Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
80,597
result(s) for
"Minority group students"
Sort by:
More Than Inconvenienced: The Unique Needs of U.S. College Students During the COVID-19 Pandemic
U.S. college students are a distinct population facing major challenges due to the COVID-19 pandemic. Before the pandemic, students were already experiencing substantial mental health concerns, putting both their health and academic success in jeopardy. College students now face increasing housing and food insecurity, financial hardships, a lack of social connectedness and sense of belonging, uncertainty about the future, and access issues that impede their academic performance and well-being. There is also reason to believe that COVID-19 is exacerbating inequalities for students of color and low-income students. We provide several recommendations for institutions of higher education to mitigate these obstacles, including engaging in data-driven decision making, delivering clear and informative messaging to students, prioritizing and expanding student support services, and using an equity framework to guide all processes.
Journal Article
College Students' Sense of Belonging: A National Perspective
In a nationally representative sample, first-year U.S. college students \"somewhat agree,\" on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racialethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persistence, engagement, and mental health even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students' success and well-being.
Journal Article
A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
A brief intervention aimed at buttressing college freshmen's sense of social belonging in school was tested in a randomized controlled trial (N = 92), and its academic and health-related consequences over 3 years are reported. The intervention aimed to lessen psychological perceptions of threat on campus by framing social adversity as common and transient. It used subtle attitude-change strategies to lead participants to self-generate the intervention message. The intervention was expected to be particularly beneficial to African-American students (N = 49), a stereotyped and socially marginalized group in academics, and less so to European-American students (N = 43). Consistent with these expectations, over the 3-year observation period the intervention raised African Americans' grade-point average (GPA) relative to multiple control groups and halved the minority achievement gap. This performance boost was mediated by the effect of the intervention on subjective construal: It prevented students from seeing adversity on campus as an indictment of their belonging. Additionally, the intervention improved African Americans' self-reported health and well-being and reduced their reported number of doctor visits 3 years postintervention. Senior-year surveys indicated no awareness among participants of the intervention's impact. The results suggest that social belonging is a psychological lever where targeted intervention can have broad consequences that lessen inequalities in achievement and health.
Journal Article
Does STEM Stand Out? Examining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields
Informed by the theoretical lens of opportunity hoarding, this study considers whether STEM postsecondary fields stand apart via the disproportionate exclusion of Black and Latina/o youth. Utilizing national data from the Beginning Postsecondary Study (BPS), the authors investigate whether Black and Latina/o youth who begin college as STEM majors are more likely to depart than their White peers, either by switching fields or by leaving college without a degree, and whether patterns of departure in STEM fields differ from those in non-STEM fields. Results reveal evidence of persistent racial/ethnic inequality in STEM degree attainment not found in other fields.
Journal Article
Teacher noticing from a sociopolitical perspective: the FAIR framework for anti-deficit noticing
In this paper, we respond to the continued harm of deficit discourses in mathematics education, focusing on discourses that systematically devalue the knowledge and abilities of students of color in classrooms in the United States. We specifically aim to (1) develop a sociopolitical framework for conceptualizing mathematics teacher noticing and (2) conceptualize and illustrate the enactment of noticing that challenges deficit discourses about these students and their communities—anti-deficit noticing—through the lens of our framework. We address our first research aim by introducing the FAIR framework, which foregrounds the role of sociopolitical Framing as an essential component of noticing that shapes and is shaped by Attending, Interpreting, and Responding, processes that have frequently been discussed in studies of teacher noticing. We show how an analysis using FAIR can contribute to understanding deficit noticing. We then conceptualize and illustrate anti-deficit noticing using the case of Oscar, a college mathematics instructor who worked with many Black and Hispanic students and himself identified as Hispanic. We discuss the local context that supported Oscar’s anti-deficit noticing and conclude with implications for future research and practice.
Journal Article
Interrogating Structural Racism in STEM Higher Education
The racialized structure of STEM (science, technology, engineering, mathematics) higher education maintains gross inequities that are illustrative of structural racism, which both informs and is reinforced by discriminatory beliefs, policies, values, and distribution of resources. Thus, an examination into structural racism in STEM is needed to expose the marginalization of underrepresented groups in STEM and to improve understanding of the STEM policies, practices, and procedures that allow the foundation of racism to remain intact. l argue that, even at the top of the education hierarchy, Black STEM doctorate students and PhD degree holders consistently endure the racist residue of higher education institutions and STEM employers. Thus, this manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read \"assimilate\") underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces. l argue that, without a critical examination of the structural racism omnipresent in the STEM, progress in racially diversifying STEM will continue at a snail's pace.
Journal Article
Diversity in the Economics Profession: A New Attack on an Old Problem
The economics profession includes disproportionately few women and members of historically underrepresented racial and ethnic minority groups, relative both to the overall population and to other academic disciplines. This underrepresentation within the field of economics is present at the undergraduate level, continues into the ranks of the academy, and is barely improving over time. It likely hampers the discipline, constraining the range of issues addressed and limiting our collective ability to understand familiar issues from new and innovative perspectives. In this paper, we first present data on the numbers of women and underrepresented minority groups in the profession. We then offer an overview of current research on the reasons for the underrepresentation, highlighting evidence that may be less familiar to economists. We argue that implicit attitudes and institutional practices may be contributing to the underrepresentation of women and minorities at all stages of the pipeline, calling for new types of research and initiatives to attack the problem. We then review evidence on how diversity affects productivity and propose remedial interventions as well as findings on effectiveness. We identify several promising practices, programs, and areas for future research.
Journal Article
A Critical Review of the Model Minority Myth in Selected Literature on Asian Americans and Pacific Islanders in Higher Education
This article presents a critical review of 112 works of research on Asian Americans and Pacific Islanders (AAPIs) in higher education. It focuses on ways previous scholarship framed AAPIs in higher education, and specifically on how those works engaged in a sustained project of countering the model minority myth (MMM). Many publications on AAPIs in higher education mentioned the MMM and neglected to account for the original purpose of the MMM—to maintain anti-Black racism and White supremacy. We identified four key and interconnected limitations implicit in the counter-MMM framework that result from a lack of a critical recognition of the model minority as an instrument to maintain White dominance. Our analysis suggests that the well-established counter-MMM scholarly project is fundamentally flawed in its ability to humanistically reframe and advance research on AAPIs. Therefore, we call for a reframing of research on AAPIs in higher education.
Journal Article
A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom
Administrative data from a large and diverse community college are used to examine if underrepresented minority students benefit from taking courses with underrepresented minority instructors. To identify racial interactions, we estimate models that include both student and classroom fixed effects and focus on students with limited' choice in courses. We find that the performance gap in terms of class dropout rates and grade performance between white and underrepresented minority students falls by 20 to 50 percent when taught by an underrepresented minority instructor. We also find these interactions affect longer-term outcomes such as subsequent course selection, retention, and degree completion.
Journal Article