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1
Vázquez Cano, Esteban, and M. ª. Luisa Sevillano-García. "Ubiquitous Educational Use of Mobile Digital Devices. A General and Comparative Study in Spanish and Latin America Higher Education." Journal of New Approaches in Educational Research 7, no. 2 (2018): 105–15. http://dx.doi.org/10.7821/naer.2018.7.308.
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This study conducted a general and comparative analysis of how university students use mobile digital devices for educational purposes in various places and spaces both inside and outside university facilities in Spain and Latin America. It analyses a total sample of 886 students (442 Spanish and 444 Latin American) corresponding to five Spanish and five Latin American universities. The research methodology was based on factorial analysis and comparison between groups with parametric and nonparametric tests. The results show that educational use of mobile digital devices in the Hispanic world concentrates on the use of smartphones and tablets inside university facilities; primarily in college cafeterias, corridors, classrooms and libraries. Spanish and Latin American students used tablets in and out of University facilities for storing and retrieving information, and smartphones for sharing educational information and content.
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Velázquez-Ramos, Magdalys, Israel Sánchez-Cardona, and Cynthia García Coll. "Social Position Variables of Specific Learning Disabilities: A National Perspective." Hispanic Journal of Behavioral Sciences 40, no. 4 (2018): 504–15. http://dx.doi.org/10.1177/0739986318788562.
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This article examined the association between social position variables (i.e., Hispanic, health insurance coverage, and poverty rates) on the prevalence of specific learning disabilities (SLD) in students between 3 and 21 years of age. We used the 2012 to 2013 U.S. population data from the U.S. Department of Education, Office of Special Education Program, and the American Community Survey for the 50 states, Puerto Rico, and Washington, D.C. Results indicate that states with higher rates of Hispanics were related to higher rates of SLD, while lower rates of no health insurance coverage were related to lower SLD rates. We conclude that Hispanic students are at a higher risk of being diagnosed with SLD, while having no health insurance coverage might be a detriment to be properly diagnosed. The importance of a national perspective in disabilities and the role of social position variables on special education are discussed.
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Cornell, Dewey G., Marcia A. B. Delcourt, Marc D. Goldberg, and Lori C. Bland. "Achievement and Self-Concept of Minority Students in Elementary School Gifted Programs." Journal for the Education of the Gifted 18, no. 2 (1995): 189–209. http://dx.doi.org/10.1177/016235329501800206.
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Despite considerable interest in the identification of minority students for gifted programs, few studies have investigated minority students actually selected for gifted programs. The present study reports on the standardized achievement scores and self-concept levels of African-American (N = 299), Hispanic (N = 52), and white (N = 595) elementary school students placed in gifted or regular school programs. Results indicate that minority students identified for gifted programs scored significantly higher on achievement measures than minority students placed in regular classrooms, although white gifted-program students scored significantly higher than both African-American and Hispanic gifted-program students. There were no minority-group differences in academic or social self-concept. Additional analyses suggested that the distinction between academic and social self-concept used with white students may not be applicable to minority students. This article challenges gifted education to address the conceptual problems and methodological difficulties in interpreting the meaning of standardized achievement test scores for minority students in gifted programs.
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Cade, Alfred R. "Affirmative Action in Higher Education." education policy analysis archives 10 (April 25, 2002): 22. http://dx.doi.org/10.14507/epaa.v10n22.2002.
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This study analyzed the variations of policies and practices of university personnel in their use of affirmative action programs for African American students. In this study, the policy topic is affirmative action and the practices used in admissions, financial aid, and special support services for African-American students. Surveys were mailed to 231 subjects representing thirty-two Missouri colleges and universities. Most of the survey respondents were male, white, and nearly two-thirds were above the age of forty. Ethnic minorities were underepresented among the professionals. Seventy-two percent of respondents were white, 23% were African American, and 5% were Hispanic. The results of this study suggest a positive picture of student affirmative action practices and policies used by Missouri personnel. Differences among professionals were at a minimum. The overall mean score for support in diversifying Missouri institutions was fairly high, and this may reflect diversity initiatives taken by the Missouri Coordinating Board for Higher Education in the late 1980s, and early 1990s. Data suggested that Missouri personnel are aware of the judicial scrutiny by the courts in administering student affirmative action. Most Missouri institutions use a single process for assessing all applicants for admission, without reliance on a quota system. The recent Hopwood decision showed little impact on the decisions regarding professionals' use of student affirmative action at Missouri institutions. Although public attitudes toward student affirmative action may play a role in establishing policies and practices, Missouri personnel are very similar in their perceptions regardless of race/ethnicity, gender, and institutional office or position.
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Lang, Marvel. "Student Retention in Higher Education: Some Conceptual and Programmatic Perspectives." Journal of College Student Retention: Research, Theory & Practice 3, no. 3 (2001): 217–29. http://dx.doi.org/10.2190/l0rl-328m-4vvg-wkub.
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Over the past two decades the attrition of students in higher education has raised grave concerns. These concerns were raised initially over the higher rates of attrition of minority students in the early 1980s following a decade of record rates of minority enrollment in higher education institutions during the 1970s. However, by the mid-1980s the rates of high attrition of African-American and Hispanic students had grabbed the attention of the academic community across the country. When scholars and higher education administrators began to take notice of the higher rates of attrition of minority students they found out that student dropout and attrition in higher education institutions was a problem with all students, not just students of color. This article summarizes and presents perspectives on the causes of attrition and the problems of the retention of students in higher education. These ideas and perspectives are based on what has been learned from research on student retention over the past two decades. Also, programmatic strategies that have been implemented at institutions are summarized as examples of student retention initiatives that have had significant impacts.
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Matsui, John, Roger Liu, and Caroline M. Kane. "Evaluating a Science Diversity Program at UC Berkeley: More Questions Than Answers." Cell Biology Education 2, no. 2 (2003): 117–21. http://dx.doi.org/10.1187/cbe.02-10-0050.
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For the past three decades, much attention has been focused on developing diversity programs designed to improve the academic success of underrepresented minorities, primarily in mathematics, science, and engineering. However, ethnic minorities remain underrepresented in science majors and careers. Over the last 10 years, the Biology Scholars Program (BSP), a diversity program at the University of California (UC), Berkeley, has worked to increase the participation and success of students majoring in the biological sciences. A quantitative comparison of students in and out of the program indicates that students in BSP graduate with a degree in biology at significantly higher rates than students not in BSP regardless of race/ethnicity. Furthermore, students who are in BSP have statistically lower high school grade point averages (GPAs) and Scholastic Achievement Test (SAT) scores than students not in BSP. African-American and Hispanic students who join BSP graduate with significantly higher UC Berkeley biology GPAs than non-BSP African-American and Hispanic students, respectively. Majority (Asian and White) students in BSP graduate with statistically similar UC GPAs despite having lower SAT scores than non-BSP majority students. Although BSP students are more successful in completing a biology degree than non-program members, the results raise a series of questions about why the program works and for whom.
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Estrada, Gabriel, Maurice Dawson, and Jose Antonio Cárdenas-Haro. "Investigating Issues in Computing Education: Usability Factors for the Use of an Operating System Among African American and Hispanic American High School Students." International Journal of Information and Communication Technologies in Education 8, no. 1 (2019): 5–19. http://dx.doi.org/10.2478/ijicte-2019-0001.
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Abstract African Americans and Hispanic Americans historically have been underrepresented in U.S. jobs in the fields of STEM in large part because of the usability of technology. In this research, the goal was to discover the usability factors relative to operating systems that may limit African Americans and Hispanic Americans from pursuit of computer science higher education. For the purpose of this study, “usability” refers to the “appropriateness of purpose.” Categorized by three factors, appropriateness of purpose can be defined as (i) the effectiveness of the users’ ability to complete tasks while using technology and the quality or output of those tasks, (ii) the efficiency and the level of resources used in performing tasks, and (iii) the satisfaction or users’ reaction to the use of technology (Brooke, 2014). This research examined quantitative analysis based on students’ routine computer task knowledge using a survey questionnaire and the SUS. The population included high school students responding to questions on common tasks and usability. A web survey was conducted to assess the measurement and understanding pattern demonstrated by the participants. The quantitative analysis of the computer usability included ANOVA, independent t-tests and orthogonal contrasts. The analysis of the SUS measured usability and learnability. The results of the data analysis showed that the combined African American and Hispanic group has a mean computer usability score that is significantly lower when compared with the other ethnicities and the SUS findings included the highest gap among this most underrepresented group in the STEM field.
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Romero, Devan R., Minerva Gonzalez, Marisol Clark-Ibanez, and Kimberly D’Anna-Hernandez. "A Culturally Validated Model of Student Success Services and Academic and Curriculum Enhancements at a Hispanic-Serving Institution." Association of Mexican American Educators Journal 14, no. 3 (2020): 84–103. http://dx.doi.org/10.24974/amae.14.3.401.
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 Though college enrollment rates for Mexican-American students have increased over the past years, Mexican-Americans still have one of the lowest rates for degree completion. However, more work is recognizing the strengths of students of Mexican descent, particularly those related to culture such as familism, and calling for asset-based programs that validate the student to increase student retention and persistence. Programs infused with such an approach likely address aspects that improve performance amongst Mexican-American students; however, evidence-based assessment is limited. This paper will detail an asset-based program that uses a culturally validated model of student success services and academic and curriculum enhancements at a Hispanic-Serving Institution to increase overall Latinx student retention and persistence. The program infuses Validation Theory (Rendon, 1994) to address cultural strengths of students and validate their life experiences as first-time freshmen, by creating a culturally relevant curriculum, enhancing culturally relevant student support services, and promoting education equity. Students involved in this program report a high level of belongingness at the university as well as have higher pass rates in their culturally validated courses. Recommendations are discussed for implementation of such a comprehensive program at other institutions as well as implications for higher education.
 
 
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Hibel, Jacob, Susan Faircloth, and George Farkas. "Unpacking the Placement of American Indian and Alaska Native Students in Special Education Programs and Services in the Early Grades: School Readiness as a Predictive Variable." Harvard Educational Review 78, no. 3 (2008): 498–528. http://dx.doi.org/10.17763/haer.78.3.8w010nq4u83348q5.
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In this article, Jacob Hibel, Susan Faircloth, and George Farkas investigate the persistent finding that American Indian and Alaska Native (AI/AN) students are overrepresented in special education. Using data from the kindergarten cohort of the Early Childhood Longitudinal Study, the authors compare the third-grade special education placement rate of AI/AN students to that of other racial/ethnic groups. They find that approximately 15 percent of AI/AN third-graders received special education services, a rate far higher than that of the other racial and ethnic groups. However,using multilevel regression analysis to control for a number of confounding factors,including socioeconomic status and test scores at school entry, they find no statistically significant difference between the special education placement rates of AI/AN and non-Hispanic white students. Controlling for a range of school characteristics,they also find that schools with a higher proportion of AI/AN students place these students in special education at rates similar to those of other schools in the United States. The authors conclude that the strongest predictor of special education placement is a student's academic readiness on entering kindergarten as measured by the student's pre-reading and pre-mathematics scores. They discuss the implications of these findings for future research and practice in the education of AI/AN students.
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Boyce, Shanika, Mohsen Bazargan, Cleopatra H. Caldwell, Marc A. Zimmerman, and Shervin Assari. "Parental Educational Attainment and Social Environment of Urban Public Schools in the U.S.: Blacks’ Diminished Returns." Children 7, no. 5 (2020): 44. http://dx.doi.org/10.3390/children7050044.
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Background: Recent research has documented marginalization-related diminished returns (MDRs) of socioeconomic status (SES), defined as weaker effects of SES indicators, such as parental educational attainment, on securing tangible outcomes for the members of socially marginalized (e.g., racial and ethnic minority) groups, compared to privileged social groups (e.g., non-Hispanic Whites). Aims: To explore race/ethnic differences between non-Hispanic Blacks vs. non-Hispanic Whites who attend urban public schools on the effect of parental education on lower school environmental risk among American high schoolers. Methods: For this cross-sectional study, we borrowed the Education Longitudinal Study (ELS-2002) baseline data, a nationally representative study that enrolled 1706 10th grade youths who were attending urban public schools. From this number, 805 (47.2%) were non-Hispanic Black and 901 (52.8%) were non-Hispanic White youths. The dependent variable was the level of school social environmental risk measured using 18 items as self-reported, and was treated as a continuous variable. The independent variable was parental educational attainment, treated as a continuous measure. Gender, region, and parental marital status were the covariates. Race/ethnicity was the moderating variable. Linear regressions were applied to perform our data analysis. Results: Black students were found to attend schools with higher levels of social environmental risk. Youths with parents with a higher educational attainment were found to attend schools with a lower social environmental risk. We found a significant interaction between race (non-Hispanic Black vs. non-Hispanic White) and parental educational attainment on the level of school social environmental risk, suggesting that the protective effect of high parental education on reducing the school social environmental risk was smaller for non-Hispanic Black than for non-Hispanic White youths. Conclusions: Although high parental educational attainment is protective against social environmental risk for American youths, this protective effect is weaker for non-Hispanic Black than non-Hispanic White youths. The diminished returns of parental education in reducing school social environmental risk may explain why the effects of parental education on educational outcomes are smaller for non-Hispanic Black than non-Hispanic White youths (i.e., MDRs). The social environment indirectly generates racial youth educational disparities through deteriorating non-Hispanic Black youth educational outcomes across all SES levels. To prevent the confounding effects of private, suburban, rural, and Catholic schools, we limited this analysis to public urban schools. More research is needed on other settings.
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Burrell, Darrell N., Jorja B. Wright, Mindy Perot, et al. "Financial Management Education Courses as Social Societal Learning Tools at Minority-Serving Colleges and Universities." International Journal of Public Sociology and Sociotherapy 1, no. 1 (2021): 39–57. http://dx.doi.org/10.4018/ijpss.2021010104.
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A 2016 article in the Nation outlined that in the United States the average Black family would need 228 years to build comparable wealth to the average white family. Today, achieving the dream of higher education has posed many threats to the Hispanic and African American communities. In order to achieve the dream, many minority students receive student loans to fund their higher education pursuits with hopes that future employment will afford repayment. However, most do not realize the risks. Student loan debt is a severe and mounting problem in the United States. In the United States, seven million student loan borrowers are now in default. Forty-five percent of college students obtain some sort of credit card debt. Lack of knowledge on financial literacy and student loan debt management is a serious issue. This article presents findings that support making financial literacy courses mandatory for college students just like Mathematics and English courses, especially at minority-serving colleges and universities.
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Koretz, Daniel. "The Quality of Information From NAEP: Two Examples of Work Done in Collaboration With Leigh Burstein." Educational Evaluation and Policy Analysis 17, no. 3 (1995): 280–94. http://dx.doi.org/10.3102/01623737017003280.
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This article summarizes two research efforts, both focusing on the mathematics assessments of the National Assessment of Educational Progress, that illustrate Leigh Burstein’s long-standing concern with the quality of information about the condition of education. 1 The first examined nonresponse to NAEP test items; it found that omit rates were highest for difficult constructed-response items and that African American and Hispanic students had higher omit rates than Whites. The second study evaluated the validity of the 1992 achievement level descriptions as characterizations of mathematics performance; it found that the descriptions and accompanying exemplar items were misleading. In response to these findings, a variety of recommendations were offered pertaining to test construction, standards setting, routine monitoring (and reporting) of data quality, and standards-based reporting of student performance.
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Nguyen, Shelbee, and Joellen E. Coryell. "Flipping the Script in Study Abroad Participation: The Influence of Popular Culture and Social Networks." Journal of International Students 5, no. 1 (2015): 23–37. http://dx.doi.org/10.32674/jis.v5i1.440.
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This study explores primary perceptions of and motivations to study abroad for adult and higher education learners. A large Hispanic-serving Southwestern university serves as the context of this study where undergraduate students and one graduate student were enrolled in an Italian urbanism study abroad program. The age of the participants ranged from 20 to 47, with six males and 11 females (N = 17) for an average age of 25. Participants self-identified as Caucasian (35%), Asian (6%), Latino/a (24%), Middle-Eastern (6%), and Mexican-American (52) %. Semi-structured interviews assessed formative and influential messages impacting perceptions of and motivations to study abroad. Findings lend special importance to popular culture, peer networks within and outside the institution and socially constructed meaning made about study abroad. Limitations of this study are highlighted, along with implications and directions for future research.
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Vélez, William. "The Impact of Ethnic Consciousness and Neighborhood Characteristics on College Retention Amongst Latino Students." Practicing Anthropology 24, no. 3 (2002): 24–28. http://dx.doi.org/10.17730/praa.24.3.p4382328428j547r.
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In the last thirty years the number of Latinos attending college has increased dramatically. According to the U. S. Department of Education (2001) approximately nine (8.6) percent (i.e., 1,200,100) of all students enrolled in our nation's colleges and universities during the 1997 fall semester were of Hispanic/Latino heritage. Although this number reflects a slight increase over previous years, persistence to graduation among Latino students however, remains a significant problem, as Latinos continue to still experience higher attrition rates than white Americans. Approximately twenty percent of Latinos are reported to complete their college studies within six years, compared to more than 40 percent of whites and Asian Americans (Porter 1990).
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Febriyanti, Irma. "Resistance and Local Control of American Multicultural Education in the Era of Globalization." Digital Press Social Sciences and Humanities 2 (2019): 00011. http://dx.doi.org/10.29037/digitalpress.42262.
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This paper focuses on the process and result of creating a local control and the development of American schools in Newark, New Jersey. Being poor and insecure neighborhoods, Newark also has a 25 percent higher crime rate than the national average in the US which affects the school system, especially to the minorities. A disproportionate impact on minorities happens because of Newark’s population is 75 percent Black and Hispanic. As the ¾ part of the population, the minorities in Newark had not been able to decide their school system based on the locals’ needs. As a result, for decades, the education was mired by corruption, crumbling facilities, and low-performing students. There has been a debate about how the residents of Newark may be able to control Newark Public Schools and why they should gain control of their school board. Being able to regain control of its school board means having their rights to education granted: to adapt and experience American education equally. Controlling the school board has been central to Newark public schools since it is the only way to produce school policies. Globalization in education is not only a global movement of cultural influences, but also the framework of U.S. public schools for its multiculturalism as the country develops its public education system. Therefore, the question asked by this paper is that how education policies can be obtained.
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Juan Rubio, Antonio Daniel, and Isabel María Garcia Conesa. "La situación de las profesoras hispanas en el sistema universitario estadounidense." iQual. Revista de Género e Igualdad, no. 1 (February 22, 2018): 1. http://dx.doi.org/10.6018/iqual.309981.
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<p><strong>Resumen </strong>Estados Unidos, según datos de <em>World University Rankings</em>, cuenta en su haber con seis de las diez mejores universidades del mundo. Según la Oficina del Censo de los Estados Unidos, la población latina ha representado la mayor parte del crecimiento demográfico del país durante la última década (56%). Pero desafortunadamente, este crecimiento no se ha visto reflejado en la educación superior. Mientras que los estudiantes hispanos se están matriculando en mayor número cada año, los profesores latinos, y muy especialmente las profesoras, no han visto un crecimiento similar, constituyendo sólo el 4% del profesorado universitario en todo el país. Este artículo pretende ofrecer una visión general de la situación actual con respecto al profesorado femenino de origen hispano en la educación superior estadounidense y analizar el importante papel desempeñado por el mismo por medio de sus figuras más relevantes o destacadas. Para ello, debido a la naturaleza de nuestra investigación, vamos a seguir una metodología histórica, teniendo en cuenta que en la elaboración del estudio nos hemos basado en una combinación de fuentes primarias y secundarias. Y como conclusión final, un objetivo importante debería ser el aumento del profesorado universitario femenino de origen hispano en el sistema universitario estadounidense.</p><p><strong>Abstract </strong>The United States, according to the World University Rankings, has six out of the ten best universities in the world. According to the United States Census Bureau, the Latino population has accounted for most of the country's population growth during the last decade (56%). But unfortunately, this growth has not been reflected in higher education. While Hispanic students are enrolling in higher numbers each year, Latino teachers, and very especially the female ones, have not seen a similar growth, making up only around the 4% of university faculty nationwide. This article aims to provide an overview of the current situation regarding Hispanic female professors in American higher education and analyze the important role played by them throughout their most relevant or prominent figures. For this, due to the nature of our research, we will follow a historical methodology, taking into account that in the elaboration of the study we have based ourselves on a combination of primary and secondary sources. And as a final conclusion, we will conclude that an important goal should be then the increase of female university professors of Hispanic origin in the higher education system in the United States.</p><p><strong>Keywords </strong>Hispanic population, university system, Hispanic professors, influence, educational charges. </p>
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Maker, C. June. "Culturally Responsive Assessments of Spatial Analytical Skills and Abilities: Development, Field Testing, and Implementation." Journal of Advanced Academics 31, no. 3 (2020): 234–53. http://dx.doi.org/10.1177/1932202x20910697.
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A persistent problem in education is underrepresentation of certain cultural and linguistic groups such as American Indian, African American, and Hispanic, in special programs for exceptionally talented students, especially in science, technology, engineering, and mathematics (STEM). The spatial analytical task, a performance-based assessment with demonstrated reliability and validity as an instrument to identify exceptionally talented students, was included with new instruments created in the Cultivating Diverse Talent in STEM (CDTIS) project. A continuum of problems, including closed, semi-open, and open-ended, was an important component of the measures, enabling the assessment of creative problem solving as well as assessment of skills such as seeing how things fit together visually and in space; through mental images, on paper, and in physical objects or forms. The spatial analytical assessment was implemented as part of a battery of instruments to identify students to participate in a special internship program. Ratings of students on the spatial analytical assessment who were identified for the internship program using the new assessments were higher than ratings for students identified using conventional methods, which demonstrates that the assessment will be a useful tool for selecting students from diverse cultural groups. The assessment has multiple purposes in addition to its use as an identification tool: evaluation of special programs, planning differentiated instruction, and as a pre- and post-measure of student gains. The test–retest reliability, and construct, concurrent, and predictive validity for secondary students need continued investigation in future studies.
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Obinna, Denise N. "A study of academic performance by immigrant generation with an emphasis on the black immigrant experience." International Journal of Sociology and Social Policy 36, no. 1/2 (2016): 18–35. http://dx.doi.org/10.1108/ijssp-02-2015-0026.
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Purpose – Instead of identifying them as a single monolithic group, the purpose of this paper is to evaluate whether the academic performance of black immigrants differs from African Americans as well as Asian and Hispanic students of comparable immigrant generation. By identifying how well black immigrant students perform on standardized tests, grade point averages (GPA) and college enrollment, this study proposes a more comprehensive look into this growing immigrant group. Design/methodology/approach – The research uses a data from the Educational Longitudinal Survey of high school sophomores conducted by the National Center for Education Statistics. Data used in this study are from the baseline survey in 2002 and the second follow-up in 2006 when most students had graduated from high school. The methodology includes OLS, binary and ordered logistic regression models. Findings – The study finds that while second-generation blacks outperform the native-born generation on standardized tests, this does not extend to GPA or college enrollment. In fact, it appears that only second-generation Hispanic students have an advantage over their native-born counterparts on GPA and standardized tests. Furthermore, first and second-generation Asian immigrants do not show a higher likelihood of enrolling in college than their native-born counterparts nor do they report higher GPA. Originality/value – This paper sheds light on a growing yet understudied immigrant population as well as drawing comparisons to other immigrant groups of comparable generation.
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Christian, Colmore, Santosh Ojha, and Berneece Herbert. "Minority High School Students in Non-Math-Science-Oriented and Math-Science-Oriented Majors: Do They View the Environment Differently?" Social Sciences 7, no. 8 (2018): 130. http://dx.doi.org/10.3390/socsci7080130.
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The aim of the study was to investigate differences, if any, in environmental attitude, knowledge, experience and participation, between non-math-science (NMS) and math-science (MS) high school students from minority ethnic groups. A 16-item survey instrument was used for data collection. Participants were students at eight high schools in Madison County, Alabama, USA who were enrolled in North Alabama Center for Educational Excellence’s (NACEE’s) 2014 and 2015 summer programs. Eighty-six completed questionnaires were collected, the majority from Black/African-American and Hispanic minority ethnic groups. Pearson’s chi-square test and Spearman rho correlation were applied to assess differences and relationships between the groups. We found high level of positive attitude (NMS [95%] and MS [98%]) towards environmental protection among both groups; however, no statistically significant differences were evident. While both groups had low levels of participation and engagement in environmental protection and outdoor recreation activities, the MS group had comparatively higher participation than the NMS group. The relationship between participation and satisfaction was significantly positive for MS students and significantly negative for NMS students. To increase minority students’ knowledge and participation in pro-environmental activities in the future, Alabama’s Environmental Education Program should emphasize selective activities (e.g., involving students’ families and communities in environmental initiatives, providing opportunities to students to socialize and have fun with nature, and encouraging age-appropriate teaching and learning approaches).
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Arnold, Michael A., Tim D. Davis, and David W. Reed. "A Survey of Horticulture and Plant Science Graduate Programs and Faculty Salaries at North American Universities." HortTechnology 16, no. 1 (2006): 146–52. http://dx.doi.org/10.21273/horttech.16.1.0146.
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A group of 53 institutions of higher education in the United States and Canada offering degrees in horticulture, or closely related plant science degrees, was surveyed to determine various characteristics associated with the degree programs offered, demographics of students and faculty, and selected procedures and practices associated with administration of these graduate programs. Total response rate was 94%, yielding 85% usable completed surveys. Very few programs (0-3 per degree type) were offered via distance education and on average only 4.1% to 4.5% of resident instruction program students participated in distance education courses. Domestic students averaged 64% to 75% of enrollment. Students were 69% to 73% white. Asian students were the predominant minority group at 12% to 16% of enrollment, followed by African Americans (3% to 8%) and Hispanics (1% to 4%). Most institutions provided out-of-state tuition waivers (75%), and often in-state-tuition waivers (61%), to those students on assistantships or fellowships. Typical commitments to students were 3 years for a PhD and 2 years for a master's degree program. Research assistantships were the dominant form of assistance at all institutions (38% to 53% of students), while teaching assistantships contributed significant secondary funding (7% to 13%). With the exception of mean maximum fellowships, mean maximum assistantships ($11,499-$13,999) at non-1862 Morrill Act universities (NMAU) averaged near the mean minimums ($13,042-$14,566) for the corresponding assistantship types at 1862 Morrill Act universities (MAU). Requirements for teaching experience ranged from 41% of PhD programs to 18% of non-thesis master's degree programs. Typical departments contained 29 faculty members, of which 44% were full professors, 27% associate professors, 19% assistant professors, 6% junior or senior lecturers, and 3% were in other classifications. Traditional 12-month appointments (65.9% of faculty) were predominant at MAU. With the exception of junior lecturer positions, mean salaries at MAU averaged $9125, $6869, $8325, and $28,505 more for professor, associate professor, assistant professor, and senior lecturer, respectively, than at NMAU. This study provides useful information for departments undergoing external review or revision of graduate programs.
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Nagao, Kyoko, Tammy Riegner, Jennifer Padilla, et al. "Prevalence of Auditory Processing Disorder in School-Aged Children in the Mid-Atlantic Region." Journal of the American Academy of Audiology 27, no. 09 (2016): 691–700. http://dx.doi.org/10.3766/jaaa.15020.
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Background: Although auditory processing disorder (APD) is a widely recognized impairment, its prevalence and demographic characteristics are not precisely known in the pediatric population. Purpose: To examine the demographic characteristics of children diagnosed with APD at a tertiary health-care facility and the prevalence of pediatric APD. Research Design: A cross-sectional study. Study Sample: A total of 243 children (149 boys and 94 girls) who were referred to the Nemours Audiology Clinics in the Delaware Valley for an APD evaluation. The mean ages were 9.8 yr for boys and 9.7 yr for girls. Out of 243 children referred for an APD evaluation, 94 children exhibited one or more auditory processing deficits in the areas of auditory closure, auditory figure ground, binaural integration, binaural separation, and temporal processing. Data Collection and Analysis: Demographic and audiological data, clinical history (parental reports on prenatal and postnatal information, birth weight and height, medical and developmental history, otologic/audiological history, education information, behavioral characteristics), and results of the APD test battery were retrospectively obtained from the electronic medical records of each participant. The prevalence of APD was estimated using the total number of students enrolled in the same school attended by each participant in the 2011 academic year as cohort. Results: The prevalence of APD was 1.94 per 1,000 children in this study. We found that prevalence of APD among the children who attended private schools was more than two times higher than the children who attended public schools. The results also revealed that the majority of children referred to the clinics were Caucasian (85.6%), whereas minority groups were underrepresented for this geographical area with only 3.7% of Hispanic or Latino children and 5.8% of Black or African American children. Conclusions: The estimated prevalence of APD in the current study was lower than the previously published estimates. The difference might be due to the diagnosis criteria of APD among studies as well as the use of school enrollment number as the referenced population to estimate prevalence in our study. We also found a significant difference in APD prevalence depending on the school types. The findings of higher prevalence rates among the children attending private schools and higher proportion of Caucasians children referred for APD evaluation suggest that more children among those in public schools and in the Hispanic and African American groups should have been referred for an APD evaluation. Hence, the current estimate is likely an underestimate of the actual APD prevalence. The low percentage of Hispanic or African American children referred to the clinic for APD evaluations may be related to the socioeconomic status and linguistic differences among the concerned families. The results of this study raise the importance of adapting the APD test battery for children with a different linguistic background as well as increasing awareness of available clinical resources to all families in our area.
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Boncyk, Morgan, Savannah Froese, Ramya Ambikapathi, et al. "Social Disparities and Food Environment Determinants of Food Insecurity Among Graduate Students in the United States During the COVID-19 Pandemic." Current Developments in Nutrition 5, Supplement_2 (2021): 107. http://dx.doi.org/10.1093/cdn/nzab035_015.
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Abstract Objectives The COVID-19 pandemic is worsening food insecurity and exacerbating social disparities. This study investigated the pandemic's impact on food insecurity, disparities, and determinants among graduate students at Purdue University, a public research university. Methods Purdue University graduate students completed a Graduate Student Experience in the Research University Survey (gradSERU) in Apr-Jun 2019 and the Fostering Food Security, Health, and Resilience in Graduate Education (FORGE) survey in Nov-Dec 2020, which assessed students’ food security, mental and physical health, and academic performance. A validated two-question tool measured food insecurity based on worry over or experience of running out of food without the ability to purchase more. Analyses using logistic regressions were performed in StataSE16. Results Food insecurity among graduate students doubled from spring 2019 (17%) to fall 2020 (36%, P &lt; 0.001), increasing for all races, genders. Odds of food insecurity in 2020 were higher among students who were African American (OR: 5.7, 95% CI 3.2–10.1), Asian (OR 3.1 [2.1–4.8]), Hispanic or Latino (OR 3.0 [1.8–4.0]), international (OR 1.5 [1.2–1.8]), LGBTQ+ (OR 1.9 [1.4–2.6]), caregiving for adults (OR 2.7 [1.9–3.6]), or funded through fellowships or assistantships (vs. personally funded, OR 1.5 [1.1–2.0]). Food insecure students faced greater stress (OR 3.5 [3.0–4.2]) and reduced ability (OR 0.6 [0.5–0.8]) to attain a healthy diet, with reduced access to stores with fruits and vegetables (OR 0.7 [0.6–0.9]) or considered good quality (OR 0.4 [0.3–0.5]). Food insecure students were more likely (OR 6.7 [5.2–8.6]) or vegetables (OR 8.1 [6.1–10.9]) due to cost. Lack of time (52%), culturally desired foods (11%), and transportation (10%) were limitations to a healthy diet. Conclusions Graduate student food insecurity increased significantly during the COVID-19 pandemic, particularly among international, minority, and LGBTQ + students, and coincided with lower likelihood of purchasing nutritious foods. Universities should implement policies and services to address persistent and increasing food insecurity and disparities among graduate students. Funding Sources Protect Purdue Innovations Faculty Grant.
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Mohammadi, Arefeh, Kevin Grosskopf, and John Killingsworth. "An Experiential Online Training Approach for Underrepresented Engineering and Technology Students." Education Sciences 10, no. 3 (2020): 46. http://dx.doi.org/10.3390/educsci10030046.
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Workforce pipelines are essential to sustain a productive workforce in an increasingly competitive, high-tech environment. Advanced automation, sensors, materials and data analytics will increase the need for highly skilled workers in the manufacturing (and manufactured construction) sector. Attracting and developing the next-generation workforce is not without its challenges; however, students are often deficient in technical skills and generally have negative perceptions about manufacturing and construction. As a result, new education and training models have been developed to provide instruction at all levels of the educational system, with a focus on both traditional students and non-traditional students, including ethnic minorities, women, veterans, disabled persons and older adult learners. This study focused specifically on certain underrepresented students in STEM programs offered at community colleges in the Great Plains region of the U.S. An available online training program by the Society of Manufacturing Engineers was used as a contextualized online training tool. The Learning Management System embedded in this online training tool was used to gather student data. Conducting multiple regression analyses on the test outcomes, completion rates, and improvement between post-test and pre-test scores showed that female participants achieved greater improvement between pre- and post-test scores than males, and achieved higher rates of credentialing compared to all other demographic groups. African American participants achieved greatest improvement between pre- and post-test scores than all other ethnic groups while Hispanics achieved higher rates of module completion. Additionally, this study also examines the background related to contextualized teaching and learning, as well as the effectiveness of this delivery method for these underrepresented populations.
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Haidar, Amier, Felicia R. Carey, Nalini Ranjit, Natalie Archer, and Deanna Hoelscher. "Self-reported use of nutrition labels to make food choices is associated with healthier dietary behaviours in adolescents." Public Health Nutrition 20, no. 13 (2017): 2329–39. http://dx.doi.org/10.1017/s1368980017001252.
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AbstractObjectiveThe study aimed to examine nutrition label use and dietary behaviours among ethnically diverse middle- and high-school students, in Texas, USA.DesignThe School Physical Activity and Nutrition (SPAN) survey is a cross-sectional statewide study using a self-administered questionnaire to assess nutrition and physical activity behaviours. Height and weight measurements were used to determine BMI. Multivariable logistic regression was used to determine associations between nutrition label use and dietary behaviours, with gender, grade, ethnicity, BMI, parent education, socio-economic status and nutrition knowledge as covariates.SettingParticipants from 283 schools, weighted to represent Texas youth.SubjectsSPAN 2009–2011 included 6716 8th and 11th graders (3465 girls and 3251 boys). The study population consisted of 39·83 % White/Other, 14·61 % African-American and 45·56 % Hispanic adolescents; with a mean age of 14·9 years, and 61·95 % at a healthy weight, 15·71 % having overweight and 22·34 % having obesity.ResultsAdolescents who did not use nutrition labels had 1·69 times greater odds of consuming ≥1 sugary beverages/d (P<0·05). Adolescents who used nutrition labels had 2·13 times greater odds of consuming ≥1 fruits and vegetables/d (P<0·05). Adolescents who used nutrition labels had significantly higher healthy eating scores than those who did not (P<0·001). For every 1-point increase in nutrition knowledge, adolescents had 1·22 greater odds of using nutrition labels.ConclusionsNutrition label use is associated with healthier dietary behaviours in adolescents. Intervention strategies for youth should include efforts to teach adolescents to use labels to make healthy food choices.
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López-Mulnix, Esther Elena, and Michael William Mulnix. "On Hispanic Students in Higher Education." Journal of Hispanic Higher Education 4, no. 2 (2005): 83. http://dx.doi.org/10.1177/1538192704274022.
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Fredericksen, Elaine. "Language as Power for Hispanic Students in Higher Education." Journal Of Hispanic Higher Education 1, no. 3 (2002): 211–24. http://dx.doi.org/10.1177/15392702001003002.
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Fredericksen, Elaine. "Language as Power for Hispanic Students in Higher Education." Journal of Hispanic Higher Education 1, no. 3 (2002): 211–24. http://dx.doi.org/10.1177/1538192702001003002.
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Walker, David A., and Ann M. Schultz. "Reaching for Diversity: Recruiting and Retaining Mexican-American Students." Journal of College Student Retention: Research, Theory & Practice 2, no. 4 (2001): 313–25. http://dx.doi.org/10.2190/u6lb-eljv-2g91-a78h.
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The authors focus on creating a comprehensive model for recruiting and retaining Mexican-American students. The academic and cultural issues facing Mexican-American students, as well as how Hispanic cultural values could be addressed in a comprehensive recruitment and retention model, are presented.
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Alcocer, Luis F., and Andres Martinez. "Mentoring Hispanic Students: A Literature Review." Journal of Hispanic Higher Education 17, no. 4 (2017): 393–401. http://dx.doi.org/10.1177/1538192717705700.
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The notion of mentoring can be understood as a one-to-one relationship between a mentor and a protégé. A more contemporary perspective of the term argued it as a collaborative environment where the mentor and the mentee can learn from each other. This document presents faculty attitudes and reactions on the role of mentoring. In the reviewed articles, scholars coincided on the idea that mentoring is an effective academic tool which impacts students’ adjustment, retention, and achievement, and argued the development of peer mentoring programs as a resource for support during students’ academic path in postsecondary education. We include cases of effective peer mentoring programs in higher education institutions, and highlight the fact of pairing students with similar interests is beneficial for both participants due to the establishment of an exchange of learning and knowledge. The authors also annotated the fact that some traditional mentoring models in education have typically excluded Hispanics and individuals of other underrepresented minorities (URM), as there is lack of availability of faculty with similar backgrounds. This article includes perspectives that Hispanic higher education students shared in regard to their expectations of a mentor. This review also shows successful cases of peer mentoring programs with Hispanic students, which considered the cultural capital of this specific minority, and its connection with mentees’ expectations on outcomes from mentorship.
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Lester, David, and Denise Anderson. "Depression and Suicidal Ideation in African-American and Hispanic American High School Students." Psychological Reports 71, no. 2 (1992): 618. http://dx.doi.org/10.2466/pr0.1992.71.2.618.
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Urrabazo, Rosendo. "Pastoral Education of Hispanic Adults." Missiology: An International Review 20, no. 2 (1992): 255–60. http://dx.doi.org/10.1177/009182969202000209.
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Hispanic adult education for ministry calls for a sensitivity to language, customs, and ways of learning. Modern pedagogy affirms the need for participative styles of learning that value the life experience of students. Programs offered at the Mexican American Cultural Center (MACC) are examples of culturally sensitive, participative learning in pastoral education. Recruitment and financial assistance must be part of parish planning in adult education.
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Olive, Tamara. "Desire for Higher Education in First-Generation Hispanic College Students." International Journal of Interdisciplinary Social Sciences: Annual Review 5, no. 1 (2010): 377–90. http://dx.doi.org/10.18848/1833-1882/cgp/v05i01/53091.
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Lui, Catherine J., Scott E. Ferrin, Donald R. Baum, and Vance E. Randall. "The Preferred Perceptual Learning Styles of Hispanic Higher Education Students." Journal of Hispanic Higher Education 19, no. 4 (2018): 404–21. http://dx.doi.org/10.1177/1538192718801793.
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This article addresses the question of whether higher education Hispanic students of different nationalities have different perceptual learning style preferences. Independent samples t test results suggest students of non-Mexican heritage prefer visual learning styles more than students of Mexican heritage. ANOVA results show older students and students from families with greater levels of education have greater preference for visual learning, and higher household income is related to lower preferences for group learning style, and vice versa.
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Duran, Ricardo, and Stephen Powers. "Reliabilities of the Iowa Tests of Basic Skills for Hispanic- and Anglo-American Students." Psychological Reports 73, no. 1 (1993): 64–66. http://dx.doi.org/10.2466/pr0.1993.73.1.64.
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Cronbach alpha reliabilities were computed separately for 425 Hispanic-American and Anglo-American students in Grades 3 to 6 on the Iowa Tests of Basic Skills Reading Comprehension and Vocabulary subtests. Anglo-American students' scores showed significantly higher reliabilities than Hispanic-American students' scores in Grades 4 and 5.
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Ortiz, Vincente, and William Volloff. "Identification of Gifted and Accelerated Hispanic Students." Journal for the Education of the Gifted 11, no. 1 (1987): 45–55. http://dx.doi.org/10.1177/016235328701100104.
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Sixty-five Hispanic students were referred for an evaluation to assess whether they qualified for placement in a program for gifted and accelerated students. All students were administered the WISC-R, OLSAT, CTBS (or the CAT), Culture Free SEI and the TDT. Results indicate that these subjects, as a group, scored higher on the individually administered WISC-R and that this test identified the highest proportion of students as accelerated and gifted students. The lowest scores were with the OLSAT and the reading achievement scores. Intermediate scores were with the language and math academic test scores along with the self-esteem and divergent thinking inventories. These discrepant test results are explained in terms of classroom curriculum, construct validity of the tests and issues surrounding individual vs. group test administration.
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Masten, William G., and Maximino Plata. "Acculturation and teacher ratings of hispanic and Anglo‐American students∗." Roeper Review 23, no. 1 (2000): 45–46. http://dx.doi.org/10.1080/02783190009554061.
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Masten, William G., Maximino Plata, Karen Wenglar, and Joe Thedford. "Acculturation and teacher ratings of Hispanic and Anglo‐American students." Roeper Review 22, no. 1 (1999): 64–65. http://dx.doi.org/10.1080/02783199909554001.
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Mulnix, Esther Elena (López). "Foreword to the 2020 Special Issue: Journal of Hispanic Higher Education (JHHE) and the American Association of Hispanic Higher Education (AAHHE)." Journal of Hispanic Higher Education 19, no. 2 (2020): 115. http://dx.doi.org/10.1177/1538192719900826.
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Natesan, Prathiba, and Vincent Kieftenbeld. "Measuring Urban Teachers’ Beliefs About African American Students." Journal of Psychoeducational Assessment 31, no. 1 (2012): 3–15. http://dx.doi.org/10.1177/0734282912448243.
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Understanding urban teachers’ beliefs about African American students has become important because (a) many teachers are reluctant to teach students from other cultures, and (b) most teachers are European American. To construct a psychometrically sound measure of teacher beliefs, the authors investigate the measurement properties of a teacher beliefs factor. This factor was selected from an inventory of items that purported to measure urban teachers’ cultural awareness and beliefs. Measurement invariance of the teacher beliefs factor across European American, African American, and Hispanic American teachers addressed its construct validity. The authors examine the psychometric properties of these items using graded response multilevel analysis. The final 5-item factor showed highest level of invariance for African American and European American teachers but did not fit Hispanic American teachers well. All the five items had good psychometric properties. Analyses of latent means showed that African American teachers had more positive beliefs about African American students than European American teachers did. However, the latent scores were bimodally distributed for African American teachers showing that one subgroup of African American teachers had similar beliefs as European American teachers while another subgroup had more positive beliefs.
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Rakow, Steven J., and Andrea B. Bermudez. "Science is “Ciencia”: Meeting the needs of hispanic American students." Science Education 77, no. 6 (1993): 669–83. http://dx.doi.org/10.1002/sce.3730770610.
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Saw, Guan K. "Leveraging Social Capital to Broaden Participation in STEM." Policy Insights from the Behavioral and Brain Sciences 7, no. 1 (2020): 35–43. http://dx.doi.org/10.1177/2372732219895997.
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Broadening participation in science, technology, engineering, and mathematics (STEM) is critical to the nation’s economic growth and national security. In K–12 and higher education, researchers and educators increasingly employ the concept of social capital to develop programs for improving STEM learning, motivation, and participation of young students. STEM social capital in education comprises STEM-oriented resources—whether instrumental, informational, or emotional—that students access through their social networks. Major theoretical perspectives, research evidence, and promising practices are associated with the concepts of social capital in STEM education. Students’ social capital in STEM education (derived from families, peers, teachers, and professional networks) demonstrably promotes their STEM educational outcomes and career paths. Inclusive STEM schools, mentoring, and after-school programs are some promising approaches that can enhance STEM social capital and outcomes of underrepresented students, particularly women, Blacks/Hispanics/Native Americans, youth with low socioeconomic status, and persons with disabilities.
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Rakow, Steven J., and Constance L. Walker. "The status of hispanic American students in science: Achievement and exposure." Science Education 69, no. 4 (1985): 557–65. http://dx.doi.org/10.1002/sce.3730690411.
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S. Lee, Mai, and Nichole Walsh. "Academically Achieving Hmong American Students in Higher Education." Global Research in Higher Education 3, no. 4 (2020): p58. http://dx.doi.org/10.22158/grhe.v3n4p58.
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As the largest Asian-American ethnicity at one large public Institution of Higher Education in California, undergraduate Hmong students as a whole are falling behind other sub-groups in graduation rates. Fortunately, a handful of Hmong students do find their way through the challenges of their collegiate experiences to attain academic success. This study identified and connected with four high achieving undergraduate female Hmong American students at the IHE to explore the factors for a successful academic experience counter-narrative. This qualitative asset-based in-depth, semi-structured virtual interview approach allowed discovery into unique and shared narratives regarding their academic achievements. Verbatim transcript analyses in relation to the current literature on Hmong American college students and the frameworks of the Model Minority Myth, Critical Race Theory, and Microaggressions, illuminated important themes as considerations to cultivate increased undergraduate Hmong American student academic achievement. These included aspects of recognizing the mismatch of traditional Hmong cultural norms and the individualistic values of the U.S. IHE, supporting student self-advocacy, and increasing awareness of the Hmong ethnicity as distinct from other Asian groups to dismantle the harmful consequences of the Model Minority Myth on Hmong student success.
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Holloway-Friesen, Holly. "The Role of Mentoring on Hispanic Graduate Students’ Sense of Belonging and Academic Self-Efficacy." Journal of Hispanic Higher Education 20, no. 1 (2019): 46–58. http://dx.doi.org/10.1177/1538192718823716.
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This quantitative study examined the role of mentoring on 332 Hispanic graduate students’ sense of belonging and academic self-efficacy. The results found that mentored Hispanic graduate students reported significantly higher levels of sense of belonging and academic self-efficacy than unmentored students. A hierarchical regression found 24% of the variance in academic self-efficacy was accounted for by mentoring and sense of belonging. Implications for practice and future research are discussed.
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Darden, Joe T., Joshua G. Bagaka's, and Tracy Armstrong. "The Segregation of Undergraduate Hispanic Students in United States Institutions of Higher Education." Equity & Excellence in Education 27, no. 3 (1994): 69–75. http://dx.doi.org/10.1080/1066568940270311.
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Laosa, Luis M. "Segregation of Children Who Migrate to the U.S. From Puerto Rico." education policy analysis archives 9 (January 1, 2001): 1. http://dx.doi.org/10.14507/epaa.v9n1.2001.
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This study examined patterns of school segregation (ethnic/racial, linguistic, and socioeconomic) and other ecological characteristics of the schools that preadolescent children who migrate from Puerto Rico to the United States (New Jersey) attend in this country during the first two years following their arrival (N = 89 schools). The data show that Hispanics/Latinos are the majority of the student body in 43% of the schools; African Americans, in 30% of the schools; and European Americans, in 12% of the schools. Native speakers of Spanish are the majority of the student body in 29% of the schools. Approximately one half of the schools are in economically depressed, highly urbanized areas. Although the schools are on average large, 44% of them enroll above capacity. In most schools the majority of the student body is from economically impoverished families with low levels of parental education. There are, however, wide differences among the schools on each of these variables. Correlations show that the higher a student body's proportion of Hispanics/Latinos or native speakers of Spanish, the higher is the student body's proportion of pupils from economically impoverished households with low levels of parental education, and the higher the school's likelihood of being crowded and of being located in a poor inner-city area. Similarly, the higher a student body's proportion of African Americans, the higher is the student body's proportion of pupils from low-income families, and the higher the school's likelihood of being in a poor inner-city area. The findings are discussed with regard to implications for policy and hypotheses in need of research concerning possible consequences of school segregation for students' academic, linguistic, social, and emotional development. Also presented is a historical overview, to the present, and discussion of U.S. policies and judicial decisions concerning school segregation, with particular reference to segregation of Hispanics/Latinos.
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Fisher, Ryan A. "Effect of Ethnicity on the Age of Onset of the Male Voice Change." Journal of Research in Music Education 58, no. 2 (2010): 116–30. http://dx.doi.org/10.1177/0022429410371376.
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The purposes of this study were to compare the age of onset of the voice change in African American, White, and Hispanic male students, as well as to describe characteristics of the changing male voice in fourth-, fifth-, and sixth-grade students, using Cooksey’s maturation stages. Participants included volunteers from two urban elementary schools, five suburban elementary schools, one suburban middle school, and one urban middle school (African American n = 62, White n = 58, and Hispanic n = 77). Participants were recorded individually performing three ascending and three descending glissandi on an “ah” syllable. Results indicated that approximately 46% of fourth-grade participants, 62% of fifth-grade participants, and 67% of sixth-grade participants were classified as having changing voices. Results of a one-way, between-subjects ANOVA revealed no significant main effect for ethnicity, although a larger percentage of African American participants’ voices were classified as changing voices as compared with those of Hispanic and White participants. The overall mean age of onset for participants in this study was approximately 11.20 years of age.
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Morales, Erik E. "Legitimizing Hope: An Exploration of Effective Mentoring for Dominican American Male College Students." Journal of College Student Retention: Research, Theory & Practice 11, no. 3 (2009): 385–406. http://dx.doi.org/10.2190/cs.11.3.e.
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The purpose of this study was to explore the informal mentoring relationships of 15 male, Hispanic (Dominican American), first-generation college students, to determine how their mentoring experiences influenced their academic progress, standing, and retention. In-depth, semi-structured qualitative interviews were conducted with 15 undergraduates from a comprehensive, public urban university. The mentors proved to be valuable social capital for these statistically at-risk students by providing them with insider academic information, legitimizing their academic and professional goals, and transforming their immigration experiences into academic inspiration. Suggestions for effective mentoring for immigrant/ethnic minority college students are presented.
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Pittinsky, Todd L. "Backtalk." Phi Delta Kappan 98, no. 5 (2017): 80. http://dx.doi.org/10.1177/0031721717690376.
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Educators tend to be familiar with an educational achievement gap between black and Hispanic students on one hand and white students on the other, a gap that seems to be tied up with relative rates of poverty. But there is also a fairly startling — and growing — achievement gap between white students and Asian-American students, and it can’t be chalked up to family income or education.
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Warshaw, Janice Smith, Peter Crume, and Hilda Pinzon-Perez. "Impact of Service-Learning on Hispanic College Students: Building Multi-cultural Competence." International Journal of Multicultural Education 22, no. 3 (2020): 50. http://dx.doi.org/10.18251/ijme.v22i3.2413.
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This article explores the experiences of Spanish-speaking heritage language university students in a sign language interpreting program who were enrolled in service-learning classes. In the service-learning classes, the students partnered with a community service-agency for the deaf that provided intervention services to Spanish-speaking families with deaf children. The findings indicate that the students developed a deeper awareness of their own multicultural and multilingual identity. Moreover, the students gained authentic experiences in brokering linguistic and cultural differences between the American deaf and Hispanic communities in an effort to enhance intervention services for the deaf Hispanic children.