教育文汇 Pub Date : 2018-11-26 DOI: 10.1108/S2055-364120180000014003

N. Petersen, Sandra J. Gruberg

引用次数: 0

Chapter 5 The Influence of Socioeconomic Status on Perceptions of Persistence among African American Students at Major US Universities 第5章社会经济地位对美国主要大学非裔美国学生坚持观念的影响

教育文汇 Pub Date : 2018-11-26 DOI: 10.1108/S2055-364120180000014007

Shakoor Ward, K. Wilson

{"title":"Chapter 5 The Influence of Socioeconomic Status on Perceptions of Persistence among African American Students at Major US Universities","authors":"Shakoor Ward, K. Wilson","doi":"10.1108/S2055-364120180000014007","DOIUrl":"https://doi.org/10.1108/S2055-364120180000014007","url":null,"abstract":"Abstract \u0000The study investigated the relevance of psychosocial variables and how they interact with socio economic status (SES) as it relates to the persistence of African-American students at the major US public universities. The study analyzed the responses of 327 web survey participants attending a major public university in the eastern region of the United States. The results suggest that students from higher SES backgrounds, more than likely, have already acquired or are more easily able to adopt characteristics that are ideal for persistence (e.g., commitment to personal goals, and biculturalism) than students from lower SES backgrounds. \u0000 \u0000Previous studies have shown that – even after controlling for precollege performance – students who come from families with higher-income levels and parental education persist to graduate at higher rates and earn higher-grade point averages (Bowen & Bok, 1998; Pascarella, 1985). This study purports to provide the context for reflecting on the ways in which current student persistence theories might be modified to account more directly for how SES may influence psychosocial variables that contribute to the process of African-American student persistence in major US universities.","PeriodicalId":63019,"journal":{"name":"教育文汇","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73749571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chapter 3 The United States Military Veteran: A Look at their College Experience and Equitable and Inclusionary Practices 第三章美国退伍军人:看他们的大学经历和公平和包容的做法

教育文汇 Pub Date : 2018-11-26 DOI: 10.1108/S2055-364120180000014005

Catherine Ward

{"title":"Chapter 3 The United States Military Veteran: A Look at their College Experience and Equitable and Inclusionary Practices","authors":"Catherine Ward","doi":"10.1108/S2055-364120180000014005","DOIUrl":"https://doi.org/10.1108/S2055-364120180000014005","url":null,"abstract":"Due to the country’s most recent wars in Afghanistan and Iraq and the enactment of the Post 9/11 GI Bill, colleges and universities across the United States have experienced a remarkable increase in student veteran enrollment. As a result, many college campuses have been challenged with knowing how to effectively support veterans as they transition from military life to college life. Although there is notable good intention, this challenge can impact an institution’s ability to offer adequate support. Consequently, many student veterans remain at the margins of the college experience, often affected by their distinct circumstances and a campus that may not be fully prepared to support them. This is a matter of equity and inclusion at its core. Students who are not well understood are likely to be underrepresented and underserved. Therefore, veterans must be included in the equity and inclusion conversation. A review of the literature confirms that student veteran support must involve a greater understanding of the student veteran experience, address institutional barriers to access, replace deficit models of support with more equitable practices, and challenge the dominant paradigm of student success that overemphasizes students’ individual and group characteristics and overlooks the role educators play in student achievement.","PeriodicalId":63019,"journal":{"name":"教育文汇","volume":"120 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75789491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Introduction to Perspectives on Diverse Student Identities in Higher Education 高等教育中多元学生身份的观点简介

教育文汇 Pub Date : 2018-11-26 DOI: 10.1108/S2055-364120180000014002

P. Blessinger, Jaimie Hoffman, M. Makhanya

引用次数: 2

Chapter 6 Eyes Theory: A Proposed Racialization and Developmental Identity Model for Understanding Concepts of Race for International Students of Color Studying in US Higher Education Institutions 第六章眼睛理论:美国高等院校有色人种国际学生种族概念理解的种族化与发展认同模型

教育文汇 Pub Date : 2018-11-26 DOI: 10.1108/S2055-364120180000014008

H. Yeo, Malaika Mckee, William Trent

{"title":"Chapter 6 Eyes Theory: A Proposed Racialization and Developmental Identity Model for Understanding Concepts of Race for International Students of Color Studying in US Higher Education Institutions","authors":"H. Yeo, Malaika Mckee, William Trent","doi":"10.1108/S2055-364120180000014008","DOIUrl":"https://doi.org/10.1108/S2055-364120180000014008","url":null,"abstract":"Abstract \u0000In this chapter, EYES theory proposes that international students view themselves and appraise their social standing of their own race based in relationship to extant social perceptions of racial stereotypes in the United States. These stereotypes are determined by geography which exude from the legacy of enslavement in the United States. EYES theory proposes that international students view racial differences through these dynamics by assessing their own identity in regards to race, colorsim and group identification. Specifically, international students use racial groups to classify, rank, and understand racial differences that are informed by these social geographies that impart a white/black racial discourse by which international students navigate their social status. EYES theory challenges the intellectual perception of heterogeneity among international students and in regards to race posits that international students experience mico and macrolevel contexts regarding race due to the socio-historical legacy of racism in the United States. The authors anticipate that EYES theory may have implications for study in other geographical contexts where a black white dichotomy serves as the parameter for understanding racial relationships and hegemony.","PeriodicalId":63019,"journal":{"name":"教育文汇","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87080330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Prelims 预备考试

教育文汇 Pub Date : 2018-11-26 DOI: 10.1108/s2055-364120180000014001

引用次数: 0

Chapter 2 Assisting Student Veterans with Hidden Wounds: Evaluating Student Support in US Higher Education 第二章帮助有隐性创伤的退伍军人学生:评估美国高等教育中的学生支持

教育文汇 Pub Date : 2018-11-26 DOI: 10.1108/S2055-364120180000014004

Christopher M. Linski

{"title":"Chapter 2 Assisting Student Veterans with Hidden Wounds: Evaluating Student Support in US Higher Education","authors":"Christopher M. Linski","doi":"10.1108/S2055-364120180000014004","DOIUrl":"https://doi.org/10.1108/S2055-364120180000014004","url":null,"abstract":"Abstract \u0000This empirical study provides a phenomenological analysis of student veteran perceptions and experiences regarding student support programs in higher education and the accommodations provided for student with hidden wounds, specifically posttraumatic stress disorder and traumatic brain injuries. Qualitative data were collected through semistructured interviews to answer the research question: What are the traits of student support programs in US higher education institutions that assist in the successful degree completion of student veterans coping with hidden wounds? Participants were military veterans who recently attended undergraduate degree programs at US-based higher education institutions. Data analysis through in vivo and thematic coding showed dominant themes related to student expectations of student support programs. These themes included acknowledging specific needs of student veterans as nontraditional students, communication between students and institutions, awareness of the stigma around disabilities, standardization of services offered, social groups to connect veterans to other veterans, and need for proactive assessment of students unwilling to initiate accommodation requests. Practical implications for higher education leaders to improve current student support programs and future research recommendations are provided to expand upon the need for improving student support programs in America and abroad.","PeriodicalId":63019,"journal":{"name":"教育文汇","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79313050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chapter 7 Failure Can Lead to Success When Remediation Builds Resiliency: How Struggling International Medical Students Gain Entry into US Graduate Medical Education Programs 第七章当补救措施建立弹性时，失败可以导致成功:挣扎中的国际医科学生如何进入美国研究生医学教育项目

教育文汇 Pub Date : 2018-11-26 DOI: 10.1108/S2055-364120180000014009

P. O’Callaghan, Maureen P. Hall, Laura N. Cobb, M. Jacobson

{"title":"Chapter 7 Failure Can Lead to Success When Remediation Builds Resiliency: How Struggling International Medical Students Gain Entry into US Graduate Medical Education Programs","authors":"P. O’Callaghan, Maureen P. Hall, Laura N. Cobb, M. Jacobson","doi":"10.1108/S2055-364120180000014009","DOIUrl":"https://doi.org/10.1108/S2055-364120180000014009","url":null,"abstract":"Abstract \u0000US citizens who attend international medical schools (US IMGs) are more likely to be of Hispanic, Black American, or Asian descent compared to US medical students. As physicians, US IMGs contribute diversity to the health-care workforce; their experiences and perspectives have improved the health outcomes for populations typically underserved. To become a competent medical professional is a challenging experience, especially for IMGs who may have entered medical school with less than optimal academic histories. During this journey, some students develop academic and clinical deficiencies. Addressing these deficits through remediation interventions are critical to the student’s performance as a physician. This study measured the resiliency, self-efficacy, and self-compassion of IMGs who completed remediation while in medical school. Results indicate older students experienced failure more often and were found to have significantly higher levels of self-compassion compared to younger students. Males were assigned significantly more remedial interventions compared to the female participants. Finally, strong positive correlations suggested that the more remediation interventions students were provided, the more likely they were satisfied with their overall remediation experience. These findings indicate that by varying support strategies and encouraging student’s orientation to resiliency, self-efficacy, and self-compassion may assist them in overcoming their deficits.","PeriodicalId":63019,"journal":{"name":"教育文汇","volume":"125 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78457703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Chapter 4 “They Say They Value Diversity, But I Don’t See It”: Academic and Social Experiences of First Generation Latinx Students at a Predominately White Midwest Institution 第四章“他们说他们重视多样性，但我看不出来”:第一代拉丁裔学生在一所以白人为主的中西部大学的学术和社会经历

教育文汇 Pub Date : 2018-11-26 DOI: 10.1108/S2055-364120180000014006

Carla Gonzalez, Jessica E. Graber, D. Galvez, L. Locke

{"title":"Chapter 4 “They Say They Value Diversity, But I Don’t See It”: Academic and Social Experiences of First Generation Latinx Students at a Predominately White Midwest Institution","authors":"Carla Gonzalez, Jessica E. Graber, D. Galvez, L. Locke","doi":"10.1108/S2055-364120180000014006","DOIUrl":"https://doi.org/10.1108/S2055-364120180000014006","url":null,"abstract":"Abstract \u0000In this study, the authors investigated the academic and social experiences of first-generation undergraduate Latinx students who participated in a Latinx student-focused organization at a large, research-intensive, Predominately White Institution (PWI) in the Midwest. Our results revealed three major themes. First, participants considered the Latinx student organization to be a significant resource for their social integration into the university; however, it was less significant as an academic resource. Second, the participants recognized that while the university “tries” to promote diversity, they felt that the university could do more in promoting ethnic student groups and their interests across campus. Third, participants perceived that the university treats all Latinx students as one homogenous group, ignoring the diversity that exists between different Latinx groups. These themes suggest that efforts to make PWIs more diverse and inclusive may benefit from the formation and maintenance of minoritized ethnic student organizations. PWIs would also benefit by incorporating the diverse Latinx student perspectives into institutional diversity policy, and prioritizing higher-quality initiatives for greater visibility of Latinx student issues across campus. Moreover, programming that does not aggregate or homogenize Latinx identity, but embraces and values the multifaceted Latinx identities, would also benefit PWIs.","PeriodicalId":63019,"journal":{"name":"教育文汇","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73632693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Name Index 名称索引

教育文汇 Pub Date : 2018-11-26 DOI: 10.1108/s2055-364120180000014013

引用次数: 0

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