Academic literature on the topic 'Social sciences education|Gender studies|Hispanic American studies'

While research increasingly examines the intersection of gender and race/ethnicity in science and engineering, not much is known regarding how they work together to affect career outcomes. This article examines gender earnings gaps among academic scientists and engineers by race/ethnicity. Using data from National Science Foundation’s Survey of Doctorate Recipients (2003, 2006, 2008, 2010, and 2013), I find that White women earned less than their male counterparts in 2003 and 2006, but the earnings gap closed over time. African American women did not earn less than their male counterparts in any year. Asian American women earned less only in 2013 (due to the high income of Asian American men), and Hispanic women earned less only in 2010 (due to their low income relative to other groups). The findings of relative improvement in gender earnings equality are analyzed in the context of disadvantages women face in other aspects of their careers.

This article examines photographs taken of American public school classes between the 1880's and the 1940's. Most of the images were found in two virtual archives: The American Memory site at the Library of Congress and The National Archives and Record Center. These very large photograph collections were searched for representations of race, gender, and physical ability. The photographs were compared and contrasted and analyzed for elements of hidden curricula using techniques drawn from the social sciences and humanities. It was found that these large photo collections have significant gaps and historical amnesias. Collections made under conditions of racial segregation are themselves segregated and continue to reproduce images of hierarchy and dominance. To the extent these sites function as important resources for teachers and students searching for primary source documents for history and social studies projects, the archives convey significantly biased views of the history of education and minority groups in America.

Although computing occupations have some of the greatest projected growth rates, there remains a deficit of graduates in these fields. The struggle to engage enough students to meet demands is particularly pronounced for groups already underrepresented in computing, specifically, individuals that self-identify as a woman, or as Black, Hispanic/Latinx, or Native American. Prior studies have begun to examine issues surrounding engagement and retention, but more understanding is needed to close the gap, and to broaden participation. In this research, we provide quantitative evidence from the Multiple-Institution Database for Investigating Engineering Longitudinal Development—a longitudinal, multi-institutional database to describe participation trends of marginalized groups in computer science. Using descriptive statistics, we present the enrollment and graduation rates for those situated at the intersection of race/ethnicity and gender between 1987 and 2018. In this work, we observed periods of significant flux for Black men and women, and White women in particular, and consistently low participation of Hispanic/Latinx and Native American men and women, and Asian women. To provide framing for the evident peaks and valleys in participation, we applied historical context analysis to describe the political, economic, and social factors and events that may have impacted each group. These results put a spotlight on populations largely overlooked in statistical work and have the potential to inform educators, administrators, and researchers about how enrollments and graduation rates have changed over time in computing fields. In addition, they offer insight into potential causes for the vicissitudes, to encourage more equal access for all students going forward.

Colleges are working to study and address sexual assault (SA) and dating violence (DV) on campus. This quantitative systematic review assessed 196 studies of SA and DV to evaluate if the literature fully reflects the demographics of American higher education. Results show disproportionate representation in the populations and settings in which research is occurring. No studies occurred at associates/2-year institutions, and participants are substantially younger and whiter than American college students overall. Education and prevention efforts that do not take into account the bias in these studies may exacerbate intersectional barriers for students.

Males have been the dominant focus of sports participation in America since the 19th century. Serious examination of women’s participation in sports did not begin to receive substantial treatment until the early 1970s, when social and legal forces led to the enactment of Title IX of the 1972 Education Amendments to the Civil Rights Act of 1964. The purpose of the present study is to address the question of whether Black and White women have benefited equally from Title IX by (a) examining Post–Title IX trends in Black and White females’ sport participation in high school and college, using data from national longitudinal surveys; (b) assessing the effect of race on sport participation opportunities for high school girls based on these data:, and (c) examining legal cases involving Title IX to assess the extent to which legal challenges have improved access to and participation of Black women in sports relative to their White female counterparts. The findings of the current study reveal that this benefit has not been shared equally by White and African American females. High schools attended by African American females do not offer the same range of sports as those available in schools attended by White females.

This article examines the career of Annie Mae Kenion who worked as a Jeanes teacher and supervisor of African American schools for more than 40 years. Strict racial segregation and disenfranchisement was the order of the day throughout most of her career, forcing her to negotiate the system gingerly in order to serve children. Kenion’s professional life illustrates an unyielding love of learning and the stark connection between education and the African American struggle against oppression.

Biracial Americans constitute a larger portion of the U.S. population than is often acknowledged. According to the U.S. Census, 8.4 million people or 2.6% of the population identified with two or more racial origins in 2016. Arguably, these numbers are misleading considering extensive occurrences of interracial pairings between Whites and minority racial groups throughout U.S. history. Many theorists posit that the hypodescent principle of colorism, colloquially known as “the one drop rule,” has influenced American racial socialization in such a way that numerous individuals primarily identify with one racial group despite having parents from two different racial backgrounds. While much of social science literature examines the racial identification processes of biracial Americans who identify with their minority heritage, this article focuses on contextual factors such as family income, neighborhood, religion, and gender that influence the decision for otherwise African/Asian/Latino/Native Americans to identify as White.

Purpose: The U.S. Hispanic population is on the rise and will continue to be an important thread in the fabric of American society as a whole. However, in the midst of this burgeoning group lies its male subpopulation which faces its own unique challenges. One outlet that has demonstrated success for minorities is mentoring. Mentoring can provide Hispanic males with numerous benefits in a social exchange paradigm. Unfortunately the majority of mentoring research has focused solely on the perspective of the protege, thus leaving mentor perceptions, particularly those of Hispanic males, unexplored. The purpose of this qualitative phenomenological study sought to describe how participation in formal mentoring programs for youth impacted the dynamics of social exchange for Hispanic male mentors in the Coachella Valley. Methodology: This phenomenological qualitative study collected data via in-depth interviews of 14 Hispanic male mentors residing in the Coachella Valley region of Southern California. An interview script provided semistructured questions influenced by the framework of social exchange. Respondents were digitally recorded, and transcripts were reviewed. Triangulation included transcripts and artifacts. Findings: Five major themes emerged from the data to include (a) mentoring expectations and experiences, (b) perceived mentoring benefits, (c) the value of mentoring, (d) barriers to mentoring, and (e) the impact of Hispanic culture in mentoring relationships, all of which described how participation in formal mentoring programs impacted the social exchange dynamics for Hispanic male mentors in the Coachella Valley. Conclusions: The data and findings from this study concluded that: (a) Hispanic males set high expectations for themselves as mentors, (b) mentoring provides a positive outlet for the social development of Hispanic males, (c) mentoring can provide personal and professional development benefits for Hispanic male mentors, (d) previous mentoring experience of any kind promotes the value of mentoring and increased participation of Hispanic males, and lastly, (e) the sharing of Hispanic culture can strengthen mentoring relationships for Hispanic males. Recommendations: Further research is recommended to include expanding the study to all mentoring programs in the state of California as well as informal mentorships; replication of the study using a quantitative method; analyzing the impact of ?healing circles? on the mental health outlook of Hispanic male mentors; and investigating the effects of mentoring on their career development as well as their definition of ?success as a male.?

This study examines the development of first-generation African American and Latino college students' sociopolitical consciousness in the context of their learning of sociology as a component of their liberal education studies. Given the paucity of research on how college students develop sociopolitical consciousness, this study addresses: (1) the nature of first-generation undergraduate African American and Latino students' sociopolitical consciousness at point of entry to college-level study of introductory sociology, (2) college students' sociopolitical consciousness prior to (or early in) their interaction with sociological ideas, (3) changes that may occur in these students' sociopolitical consciousness as they interact with sociological ideas, (4) classroom activities that may be related to changes experienced by the students, and (5) acts, reflective of sociopolitical consciousness, in which the students engage.

Conducted at an urban university with high racial and ethnic diversity, the study featured documentation and analysis of 18 focal students' learning in two sections of a sociology class. The study relies on interviews with the focal students about their learning and thinking in and out of class, interviews with instructors and administrators, class observations, analysis of students' written work and other class materials including textbooks, and review of institutional and curricular documents.

Study findings portray undergraduates' sociopolitical consciousness as comprised of awareness and understanding of sociopolitical forces. Students' awareness and understanding may vary by degree (amount of) and topic. College students enter the classroom already in possession of some sociopolitical consciousness which may be viewed as part of their prior knowledge. Study findings indicate that students' sociopolitical consciousness intensifies and at times is transformed as students encounter sociological subject matter. Two aspects of the classroom may contribute to developing undergraduates' sociopolitical consciousness: (1) in-class discussions and (2) professors offering examples during their teaching relevant to students' interests. The study suggests that students' acts of analysis and/or critique, and their acts of involvement, can contribute to their sociopolitical capacity—an amalgamation of consciousness and acts. Implications and ideas for future research follow.

Even though women who have been abandoned by their fathers at a young age are more likely to exhibit destructive behaviors as adults, there are cases in which women develop new social skills and become successful at building new relationships (Stolberg, Complair & Wells, 1987). The main purpose for this phenomenological research wasto understand the shared experiences of Hispanic women who were abandoned by their fathers at a young age and explore their conflict management skills. This research wasguided by the following research question: What are the lived experiences of Hispanic women who were abandoned by their fathers before the age of seven? Through conducting and analyzing phenomenological interviews with 25 participants and using the lenses of attachment theory, social construct and phenomenology, this research will contribute to scholarshipin different arenas. Findings of this research used the participant?s shared recommendations and suggestions as a means for discussion to help women who were abandoned as children prevent and cope with conflict effectively. Finally,this research will help social scientists understand whether being abandoned by a father at a young age has any effects in a Hispanic woman?s conflict resolution skills.

Hispanics continue to be the fastest growing minority population in the Nation. According to U.S. Census Bureau (2011; 2008)., the Hispanic or Latino population was 16.3 percent in 2010 and is projected to be over 30 percent in 2050. However, only 3.6% of the RN population is Hispanic indicating an unrealistic representation of today's diversity in nursing (U.S Department of Health and Human Services, 2010). The purpose of this qualitative study was to explore and better understand how Hispanic nurses perceive their community college associate degree in nursing (ADN) program experience. More specifically, this study described, analyzed, and interpreted the experiences of Hispanic nurses with an emphasis on retention. Using a phenomenology approach, six Hispanic nurses who completed an ADN program interviewed separately. Sources of data included audio-recorded interviews, note-taking, and written journals. Data analysis followed Moustakas' modification of the Van Kaam method of phenomenological data. Four common themes emerged from data: financial challenges, fear of failing, supports and supporters, and role model. Findings from this study contributed to a deeper understanding of the way in which Hispanic nurses have perceived their educational experiences and how those experiences have influenced their beliefs and practices overall. The findings offer data to researchers who are addressing the epidemic problem of the nursing shortage and the lack of diversity in the nursing profession.

This study explores African American women elementary school principals and how their race and gender impact their decision-making practices as they relate to suspension. Principals are faced with deciding how to implement a variety of policies, including curriculum and instruction, student safety and other district initiatives. Special attention is given to suspension because it impacts the average daily attendance funds that schools receive, and if students are not attending school due to suspension, their academic achievement suffers. In addition, there is an increasing national rate of suspension (Ferges, E. & Noguera, P, 2010) that is leading to heightened responsibilities as it relates to discipline. Sacramento County in California was selected as the site of this study due to its diverse population of elementary students. The research question for this study was: How does the intersection of race and gender impact the decisions related to suspensions for African American women elementary school principals? The theoretical framework used to answer this question is Black Feminist Thought (Collins, 2000). Through in-depth interviews, the women revealed how double consciousness and the dual oppression of race and gender impacted their decisions regarding suspension. Black feminist thought focuses on the marginalized status of African American women and places their experiences at the center of the discourse. With this in mind, the data yielded findings in the following areas 1) race, 2) race and gender, 3) suspension, 4) networking, and 5) mentoring. The intent of this study was to contribute to the field by researching African American women elementary school principals. The focus of suspension practices was selected because of the troubling relationship between academic achievement and suspension. The discourse on African American women in educational leadership has historically been silent, as both a gendered and racialized group (Dillard, 1995). This study attempted to expand the majority of research literature on educational leadership, which has primarily focused on the experiences of White men and women (Bell & Chase, 1993). In addition, this study contributes to suspension scholarship as it considers the elementary school context and the role of race and gender in suspension decisions.

The research examines the perspectives of male Hispanic students as to why they were not academically achieving in a selected continuation high school. The study used a qualitative research design by interviewing seven male Hispanic students for the study. The researcher was able to gather enough data from the students to develop an understanding as to why the students were not academically achieving in the selected continuation high school. The study examined some important ingredients that could help students succeed in continuation high school. It highlights the importance of good teaching strategies and caring teachers who have the temperament, ability, and sensitivity to work with students who are at risk of failing. It also highlights the need for school administrators to create a positive school culture based on trust and respect.

The purpose of this qualitative research guided by resilience theory was to investigate the experiences of four Black women senior student affairs administrators at predominantly White institutions in order to understand the strategies for success that led to their advancement to senior level positions. Participants included four deans of students and/or vice presidents for student affairs (reporting directly to the president of the institution) at four-year small private predominantly White institutions (enrollment under 5,000). The participants' recounted experiences of tokenism, perceptions of the appearance, perceptions of communication styles, and inequitable compensation. They also reported support systems such as mentors, giving back, and spirituality that influence their thoughts, actions, reactions, decisions, and motivation to continue in the field, in their position, and ultimately in higher education. The implications of the study encourages institutions to provide funding, personnel resources, and training for all employees as well as encourages current Black women administrators to discuss their professional experiences to continue to inform scholarship and practice.

The purpose of this study was to analyze the impact of the socioeconomic factors of parent education level and family income on the academic achievement of students of Hispanic and white ethnicities. Scaled scores from the 2009 administration of the California Standards Tests in English language arts and mathematics and matched demographic information for 18,000 second through fifth grade students from six school districts in the San Joaquin Valley constituted the data source for this study. Multiple regressions were the primary statistical test used to analyze the data. The results showed a statistically significant gap in achievement between Hispanic and white students. After correcting for socioeconomic status and students of limited English proficiency, a residual achievement gap of roughly 0.1 of a standard deviation remained between white and Hispanic students. Further analysis showed no gap at low socioeconomic levels and a widening discrepancy in scores with increasing family income and parental education levels. These results may be indicative of differential expectations for white and Hispanic students. Additional testing for the effects of school-wide variables found a small negative impact on student achievement for schools with high average parental education levels, possibly caused by stronger interventions at schools with low average parental education.

Thesis (Ph.D.)--Antioch University, 2008.
Title from PDF t.p. (viewed March 26, 2010). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2008."--from the title page. Includes bibliographical references (p. 147-153).

The sixth chapter analyzes theological schools that realigned themselves with the modern research university. Several narratives are explored: the struggle between Thomas Jefferson’s University of Virginia and seminary founders like John Holt Rice; the influence of the German university through immigrants like Phillip Schaff and theologians who studied abroad; the pragmatic adaptation of the German encyclopedia for organizing theological studies; the impact of the American university’s pragmatism, social sciences, and social reform on seminaries; and the influence of progressive education and the religious education movement on theological schools. University Divinity schools led this movement, especially the University of Chicago built by William Rainey Harper, but a number of independent schools, like Union Theological Seminary in New York, sought such realignment as “theological universities.” This realignment of theological schools had significant benefits, as it increased elective studies, developed specialized fields of ministry, and brought the social sciences to theological education. However, the realignment had unforeseen problems as it widened the gap between academics and those of professional practice; distanced faculty from interdisciplinary work and church leadership; replaced the Bible as a unifying discipline with “the scientific method”; and replaced the integrative role of oral pedagogies with scholarly lectures and the research seminar.

Social Studies as a subject was introduced in several countries to meet certain specific needs and aspirations of the people. In Britain for instance, Social Studies was introduced into the school curriculum after the first and second world wars, as a panacea for social problems (Edinyang & Ubi, 2013). While in America, Social Studies was introduced with the intent of social competency and citizenship education (Adeshina, 2013, 2010). Social Studies is called different names in different countries, such as cultural studies, oriental studies, environmental education/studies, citizenship education or social science (Amos, 2014). In this chapter Social Studies in Nigeria is discussed with a focus on teacher education and professional development.

The issue of the underrepresentation of women in the information technology workforce has been the subject of a number of studies and the gender gap was an issue when the digital divide dominated discourse about women’s and minority groups’ use of the Internet However, a broader view is needed. That perspective would include the relation of women and IT in the communities in which they live as well as the larger society. The information society that has emerged includes the United States and the globalized economy of which it is an integral part. Women and minorities such as African Americans and Latinos are underrepresented in computer science (CS) and other information technology positions in the United States. In addition, while they areno longer numerically underrepresented in access to computers and the Internet – as of 2000, (Gorski, 2001) - they continue to enjoy fewer benefits available through the medium than white boys and men. The following article explores the diversity within women from the perspectives of race, ethnicity and social class in North America, mainly United States. The technology gender and racial gap persists in education and in the IT workforce. A broader and deeper look at women’s position in relation to the increasingly techno-centric society reveals that women may have reached equality in access, but not equity in academic study and job opportunities.

This essay traces the evolution of scholarship on the role of a broad range of media in the American suffrage movement, including the suffrage press, plays, films, and consumer goods as well as mainstream news representations of the movement. The essay retrieves individual suffrage editors and publications to historical memory and considers the social construction of gender in mainstream media and suffragists’ “self-mediation”; the intersection of race, class, and gender in media accounts of woman suffrage; the marketing of woman suffrage; and insights into related fields, including political science, social movements, journalism history, popular culture, literary studies, and communications studies. The essay traces how scholarship has evolved from casting woman suffrage as a white, middle-class, Northeastern movement dominated by a few leaders to a diverse mix of activists across the United States.

This chapter provides a brief introduction to the history of graphic novels in American schools, followed by a review of the literature regarding past graphic novel use. The authors then turn their attention to the real possibilities for use in schools in several major categories as described by current researchers, specifically in English language arts, math, social studies, science, and internet research. The chapter closes with suggestions as to what must take place in order for teachers to integrate graphic novels more effectively in their classrooms and highlights research areas that need to be addressed to support them.

The changes under way in medical training in the transatlantic world by 1830 owed much to the political and social transformations of the preceding half-century. The political revolutions of the old century, which ushered in a long period of turmoil and conflict, had been followed by a period in the early nineteenth century of reaction and consolidation, new industrial growth and the spread of cities, commercial expansion and rising prosperity, and a high degree of political turbulence in every country. No nation escaped the impact of rapid population changes, of buoyant capitalistic enterprise, of the spreading democratic tide, or of the efforts of reformers to help those most adversely affected by the urban-industrial revolution. The training of doctors was inevitably influenced by the rising power of the middle classes in Europe and America as they demanded more medical services and a higher standard of medical competence. The continued growth of industrial cities, notably in Britain, posed serious problems of public health and the medical care of the poor. By 1831, London’s population was already approaching a million and a half, and nearly half the remaining population were now living in towns of more than five thousand. The doctors most in demand in these conditions were those who joined a skill in practical medicine with a knowledge of the new practical sciences. The new studies of science, it was increasingly believed by laypeople, gave the physician a surer command of diagnosis and a better understanding of the disease process, and his practical skills assured the patient of the best possible treatment. Medicine as a practical science, in short, was seen by the public as an important advance over both the old humanistic medicine of the universities and the crude empiricism of the earlier practical schools. The triumph of the clinic and the rise of the new sciences together created a new confidence in medical education. The schools themselves were becoming more alike.

The result of misunderstanding science by students is their inability as future citizens to impact science public policies. The solution argued last year included creating courses in science studies serving two purposes: destroy students’ stereotypical certainties about science and help them become “historical realists” in regard to scientific practices. But we also speculated that dismissing the myth of scientific objectivity and teaching the historical and sociological underpinnings of science might lead to turning students into epistemological relativists. We now have a solution to the social-constructivist trap stemming from studies of science. This paper inquires into American contexts such as scientific illiteracy, post-modernism in high schools and colleges, and the media, all of which help produce a generalized inability to demarcate science from pseudoscience. Science studies courses guide students into both making epistemological distinctions and understanding the nature of science. Informing methodologies, course format, and bibliography follow.

Aim/Purpose: Women continue to be underrepresented in corporate leadership positions in the global market. Research examining the impact of female leadership influence on corporate sustainability over time is limited. This paper contributes to the literature addressing leadership gender, corporate sustainability, and business ethics. Background: Previous literature suggests the long-term effectiveness of corporate sustainability improves when females are in corporate leadership positions because of gender differences in business strategy and ethical considerations influenced by social roles. Methodology: This quantitative study will examine the relationships between corporate leader-ship gender, financial performance, environmental performance, social performance, and governance performance over four years. A sample of 99 multinational and large corporations participating in the Corporate Sustainability Assessment (CSA) from 2014 to 2017, were selected from the S&P 500 Dow Jones Sustainability North American Composite Index. Contribution: Examining CEO, C-Suite, and Board of Director gender influence on both financial and ESG constructs in a single study is unprecedented. This research also introduces a paradigm shift in defining and analyzing corporate sustainability constructs to create a holistic view for equal consideration of financial and nonfinancial performance. Findings: The evidence suggests the impact of female leaders on year-over-year sustainability is significantly greater than that of their male counterparts across several performance outcomes, industries, and time periods. Due to the small sample size, the effect is small; however, enough information is available to successfully test hypotheses with the proposed holistic approach. Future Research: Corporate sustainability as an area of competitive advantage for women leaders and more global studies focusing on female leadership and corporate sustainability performance over time is needed.

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Little is known of the cultural competence or leadership styles of a minority owned newspaper. This autoethnography serves to benchmark one early 1990s example. Background: I focused on a series of flashbacks to observe an African American weekly newspaper editor-in-chief for whom I reported to 25 years ago. In my reflections I sought to answer these questions: How do minorities in entrepreneurial organizations view their own identity, their cultural competence? What degree of this perception is conveyed fairly and equitably in the community they serve? Methodology: Autoethnography using both flashbacks and article artifacts applied to the leadership of an early 1990s African American weekly newspaper. Contribution: Since a literature gap of minority newspaper cultural competence examples is apparent, this observation can serve as a benchmark to springboard off older studies like that of Barbarin (1978) and that by examining the leadership styles and editorial authenticity as noted by The Chicago School of Media Theory (2018), these results can be used for comparison to other such minority owned publications. Findings: By bringing people together, mixing them up, and conducting business any other way than routine helped the Afro-American Gazette, Grand Rapids, proudly display a confidence sense of cultural competence. The result was a potentiating leadership style, and this style positively changed the perception of culture, a social theory change example. Recommendations for Practitioners: For the minority leaders of such publications, this example demonstrates effective use of potentiating leadership to positively change the perception of the quality of such minority owned newspapers. Recommendations for Researchers: Such an autoethnography could be used by others to help document other examples of cultural competence in other minority owned newspapers. Impact on Society: The overall impact shows that leadership at such minority owned publications can influence the community into a positive social change example. Future Research: Research in the areas of culture competence, leadership, within minority owned newspapers as well as other minority alternative publications and websites can be observed with a focus on what works right as well as examples that might show little social change model influence. The suggestion is to conduct the research while employed if possible, instead of relying on flashbacks.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.

The Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America (Mecila) will study past and present forms of social, political, religious and cultural conviviality, above all in Latin America and the Caribbean while also considering comparisons and interdependencies between this region and other parts of the world. Conviviality, for the purpose of Mecila, is an analytical concept to circumscribe ways of living together in concrete contexts. Therefore, conviviality admits gradations – from more horizontal forms to highly asymmetrical convivial models. By linking studies about interclass, interethnic, intercultural, interreligious and gender relations in Latin America and the Caribbean with international studies about conviviality, Mecila strives to establish an innovative exchange with benefits for both European and Latin American research. The focus on convivial contexts in Latin America and the Caribbean broadens the horizon of conviviality research, which is often limited to the contemporary European context. By establishing a link to research on conviviality, studies related to Latin America gain visibility, influence and impact given the political and analytical urgency that accompanies discussions about coexistence with differences in European and North American societies, which are currently confronted with increasing socioeconomic and power inequalities and intercultural and interreligious conflicts.