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Minority Students (minority + student)
Kinds of Minority Students Selected AbstractsUsing Success Courses for Promoting Persistance and CompletionNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 112 2000Martina Stovall Minority students often face greater challenges than their white peers in becoming integrated into the college environment. Recent research suggests that participation in a student success course could be especially beneficial for minority students who attend predominantly white community colleges. This chapter presents a model for designing and implementing a community college student success course. [source] Diversity and Inclusion of Sociopolitical Issues in Foreign Language Classrooms: An Exploratory SurveyFOREIGN LANGUAGE ANNALS, Issue 1 2003Ryuko Kubota ABSTRACT: One aim of foreign language teaching is to broaden learners' worldviews and promote intercultural communication. Less discussed, however, are domestic diversity and sociopolitical issues. Through a survey of university students of Japanese, Spanish, and Swahili, the authors of this study investigated diversity in the classroom, students' backgrounds and learning experiences, and their perceptions about the relationship between foreign language learning and issues of race, gender, class, and social justice. The study found more racial diversity in Japanese and Swahili than in Spanish classes and in beginning Spanish classes than in advanced Spanish classes. Beginning Spanish students related foreign language learning with social justice issues less frequently than did advanced students. A follow-up survey revealed stigmatized experiences and detachment from ethnic identity among some minority students. [source] Explaining race, poverty, and gender disparities in advanced course-takingJOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 4 2009Dylan Conger We use panel data on Florida high school students to examine race, poverty, and gender disparities in advanced course-taking. While white students are more likely to take advanced courses than black and Hispanic students, these disparities are eliminated when we condition on observable pre,high school characteristics. In fact, black and Hispanic students are more likely than observably similar white students to take advanced courses. Controlling for students' pre,high school characteristics substantially reduces poverty gaps, modestly reduces Asian,white gaps, and makes little dent in female,male gaps. Black and Hispanic students attend high schools that increase their likelihood of taking advanced courses relative to observably similar white students; this advantage is largely driven by minorities disproportionately attending magnet schools. Finally, recent federal and state efforts aimed at increasing access to advanced courses to poor and minority students appear to have succeeded in raising the share of students who take advanced courses from 2003 to 2006. However, secular trends (or spillovers of the policies to non-poor, non-minority students) have spurred faster growth for other students, contributing to widening demographic gaps in these years. © 2009 by the Association for Public Policy Analysis and Management. [source] Test-based accountability: Potential benefits and pitfalls of science assessment with student diversityJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2010Randall D. Penfield Abstract Recent test-based accountability policy in the U.S. has involved annually assessing all students in core subjects and holding schools accountable for adequate progress of all students by implementing sanctions when adequate progress is not met. Despite its potential benefits, basing educational policy on assessments developed for a student population of White, middle- and upper-class, and native speakers of English opens the door for numerous pitfalls when the assessments are applied to minority populations including students of color, low SES, and learning English as a new language. There exists a paradox; while minority students are a primary intended beneficiary of the test-based accountability policy, the assessments used in the policy have been shown to have many shortcomings when applied to these students. This article weighs the benefits and pitfalls that test-based accountability brings for minority students. Resolutions to the pitfalls are discussed, and areas for future research are recommended. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 6,24, 2010 [source] Discursive identity: Assimilation into the culture of science and its implications for minority studentsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2004Bryan 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] Ethnic Labels and Ethnic Identity as Predictors of Drug Use among Middle School Students in the SouthwestJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 1 2001Flavio 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] The Influences of Culture on Learning and Assessment Among Native American StudentsLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2005William G. Demmert Jr. The purpose of this article is to raise issues concerning the influences of culture on assessments of Native American students. The nature and extent of the problem is portrayed by citing information from national data sources on the achievement of Native American students. Cultural aspects of assessment and principles of assessment are discussed, using personal experiences to encourage others to reflect on cultural aspects of assessment. The article ends with the argument that there is much to learn about assessing Native American and other minority students, taking into account the external influences of culture, environment, attitudes, context, and perspectives. [source] Comparison of academic, application form and social factors in predicting early performance on the medical courseMEDICAL EDUCATION, Issue 9 2004Andrew 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] Diversity in academic medicine no. 1 case for minority faculty development todayMOUNT SINAI JOURNAL OF MEDICINE: A JOURNAL OF PERSONALIZED AND TRANSLATIONAL MEDICINE, Issue 6 2008Diversity in academic medicine no. Abstract For the past 20 years, the percentage of the American population consisting of nonwhite minorities has been steadily increasing. By 2050, these nonwhite minorities, taken together, are expected to become the majority. Meanwhile, despite almost 50 years of efforts to increase the representation of minorities in the healthcare professions, such representation remains grossly deficient. Among the underrepresented minorities are African and Hispanic Americans; Native Americans, Alaskans, and Pacific Islanders (including Hawaiians); and certain Asians (including Hmong, Vietnamese, and Cambodians). The underrepresentation of underrepresented minorities in the healthcare professions has a profoundly negative effect on public health, including serious racial and ethnic health disparities. These can be reduced only by increased recruitment and development of both underrepresented minority medical students and underrepresented minority medical school administrators and faculty. Underrepresented minority faculty development is deterred by barriers resulting from years of systematic segregation, discrimination, tradition, culture, and elitism in academic medicine. If these barriers can be overcome, the rewards will be great: improvements in public health, an expansion of the contemporary medical research agenda, and improvements in the teaching of both underrepresented minority and non,underrepresented minority students. Mt Sinai J Med 75:491,498, © 2008 Mount Sinai School of Medicine [source] Realizing student success at Hispanic-serving institutionsNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 127 2004Margarita Benítez This chapter highlights the role of Hispanic-Serving Institutions in promoting the academic success of minority students and discusses successful strategies used by several Hispanic-Serving community colleges. [source] Using Success Courses for Promoting Persistance and CompletionNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 112 2000Martina Stovall Minority students often face greater challenges than their white peers in becoming integrated into the college environment. Recent research suggests that participation in a student success course could be especially beneficial for minority students who attend predominantly white community colleges. This chapter presents a model for designing and implementing a community college student success course. [source] Increasing Retention and Success Through MentoringNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 112 2000Linda K. Stromei Increasing retention and success for minority students through mentoring is the focus of this chapter. A model for a formal mentoring program AMIGOS(tm), is discussed with details for implementation. [source] Using qualitative methods to assess academic success and retention programs for underrepresented minority studentsNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 136 2007Denise O'Neil Green The author discusses the importance of qualitative assessment for programs created primarily to serve minority students in higher education, associated benefits and challenges, and procedures for conducting culturally competent program assessments. [source] Key issues in the persistence of underrepresented minority studentsNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 130 2006Deborah Faye Carter Research on retention of students of color suggests possible areas of intervention to improve academic success. [source] Intellectual assessment of language minority students: What do school psychologists believe are acceptable practices?PSYCHOLOGY IN THE SCHOOLS, Issue 6 2003Tracey R. Bainter A survey was sent to 500 school psychologists in eight states to examine the acceptability of methods used to assess the cognitive ability of language minority students. Responses of 195 participants indicated that (a) the use of a bilingual school psychologist, and (b) the use of tests in English when a student is dominant in English were usually or always acceptable. Sometimes or usually acceptable were the use of nonverbal tests and foreign-normed tests. Administering tests in English when a student is dominant in another language, and using nonverbal tests that require oral instructions without the presence of an interpreter were considered to be never or rarely acceptable. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 599,603, 2003. [source] Collective Bargaining and The Performance of the Public SchoolsAMERICAN JOURNAL OF POLITICAL SCIENCE, Issue 1 2009Terry M. Moe Students of American politics rarely study public sector unions and their impacts on government. The literature sees bureaucratic power as rooted in expertise, but largely ignores the fact that bureaucrats often join unions to promote their own interests, and that the power of their unions may affect government and its performance. This article focuses on the public schools, which are among the most numerous government agencies in the country, and investigates whether collective bargaining by teachers,the key bureaucrats,affects the schools' capacity to educate children. Using California data, analysis shows that, in large school districts, restrictive labor contracts have a very negative impact on academic achievement, particularly for minority students. The evidence suggests, then, that public sector unions do indeed have important consequences for American public education. Whether they are consequential in other areas of government remains to be seen, but it is an avenue well worth pursuing. [source] The Effect of Attending a Small Class in the Early Grades on College-test Taking and Middle School Test Results: Evidence from Project StarTHE ECONOMIC JOURNAL, Issue 468 2001Alan B. Krueger This paper provides a long-term follow-up analysis of students who participated in the Tennessee STAR experiment. In this experiment, students and their teachers were randomly assigned to small, regular-size, or regular-size classes with a teacher aide in the first four years of school. We analyse the effect of past attendance in small classes on student test scores and whether they took the ACT or SAT college entrance exam. Attending a small class in the early grades is associated with an increased likelihood of taking a college-entrance exam, especially among minority students, and somewhat higher test scores. [source] Mexicans as Model Minorities in the New Latino DiasporaANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2009Stanton Wortham Rapid Mexican immigration has challenged host communities to make sense of immigrants' place in New Latino Diaspora towns. We describe one town in which residents often characterize Mexican immigrants as model minorities with respect to work and civic life but not with respect to education. We trace how this stereotype is deployed, accepted, and rejected both by long-standing residents and by Mexican newcomers themselves.,[Mexican immigration, social identification, ethnic contrasts, minority students] [source] Increasing the pool of academically oriented African-American medical and surgical oncologists,,§CANCER, Issue S1 2003Lisa 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] Street Codes in High School: School as an Educational DeterrentCITY & COMMUNITY, Issue 3 2007Pedro Mateu-Gelabert Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students' commitment and determination to participate in their own education. We present the high school experiences of first-generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority "resistance" to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students' commitment to education than do their immigration status or cultural backgrounds. [source] | |||||||||||||||||||