many schools fails to meet the academic needs of minority students. The dramatic shifts in student demographics are demanding changes in the ways teachers are teaching them. It is essential to understand the long term effects of past educational practices and bilingual programs. Research indicates that there are many…

Case Studies of Minority Students in a Transitional Bilingual Education Program

ERIC Educational Resources Information Center

Romandia, Mona

2007-01-01

The educational system in many schools fails to meet the academic needs of minority students. The dramatic shifts in student demographics are demanding changes in the ways teachers are teaching them. It is essential to understand the long term effects of past educational practices and bilingual programs. Research indicates that there are many…

Computer Access and Computer Use for Science Performance of Racial and Linguistic Minority Students

ERIC Educational Resources Information Center

Chang, Mido; Kim, Sunha

2009-01-01

This study examined the effects of computer access and computer use on the science achievement of elementary school students, with focused attention on the effects for racial and linguistic minority students. The study used the Early Childhood Longitudinal Study (ECLS-K) database and conducted statistical analyses with proper weights and…