Diversity in higher education最新文献

{"title":"Broadening Participation in STEM","authors":"Z. Wilson-Kennedy","doi":"10.1108/s1479-3644201922","DOIUrl":"https://doi.org/10.1108/s1479-3644201922","url":null,"abstract":"This book reports on high impact educational practices and programs that have been demonstrated to be effective at broadening the participation of underrepresented groups in the STEM disciplines.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/s1479-3644201922","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48721621","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}

{"title":"All for One And One for All: Coordinating the Resources of Individual Student Research Training Initiatives in Biomedical Sciences at Xavier University of Louisiana.","authors":"M. Foroozesh, M. Giguette, T. Birdwhistell, K. Morgan, Kelly E Johanson, T. Coston, C. Wilkins-Green","doi":"10.1108/S1479-364420190000022006","DOIUrl":"https://doi.org/10.1108/S1479-364420190000022006","url":null,"abstract":"Xavier University of Louisiana has a national reputation for producing science, technology, engineering, and mathematics (STEM) graduates who go on to obtain MD and PhD degrees. According to a 2013 National Science Foundation report, Xavier is ranked first in producing African American graduates who go on to receive life sciences PhD degrees, fifth in the nation in producing African American graduates who go on to receive science and engineering PhD degrees, and seventh in producing African American graduates who go on to receive physical sciences PhD degrees. Xavier is currently third among the nation's colleges and universities in the number of African American graduates enrolled in medical school, according to data compiled by the Association of American Medical Colleges, and ranked first in the number of African American alumni who successfully complete their medical degrees. The success of Xavier's graduates is due to a combination of university-based student support initiatives and externally funded programs, in particular, the Building Infrastructure Leading to Diversity (BUILD), Maximizing Access to Biomedical Research Careers (MARC) U*STAR, and Research Initiative in Scientific Enhancement (RISE) programs. These three programs, funded by the Training, Workforce Development, and Diversity (TWD) Division at the National Institutes of Health (NIH), offer select trainees undergraduate research opportunities, support mechanisms, and a variety of activities designed to improve their potential for success in graduate school. The BUILD, MARC U*STAR, and RISE programs work closely together and with the University to leverage the resources provided by each in order to provide the best experience possible for their students with a minimum of redundancy of effort. This chapter focuses on the program components and how the programs work together.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":"22 1","pages":"129-149"},"PeriodicalIF":0.0,"publicationDate":"2019-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420190000022006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46207173","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}

{"title":"Index","authors":"","doi":"10.1108/s1479-364420190000022015","DOIUrl":"https://doi.org/10.1108/s1479-364420190000022015","url":null,"abstract":"","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/s1479-364420190000022015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49342100","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}

{"title":"Underserved Populations at Historically Black Colleges and Universities","authors":"C. Davis","doi":"10.1108/s1479-3644201821","DOIUrl":"https://doi.org/10.1108/s1479-3644201821","url":null,"abstract":"This book focuses on the experiences of underserved student and faculty at historically Black colleges and universities. Encompassing institutional supports, identity development, and socialization patterns, it explores how “outsider” perspectives will impact future research and practice, while also emphasizing issues of diversity and inclusion.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/s1479-3644201821","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49048907","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}

{"title":"To Bridge or Not to Bridge: The Importance of Academic and Social Connection Efforts in Summer Bridge Programs","authors":"K. McDonald","doi":"10.1108/S1479-364420180000020005","DOIUrl":"https://doi.org/10.1108/S1479-364420180000020005","url":null,"abstract":"Abstract \u0000This evaluation examines the impact of the academic and social connection efforts of the Multicultural Center for Academic Success (MCAS) Summer Bridge (SB) program on the academic performance and retention of its student participants. Specifically, the SB program incorporates academic and social connection theoretical frameworks provided by Vincent Tinto (1975) and Doug Guiffrida (2006), and this study seeks to ascertain the program’s impact on student performance and retention. \u0000 \u0000The study used an adaptation of the Pascarella and Terenzini (1980) Institutional Integration Scale Survey and focus-group interviews of past SB participants to provide data. Additionally, the study conducted a comparative analysis between SB participant grade point averages and persistence rates with general population students or students of color, a dominant demographic within the MCAS SB program. \u0000 \u0000The study finds a correlation between the academic and social connection efforts of the center, and the academic performance and retention percentages of its student participants.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420180000020005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45467147","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}

{"title":"Prelims","authors":"","doi":"10.1108/s1479-364420180000020011","DOIUrl":"https://doi.org/10.1108/s1479-364420180000020011","url":null,"abstract":"","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/s1479-364420180000020011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45096098","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}

{"title":"A Five-point Model to Attract, Affirm, and Advance African-American Academics","authors":"Angela Webster","doi":"10.1108/S1479-364420180000020001","DOIUrl":"https://doi.org/10.1108/S1479-364420180000020001","url":null,"abstract":"Abstract \u0000The clarion calls that African-American students are voicing throughout the nation’s predominantly white institutions (PWIs) make it instructive for PWIs to become intentional and exigent about the recruitment, retention, and development of African-American faculty. Too often, PWIs continue the refrain that African-American faculty in their respective disciplines do not exist. This chapter addresses how this happens based on a five-point model that offers strategies for campus leaders to advance diversity and inclusion. \u0000 \u0000The 2014 Condition of Education Report (National Center for Education Statistics, 2014) revealed that black undergraduate students made up 29% of private for-profit institutions, 13% at private nonprofit institutions, and 12% at public institutions. Comparatively, the number of black full-time instructional faculty at postsecondary institutions was only 6%. As a matter of equity, representation, and the collegiate experience of black students, PWIs are compelled to recruit and yield more Blacks in the professoriate. \u0000 \u0000Therefore, the author put forth a five-point model that offers systematic strategies for campus leaders to operationalize critical multiculturalism. The five points of the model are perspective, presence, position, promotion, and prosper, as displayed in Table 1. \u0000 \u0000The first two features of this model pertain to micro individual attitudes, while the latter four apply to macro organizational procedures that support mission-focused values. This model also offers a multitude of counsel that equip campus leaders to listen to students and alleviate institutional practices that stagnate, stymie, stifle, and stop a harvest of African-American faculty.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420180000020001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43849010","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}

{"title":"Campus Diversity Triumphs","authors":"S. Thompson","doi":"10.1108/s1479-3644201820","DOIUrl":"https://doi.org/10.1108/s1479-3644201820","url":null,"abstract":"This book provides insightful accounts into the diversity program successes and promising practices by diversity officers working on college and university campuses in the United States.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/s1479-3644201820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42355496","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}

{"title":"The Senior Diversity Officer Is a Beacon for Campus Diversity and Inclusion","authors":"S. Thompson","doi":"10.1108/S1479-364420180000020020","DOIUrl":"https://doi.org/10.1108/S1479-364420180000020020","url":null,"abstract":"Abstract \u0000Diversity is a somewhat amorphous concept; however, it is crucial to our growth as a nation, especially the growth and personal development of college and university students. Most college and university campuses are diverse societies, composed of individuals of many ethnicities, religions, ages, sexual identities, and physical abilities. It is not hard to see the diversity on a campus; people of different backgrounds and cultures comprise the vast majority of the campus population. The University Diversity and Inclusion Office commonly has a vice president, an associate provost, or chief diversity officer for diversity who serves as the senior administrative head. This leader has the responsibility to provide educational activities and programs systematically. \u0000 \u0000This chapter discusses the role that the University Diversity and Inclusion Office plays in educating the campus about global diversity awareness and inclusivity excellence. The chapter outlines a systematic and flexible approach to addressing the demographic shift that is occurring on college and university campuses and how best to deal with campus bias incidents. The components of the University Diversity and Inclusion Office strategic direction are examined with particular attention focused on the role of the office, its leadership, and the mission of the institution. A section on proposed successful campus-wide diversity initiatives is included as examples of an essential endeavor that enhances campus diversity. This organizational structure has won a national (HEED) Higher Education Excellent in Diversity Award.","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/S1479-364420180000020020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41817282","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}

{"title":"Index","authors":"","doi":"10.1108/s1479-364420180000020019","DOIUrl":"https://doi.org/10.1108/s1479-364420180000020019","url":null,"abstract":"","PeriodicalId":93542,"journal":{"name":"Diversity in higher education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/s1479-364420180000020019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47295534","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}