Minority Students

Background. Many studies have shown that school belonging is crucial for students' school adjustment, but the construct has been operationalized in different ways. Moreover, most research has focused on adolescents and not compared its antecedents for ethnic minority versus majority students. Aims. Based on Goodenow and Grady's (1993) seminal paper, we examined classroom identification as a central aspect of school belonging in minority and majority preadolescents, and predicted it from relationships with peers and teachers, taking into account classroom ethnic composition and perceived multicultural teaching. Sample. Participants were 485 grade 4-6 students from 39 classrooms in Dutch primary schools. Of these children, 68 had a Turkish background, 72 had a Moroccan background, and 345 had a native Dutch background. Methods. Participants completed questionnaires at two waves (4.5 months apart). We used self-reports to measure classroom identification at both waves, and student-teacher relationship closeness and conflict, multicultural teaching, and peer friendship and rejection at Wave 1. We conducted multilevel analyses to predict classroom identification at Wave 2, while controlling for classroom identification at Wave 1. Results. Children of all ethnicities reported more classroom identification over time if they were less rejected by their peers and had more co-ethnic classmates. For minority children, both closeness and conflict with the teacher predicted less identification, but the effect of conflict appeared to result from their ethnic underrepresentation in the classroom. Conclusions. Negative peer relationships can undermine classroom identification, and the student-teacher relationship has special significance for ethnic minority students.

Background. Many studies have shown that school belonging is crucial for students' school adjustment, but the construct has been operationalized in different ways. Moreover, most research has focused on adolescents and not compared its antecedents for ethnic minority versus majority students. Aims. Based on Goodenow and Grady's (1993) seminal paper, we examined classroom identification as a central aspect of school belonging in minority and majority preadolescents, and predicted it from relationships with peers and teachers, taking into account classroom ethnic composition and perceived multicultural teaching. Sample. Participants were 485 grade 4-6 students from 39 classrooms in Dutch primary schools. Of these children, 68 had a Turkish background, 72 had a Moroccan background, and 345 had a native Dutch background. Methods. Participants completed questionnaires at two waves (4.5 months apart). We used self-reports to measure classroom identification at both waves, and student-teacher relationship closeness and conflict, multicultural teaching, and peer friendship and rejection at Wave 1. We conducted multilevel analyses to predict classroom identification at Wave 2, while controlling for classroom identification at Wave 1. Results. Children of all ethnicities reported more classroom identification over time if they were less rejected by their peers and had more co-ethnic classmates. For minority children, both closeness and conflict with the teacher predicted less identification, but the effect of conflict appeared to result from their ethnic underrepresentation in the classroom. Conclusions. Negative peer relationships can undermine classroom identification, and the student-teacher relationship has special significance for ethnic minority students.

The purpose of this case study was to explore the music-making and learning practices of a male elementary student from Cyprus in different settings, inside and outside school. It considers that individuals take many different pathways to become musicians. Their journeys might include contexts in a broad educational spectrum from highly structured and sequential, to informal, and enculturating. The study investigated the characteristics and practices of the diverse teaching-learning contexts involving the participant, the intersection of those settings, and the student's perceptions, feelings, and thoughts about the value of music experiences in those settings for his musical growth. The study considered school music classes, private piano lessons, community choir rehearsals, traditional folk dance ensembles, drum exploration, and writing musical arrangements at home. Thematic analysis revealed the influences from others that motivated student's attendance and continuation in music classes. Specifically, the research considered the elements inherent to the settings themselves, and the factors that affected his persistence in music learning and supported his musical growth. The participant's enjoyment and valuing of the music settings were connected to his need for active and meaningful participation through which he could express his musical ideas.

It has recently been claimed that UK medical students from ethnic minorities perform less well than White students in final undergraduate examinations and that this results from discrimination in clinical examinations. In this paper the authors examine the performance of students in two prospective studies of 1981 and 1986 entrants to London medical schools taking finals in 1986 , 1991 and 1992. Overall, 18. Overall, 18.2% of students in the survey failed one or more examinations at finals. UK ethnic minority students were 2.09 times more likely to fail one or more examinations than were UK White students. Male students were also 1.65 times more likely to fail an examination than female students. More detailed analysis of individual marks confirmed that UK ethnic minority students performed less well than UK White students, although non-UK ethnic minority students performed better than UK White students. The difference between UK White and ethnic minority students could not be explained by differences in educational achievement, study habits or clinical experience. The poorer performance of UK ethnic minority students extended across multiple-choice questions (MCQ), essay, clinical and oral examinations. Ethnic minority students performed particularly poorly on examinations in medicine and surgery as compared with pathology and clinical pharmacology. Although UK-born ethnic minority students perform less well in final examinations than UK White students, this is unlikely to be explained by racial discrimination as the difference is present in MCQ examinations marked by machine and as non-UK ethnic minority students perform better than UK White students. The cause of the difference in performance is therefore not clear and requires further study.

This qualitative study employed a phenomenological approach to explore the lived experiences and perceptions of academic resilience among university students. Ten participants were selected using purposive and snowball sampling techniques. Data were collected through semi-structured interviews and subsequently analyzed using thematic analysis. Three salient themes emerged from the data: (1) Academic resilience is a subjective construct, dependent on individual perception; (2) Psychological resilience is a universal human experience; and (3) Students' resilience to academic adversities is both a preconceived orientation and a spontaneous response. The findings suggest that while resilience is undeniably crucial for students navigating academic challenges, its conceptualization as a distinct form termed "academic resilience" is largely contingent upon the individual's interpretation and experience.

This report, A Descriptive Analysis of Racial and Ethnic Diversity of Psychology Ph.D. Recipients at Florida State University, 1953–2002 (Hollar, 2003), presents a historical examination of the demographic patterns among doctoral graduates in psychology at FSU over nearly five decades. Conducted as a Directed Individual Project under the supervision of Dr. Michael Rashotte, the study provides a systematic overview of representation across racial and ethnic groups, highlighting both progress and persistent disparities in doctoral attainment. By documenting trends in minority participation in the psychology doctoral pipeline, the analysis offers critical insight into issues of access, equity, and institutional change within higher education during the latter half of the 20th century.

This article examined the various ethnic identities of Cambodian students, a group often perceived by the larger society through the lens of the model minority stereotype but often endure low expectations from teachers and counselors in their local high schools. Our findings suggested that a Cambodian identity was often considered a stigmatized label and students identified as Cambodian were essentialized into the discourse of urban low achieving and culturally deficient minority students. Cambodian students' identities in the less selective academic programs were often quite visible to teachers. This characterization was often coupled with a panethnic representation of Asian American students in selective programs who were considered motivated and supported by advantageous home and cultural values. In these contexts, teachers preferred to discuss Cambodian students in panethnic terms, ignoring students' ethnic backgrounds, described their Cambodian students as part of their ''bright Asian students'' group. Overall, this study extends other works on Asian American ethnicity and panethnicity by focusing on the conflicting identities that affect the schooling of Cambodian students. These analyses complicate further the static notion of Asian American students as model minorities by emphasizing the fluid, problematic, and contextually-based nature of the construct.

Female and minority students have historically been underrepresented in the field of science, mathematics, and engineering at colleges and universities. Although a plethora of research has focused on students enrolled in 4-year colleges or universities, limited research addresses the factors that influence gender differences in community college students in science, mathematics, and engineering. Using a target population of 1,599 aspirants in science, mathematics, and engineering majors in public community colleges, this study investigates the determinants of self-concept by examining a hypothetical structural model. The findings suggest that background characteristics, high school academic performance, and attitude toward science have unique contributions to the development of self-concept among female community college students. The results add to the literature by providing new theoretical constructs and the variables that predict students' self-concept.

Based on the migration models proposed by J. Carling, de Haas, and K. Schewel, we examine the immobility aspirations of minority and majority Hungarian students in Central Europe. Our aim is to identify individual as well as institutional factors that we hypothesise support students in developing their immobility aspirations. We analyse empirical data collected through a survey in 2019 among students of Hungarian language higher education institutions in Hungary, Ukraine, Romania, Slovakia, and Serbia (N = 2,210). The results of multivariate and logistic regression analyses show that the development of immobility aspirations is supported by socio-demographic factors and social networks, as well as by institutional and academic factors, such as training programmes preparing students for local professions, and a greater degree of trust in the higher education institution and role partners.

This paper analyzes the impact of voucher design on student sorting, and more specifically investigates whether there are feasible ways of designing vouchers that can reduce or eliminate student sorting. It studies these questions in the context of the first five years of the Milwaukee voucher program. Much of the existing literature investigates the question of sorting where private schools can screen students. However, the publicly funded U.S. voucher programs require private schools to accept all students unless oversubscribed and to pick students randomly if oversubscribed. This paper focuses on two crucial features of the Milwaukee voucher program-random private school selection and the absence of topping up of vouchers. In the context of a theoretical model, it argues that random private school selection alone cannot prevent student sorting. However, random private school selection coupled with the absence of topping up can preclude sorting by income, although there is still sorting by ability. Sorting by ability is not caused here by private school selection, but rather by parental self selection. Using a logit model and student level data from the Milwaukee voucher program for 1990-94, it then establishes that random selection has indeed taken place so that it provides an appropriate setting to test the corresponding theoretical predictions in the data. Next, using several alternative logit specifications, it demonstrates that these predictions are validated empirically. These findings have important policy implications.

As readers of English Journal are well aware, our educational and other social systems are far from equitable. Susan L. Groenke et al. remind us in the January 2015 issue that these matters reach far beyond our classrooms; indeed, "certain social constructs of adolescence/ts get certain adolescents killed" (35). They write, "when all teenagers get to be teenagers, when we are willing to get to know Michael and Trayvon and Jordan in life, not just in death-maybe then we will know youth of color in all their humanity, as 'substance,' not 'shadows'" (39).1 At the heart of the work that we educators can do to be in solidarity with youth of color (and indeed, all youth) are the relationships that we form with them. As such, we use "adolescent scholars of color" to highlight Groenke et al.'s notion of "substance" and to affirm the literacies of these youth.Despite their centrality to our work, relationships are often overlooked a...

This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed thatprobability of completion of advanced math courses increased significantly and markedly in all groups, including minority students, students of low socioeconomic status, and students at all initial achievement levels. Also, theperformance of initial high achievers did not differ statistically in heterogeneous classes relative to previous homogeneous grouping, and rates of participation in advanced placement calculus and test scores improved.

This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed that probability of completion of advanced math courses increased significantly and markedly in all groups, including minority students, students of low socioeconomic status, and students at all initial achievement levels. Also, the performance of initial high achievers did not differ statistically in heterogeneous classes relative to previous homogeneous grouping, and rates of participation in advanced placement calculus and test scores improved.

We are grateful to Jun Xiao for research assistance at an early stage of the project and to Susumu Imai for comments on an earlier draft. Kala Krishna is grateful to the Human Capital Foundation (www.hcfoundation.ru), and especially Andrey P.

This study examines the effectiveness of the quota system introduced in Georgia's higher education admissions process in 2010, with a specific focus on language teaching methods and students' preparation for undergraduate studies. The research investigates how language teachers utilize diverse instructional strategies, resources, and skill development techniques and assesses the extent to which these align with contemporary pedagogical approaches. A survey research design was employed, collecting data from approximately 700 students enrolled in the One-Year Georgian Language Program across multiple universities. The study's findings indicate a strong reliance on traditional teaching methods, such as grammar instruction and lecturing, while interactive approaches, including role-playing, student presentations, and discussions, remain underutilized. The results also reveal a gap between instructional strategies used for developing language skills and fostering higher-order cognitive abilities, such as analytical thinking and synthesis. The research highlights the need for a pedagogical shift towards a more interactive, student-centered approach to language instruction. These insights provide valuable implications for enhancing language education policies and practices within Georgia's higher education system.

Consistent with national trends, only about ½ of students who intend to major in STEM disciplines at Maryville College (MC) complete bachelor' s degrees in these fields. The Scots Science Scholars (S 3) program was funded through the National Science Foundation' s STEM Talent Extension Program to increase the number of students graduating with STEM degrees from MC. The S 3 program enrolls college freshmen who have an interest in STEM majors and math ACT scores between 21 and 27, with emphasis on students from groups underrepresented in STEM and first-generation college students. The program consists of a summer bridge, a living-learning community, early engagement in STEM research, a seminar series that exposes students to STEM careers and research fields, academic support through a first-year seminar class, peer tutoring, and time-management counseling. The program has enrolled 6 cohorts of students (n = 97) since 2013, (54% female, 22% underrepresented minorities and 35% first-generation college students). From 2013-2017, S3 compared favorably to the general college population: 96% of all S 3 completed the first year of college, 69% declared STEM majors, and 85% returned to the college for a second year (compared to 71%, p < 0.001). Overall, S 3 students persist at the college longer than non-S 3 students (P<0.01). Compared to a matched control group, S 3 had significantly higher STEM major declaration rates (68% vs. 38%), higher rates of STEM retention through the junior year (41% vs. 20%), and improved overall college persistence (P< 0.01). Students report high levels of satisfaction with the summer program. At the end of the summer program, students report gains in skills and attitudes that are important for success in STEM. They also perform significantly better on math and chemistry assessments after completing the program. College-wide, the number of students enrolled in STEM majors at Maryville has increased by 52% since the inception of S 3 , and STEM undergraduate research productivity has increased markedly. Our data suggest the S 3 program is an important component of institutional changes that are increasing the STEM population and building a robust and productive STEM culture at a liberal arts college.

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

This study examines the effectiveness of the quota system introduced in Georgia's higher education admissions process in 2010, with a specific focus on language teaching methods and students' preparation for undergraduate studies. The research investigates how language teachers utilize diverse instructional strategies, resources, and skill development techniques and assesses the extent to which these align with contemporary pedagogical approaches. A survey research design was employed, collecting data from approximately 700 students enrolled in the One-Year Georgian Language Program across multiple universities. The study's findings indicate a strong reliance on traditional teaching methods, such as grammar instruction and lecturing, while interactive approaches, including role-playing, student presentations, and discussions, remain underutilized. The results also reveal a gap between instructional strategies used for developing language skills and fostering higher-order cognitive abilities, such as analytical thinking and synthesis. The research highlights the need for a pedagogical shift towards a more interactive, student-centered approach to language instruction. These insights provide valuable implications for enhancing language education policies and practices within Georgia's higher education system.

Although initial interest in science, technology, engineering and mathematics (STEM) is high, recruitment and retention remains a challenge, and some populations are disproportionately underrepresented in STEM fields. To address these challenges, the Microbiology and Cell Science Department in the College of Agricultural and Life Sciences at the University of Florida has developed an innovative 2+2 degree program. Typical 2+2 programs begin with a student earning an associate&#39;s degree at a local community college and then transferring to a 4-year institution to complete a bachelor&#39;s degree. However, many universities in the United States, particularly land-grant universities, are located in rural regions that are distantly located from their respective states&#39; highly populated urban centers. This geographical and cultural distance could be an impediment to recruiting otherwise highly qualified and diverse students. Here, a new model of a 2+2 program is described that use...

Although there is increasing awareness of the overrepresentation of ethic minority students-particularly Black students-in disciplinary actions, the extant research has rarely empirically examined potential factors that may contribute to these disparities. The current study used a multilevel modeling approach to examine factors at the child (e.g., teacher-rated disruptive behavior problems) and classroom or teacher levels (e.g., teacher ethnicity, level of disruptive behavior in classroom) that may contribute to the overrepresentation of minority students in office disciplinary referrals (ODRs). Data come from 6,988 children in 381 classrooms at 21 elementary schools. The analyses indicated that even after controlling for the student's level of teacher-rated behavior problems, teacher ethnicity, and other classroom factors, Black students were significantly more likely than White students to receive ODRs. Results also suggested that ethnic match between students and their teachers did not reduce the risk for referrals among Black students.

In many ways law schools are gatekeepers to positions of influence or power in U.S. society, including state and federal judicial systems, legislative and executive branches of government, and a variety of industries. Law schools help prepare social leaders who may advocate for greater gender and racial equity and justice in our society in ways that are unique from undergraduate programs, master’s programs, medical schools, and even research doctoral programs. Although scholars have long sought to address the underrepresentation of women or racial minorities in law schools and the legal profession, they tend to examine gender and race separately. This study focuses on law school admissions and enrollment among women of color, particularly Black and Hispanic women. It is important to improve access for underrepresented women of color to law schools as an equity issue within legal education and for the preparation of civic leaders. Additionally, this study is important for considering...

Roma, 15 apr. (askanews) – Nonostante il momento difficile per iniziative di questo genere negli Stati uniti, a Fort Collins, in Colorado, è stata celebrata la decima edizione dell’ACT Human Rights Film Festival, un appuntamento culturale di riferimento per chi crede nel potere del cinema come strumento di giustizia sociale e dialogo globale. L’evento è anche legato all’Italia, perché collabora con il Festival del cinema dei diritti umani di Napoli, e perché all’interno di questa edizione c’è stata molta Italia.

BackgroundAnkle sprains are very common injuries. Although recovery can occur within weeks, around one-third of patients have longer-term problems.ObjectivesTo develop and externally validate a prognostic model for identifying people at increased risk of poor outcome after an acute ankle sprain.DesignDevelopment of a prognostic model in a clinical trial cohort data set and external validation in a prospective cohort study.SettingEmergency departments (EDs) in the UK.ParticipantsAdults with an acute ankle sprain (within 7 days of injury).Sample sizeThere were 584 clinical trial participants in the development data set and 682 recruited for the external validation study.PredictorsCandidate predictor variables were chosen based on availability in the clinical data set, clinical consensus, face validity, a systematic review of the literature, data quality and plausibility of predictiveness of the outcomes.Main outcome measuresModels were developed to predict two composite outcomes repre...

This Special Report surveys existing conditions for Latino [superscript 1] language minority students in Indiana&#x27;s schools and identifies the most significant problems and challenges for improving their learning. The report opens with an overview of recent demographic shifts in ...

In 2007, the AEMES (Achieving Excellence in Math, Engineering and Science) programs were launched to increase the success of our underrepresented students in STEM majors at Smith College. Elements of Smith's AEMES programs include peer mentoring and faculty-mentored research opportunities as a means of building community and increasing academic success for underrepresented students. Since the implementation of the AEMES programs, our students of color have shown significant gains in introductory biology and chemistry course GPA as well as greater participation in advanced research in the sciences as a whole, dissolving previously observed gaps between students of color and majority students on each of these measures. Rates of persistence in the sciences as a whole for our students of color were equivalent to majority students before AEMES' launch and remain high, exceeding national rates. Within our institution, work continues to evaluate outcomes across program components. In an effort to propel programming efforts aimed at achieving inclusive excellence in the sciences beyond our institution, we pose a series of questions that, in our experience, helped AEMES' planning and success and continues to move our work forward.

In New Zealand, there is growing evidence to suggest an academic achievement disparity between Pacific Islands and Asian university students. The present study investigated an aspect of this disparity and considered students’ intentions to seek academic support services and their actual uptake of those services. One hundred and fifty two tertiary students participated in the study. Students were asked if they intended to access academic support services and whether they actually accessed these services. In addition, levels of academic achievement were obtained from academic records. The findings clearly showed a difference in grade average scores, with Asian students obtaining higher scores than Pacific Islands students. There were, however, no differences between the two groups in their actual use of academic advising services despite the Pacific Islands students indicating greater intent to seek assistance. The lower grade achievement and the higher intention to access services su...

The purpose of this study was to examine the effects of inclusive education on the general education population of middle school students’ attitudes. Therefore, a quantitative study was designed as a quasi-experimental study to measure such attitudes. The study included nonrandom samples of one control group (non-inclusive) and one experimental group (inclusive). This study took place in a middle school in a large urban school district in the US. The participants of this study included 20 students without disabilities in each classroom with a total number of 120 students from a total of six different middle school classrooms. The study included two classrooms (one inclusive and one non-inclusive) for each grade level (6, 7, and 8). About 60% of these students were Hispanic, 50% were male, and 80% received free or reduced lunch. In addition, ages ranged from 11 to 15 years. Inclusion Survey for Middle School Students (ISMSS), which included 30 questions was used to measure the attitu...

One of the effects of the internationalization of Danish higher education is a more mobile and linguistically heterogeneous student population aiming at both the national and international labor market. At the same time efforts to increase participation in higher education among domestic students have resulted in a more diverse student body in terms of social and ethnic background. To some extent the two groups of students overlap, but they are treated very differently by the university administration. Whereas students with international experience are counted and categorized as such, and are offered language courses before going abroad or when arriving in Denmark, minority students are either part of the mainstream or identifi ed as in need of remedial courses. The latter does not correspond very well with the general shift towards more learner-centered approaches in higher education, which potentially opens up to a resource perspective on multilingual students’ language background...

Aquest llibre ofereix una introducció a l'antropologia de l'educació que para especial atenció a les aportacions fetes pels investigadors que han realitzat treballs de camp de caràcter etnogràfic en contextos educatius. Especialment els dedicats a l'anàlisi de les situacions i problemàtiques que es generen quan estudiants identificats com a immigrats i com a membres de minories ètniques o nacionals entren en contacte amb els respectius sistemes educatius.
El llibre conté una introducció a l'antropologia de l'educació i una clarificació de què és l'etnografia de l'educació i com s'ha utilitzat des de diferents disciplines (antropologia, sociologia, psicologia i pedagogia). A partir d'aquí es centra en les aportacions fetes pels antropòlegs i els qui han fet treballs de caràcter etnogràfic, per a explicar quatre grans qüestions:
1. El paper de l'educació en els processos de reproducció social i cultural, així com les resistències que es generen enfront a aquestes dinàmiques de reproducció.
2. La manera com s'han explicat les desigualtats en les trajectòries acadèmiques dels alumnes identificats com a membres de minories ètniques. Sobre aquesta qüestió es presenten enfocaments basats en: a) la idea dels dèficits (culturals, educatius  intel·lectuals); b) la idea de les diferències o les discontinuïtats culturals com a principal factor explicatiu de les dificultats per a  progressar dins del sistema educatiu; i c) l'enfocament basat en les relacions que els col·lectius minoritaris han establert històricament amb la majoria social i les seves institucions, entenen que és aquesta relació la que més condiciona la interacció entre les institucions educatives i els seus professionals, amb l'alumnat i identificat com a membres d'aquestes minories, i amb les seves famílies i entorn social.
3. L'anàlisi del racisme en contextos educatius, tant entre l'alumnat mateix, com entre l'alumnat i els professionals de l'educació.
4. L'aportació a l'anàlisi i la crítica de les propostes assimilacionistes, multiculturalistes i interculturalistes, realitzades  pels qui han realitzat treballs de caràcter etnogràfic en l'àmbit de l'educació.
Aquest llibre, escrit a finals dels 90' i publicat el 2002, va suposar un acostament de la tradició antropològica i etnogràfica desenvolupada principalment als Estats Units d'Amèrica i un intent de vincular-la a debats i l'anàlisi de problemàtiques que en aquells moment s'estaven desenvolupant a Catalunya i a Europa. 25 anys després caldria aprofundir en el qüestionament dels enfocaments culturalistes i el revulsiu que està generant la introducció de la perspectiva antiracista en moltes de les qüestions presentades en el llibre. Malgrat tot, el llibre segueix essent un bon punt de partida per a qui vulgui iniciar-se en l'antropologia de l'educació i en l'aplicació de l'etnografia per a la comprensió de processos i problemes com els que s'han esmentat.

Title of Dissertation: EXAMINING TEACHER BELIEFS ABOUT DIVERSE STUDENTS THROUGH TRANSFORMATIVE LEARNING: THE COMMON BELIEFS SURVEY AND THE DISORIENTING DILEMMA DeAnna Duncan Grand, Doctor of Education, 2011 Dissertation directed by: Associate Professor John O'Flahavan College of Education As the diversity of America's public school students grows, current and future teachers must be prepared to meet the needs of students who are increasingly different from them ethnically, racially and socio-economically. Research indicates that one of the ways to impact teachers' instructional practices with these and other students is to address problematic teacher beliefs and assumptions around these dimensions. Using the Southern Poverty Law Center's Teaching Diverse Students Initiative's Common Beliefs Survey, this research study explores Mezirow's Transformation Theory as a possibility for addressing these often problematic teacher beliefs. Specifically, the study looks at the research question: What was the nature of Common Beliefs Survey users' disorienting dilemmas (CBS)? The disorienting dilemma is the first step in perspective transformation as outlined in Mezirow's Transformation Theory. The study's participants included teacher educators and graduate and undergraduate education students. Overall, the study affirmed that disorienting dilemmas varied among individuals in terms of intensity; are often emotional in nature; and users' attributes were

Title of Dissertation: EXAMINING TEACHER BELIEFS ABOUT DIVERSE STUDENTS THROUGH TRANSFORMATIVE LEARNING: THE COMMON BELIEFS SURVEY AND THE DISORIENTING DILEMMA DeAnna Duncan Grand, Doctor of Education, 2011 Dissertation directed by: Associate Professor John O'Flahavan College of Education As the diversity of America's public school students grows, current and future teachers must be prepared to meet the needs of students who are increasingly different from them ethnically, racially and socio-economically. Research indicates that one of the ways to impact teachers' instructional practices with these and other students is to address problematic teacher beliefs and assumptions around these dimensions. Using the Southern Poverty Law Center's Teaching Diverse Students Initiative's Common Beliefs Survey, this research study explores Mezirow's Transformation Theory as a possibility for addressing these often problematic teacher beliefs. Specifically, the study looks at the research question: What was the nature of Common Beliefs Survey users' disorienting dilemmas (CBS)? The disorienting dilemma is the first step in perspective transformation as outlined in Mezirow's Transformation Theory. The study's participants included teacher educators and graduate and undergraduate education students. Overall, the study affirmed that disorienting dilemmas varied among individuals in terms of intensity; are often emotional in nature; and users' attributes were

The first phase of the study described 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. An initial study was succeeded by a first follow-up in 1987, which indicated that minority students persisted in MSE fields to an unusually high degree. A second follow-up was planned and conducted in the 1989-90 academic year through telephone interviews of respondents to the first follow-up questionnaire. The working sample consisted of 5,531 students of American Indian, Black, Mexican American, Puerto Rican, White, and Asian American ethnicity. Results continued to affirm that minority students persisted in MSE fields to an unusually high degree. Persisters were distinguished chiefly by course-selection patterns in high school and college and their personal commitment to MSE. Ethnicity per se contributed little to the prediction of MSE persistence. An appendix describes the telephone tracking procedure. (Contains 1 figure, 22 tables, and 14 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. A U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUC TIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality.

The College of Engineering at North Carolina State University has a long, rich tradition of recruiting, nurturing and graduating minority engineering students. As the national trend of declining enrollments of all students in engineering, and particularly minority students continues, our College of Engineering has managed to maintain or buck the trend by showing steady increases in our enrollment numbers and graduation rates. The infrastructure that fosters this success in engineering is being replicated through a campus-wide network of African-American Coordinators. We describe the structure, management, administration, and responsibilities of the NC State University African-American Coordinating Committee. We also presents information directly related to minority engineering student success, including discussions of student bridge programs, recruitment, and celebration of academic success.

This literature review will take a focused look at the three currently accepted theoretical foundations upon which two-way bilingual immersion programs are based. Through an examination of research on identity construction in childhood and adolescence, particularly as seen through a critical pedagogical lens, it proposes that there exists a fourth and relatively unexamined component: identity construction. Further, it postulates that identity construction is of particular relevance to linguistic minority students.

Primates occur in 90 countries, but four-Brazil, Madagascar, Indonesia, and the Democratic Republic of the Congo (DRC)-harbor 65% of the world&#39;s primate species (439) and 60% of these primates are Threatened, Endangered, or Critically Endangered (IUCN Red List of Threatened Species 2017-3). Considering their importance for global primate conservation, we examine the anthropogenic pressures each country is facing that place their primate populations at risk. Habitat loss and fragmentation are main threats to primates in Brazil, Madagascar, and Indonesia. However, in DRC hunting for the commercial bushmeat trade is the primary threat. Encroachment on primate habitats driven by local and global market demands for food and non-food commodities hunting, illegal trade, the proliferation of invasive species, and human and domestic-animal borne infectious diseases cause habitat loss, population declines, and extirpation. Modeling agricultural expansion in the 21st century for the four c...

This paper describes the implementation and evaluation of a program that uses active recruiting and peer-led team learning to try to increase the participation and success of women and minority students in undergraduate computer science. These strategies were applied at eight universities starting in the fall of 2004. There have been some impressive results: We succeeded in attracting under-represented students who would not otherwise have taken a CS course. Evaluation shows that participation in our program significantly improves retention rates and grades, especially for women. Students in the program, as well as the students who served as peer leaders, are uniformly enthusiastic about their experience.