Thematische Bibliographien / American Indian College Graduates

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Auswahl der wissenschaftlichen Literatur zum Thema „American Indian College Graduates“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 2. Februar 2022

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Zeitschriftenartikel zum Thema "American Indian College Graduates"

Sinclair, Ka`imi, Kelly Gonzales, Claire Woosley, Tish Rivera-Cree, and Dedra Buchwald. "An Intersectional Mixed Methods Approach to Understand American Indian Men’s Health." International Journal of Mens Social and Community Health 3, no. 2 (2020): e66-e89. http://dx.doi.org/10.22374/ijmsch.v3i2.35.

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This study used a parallel, convergent, mixed-methods design with TribalCrit theory and intersectionality as analytical frameworks to identify how the identities of American Indian men intersect with broader structures and systems in shaping their eating and physical activity choices and behaviors, and in eliciting recommendations for a men’s lifestyle intervention. American Indian men were recruited in Minneapolis, Minnesota, and Portland, Oregon, between March and December 2017, and in Phoenix, Arizona, in December 2019 to participate in a survey and focus groups. The survey included questio

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FISCHER-TINÉ, HARALD. "Fitness for Modernity? The YMCA and physical-education schemes in late-colonial South Asia (circa1900–40)." Modern Asian Studies 53, no. 2 (2018): 512–59. http://dx.doi.org/10.1017/s0026749x17000300.

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AbstractFocusing particularly on the Madras College of Physical Education opened in 1919, this article reconstructs the role of the United States of America-dominated Indian Young Men's Christian Association (YMCA) in the spread of physical-education schemes in South Asia between the beginning of the century and the outbreak of the Second World War. American YMCA secretaries stressed the scientific, liberal, and egalitarian character of their ‘physical programme’ aiming at the training of responsible and self-controlled citizens and therefore supposedly offering an alternative to British imper

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Subramanian, Vidya K. "From Government to Governance." Contemporary Education Dialogue 15, no. 1 (2017): 21–50. http://dx.doi.org/10.1177/0973184917742247.

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The Teach for India (TFI) programme, an important offshoot of the Teach for All/Teach for America global education network, began as a public–private partnership in 2009 in poorly functioning municipal schools in Pune and Mumbai. Like its American counterpart, the programme in India has similar ideas of reform and recruits college graduates and young professionals to serve as teachers in under-resourced government schools and low-cost private schools as part of a two-year fellowship. Over the past 7 years, the organisation has expanded its reach to five other cities in the country—Delhi, Banga

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Sueyoshi, Amy, and Sutee Sujitparapitaya. "Why Ethnic Studies." Ethnic Studies Review 43, no. 3 (2020): 86–102. http://dx.doi.org/10.1525/esr.2020.43.3.86.

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While the United States wrestles with a college completion crisis, the Division of Institutional Research at San Francisco State University found a high correlation between Ethnic Studies curriculum and increased student retention and graduation rates. Majors and minors in the College of Ethnic Studies graduated within six years at rates up to 92%. Those who were neither majors nor minors in Ethnic Studies also boosted their graduation rates by up to 72% by taking just a few courses in Africana Studies, American Indian Studies, Asian American Studies, Latina/Latino Studies, or Race and Resista

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Sullivan, Daniel W. "Manufacturing Hiring Trends: Employers Seeking More Diverse Skills." International Journal of Management & Information Systems (IJMIS) 16, no. 3 (2012): 247. http://dx.doi.org/10.19030/ijmis.v16i3.7077.

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According to the National Association of Manufacturers (NAM), 32% of American manufactures reported that even during the height of the recession, they had unfilled job openings. The reason cited for this phenomenon was that American manufacturers were unable to find workers with the skills they required. The inability to close the gap between the managerial skills American manufacturers want and the skills available in the workforce continues to hinder the hiring process. In an effort to understand the disconnect, this study was conducted among manufacturers with facilities located in Ohio, In

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Norris, Keith C., Heather E. McCreath, Karsten Hueffer, et al. "Baseline Characteristics of the 2015-2019 First Year Student Cohorts of the NIH Building Infrastructure Leading to Diversity (BUILD ) Program." Ethnicity & Disease 30, no. 4 (2020): 681–92. http://dx.doi.org/10.18865/ed.30.4.681.

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Objective: The biomedical/behavioral sciences lag in the recruitment and advancement of students from historically underrepresented backgrounds. In 2014 the NIH created the Diversity Program Consortium (DPC), a prospective, multi-site study comprising 10 Building Infrastructure Leading to Diversity (BUILD) institutional grantees, the National Research Mentoring Network (NRMN) and a Coordination and Evaluation Center (CEC). This article describes baseline characteristics of four incoming, first-year student cohorts at the primary BUILD institutions who completed the Higher Education Research

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Bliss, Carolyn, Nora Wood, Mike Martineau, Kathyrn Browning Hawes, Ana María López, and José E. Rodríguez. "Exceeding Expectations: Students Underrepresented in Medicine at University of Utah Health." Family Medicine 52, no. 8 (2020): 570–75. http://dx.doi.org/10.22454/fammed.2020.137698.

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Background and Objectives: The University of Utah (UU) serves an increasingly diverse state and houses the only public medical school, dental school, and college of pharmacy in the state. Utah’s diversity in the health professions lags behind the diversity of its general population, and the nation. Methods: The Health Sciences Learning, Engagement, Achievement, and Progress (HS-LEAP) Program is a 4-year undergraduate pipeline program intended to increase racial and ethnic diversity in the health professions, specifically focused on students underrepresented in medicine (URM). Each student self

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Nowaskie, Dustin, Carly A. Carvell, Catherine A. Alder, et al. "Care coordinator assistants: Job satisfaction and the importance of teamwork in delivering person-centered dementia care." Dementia 19, no. 5 (2018): 1560–72. http://dx.doi.org/10.1177/1471301218802739.

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As the prevalence of persons with dementia increases, a larger, trained, and skilled healthcare workforce is needed. Attention has been given to models of person-centered care as a standard for dementia care. One promising role to deliver person-centered care is the care coordinator assistant. An inquiry about care coordinator assistant’s job satisfaction is reasonable to consider for retention and quality improvement purposes. We evaluated care coordinator assistants' job satisfaction quantitatively and qualitatively. This study was part of a Centers for Medicare & Medicaid Services Healt

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Vasquez, Kimberly, Dozene Guishard, William Dionne, et al. "2324 A community-academic partnership to understand the correlates of successful aging in place (year 2)." Journal of Clinical and Translational Science 2, S1 (2018): 63–64. http://dx.doi.org/10.1017/cts.2018.236.

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OBJECTIVES/SPECIFIC AIMS: Objective: The Rockefeller University Center for Clinical and Translational Science (RU-CCTS), Clinical Directors Network (CDN), and Carter Burden Network (CBN), a multisite senior services organization serving East Harlem, NY, formed a community-academic partnership to examine the use of a simple validated surrogate measure of overall health status and frailty in this population. Many CBN seniors are racial/ethnic minorities, low-income, and suffer from multiple chronic conditions, depression and food insecurity. Multiple biological, musculoskeletal, psychosocial and

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Lacounte, Deborah Wetsit. "American Indian students in college." New Directions for Student Services 1987, no. 38 (1987): 65–79. http://dx.doi.org/10.1002/ss.37119873807.

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Dissertationen zum Thema "American Indian College Graduates"

Adolpho, Quintina Ava. "Navajo Nation Brain Drain: An Exploration of Returning College Graduates' Perspectives." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5476.

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American Indian tribes face the phenomenon known across the world as the brain drain. They invest millions of dollars in educating their members, only to have little return on their investments. Many nation members leave reservations to get postsecondary education but never return, contributing to the brain drain. Those who get education off the reservation and choose to return are the exceptions to this rule. Although there is an abundance of literature regarding the brain drain across the world, there has been little research done with American Indians. In order to begin to understand the br

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Blair, Mark L. M. "Taking the Next Step: Promoting Native American Student Success in American Indian/Native American Studies Graduate Programs." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556961.

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Native American doctoral student enrollment has not increased over the past twenty years, despite a steady increase in enrollment at the undergraduate level. Native Americans are the only group to not see an increase in doctoral degrees granted. There are many individual and institutional factors affecting Native American student success such as cultural and social isolation, financial stressors, racism, and access to indigenous faculty and mentoring. What are American Indian/Native American Studies (AIS/NAS) programs doing about it? AIS/NAS programs are uniquely qualified to address these fac

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Guillory, Justin Paul. "Diverse pathways of "giving back" to tribal community perceptions of Native American college graduates /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/j_guillory_042408.pdf.

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Graham, Joe L. "A Bountiful Harvest: Pueblo of Laguna College Graduates Assessment of Tribal Utilization of Subsidized Academic Capital." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/222832.

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The Pueblo of Laguna in New Mexico maintains a tribal scholarship program to assist students in their pursuit of higher education. This research was initiated to assess from the graduates' perspective how effectively the tribe utilized its subsidized academic capital. The purpose of the study was to identify obstacles, incentives, distractions, or alternative opportunities that Laguna college graduates encountered on their academic paths that influenced their perceptions about working for the tribe. Several challenges were identified that if addressed could profoundly benefit the tribe by i

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Greenwell, Audry M. "American Indian Caucus Roundtable: The Diagnosis of Depression in American Indian Women and Flaws in American Indian Research." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8376.

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Blalock, Christal. "African American Graduates' Experiences of Managing College Debt." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4422.

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Higher education is a means to improve professional status and economic mobility; however, mounting college debt has become a hindrance to college graduates, primarily African Americans. A disproportionate number of these graduates incur significant debt while attending college. The purpose of this descriptive phenomenological study was to understand the lived experiences of African American college graduates who were managing debt incurred to pay for their education. Human capital theory and critical race theory provided the conceptual framework. Two research questions motivated this study: H

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Frett, Jeannette. "College-to-Career Experience| Black and Hispanic First-generation College Graduates." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829075.

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<p> This study examined the lived college-to-career experiences of 23 Black and Hispanic first-generation bachelor’s degree recipients who completed an 18-month career preparation program conducted by Management Leadership for Tomorrow, a non-profit organization dedicated to the career preparation and professional advancement of high-performing emerging leaders from underrepresented, diverse communities, including undergraduate students transitioning from college to career. </p><p> With record high costs of higher education, increased demand for bachelor’s degree credentials in

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Shulterbrandt, Elizabeth. "Pitzer College/WesternU's Native Youth to College Program: Curriculum Development in Urban Indian Education." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613382.

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College preparatory programs like Pitzer College/WesternU's Native Youth to College Program provide a unique experience for Native high school youth - weaving tether academics and culture for student success. However, there exists a gap in the literature on curriculum development of Native-serving programs as Mack et al, (2012), Tierney and Hagedorn (2002) and others have noticed. Using Brayboy's TribalCrit (2005) as the guiding theory, qualitative interviews of program staff and analysis of internal program documents are conducted. Nine core curricular elements-academics, culture, media studi

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Greenwell, Audry M. "Diabetes and Depression in American Indian Women." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8377.

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Angstman, Sarah. "Tobacco Use among Alaska Native and American Indian College Students." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05192009-105326/.

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The prevalence of tobacco use is disproportionately high among American Indian and Alaska Native people, with rates and patterns of use varying greatly by tribe, community and geographical region. Targeted interventions are needed to reduce this troubling disparity between non-Native and Native rates of use. Among non-Native individuals, the college years are being investigated as a time when lifelong tobacco use patterns may be established, and interventions are being tested to help college students to stop using tobacco. Currently, no interventions have been developed for American Indian or

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Bücher zum Thema "American Indian College Graduates"

Geraldine, Brooks. Caleb's crossing. Penguin Books, 2012.

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Geraldine, Brooks. Caleb's crossing. Fourth Estate, 2012.

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Geraldine, Brooks. Caleb's crossing. Large Print Press, 2012.

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McIntosh, Billie Jane. Special needs of American Indian college students. Mesa Community College, Office of Research Development, 1987.

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Geraldine, Brooks. Caleb's crossing. Viking, 2011.

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The national Latino & American Indian scholarship directory. WPR Books, 2013.

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Williams, Barbara Joe. The 21 lives of Lisette Donavan. Amani Pub., 2012.

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Pavel, D. Michael. The American Indian and Alaska Native student's guide to college success. Greenwood Press, 2007.

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The Negro woman's college education. Garland, 1987.

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Geraldine, Brooks. Caleb's crossing. Thorndike Press, 2011.

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Buchteile zum Thema "American Indian College Graduates"

Murphy, Kevin M., and Finis Welch. "Wages of College Graduates." In The Economics of American Higher Education. Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2950-3_5.

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Thompson, Pamela Felder. "On Firm Foundations: African American Black College Graduates and their Doctoral Student Development in the Ivy League." In Historically Black Colleges and Universities. Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230617261_3.

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Brooks, Lisa. "The Harvard Indian College Scholars and the Algonquian Origins of American Literature." In Our Beloved Kin. Yale University Press, 2018. http://dx.doi.org/10.12987/yale/9780300196733.003.0004.

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This chapter recovers the history of the Harvard Indian College and highlights the multiple cultural, literary, and oral traditions that intersected in colonial Cambridge, Massachusetts. It includes analysis of the missionary schools in which Wawaus, or James Printer, a young Nipmuc scholar, and his Wampanoag, Patucket, and Nipmuc peers were trained alongside English students. Native scholars were trained in Latin, Greek, and Hebrew literatures and participated in the production of the first bilingual works of American literature, including the “John Eliot” bible, printed at the Harvard Indian College, where the first printing press in the colonies was housed. This chapter includes an extensive interpretation of the Latin address of Caleb Cheeshateaumuck, the first Native American graduate of Harvard College. The Harvard Indian College provides a necessary foundation for understanding the complex role of “praying Indians,” or members of Indigenous mission communities, as scribes and scouts during King Philip’s War. The chapter demonstrates that Indigenous scholars were not merely students who received, or were subjected to, colonial education but became significant contributors to a multilingual American literary tradition.

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Blumenstyk, Goldie. "Conclusion." In American Higher Education in Crisis? Oxford University Press, 2014. http://dx.doi.org/10.1093/wentk/9780199374090.003.0006.

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Should we be optimistic about the future of higher education in America? In May 2014, Gallup reported results of the first of five planned annual surveys on the state of American college graduates. The landmark survey found that compared to the population as a whole,...

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O'Connell, Lenahan L., Juita-Elena (Wie) Yusuf, Timothy J. Brock, and Benjamin Blandford. "From College to the City." In Building a Sustainable Transportation Infrastructure for Long-Term Economic Growth. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7396-8.ch005.

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This chapter focuses on how investment in the American rail infrastructure has shaped changes in the population and residential patterns. Specifically, the chapter examines the association between commuter rail systems, urban rail transit systems, and the movement of the college-educated young into the inner city. Two hypotheses are proposed about the characteristics of rail systems and the relationship to the growth in the percentage of young college graduates residing in close-in neighborhoods. Using a sample of central cities within the 51 largest metropolitan areas in the U.S., the chapter compares the growth in young college graduates (ages 25 to 34 years) across cities with the different transit configurations. Using correlation analysis, the chapter explores the relationship between the presence of rail transit and the residential location choices of this population group. In the discussion and conclusion, the findings are summarized and implications for policy and sustainability are discussed.

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Antonia, Keith Paul. "Soft Skills and Leader Development at a Senior Military College." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6636-7.ch010.

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Hiring managers in organizations seek college graduates who possess certain “soft skills” that enable them to be of value immediately upon entering the workforce. In response, many institutions of higher education are using and expanding high impact educational practices to not only improve knowledge acquisition and retention, but also to develop the soft skills that help make students “employable” after college. In U.S. senior military college corps of cadets, soft skills development is nothing new: it has always been part and parcel of their intensive and highly effective leader development programs. Although these programs exist primarily to produce leaders for the military—a public good—graduates contribute to the public good in other sectors of American society as well. This chapter depicts how cadets are transformed into highly effective leaders for the military, and how they contribute in other ways to the good of American society.

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JIRON BELGARDE, MARY. "The transfer of American Indian and other minority community college students." In The Presented Past. Routledge, 2003. http://dx.doi.org/10.4324/9780203204078-33.

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Pete, Shandin H., and Salisha A. Old Bull. "Tribal College American Indian Faculty Perspectives on Sub-Oppression, Racial Microaggression." In Racial Battle Fatigue in Faculty. Routledge, 2019. http://dx.doi.org/10.4324/9780429054013-11.

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Rothstein, William G. "The Organization of Medical Schools After 1950." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0021.

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Between 1950 and 1980, state and federal funding made higher education a major component of American society in terms of the number of institutions, students, and faculty members; the range of academic and professional programs; and the capital investment and expenditures. Medical schools also grew from small, narrowly based institutions that educated undergraduate medical students to large academic medical centers that provided a wide range of educational, research, and patientcare activities. The schools changed their internal structures by replacing part-time faculty members with full-time faculty and restricting clinicians' private practices to the medical school. Their independent sources of funding and autonomy affected relations with their parent universities, affiliated health schools, and the community. The most distinctive feature of higher education after mid-century has been its greater accessibility to students. The number of degree-credit enrolled college students increased from 2.7 million in 1949 to 5.9 million in 1965, 11.2 million in 1975, and 12.4 million in 1982. Between 1950 and 1982, the proportion of the 25- to 29-year-old population who had completed four or more years of college rose from 7.7 percent to 21.7 percent, even though the number of persons in that age group increased by two-thirds. The most rapid growth in higher education occurred from the late 1950s to the mid-1970s, when total degree-credit enrollment tripled. From 1975 to the early 1980s, three-fourths of the growth has been due to part-time students. The greater accessibility of higher education has especially benefited those groups of students who had low rates of college attendance at mid-century. The number of women students increased from 0.8 million in 1949 to 6.4 million in 1981, while the number of men increased from 1.9 million to 6.0 million. Between 1950 and 1982, the proportion of blacks 25 to 29 years of age who had completed four or more years of college increased from 2.8 percent to 15.8 percent. In 1979, blacks accounted for 10.5 percent of high school graduates and 10.0 percent of college enrollees. In the same year, hispanics accounted for 4.3 percent of high school graduates and 4.2 percent of college enrollees. Changes have occurred in the academic status of many students.

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Gillet-Karam, Rosemary, and Robin L. Spaid. "Mission Evolution and International Community Colleges." In Global Adaptations of Community College Infrastructure. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch003.

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With its focus on opportunity and access, the mission of community colleges in the United States has allowed millions of otherwise non-included populations to receive two years of higher education. Thus, these graduates have contributed to the citizenry of the U.S. and to their own social and economic statuses. In this chapter, the authors focused on that mission as it applies to international community colleges, a growing phenomenon in many divergent countries. Instead of locking themselves into a role of offering a standard for international colleges in regards to their missions, the authors offered multicultural foci built on the cultural texts of those colleges. In addition, while it seemed obvious that the impact of the features of the American Community College mission had influence over the rise of international community colleges, their own definitions of services, issues, and needs must take precedence over simple emulation of practices.

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Konferenzberichte zum Thema "American Indian College Graduates"

Smith, Lorenzo M., Laila Guessous, Gary C. Barber, Trevor Cole, and Stu Keeler. "A Transferable Education Model for Creating Work-Ready College Graduates." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89899.

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“Work-ready” college graduates, upon their first day at work, are able to make employee contributions which are comparable to those associated with a typical employee who is three years removed from his/her undergraduate graduation. The objective of CLIC-form (Chrysler Learning and Innovation Center for Sheet Metal Forming), a program recently implemented at Oakland University, is to deliver work-ready college graduates to the American sheet metal forming industry. Long-term fulfillment of this objective is expected to increase productivity and job satisfaction in the American work-force, enri

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Hernandez, Susan D., and Mary E. Clark. "Building Capacity and Public Involvement Among Native American Communities." In ASME 2001 8th International Conference on Radioactive Waste Management and Environmental Remediation. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/icem2001-1251.

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Abstract The United States Environmental Protection Agency (U.S. EPA) supports a number of local community initiatives to encourage public involvement in decisions regarding environmental waste management and remediation. Native American tribal communities, in most cases, operate as sovereign nations, and thus have jurisdiction over environmental management on their lands. This paper provides examples of initiatives addressing Native American concerns about past radioactive waste management practices — one addresses uranium mining wastes in the Western United States and the other, environmenta

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Howell, Steve, Tim Harrington, Debra Larson, Ken Collier, and Jerry Hatfield. "A Virtual Corporation: An Interdisciplinary and Collaborative Undergraduate Design Experience." In ASME 1996 Design Engineering Technical Conferences and Computers in Engineering Conference. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-detc/dfm-1267.

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Abstract Engineering industries are calling for graduates that have a breadth of skills including design and analysis skills, teaming skills and “soft skills” (i.e., project management, concept value analysis, communication, cross-disciplinary understanding, etc.) Furthermore, many American industries are implementing “virtual project work teams”, where expert teams work concurrently in several remote locations, sharing design information and data electronically. Northern Arizona University’s College of Engineering and Technology is implementing an innovative, four-year, sequence of classes ca

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Berichte der Organisationen zum Thema "American Indian College Graduates"

College Bound American Indian Math and Science Enrichment Program (AIMS). Final report. Office of Scientific and Technical Information (OSTI), 1998. http://dx.doi.org/10.2172/656787.

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