Journal of Diversity in Higher Education最新文献

Connecting the Dots: Exploring the Association between Perceived Discrimination and Physical and Psychological Well-Being Among Doctoral Trainees and Postdoctoral Fellows in Biomedical Fields. 链接点：探索生物医学领域博士生和博士后感知歧视与身心健康的关系。

IF 2.2 3区教育学

Journal of Diversity in Higher Education Pub Date : 2026-06-08 DOI: 10.1037/dhe0000736

Hwa Young Lee, Kevin Cokley, Katherine Muenks, Cheryl B Anderson, Melinda Yates, Madeline C O'Grady, Shine Chang

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引用次数: 0

Barriers and Facilitators to Higher Education Applications and Admissions Among People in Recovery. 康复人群中高等教育申请和录取的障碍和促进因素。

IF 2.2 3区教育学

Journal of Diversity in Higher Education Pub Date : 2026-02-01 DOI: 10.1037/dhe0000637

Emily Pasman, Kim Gannon, Michael Broman, Erin Cox, Suzanne Brown, Debra Patterson, Elizabeth Agius, Stella M Resko

{"title":"Barriers and Facilitators to Higher Education Applications and Admissions Among People in Recovery.","authors":"Emily Pasman, Kim Gannon, Michael Broman, Erin Cox, Suzanne Brown, Debra Patterson, Elizabeth Agius, Stella M Resko","doi":"10.1037/dhe0000637","DOIUrl":"10.1037/dhe0000637","url":null,"abstract":"People in substance use disorder recovery represent a marginalized and underserved student population. Improving access to higher education for people in recovery can benefit the individual, institution, and society at large. This study explored the barriers to college applications and admissions that people in recovery face and the resources that they draw on to overcome these barriers. Semistructured interviews were completed with 17 undergraduate students in recovery at a large public university without a collegiate recovery program. Inductive thematic analysis was used to document students' experiences related to applications and admissions. Participants described barriers to higher education at multiple levels, including personal challenges (e.g., competing priorities), consequences of past use (e.g., a record of criminal legal system involvement), challenges in the social environment (e.g., substance use on campus), complex admission processes (e.g., regarding transfer credits), and stigma (i.e., anticipated, experienced, and internalized). Despite these challenges, students embodied an incredible amount of resolve. Participants were unafraid to ask for help and mobilized the resources available through their social networks. Having role models in recovery, support from faculty and staff, and flexible options for course scheduling were discussed as facilitators to higher education access. Findings highlight policies and practices that institutions of higher education can adopt to capitalize on the strengths of prospective students in recovery and promote equity and inclusivity for this underrepresented student population.","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"19 1","pages":"31-42"},"PeriodicalIF":2.2,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12802813/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145991363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Factors That Facilitate and Hinder Historically Black Colleges and Universities Faculty Research Success. 促进和阻碍传统黑人学院和大学教师研究成功的因素。

IF 2.2 3区教育学

Journal of Diversity in Higher Education Pub Date : 2026-01-19 DOI: 10.1037/dhe0000709

Naomi M Hall, Cherrie B Boyer, Michelle Gonzales, Barbara Green-Ajufo, Emily A Arnold

{"title":"Factors That Facilitate and Hinder Historically Black Colleges and Universities Faculty Research Success.","authors":"Naomi M Hall, Cherrie B Boyer, Michelle Gonzales, Barbara Green-Ajufo, Emily A Arnold","doi":"10.1037/dhe0000709","DOIUrl":"10.1037/dhe0000709","url":null,"abstract":"Historically Black Colleges and Universities (HBCUs) have made a substantial impact on their students, surrounding communities, and on the local, regional, and national economies. Despite their long-standing commitment to educating and training Black students, HBCUs face continual financial challenges that often impede their ability to execute the mission and vision of the institution. HBCU faculty are tasked with training and developing the next generation of scientists, and having the resources needed to succeed is paramount. Despite their significant impact, faculty at HBCUs face numerous challenges in obtaining external research funding, especially from federal funding sources. This exploratory qualitative study seeks to identify the facilitators, barriers, and successes encountered by faculty researchers specializing in health disparities and inequities at HBCUs. Additionally, it examines the support provided by institutional administrators to these faculty members in submitting federal grant applications and managing federal awards. We interviewed 25 participants from 16 different HBCUs to understand experiences in the grant submission and management processes. Four overarching themes emerged as key facilitators of success: 1) research support resources; 2) efficient and effective institutional support; 3) consistent mentoring and training; and 4) establishing and maintaining reciprocal relationships. Three themes emerged as barriers to receiving external funding: 1) competing work demands; 2) misalignment of research priorities; and 3) inefficient and ineffective institutional infrastructure. Findings from this study lead to recommendations for facilitating research success for HBCU faculty. HBCUs are uniquely positioned to lead federally funded research studies, especially those addressing health disparities and inequities in historically marginalized communities.","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13061298/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147646942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Guiding Principles for Culturally Responsive Facilitation: Lessons Learned from Delivering Culturally Aware Mentor Training to STEMM Faculty. 文化响应促进的指导原则：向stem教师提供文化意识导师培训的经验教训。

IF 2.4 3区教育学

Journal of Diversity in Higher Education Pub Date : 2024-12-01 Epub Date: 2023-03-27 DOI: 10.1037/dhe0000476

Stephanie C House, Angela Byars-Winston, Sonia Zárate, Diana Eileen Azurdia, Bruce Birren, Philip Cheng, Kelly Diggs-Andrews, Steven P Lee, Kermin Martínez-Hernández, Richard McGee, Amy Prunuske, Katrina Ramírez, Christine A Sorkness

引用次数: 0

Supplemental Material for Does Service, Scholarship, and Teaching Activity Vary Across Demographic Groups and Time? Changing Patterns Among Professors at Two University Campuses 服务、学术和教学活动在不同人口群体和不同时间有变化吗？两所大学校园教授的变化模式

IF 2.4 3区教育学

Journal of Diversity in Higher Education Pub Date : 2024-01-11 DOI: 10.1037/dhe0000546.supp

引用次数: 0

Affinity and allyship groups to advance inclusion in postsecondary institutions: A systematic scoping review. 促进中学后教育机构包容性的亲和与结盟团体：系统的范围界定审查。

IF 2.4 3区教育学

Journal of Diversity in Higher Education Pub Date : 2024-01-11 DOI: 10.1037/dhe0000543

Emiko J. Muraki, Elaine J. Atay, Leah Chadwick, Gwen van der Wijk, Camille M. Mori, Adam T. Murry, D. Exner‐Cortens

引用次数: 0

Supplemental Material for Affinity and Allyship Groups to Advance Inclusion in Postsecondary Institutions: A Systematic Scoping Review 为 "促进中学后教育机构包容性的亲和与结盟团体 "提供补充材料：系统范围审查

IF 2.4 3区教育学

Journal of Diversity in Higher Education Pub Date : 2024-01-08 DOI: 10.1037/dhe0000543.supp

引用次数: 0

Counterspaces as a site of network formation within academia. 作为学术界网络形成场所的反空间。

IF 2.4 3区教育学

Journal of Diversity in Higher Education Pub Date : 2023-12-21 DOI: 10.1037/dhe0000549

Cara Margherio, Anna Lee Swan, M. C. Horner-Devine, Sheri J.Y. Mizumori, Joyce W. Yen

引用次数: 0

Safety strategies and the impact of misgendering among nonbinary college students: A minority stress perspective. 非二元大学生的安全策略和错误性别的影响：少数群体压力视角。

IF 2.4 3区教育学

Journal of Diversity in Higher Education Pub Date : 2023-12-14 DOI: 10.1037/dhe0000544

C. V. Dolan, Em Matsuno

引用次数: 0

A systematic literature review on bi+ college students using an ecological lens. 使用生态学视角对双性恋+大学生进行系统的文献综述。

IF 2.4 3区教育学

Journal of Diversity in Higher Education Pub Date : 2023-12-07 DOI: 10.1037/dhe0000537

Kaity Prieto, Steve Lemerand, Antonio Duran

引用次数: 0