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Relevant bibliographies by topics / Minority Status Group

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Academic literature on the topic 'Minority Status Group'

Author: Grafiati

Published: 9 March 2023

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Journal articles on the topic "Minority Status Group"

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Brown, Barry S., George W. Joe, and Peggy Thompson. "Minority Group Status and Treatment Retention." International Journal of the Addictions 20, no. 2 (1985): 319–35. http://dx.doi.org/10.3109/10826088509044914.

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Wertlieb, Ellen C. "Minority Group Status of the Disabled." Human Relations 38, no. 11 (1985): 1047–63. http://dx.doi.org/10.1177/001872678503801104.

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Giles, Howard, Laura Leets, and Nikolas Coupland. "Minority language group status: A theoretical conspexus." Journal of Multilingual and Multicultural Development 11, no. 1-2 (1990): 37–55. http://dx.doi.org/10.1080/01434632.1990.9994400.

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Hehman, Eric, Samuel L. Gaertner, John F. Dovidio, et al. "Group Status Drives Majority and Minority Integration Preferences." Psychological Science 23, no. 1 (2011): 46–52. http://dx.doi.org/10.1177/0956797611423547.

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Markides, Kyriakos S. "Minority Status, Aging, and Mental Health." International Journal of Aging and Human Development 23, no. 4 (1986): 285–300. http://dx.doi.org/10.2190/n0x1-2486-l9nn-jkmq.

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Research findings on mental health and life satisfaction among aged blacks, Mexican-Americans and native Americans are reviewed. Although the literature has generally followed a social stress perspective that predicts greater mental health problems among minority group aged, the evidence shows that mental health and life satisfaction of these groups is not any lower than might be anticipated based on their relative socioeconomic standing. It is concluded that, despite increased research, little is known about how ethnicity and minority group status influence psychopathology and life satisfaction in late life.

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Hipp, John R., and Rebecca Wickes. "Minority Status Distortion and Preference for In-group Ties." Socius: Sociological Research for a Dynamic World 2 (April 5, 2016): 237802311664028. http://dx.doi.org/10.1177/2378023116640281.

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De Jong, Gordon F., and Anna B. Madamba. "A Double Disadvantage? Minority Group, Immigrant Status, and Underemployment in the United States." Social Science Quarterly 82, no. 1 (2001): 117–30. http://dx.doi.org/10.1111/0038-4941.00011.

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Angel, Jacqueline L., and Ronald J. Angel. "Minority Group Status and Healthful Aging: Social Structure Still Matters." American Journal of Public Health 96, no. 7 (2006): 1152–59. http://dx.doi.org/10.2105/ajph.2006.085530.

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Sachdev, Itesh, and Richard Y. Bourhis. "Power and status differentials in minority and majority group relations." European Journal of Social Psychology 21, no. 1 (1991): 1–24. http://dx.doi.org/10.1002/ejsp.2420210102.

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Nerses, Mego, Peggy J. Kleinplatz, and Charles Moser. "Group therapy with international LGBTQ+ clients at the intersection of multiple minority status." Psychology of Sexualities Review 6, no. 1 (2015): 99–109. http://dx.doi.org/10.53841/bpssex.2015.6.1.99.

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Members of sexual/gender minority groups, who are also immigrants and refugees face multiple problems in adapting to their new cultures. Often their sexual interests or gender expression was stigmatised, pathologised, criminalised and persecuted in their home cultures/countries. In this article, we discuss the special problems with acculturation to their new cultures faced by such individuals in a North American milieu. They are at the intersection of multiple minority identities (i.e. ethnic, racial, religious, immigrant, refugee). We provide a model of group therapy for international LGBTQ+ clients who have been persecuted for their sexual/gender minority expressions. Clinical, professional and ethical considerations are explored for dealing with international sexual/gender minority clients in therapy. The conclusion includes recommendations for professional development and for broadening the sphere of knowledge and training in the field.

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Dissertations / Theses on the topic "Minority Status Group"

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Reeder, Rebecca A. "Theoretical and Methodological Advances to Preterm Birth Research: A Focus on the Relationship of Minority-Majority Group Status and Preterm Birth." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368014479.

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Latrofa, Marcella. "When "I" becomes one of "Us": Cognitive and Motivational Underpinnings of the Self-Stereotyping Process in Minority Status Groups." Doctoral thesis, Università degli studi di Padova, 2008. http://hdl.handle.net/11577/3425482.

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Self-stereotyping is a process by which people belonging to a stigmatized social group tend to describe themselves more with both positive and negative, stereotypical personality traits compared to traits that are irrelevant to the ingroup stereotype. The present work wants to analyse some of the underlying mechanisms, both cognitive and motivational, explaining when, how, and why it are especially members of socially stigmatised groups that are more inclined to self-stereotype than members of majority status groups.

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YANG, JUHUA. "CHINESE IMMIGRANTS' FERTILITY IN THE UNITED STATES: AN EXAMINATION OF ASSIMILATION VARIABLES." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin998064273.

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Menifield, Charles E. "Influence on minority groups in Congress : the black, women's issues, and hispanic caucuses /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9821336.

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Zhang, Shinan, and 张石楠. "Oral health status, knowledge and behaviors of Dai and Bulang ethnic minority groups in Yunnan province, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206442.

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The Dai and Bulang people are ethnic minorities in China. Most of them live in Yunnan province, which is located in the southwestern part of China. This study aimed to describe the oral health status, oral health-related behaviors of the 5-and12-year-old children of the Dai and Bulang ethnic groups, the oral health-related knowledge of the 12-year-old Dai and Bulang children living in Yunnan Province, and the factors that influence their oral health status. An oral health survey was conducted on a sample of 5-and 12-year-old Dai and Bulang children in Yunnan, China. The children were selected using a multi-stage and purposeful sampling method for examination by a trained dentist. Dental caries experience was measured using the “dmft/DMFT” index,o ral hygiene status with VPI index and periodontal status with CPI index. A questionnaire was used to collect information on the children’s background, oral health-related knowledge and behaviors. A total of 833 Dai and 723 Bulang 5-year-old children were examined. The prevalence of dental caries among the Dai and Bulang children was 89% and 85%, respectively. There were 49%of the Dai and 38%of the Bulang children had carious tooth with pulp involvement. Their mean (±SD) dmft score was 7.0±5.3 and 5.8±4.9, respectively. Their mean (±SD) dt score was 6.8±5.2 and 5.6±4.8, respectively. Higher dmft scores were found among Dai children who were girls, were currently bottle-fed, took sweet snacks daily, had higher VPI scores, had visited a dentist within last year, and whose father had up to secondary school education. The Bulang children, who took sweet snacks daily, had visited a dentist within the last year and had higher VPI scores had higher dmft scores. A total of 823 Dai and 873 12-year-old Bulang children were surveyed and their prevalence of dental caries was 40% and 35%, respectively. Around 90% of the carious teeth were left untreated. Their mean DMFT (±SD) score was 0.9±1.5 and 0.6±1.1, respectively. Most of them (Dai, 93%; Bulang 71%) had gingivitis and around half of them (Dai, 46%; Bulang, 58%) had dental calculus. The Dai and Bulang children who were girls and those who had visited a dentist during the previous year had higher caries risk. The mean dental knowledge score of the 12-year-old Dai and Bulang children was 7.2 ± 3.7 and 7.8 ± 3.6, respectively. In conclusion, the prevalence of dental caries of the 5-year-old Dai and Bulang children in Yunnan, China was high and most of them were left untreated. The caries experience of the 5-year-old Dai children was associated with gender, father’s education, bottle feeding habits, snacking habits, dental visit behavior, and oral hygiene status. The caries experience of the 5-year-old Bulang children was associated with their snacking habits, dental visit habitsand oral hygiene status. Dental caries was common among the 12-year-old Dai and Bulang children and associated with gender and dental attendance. Most of the decay were left untreated. Their oral health-related knowledge was moderate. Their periodontal condition was poor.<br>published_or_final_version<br>Dentistry<br>Doctoral<br>Doctor of Philosophy

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Singh, Gopal Krishna. "Immigration, nativity, and socioeconomic assimilation of Asian Indians in the United States." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392911058.

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Rafeedie, Ghassan. "PALESTINIAN CULTURAL EXPERIENCES IN THE UNITED STATES." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1409060314.

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JAYAT, PHILIPPE. "WHY IS POLICE BRUTALITY A SOCIAL PROBLEM IN THE UNITED STATES AND NOT IN FRANCE?" University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1018620379.

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Talat, Rehab. "Healthcare for Undocumented Workers in France and The United States." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1403691584.

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Vasi, Lillian. "Post-Partition Limbo States: Failed State Formation and Conflicts in Northern Ireland and Jammu-and-Kashmir." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242067824.

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Books on the topic "Minority Status Group"

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Deirdre, Fottrell, and Bowring Bill, eds. Minority and group rights in the new millennium. M. Nijhoff Publishers, 1999.

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Rosenfeld, Michel. Comparative constitutional equality, minority & group rights: Intensive course. Faculty of Law, University of Toronto, 2007.

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Rosenfeld, Michel. Comparative constitutional equality, minority & group rights: Intensive course. Faculty of Law, University of Toronto, 2007.

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Minority Rights Group International. The story of Minority Rights Group International. Minority Rights Group International, 2009.

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Oregon State System of Higher Education. Office of Academic Affairs. and Oregon State Board of Higher Education., eds. Report on the status of institutional minority group recruitment and retention plans. Office of Academic Affairs, Oregon State System of Higher Education, 1991.

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Oregon State System of Higher Education. Office of Academic Affairs. Report on the status of racial and ethnic diversity in the Oregon State System of Higher Education: Minority group students, faculty, and professional staff, and selected administrators : prepared for the Oregon State Board of Higher Education. Oregon State System of Higher Education, 1992.

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Eide, Asbjørn. A review and analysis of constructive approaches to group accommodation and minority protection in divided or multicultural societies. Stationery Office, 1996.

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Minnesota Center for Health Statistics. Minority populations in Minnesota: A health status report. Minnesota Department of Health, Minnesota Center for Health Statistics, 1987.

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Halli, Shivalingappa S. How minority status affects fertility: Asian groups in Canada. Greenwood Press, 1987.

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Denice, McClain Paula, ed. Minority group influence: Agenda setting, formulation, and public policy. Greenwood Press, 1993.

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Book chapters on the topic "Minority Status Group"

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Mišeska Tomić, Olga. "Minority Language Maintenance and Learning as Instruments for Improving the Status of the Minority Group." In Studies in Bilingualism. John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/sibil.1.25mis.

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Aytaç, Ahmet Murat, and Zafer Yılmaz. "In Search of an Alternative Perspective on Minority Rights and Minority Group Formation: Re-politicizing Non-territorial Autonomy." In Democratic Representation in Plurinational States. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01108-6_3.

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Daniel, Christopher. "Language Policies, Immigrant Assimilation, and Minority Group Advancement in the United States." In Handbook of the Changing World Language Map. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02438-3_24.

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Daniel, Christopher. "Language Policies, Immigrant Assimilation, and Minority Group Advancement in the United States." In Handbook of the Changing World Language Map. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73400-2_24-1.

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Udrea, Andreea. "The Evanescence of Autonomy for Minority Groups: The Hungarian Minority in Romania and the Complex Nexus of Dependence." In Realising Linguistic, Cultural and Educational Rights Through Non-Territorial Autonomy. Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-19856-4_5.

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AbstractThis paper examines the nature and extent of autonomy for minority groups in the context of the Hungarian minority in Romania. It shows that, rather than being a mechanism through which states fulfil their obligation to protect a people’s fair access to opportunities for self-determination, autonomy is merely a vehicle through which minority rights are administered. While the accommodation of national minorities in Romania is considered to be a positive example, a focus on the Hungarian minority highlights the extent to which the group’s autonomy has become entrenched in a nexus of dependence, involving both the home-state and the kin-state. I argue that the exercise of autonomy in cases such as the one discussed here is at odds with legal and political developments concerning the concept of autonomy for minority groups in Europe. This has not only weakened autonomy’s normative foundations but also, more worryingly, caused it to become evanescent.

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Bagci, Sabahat Cigdem, Sofia Stathi, and Berfin Acar. "Intergroup Contact Among Majority and Minority Status Groups in Turkey: Extending Theory and Practice." In Examining Complex Intergroup Relations. Routledge, 2022. http://dx.doi.org/10.4324/9781003182436-14.

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Zapatka, Kasey, John Mollenkopf, and Steven Romalewski. "Reordering Occupation, Race, and Place in Metropolitan New York." In The Urban Book Series. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64569-4_21.

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AbstractThe New York metropolitan area is one of the oldest, largest, and perhaps most complex urban region in the United States (U.S.). Its 23.7 million residents live across four states, produce a GDP of more than $1.7 trillion, are governed by a fragmented political system, and experience persistently high degrees of geographic and racial/ethnic inequality and segregation. This chapter investigates the evolving spatial organization of occupation and race across the metropolitan area. While white professionals have traditionally lived in an outer ring of suburbs and blue-collar immigrant and minority groups have lived closer to the city center, our research shows that the forces of gentrification and minority and immigrant suburbanization have been turning the metropolitan area inside out. Specifically, young, usually white, professionals are increasingly located in and around the central city whereas many working-class minorities have shifted away from it. At the heart of this spatial reordering lie the diminishing plurality of native-born whites within the region and the increasing share of immigrant minority groups, especially for foreign-born Hispanics and Asians. This trend has lessened the share of white males in better occupations even as the region’s occupational structure slowly but inexorably tilts toward managerial and professional occupations. Technology is transforming white-collar work as blue-collar work continues to disappear. Dramatic shifts are thus afoot, yet inequality and segregation remain high. We argue that these changes in the spatial organization of the metropolitan area challenge us to see these inequalities from a new vantage point. As elites are now more likely to live among less advantaged groups, this may provide the social basis for new thinking.

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Guasti, Petra. "Same Same, but Different: Domestic Conditions of Illiberal Backlash Against Universal Rights in the Czech Republic and Slovakia." In Palgrave Studies in European Union Politics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54674-8_8.

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Abstract In recent years, mobilisation along the cultural dimension intensified in East-Central Europe. Conservative groups, the Catholic Church and the radical right, as well as radicalised mainstream politicians, are increasingly adopting the populist socially conservative rhetoric, blocking pro-universal rights legislation and running electoral campaigns on the rollback of universal rights. These dynamics are an integral part of the illiberal backlash which centres around the notion of sovereignty. It rejects demands for universal rights as foreign-forced on the country by the EU or CoE. Using historical institutionalism to compare domestic processes around minority rights in the Czech Republic and Slovakia, this chapter shows that the mechanics of the EU member states’ backlash against minority accommodation can be mainly attributed to the domestic actors. As a result of different domestic configurations, some European norms take root, while in other cases, domestic actors seek to prevent accommodation and rollback rights.

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Marat, Uraimov. "China’s Emerging Political and Economic Dominance in the OSCE Region." In Between Peace and Conflict in the East and the West. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77489-9_5.

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AbstractThe presence of China in the OSCE region is becoming resilient, particularly after Beijing began providing infrastructural loans to OSCE states. The size of the issued infrastructural loans in less developed economies is disproportionate to national economies, resulting in the borrowing countries becoming incapable of paying back the loans. In this chapter, I argue that China’s practices of infrastructural loans and China’s overall standing on minority issues and democratization contradicts the OSCE core principles and undermines OSCE integrity. To illustrate this, I use, first, the example of the promotion of non-democratic practices through non-transparent procurement, surveillance of civilians, and supply of police hardware for suppression and control of political dissidents (based on evidence from Eastern and Central Europe, and Central Asia) and, for the second example, I illustrate the violation of minority rights in re-education camps in the Xinjiang region (based on political and civic reaction from Central Asia), which Chinese authorities call “Vocational Education and Training Centers.” The first example helps to analyze how Chinese foreign loans contradict the democratic commitments of the borrowing countries. Chinese infrastructural loans promote non-democratic practices in borrowing countries through unfair, non-transparent procurement in infrastructural development projects. The Chinese side also provides surveillance systems and anti-protest police vehicles and ammunition which help to undermine individual rights and freedoms. The second example helps to analyze the reaction of Central Asian Muslim countries toward China’s treatment of kin-groups, namely the lack of critical reaction of CA states despite their OSCE-membership and commitment toward promotion of individual rights and freedoms (including freedom of faith). China has been providing infrastructural loans to most OSCE member states over the past two decades; and these member states have not officially responded to Chinese treatment of their own kin-groups, such as Kazakh, Kyrgyz, and Uyghur minorities—according to the OSCE core principles on minority rights. The OSCE core principles are categorized under the “human dimension” to ensure OSCE states’ “respect for individual rights and fundamental freedoms” and their commitment to “abide by the rule of law; promote principles of democracy; strengthen and protect democratic institutions” Yamamoto (2015). Most likely if there were no infrastructural loans from China, the OSCE countries under analysis would respond to Chinese domestic policy toward ethnic minorities critically. Most likely, by providing surveillance and police machinery, China tends to support the existing political regimes in borrowing countries and, by its non-transparent procurement, it does not encourage enforcement of laws.

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Youngreen, Reef, and Jay Byron. "Minority Influence, Status, and the Generation of Novel Ideas." In Advances in Group Processes. Emerald Group Publishing Limited, 2016. http://dx.doi.org/10.1108/s0882-614520160000033005.

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Conference papers on the topic "Minority Status Group"

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Soare, Ioanlaurian, and Mariacristina Munteanubanateanu. "MULTILINGUALISM AND MINORITY LANGUAGE TEACHING. BETWEEN TRADITION AND REVITALIZATION." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-130.

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Language variety (multilingualism) gains today more and more significance in our community. Children in their early school years have already access to different language sources. There is a friendly educational environment that allows further students fit into new practices whereas languages are able to help them (re)orienting their educational frame. In times past the rigid curriculum of the school system restricted language variety. The decision to exclude Low German (Niederdeutsch) in schools in the 19th century led to a partial extinction of the language and its dialects in Northern Germany nowadays, whereas miles away in South Europe the Basque language reshaped its ideological terrain and turned from a banned language in Franco's dictatorship (about 40 years ago) into a co-official regional language in nowadays Spain with an increasing number of speakers. This paper investigates firstly the status of a language as a minority/local/regional language in opposition to a dominant/national/official language, whereas denominations such as: minority or official languages need further explanations. In Ireland the Irish language has the status of an official language, on the other hand the number of people who declared they speak the language amounts to 6-7% in the whole population. This gives Irish both a minority and an official status, nevertheless: the name of a so called minority language can vary depending on region and tradition. Low German, also known as Nether German or Low Saxon (Niederdeutsch, Plattdeutsch, Nedersaksisch) is still competing for an official name. Whereas in Spain there is Euskera or el Vasco. Secondly, the paper analyses the role of two minority languages within the national educational system of Spain, France and Germany. The two languages are: the Basque language which is spoken in Northern Spain (more exactly in the Basque Country and northern Navarre) and France (in the French Basque Country), the second language is: Low German (spoken mainly in northern parts of Germany). Thirdly, the present paper concludes the fact that within a multilingual/bilingual/monolingual milieu of nowadays Europe a revitalization of a minority language can be achieved due to certain social mechanisms. There is the school system on one hand, then the tradition and identity values a certain group of people may perform and of course there are the authorities and the language policies they develop on the other hand. Accordingly, by means of a collaboration of these mechanisms a revitalization of the Basque language was possible in Spain, respectively because of a malfunction of these structures we notice a decline of Low German in Germany.

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Ghosh, Aditi. "Representations of the Self and the Others in a Multilingual City: Hindi Speakers in Kolkata." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-4.

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This study examines the attitudes and representations of a select group of Hindi mother tongue speakers residing in Kolkata. Hindi is one of the two official languages of India and Hindi mother tongue speakers are the numerically dominant language community in India, as per census. Further, due to historical, political and socio-cultural reasons, enormous importance is attached to the language, to the extent that there is a wide spread misrepresentation of the language as the national language of India. In this way, speakers of Hindi by no means form a minority in Indian contexts. However, as India is an extremely multilingual and diverse country, in many areas of the country other language speakers outnumber Hindi speakers, and in different states other languages have prestige, greater functional value and locally official status as well. Kolkata is one of such places, as the capital of West Bengal, a state where Bengali is the official language, and where Bengali is the most widely spoken mother tongue. Hindi mother tongue speakers, therefore, are not the dominant majority here, however, their language still carries the symbolic load of a representative language of India. In this context, this study examines the opinions and attitudes of a section of long term residents of Kolkata whose mother tongue is Hindi. The data used in this paper is derived from a large scale survey conducted in Kolkata which included 153 Hindi speakers. The objective of the study is to elicit, through a structured interview, their attitudes towards their own language and community, and towards the other languages and communities in Kolkata, and to examine how they represent and construct the various communities in their responses. The study adopts qualitative methods of analysis. The analysis shows that though there is largely an overt representation of harmony, there are indications of how the socio-cultural symbolic values attached to different languages are also extended to its speakers creating subtle social distances among language communities.

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Vlašković, Veljko. "OSVRT NA PRAVO DETETA IZ MANjINSKE ZAJEDNICE DA SE OBRAZUJE NA SVOM JEZIKU." In XVIII Majsko savetovanje. University of Kragujevac, Faculty of Law, 2022. http://dx.doi.org/10.46793/xviiimajsko.779v.

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The right of a child from a minority group to education in her/his own language is a narrower expression of the right to education in general, but also an extremely important segment of the cultural identity of the child, his parents and the community to which the child belongs. Such content of this right may lead to tensions and conflicts between the general goals of education and the need to protect the collective interests of minority groups, which may mean their survival. Thus, on the one hand, the right to education is an individual right of the child that aims to enable the development of the child's full potential while striving to provide every child with equal opportunities to access appropriate services and content of education. On the other hand, education in the language of a minority community serves to preserve the identity of the child and his or her parents. It is up to the states to enable a kind of coexistence of these values and goals within the limits of their greatest available resources, while respecting all other rights of the child. In that case, the child right to be educated in her/his own language becomes an additional quality that can improve the holistic development of a particular child.

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Pusztai, Gabriella, and Zsuzsanna Márkus. "Hungarian ethnic minority higher education students in different countries of Central Europe." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8385.

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There are about 3 million Hungarians living as a minority outside Hungary in 7 countries of Central Europe. In some of those countries they still live in a nearly homogeneous block, whereas in others they live in diaspora. Their access to education in their mother tongue also differs. Our research covered the Hungarian institutions of higher education in the four countries with largest Hungarian minority groups, and we undertook a comparative study of their students. For our investigation we compared the families’ social status. We used data on 1739 students from 13 institutions. We concluded that indigenous Hungarian minority students did not produce homogeneous results in the categories that were examined, which led us to the discovery of important differences.

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Steinbach, Theresa, James White, and Linda Knight. "Encouraging Minority Enrollment in IT Degree Programs through Participatory Organizations." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2576.

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Worldwide demand for qualified IT workers has employers exploring under-represented segments of the workforce. The percentage of women IT workers is not keeping pace with the growth of the industry. Minority populations, which are country specific, are also under-represented segments. This paper focuses on three significant minority segments in the United States: women, African Americans and Hispanic Americans. Studies have shown that increasing the number of these three groups enrolled in university computer science programs can help ease the shortage of qualified IT workers. One approach to attract and retain these students is to encourage the use of participatory organizations. This paper traces the initial efforts of one university to retain these segments through student-led chapters of the Association for Computing Machinery - Women, National Society of Black Engineers and Society of Hispanic Professional Engineers. Critical success factors are identified for use by other universities interested in initiating similar programs.

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"Addressing Information Literacy and the Digital Divide in Higher Education." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4041.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] The digital divide and educational inequalities remain a significant societal prob-lem in the United States impacting low income, first-generation, and minority learners. Accordingly, institutions of higher education are challenged to meet the needs of students with varying levels of technological readiness with deficiencies in information and digital literacy shown to be a hindrance to student success. This paper documents the efforts of a mid-Atlantic minority-serving institution as it seeks to assess and address the digital and information literacy skills of underserved students Background: A number of years ago, a historically Black university located in Maryland devel-oped an institutional commitment to the digital and information literacy of their students. These efforts have included adoption of an international digital literacy certification exam used as a placement test for incoming freshmen; creation of a Center for Student Technology Certification and Training; course redesign to be performance based with the incorporation of a simulation system, eportfolios, Webquests, a skills building partnership with the University library; pre and post testing to measure the efficacy of a targeted computer applications course taught to business and STEM majors; and student perception surveys Methodology: In 2017, pre and post testing of students in enrolled in core computer applications courses were conducted using the IC3 test administered during the second and fifteenth week of the academic terms. These scores were compared in order to measure degree of change. Additionally, post test scores were assessed against five years of the scores from the same test used as a placement for incoming freshmen. A student perception survey was also administered. The survey included a combination of dichotomous, Likert-scaled, and ranking questions with descriptive statistical analyses performed on the data. The results were used to test four hypotheses. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports as being under-prepared for academic success. Unfortunately, there is a paucity of current studies examining the information and technological readiness of students enrolling at minority serving institutions. This paper is timely and relevant and helps to extend our discourse on the digital divide and technological readiness as it impacts higher education. Additionally, this paper also marks a valuable contribution to the literature by examining the efficacy of computer applications courses in higher education with Generation Z learners Findings: The digital divide is a serious concern for higher education especially as schools seek to increasingly reach out to underserved populations. In particular, the results of this study show that students attending a minority serving institution who are primarily first generation learners do not come to college with the technology skills needed for academic success. Pre and post testing of students as well as responses to survey questions have proven the efficacy of computer applications courses at building the technology skills of students. These courses are viewed overwhelmingly positive by students with respondents reporting that they are a necessary part of the college experience that benefits them academically and professionally. Use of an online simulated learning and assessment system with immediate automated feedback and remediation was also found to be particularly effective at building the computer and information literacy skills of students. Recommendations for Practitioners: Institutions of higher education should invest in a thorough examination of the information and technology literacy skills, needs, and perceptions of students both coming into the institution as well as following course completion. Recommendation for Researchers: This research should be expanded to more minority serving institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: The results of this research should shed light on a problem that desperately needs to be addressed by institutions of higher education which is the realities of the digital divide and the underpreparedness of entering college students in particular those who are from low income, first generation, and minority groups Future Research: A detailed quantitative survey study is being conducted that seeks to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations with respect to a range of currently relevant technologies

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Sutter, Claudia C., Mary Tucker, Karen Givvin, and Chris S. Hulleman. "How much students value an introductory statistics course, how value levels change across the term, and how they predict learning." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.nrube.

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Motivational processes are a promising avenue for addressing concerns related to interest, persistence, engagement, and learning in STEM courses. We examined changes in utility value in an introductory statistics course overall, by sex and underrepresented racial minority (URM) and tested the relationship between utility value and learning. Data were collected from 810 students, including their perceived utility value of the course, quiz scores, and course grades. Utility value declined from the beginning to the middle of the course. Significant differences were found by URM status, but not by sex. While URM students continued to experience a decline towards the end of the course, White and Asian students did not. Students’ utility value (t3) and their formative assessments (t2 and t3) predicted their final grade. The findings highlight the need for a deeper understanding of short-term relationships between motivation, learning, and performance as well as the ongoing concern for underrepresented groups in STEM.

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Broadnax, Pier A. "African American Nurse’s Hesitancy to Obtain COVID-19 Vaccinations." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.7.

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It has been over a year since the first laboratory-confirmed case of the Coronavirus -19 disease (COVID-19) was detected in the United States. Since then, according to the Kaiser Family Foundation, there have been over 31, 023,000 citizens diagnosed with the disease, resulting in over 560,315 deaths. Although the rate of citizens being diagnosed with the virus as well as the number of deaths has slowed down since the use of the vaccine, there are still concerns regarding sections of communities and various minority groups who are resistant to obtaining the vaccines. Vaccines first became available in November 2020 in response to this pandemic, but distribution issues and problems with compliance soon became evident and demonstrated an extreme gap in health disparities. As of March 31, 2021, the Kaiser Family Foundation reported that in the District of Columbia, African Americans (AA) make up 46% of the population but 45% of the infected cases as compared to whites who make up 31% of the population but only 26% of the infected cases. Anecdotally, it has been reported that AA nurses are hesitant to obtain the COVID-19 vaccine for a variety of reasons, including fear and mistrust of the medical community. The purpose of this pilot study was to survey a small group of AA nurses to refine a tool that will be used to obtain information on factors contributing to their hesitancy to obtain the COVID-19 vaccination. A secondary purpose is to create educational tools that would be effective in developing messages targeting the concerns of African American nurses.

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Nguyen Thi, Nhung, and Minh Thu Nguyen Thi. "Television in the Tay-Nung Language in Vietnam." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-2.

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Broadcasting and television are two popular types of media, with more audience than other types of media in Viet Nam today. Tay-Nung is a common language of two ethnic groups with the largest population of ethnic minorities in Viet Nam. Research on broadcasting and television in the Tay-Nung language is importance research, involving both journalism and the science of language. On the basis of surveys on the state of broadcasting in Tay-Nung language and the attitude, needs and aspirations of the Tay and Nung ethnicity on this activity, this article aims to describe and evaluate the current status of broadcasting in the Tay-Nung language, thereby proposing ways and means to improve the efficiency and effectiveness of broadcasting in Tay- Nung language. The main methods used in this study are a scientific observation method, a sociological survey method (interviews, discussions, investigation by questionnaires), method of description (analytical, statistical, classification, systematization) and a comparison method. Research data is collected from relevant documents and from the use of sociological survey methods. The subject of the article is the broadcast in Tay-Nung language activities in Viet Nam at present. This subject is considered in the following aspects; the places, the levels of broadcasting and television; the choice and use of language / dialect; attitude, needs and aspirations of the recipients, and some ways and solutions to be implemented. Research results of the project will help the Ministry of Information and Communication, in radio and television, to develop specific suggestions on the choice of type and level of communication. At the same time, the Viet Nam has also suggested the development of policies related to communication in ethnic minority languages. Raising the effectiveness of broadcasting in the Tay-Nung language will contribute to the preservation of language and culture; will improve quality of life for the Tay and Nung ethnicity and will contribute to sustainable development of nations in the renewal period. The work will inform work by the State, the Ministry of Information and Communication, should the State and the Ministry of Information and Communications pay attention to this timely guidance. Results will contribute to studies on communication in ethnic minority languages in Viet Nam or on communication in Tày Nùng in Southeast Asia.

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A. Buzzetto-Hollywood, Nicole. "Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4774.

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Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a stu-dent satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 161-172. Click DOWNLOAD PDF to download the published paper. ***

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Reports on the topic "Minority Status Group"

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Kakai, Solaf Muhammed Amin. Women in Iraq's Kakai Minority: the Gender Dimensions of a Struggle for Identity. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/creid.2022.006.

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This CREID Policy Briefing provides recommendations to address the marginalisation, discrimination and exclusion faced by Kakai women in Iraq. Members of the Kakai minority have faced discrimination and marginalisation during many different periods of the Iraqi state. Prior to the US occupation of Iraq in 2003, Kakais were deported to other regions as part of a government drive to alter the demographics of Kurdish majority areas. After 2003, the Kakais faced oppression as a minority group during a long period of sectarian fighting. This oppression continued with the Islamic State (ISIS) terrorist attack on Iraq in 2014. The marginalisation of the Kakais is exacerbated by a lack of legal recognition and differing views over their minority status.

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Sribniak, Olha. Native Others: What Implications Does the Law on Indigenous Peoples Have for Ukraine’s Indigenous Population? European Centre for Minority Issues, 2021. http://dx.doi.org/10.53779/hdbb5593.

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In July 2021, the Ukrainian Parliament adopted a Law on Indigenous Peoples. It provides a framework for the protection of the rights of the indigenous peoples of the Crimean Peninsula, namely Crimean Tatars, Karaites and Krymchaks, and excludes Mariupol Greeks as a minority potentially qualifying for the status of the fourth indigenous group residing outside of Crimea. What was the general context of the adoption of the Law? What rights does it envisage? And what could the Law potentially bring to the recognized indigenous peoples? This blog post attempts to answer these questions.

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Schmidt-Sane, Megan, Elizabeth Benninger, Tabitha Hrynick, and Santiago Ripoll. Youth COVID-19 Vaccine Engagement in Cleveland, Ohio, United States. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/ids.2022.040.

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Despite overall progress in COVID-19 vaccination rates in Cleveland, vaccine inequity persists as young people from minority communities are often less likely to be vaccinated. COVID-19 vaccine hesitancy is not just an issue of misinformation or lack of information. Vaccine hesitancy among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among minority youth (ages 12-18) in Cleveland, Ohio. While public discourse may label young people as “vaccine hesitant,” we found that there were hesitation differences based on social location and place. We found the greatest vaccine hesitancy among older youth (15+ years old), particularly those from minoritized communities. Unvaccinated youth were also more likely to be from families and friend groups that were unvaccinated. While some expressed distrust of the vaccines, others reported that COVID-19 prevention was not a priority in their lives. Instead, concerns over food security, livelihood, and education take precedence. Minority youth were more likely to report negative experiences with authorities, including teachers at their schools and police in their communities. Our findings demonstrate that COVID-19 vaccine hesitancy is embedded in a context that drives relationships of mistrust between minority communities and authorities, with implications for COVID-19 vaccine uptake. Young people’s attitudes toward vaccines are further patterned by experiences within their community, school, family, and friend groups.

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Schmidt-Sane, Megan, Tabitha Hrynick, Southall Community Alliance SCA, Charlie Forgacz-Cooper, and Steve Curtis. Youth COVID-19 Vaccine Engagement in Ealing, London, United Kingdom. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/ids.2022.039.

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Despite progress in COVID-19 vaccination rates overall in Ealing, vaccine inequity persists as young people from minority communities are often less likely to be vaccinated. COVID-19 ‘vaccine hesitancy’ is not just an issue of misinformation or lack of information. ‘Vaccine hesitancy’ among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among minority youth (from ages 12-19) in the London borough of Ealing. While public discourse may label young people as “vaccine hesitant,” we found that there were differences based on social location and place. We found the greatest vaccine refusal among older youth (15+ years old), which in the context of this study were from minoritised communities who have experienced deprivation across the life course. Unvaccinated youth were also more likely to be from families and friend groups that were unvaccinated. While some expressed distrust of the vaccines, others reported that COVID-19 prevention was not a priority in their lives, but instead concerns over food security, livelihood, and education take precedence. Minoritised youth were more likely to report negative experiences with authorities, including teachers at their schools and police in their communities. Our findings demonstrate that COVID-19 vaccine hesitancy is embedded in a context that drives relationships of mistrust between minority communities and authorities, with implications for COVID-19 vaccine uptake. Young people’s attitudes toward vaccines are further patterned by experiences within their community, school, family, and friend groups.

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Schmidt-Sane, Megan, Tabitha Hrynick, Elizabeth Benninger, Janet McGrath, and Santiago Ripoll. The COVID-19 YPAR Project: Youth Participatory Action Research (YPAR) to Explore the Context of Ethnic Minority Youth Responses to COVID-19 Vaccines in the United States and United Kingdom. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/ids.2022.072.

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Despite progress in COVID-19 vaccination rates overall in the US and UK, vaccine inequity persists as young people from minoritised and/or deprived communities are often less likely to be vaccinated. COVID-19 ‘vaccine hesitancy’ is not just an issue of misinformation or lack of information. ‘Vaccine hesitancy’ among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among young people (ages 12-18) in Cleveland, Ohio, US and the London borough of Ealing, UK. Whilst public discourse may label young people as ‘vaccine hesitant,’ we found that there were differences based on social location and place and this labelling may portray young people as ‘ignorant.’ We found the greatest vaccine hesitancy among older youth (15+ years old), particularly those from minoritised and deprived communities. Unvaccinated youth were also more likely to be from families and friend groups that were unvaccinated. While some expressed distrust of the vaccines, others reported that COVID-19 prevention was not a priority in their lives, but instead concerns over food security, livelihood, and education take precedence. Minoritised youth were more likely to report negative experiences with authorities, including teachers at their schools and police in their communities. Our findings demonstrate that COVID-19 vaccine hesitancy is embedded in a context that drives relationships of mistrust between minoritised and deprived communities and the state, with implications for COVID-19 vaccine uptake. Young people’s attitudes toward vaccines are further patterned by experiences within their community, school, family, and friend groups.

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Schulte, Jillian, Megan Schmidt-Sane, Elizabeth Benninger, Tabitha Hrynick, and Santiago Ripoll. COVID-19 Vaccine Hesitancy among Minoritised Youth in Cleveland, Ohio, United States. SSHAP, 2022. http://dx.doi.org/10.19088/sshap.2022.009.

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Despite progress in COVID-19 vaccination rates overall in Cleveland, vaccine inequity persists as young people from minoritised communities are often less likely to be vaccinated. Despite being over-represented in COVID-19 case counts and fatalities, Black residents were under-represented in COVID-19 vaccination during the first year and half of the pandemic. In Ohio, while roughly 60% of Cuyahoga County residents are fully vaccinated, just 45% of Cleveland residents are fully vaccinated. Lower-income, majority Black, east side neighbourhoods have markedly lower vaccination rates compared to higher-income, mostly white neighbourhoods. Young people ages 16-40 became eligible for the COVID-19 vaccine on March 29th, 2021, and individuals aged 12 and above were able to get vaccinated from May 2021 onward. However, large disparities exist based age, race, and zip code. This brief illustrates underlying reasons shaping COVID-19 vaccine attitudes among minority (especially Black and Latinx) youth (ages 12-18) and offers key considerations for how young people can be better engaged within Cleveland, Ohio. This brief is based on research, including in-depth interviews and focus group discussions with 61 young people across 16 neighbourhoods through a Youth Participatory Action Research (YPAR) approach in Cleveland to contextualise youth perspectives of COVID-19 vaccination and highlight areas of hesitancy and confidence. In this brief, we share findings from the study and key considerations for addressing youth ‘vaccine hesitancy’ around the COVID-19 vaccine are presented. This brief was authored by Jillian Schulte (Case Western Reserve University), Megan Schmidt-Sane (IDS), Elizabeth Benninger (Cleveland State University), Tabitha Hrynick (IDS), and Santiago Ripoll (IDS), and includes contributions from Elizabeth Davies (Cleveland State University), Diane Mastnardo, Brenda Pryor (MyCom), Brinda Athreya (Case Western Reserve University), Ivis Maldonado (MyCom) and reviews from Elizabeth Storer (LSE) and Annie Wilkinson (IDS). The research was funded through the British Academy COVID-19 Recovery: USA and UK fund (CRUSA210022). Research was based at the Institute of Development Studies. This brief is the responsibility of SSHAP.

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Pickard, Justin, Shilpi Srivastava, Mihir R. Bhatt, and Lyla Mehta. SSHAP In-Focus: COVID-19, Uncertainty, Vulnerability and Recovery in India. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/sshap.2021.011.

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This paper addresses COVID-19 in India, looking at how the interplay of inequality, vulnerability, and the pandemic has compounded uncertainties for poor and marginalised groups, leading to insecurity, stigma and a severe loss of livelihoods. A strict government lockdown destroyed the incomes of farmers and urban informal workers and triggered an exodus of migrant workers from Indian cities, a mass movement which placed additional pressures on the country's rural communities. Elsewhere in the country, lockdown restrictions and pandemic response have coincided with heatwaves, floods and cyclones, impeding disaster response and relief. At the same time, the pandemic has been politicised to target minority groups (such as Muslims, Dalits), suppress dissent, and undermine constitutional values. The paper focuses on how COVID-19 has intersected with and multiplied existing uncertainties faced by different vulnerable groups and communities in India who have remained largely invisible in India's development story. With the biggest challenge for government now being to mitigate the further fall of millions of people into extreme poverty, the brief also reflects on pathways for recovery and transformation, including opportunities for rural revival, inclusive welfare, and community response. This brief is based on a review of existing published and grey literature, and 23 interviews with experts and practitioners from 12 states in India, including representation from domestic and international NGOs, and local civil society organisations. It was developed for the Social Science in Humanitarian Action Platform (SSHAP) by Justin Pickard, Shilpi Srivastava, Lyla Mehta (IDS), and Mihir R. Bhatt. Some of the cases draw on ongoing research of the TAPESTRY project, which explores bottom-up transformations in marginal environments across India and Bangladesh.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.

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2016 Small Business Credit Survey: Report on Microbusinesses. Federal Reserve Bank of Cleveland, 2017. http://dx.doi.org/10.55350/sbcs-20171129.

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This report is one in a series based on the findings of the 2016 Small Business Credit Survey (SBCS), a national collaboration of the Community Development Offices of the 12 Federal Reserve Banks. As a supplement to the Report on Employer Firms released in April 2017, this Report on Microbusinesses details findings on the financing experiences and outcomes of the smallest firms in the United States, including the self-employed. Microbusinesses account for about 9 in 10 firms and about 34.9 million jobs in the United States. These firms, therefore, play a vital role in the nation's economy. Furthermore, microbusinesses provide important economic opportunities for both women and minority business owners. Still, relatively little is known about the performance and financing needs of these small businesses. The SBCS gathers timely insight to help address gaps in researchers' and policymakers' understanding of the experiences of this important segment of businesses. This report compares the survey findings for three groups of small firms represented in the SBCS sample: 1.) Non-employers – firms with no employees other than the business owner(s); 2.) Small employers – firms with one to four employees; 3.) Larger employers – firms with 5 to 499 employees; 4.) For purposes of this report, non-employers and small employers are collectively referred to as microbusinesses.

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