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Ethnic Minority Students (ethnic + minority_student)

Distribution by Scientific Domains

Medical Sciences	50%

Selected Abstracts

Ethnic Labels and Ethnic Identity as Predictors of Drug Use among Middle School Students in the Southwest

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 1 2001
Flavio Francisco Marsiglia
This article explores differences in the self-reported drug use and exposure to drugs of an ethnically diverse group of 408 seventh-grade students from a large city in the southwest. We contrast the explanatory power of ethnic labels (African American, non-Hispanic White, Mexican American, and mixed ethnicity) and two dimensions of ethnic identity in predicting drug use. One dimension focuses on perceived ethnically consistent behavior, speech, and looks, while the other gauges a sense of ethnic pride. Ethnic labels were found to be somewhat useful in identifying differences in drug use, but the two ethnic identity measures, by themselves, did not generally help to explain differences in drug use. In conjunction, however, ethnic labels and ethnic identity measures explained far more of the differences in drug use than either did alone. The findings indicate that the two dimensions of ethnic identity predict drug outcomes in opposite ways, and these relations are different for minority students and non-Hispanic White students. Generally, African American, Mexican American, and mixed-ethnicity students with a strong sense of ethnic pride reported less drug use and exposure, while ethnically proud White students reported more. Ethnic minority students who viewed their behavior, speech, and looks as consistent with their ethnic group reported more drug use and exposure, while their White counterparts reported less. These findings are discussed, and recommendations for future research are provided. [source]

Discursive identity: Assimilation into the culture of science and its implications for minority students

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2004
Bryan A. Brown
This study examined how, in some instances, participation in the cultural practices of high school science classrooms created intrapersonal conflict for ethnic minority students. Discourse analysis of videotaped science classroom activities, lectures, and laboratories was the primary methodology employed for analyzing students' discursive identity development. This analysis demonstrated differential appropriation of science discourse as four significant domains of discursive identities emerged: Opposition status, Maintenance status, Incorporation status, and Proficiency status. Students characterized as Opposition Status avoided use of science discourse. Students who exhibited Maintenance Status illustrated a commitment to maintaining their normative discourse behavior, despite a demonstrated ability to appropriate science discourse. Students characterized as Incorporation Status made active attempts to incorporate science discourse into their normative speech patterns, while Proficiency Status students demonstrated a fluency in applying scientific discursive. Implications for science education emerging from the study include the illumination of the need to make the use of specific scientific discourse an explicit component of classroom curriculum. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 810,834, 2004 [source]

Comparison of academic, application form and social factors in predicting early performance on the medical course

MEDICAL EDUCATION, Issue 9 2004
Andrew B Lumb
Objectives, To compare the relative importance of social, academic and application form factors at admission in predicting performance in the first 3 years of a medicine course. Design, Retrospective cohort study. Setting, A single UK medical school. Participants, A total of 738 students who entered medical school between 1994 and 1997. Main outcome measure, Performance in Year 3 objective structured clinical examination (OSCE). Results, School-leaving grades were significant predictors of success in the OSCE. Non-academic activities as assessed from the application form were associated with poorer performance. Mature students performed extremely well, and male and ethnic minority students performed less well. Socioeconomic status and type of school attended were not found to affect performance on the course. Conclusions, The relatively poor performance of male and ethnic minority students urgently needs further investigation. Our results carry no suggestion that, other things being equal, widening access to medical school for mature students and those from less affluent backgrounds would result in poorer performance. [source]

Increasing the pool of academically oriented African-American medical and surgical oncologists,,§

CANCER, Issue S1 2003
Lisa A. Newman M.D., M.P.H.
Abstract BACKGROUND In the United States, breast cancer mortality rates are significantly higher among African-American women than among women of other ethnic backgrounds. Research efforts to evaluate the socioeconomic, environmental, biologic, and genetic mechanisms explaining this disparity are needed. METHODS Data regarding patterns in the ethnic distribution of physicians and oncologists were accumulated from a review of the literature and by contacting cancer-oriented professional societies. This information was evaluated by participants in a national meeting, "Summit Meeting Evaluating Research on Breast Cancer in African American Women." Results of the data collection and the conference discussion are summarized. RESULTS Ethnic minority specialists are underrepresented in academic medicine in general, and in the field of oncology in particular. This fact is unfortunate because ethnic minority students are more likely to express a commitment to providing care to medically underserved communities and, thus, they need to be better represented in these professions. Correcting these patterns of underrepresentation may favorably influence the design and implementation of culturally and ethnically sensitive research. CONCLUSIONS Efforts to improve the ethnic diversity of oncology specialists should begin at the level of recruiting an ethnically diverse premed and medical student population. These recruitment efforts should place an emphasis on the value of mentoring. Cancer 2003;97(1 Suppl):329,34. Published 2003 by the American Cancer Society. DOI 10.1002/cncr.11027 [source]