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1
Du Rand, Paula P., and Marlene J. Viljoen. "Developmental level of black first-year nursing students." Health SA Gesondheid 5, no. 2 (October 23, 2000): 11–17. http://dx.doi.org/10.4102/hsag.v5i2.27.
Анотація:
Black first-year nursing students hailing from a historically disadvantaged education situation may experience various problems at the university. It is therefore important to support these students. If however, it should prove possible to determine the exact nature of the backlogs in their development, the lecturer would be able to offer meaningful support.
*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
2
Pillay, A. L., S. D. Edwards, C. Sargent, and R. M. Dhlomo. "Anxiety among University Students in South Africa." Psychological Reports 88, no. 3_suppl (June 2001): 1182–86. http://dx.doi.org/10.2466/pr0.2001.88.3c.1182.
3
Peltzer, Karl, and Johannes M. Thole. "Gambling Attitudes among Black South African University Students." Psychological Reports 86, no. 3 (June 2000): 957–62. http://dx.doi.org/10.2466/pr0.2000.86.3.957.
Анотація:
Political change in South Africa since 1994 has led to a marked increase in opportunities to gamble. The purpose of the study was, therefore, to investigate attitudes towards gambling in African University students with the Gambling Attitude Scales by sex, course of study, and personality traits such as conservatism and risk-taking. The sample included 136 University of the North students, 80 first-year psychology and 56 second-year African law students. The students were 69 men and 65 women in the age range of 18 to 32 years ( M of 21.8 yr., SD = 3.9). Analysis showed that men held more positive attitudes than women did towards gambling. Positive attitudes toward gambling were related to individual differences in risk-taking, liberalism, and course of study.
4
Pillay, A. L., S. D. Edwards, S. Q. Gambu, and R. M. Dhlomo. "Depression among University Students in South Africa." Psychological Reports 91, no. 3 (December 2002): 725–28. http://dx.doi.org/10.2466/pr0.2002.91.3.725.
Анотація:
Of 129 first-year students at an historically Black university students in psychology reported significantly less depression than nonpsychology students, and younger students reported significantly lower scores on depression than older students on the Beck Depression Inventory.
5
Nicholas, Lionel J., Colin Tredoux, and Priscilla Daniels. "AIDS Knowledge and Attitudes towards Homosexuals of Black First-Year University Students: 1990–1992." Psychological Reports 75, no. 2 (October 1994): 819–23. http://dx.doi.org/10.2466/pr0.1994.75.2.819.
Анотація:
Using an anonymous structured questionnaire to obtain baseline data on knowledge and attitudes of first-year black university students about the Acquired Immunodeficiency Syndrome (AIDS) and their attitudes towards homosexuals during 1990, 1991, and 1992 ( ns = 1902, 2113, and 1558), the following information was obtained. Students' knowledge of AIDS was inadequate and misconceptions about AIDS transmission prevalent as were prejudiced and exclusionary beliefs about people with AIDS. Little difference was evident on any of the scales over the three-year period.
6
Harris, Twaina A. "Prescriptive vs. Developmental: Academic Advising at a Historically Black University in South Carolina." NACADA Journal 38, no. 1 (July 1, 2018): 36–46. http://dx.doi.org/10.12930/nacada-15-010.
Анотація:
Many academic support programs promote the academic success of first-year students, and research has shown the importance of effective academic advising to first-year student retention. Among the numerous approaches to academic advising, the strategy used by advisors at historically Black colleges and universities (HBCUs) remains relatively unknown. This quantitative study is based on the most prevalent academic advising approach used at a HBCU in South Carolina. A well-documented survey was administered to 77 first-year students attending this institution to measure their experiences with prescriptive and developmental advising and their satisfaction with these advising approaches. The results showed that the most prevalent advising approach was developmental advising, and students were satisfied with aspects of both strategies.
7
Mwamwenda, Tuntufye S. "African University Students' Responses to Questions on Interracial Marriage." Psychological Reports 83, no. 2 (October 1998): 658. http://dx.doi.org/10.2466/pr0.1998.83.2.658.
Анотація:
The purpose of this study was to explore the attitudes of African university students towards interracial marriage. On whether they would choose a black or white person for marriage and whether their parents would approve their marrying a white person, most respondents (first-year undergraduates, 76 women and 63 men) preferred marrying a black person and indicated their parents would oppose their marrying a white person. Such findings were no surprise given the cultural value attached to marriage as well as South African multiracial interrelations marked by differential treatment.
8
Peltzer, Karl. "HEALTH-PROMOTING LIFESTYLES AND PERSONALITY AMONG BLACK SOUTH AFRICAN STUDENTS." Social Behavior and Personality: an international journal 30, no. 4 (January 1, 2002): 417–22. http://dx.doi.org/10.2224/sbp.2002.30.4.417.
Анотація:
The aim of this study was to investigate health-promoting lifestyles (HPLP) and personality in black South African students. The sample included 606 students: 236 Grade 12, secondary school and 370 first year social science university students in South Africa. Results indicate a reasonable percentage of health-promoting lifestyles with a mean of 2.72. Secondary school students reported more overall health-promoting lifestyles than did university students. Multiple stepwise regression identified the Lie scale, Neuroticism, and Psychoticism as independent predictors for the total HPLP; Extraversion, gender and group (=secondary or university students) were excluded.
9
Rodriguez, Judith C., Deborah Kaye, Norma Stice, Karen Reedy, Josephine Frazier, and Barbara Brice. "Intragroup Differences Between Black Native and Transfer Students at a Predominantly White University: Implications for Advising." NACADA Journal 15, no. 1 (March 1, 1995): 31–35. http://dx.doi.org/10.12930/0271-9517-15.1.31.
Анотація:
This research project identified demographic, academic, and social differences between Black native (entering, first-year) and Black transfer students at a predominantly White, urban, public university. A questionnaire mailed to all Black students (N = 735) elicited 172 responses (23%). Most students from both groups felt that the university promoted a positive race attitude. They also expected their advisors to be accessible and to know academic programs and policies. The researchers found significant differences in age, marital status, and who had been most influential in a student's having remained in school. Native students used the Career Development Center and Minority Student Alliance at a greater rate, and a larger percentage of them participated in the African American Student Union, the Student Government Association, the International Student Organization, and sororities and fraternities.
10
McCluskey, Trish, John Weldon, and Andrew Smallridge. "Re-building the first year experience, one block at a time." Student Success 10, no. 1 (March 7, 2019): 1–15. http://dx.doi.org/10.5204/ssj.v10i1.1148.
Анотація:
For many years, universities around the world have been developing and enhancing the First Year Experience (FYE), with a view to improving retention, performance and student satisfaction. This feature practice report outlines a strategic initiative, launched in 2018 at Victoria University in Melbourne, Australia that aims to transform the experience of Victoria University’s first-year students on an unprecedented scale. This unique model reconceptualises the design, structure and delivery of first year units of study in order to deliver a program that deliberately focuses on students’ pedagogical, transition and work/life balance needs. This initiative required the disruption and redevelopment of all university systems to ensure students experience a supportive and seamless transition into, and journey through, their first year of study at university.
11
Nicholas, Lionel, and Kevin Durrheim. "Religiosity, Aids, and Sexuality Knowledge, Attitudes, Beliefs, and Practices of Black South-African First-Year University Students." Psychological Reports 77, no. 3_suppl (December 1995): 1328–30. http://dx.doi.org/10.2466/pr0.1995.77.3f.1328.
Анотація:
This study investigated the association of religiosity with sexuality and AIDS knowledge, attitudes, beliefs, and practices of 1,817 black first-year students in South Africa. On a structured questionnaire, consenting students rated themselves on scales of religiosity, attitudes toward homosexuality, intrafamilial communication about contraception, AIDS attitudes, and AIDS knowledge. Negative attitudes toward homosexuality were significantly associated with negative attitudes towards AIDS, high knowledge of AIDS, and high religiosity. Religious commitment diminished propensity to engage in sexual intercourse and delayed age for onset of sexual intercourse.
12
Suárez, Mario I., Alan R. Dabney, Hersh C. Waxman, Timothy P. Scott, and Adrienne O. Bentz. "Exploring Factors that Predict STEM Persistence at a Large, Public Research University." International Journal of Higher Education 10, no. 4 (February 23, 2021): 161. http://dx.doi.org/10.5430/ijhe.v10n4p161.
Анотація:
The present study explores demographics, pre-college characteristics and multi-year (2003-2013) tracking of a census of 53,077 students who initially declared a STEM major upon entering a research university in Texas and seeks to predict graduation with a STEM and non-STEM degree. Guided by QuantCrit theory, we use multilevel models to determine factors that predicted persistence in any major and factors that predicted persistence in STEM, as well as use marginal effects to explore the intersection of ethnicity, sex, and first-generation status. Results highlight the disparity that exist amongst Black students and their White counterparts with regards to persistence in any major. We also highlight the gap between first-generation White and Black first-generation females and their Asian and International counterparts with regards to persistence in STEM. Implications for future research and practitioners suggest further attention needs to be paid to Black first-generation students.
13
Fiester, Herbert Ray, Nikki Jackson, Jamie L. Workman, and Elizabeth Dees. "A Smooth Transition: A Phenomenological Approach to Understanding the Experiences of First-Time, Full-Time, Provisionally Accepted Black Male Students." International Journal for Innovation Education and Research 6, no. 11 (November 30, 2018): 85–98. http://dx.doi.org/10.31686/ijier.vol6.iss11.1233.
Анотація:
This article is the result of research conducted provisionally admitted Black make students enrolled at four different public universities in the Southeast. The researcher sought to answer the following research question: What are the lived experiences of provisionally accepted first-time, full-time Black male students within their first year at a state college and state university?
Participants were selected based on having the highest and lowest Expected Family Contribution scores of the eligible population. The researcher utilized a phenomenological approach and multiple methods of data collection. This resulted in rich data that has been categorized into themes. The article concludes with implications for college and university faculty and administrators, as well as for future research on provisionally admitted Black male college students.
14
Peltzer, Karl, and Yetunde Oladimeji. "Some Factors in Condom Use Amongst First-Year Nigerian University Students and Black and White South Africans." Psychological Reports 94, no. 2 (April 2004): 583–86. http://dx.doi.org/10.2466/pr0.94.2.583-586.
Анотація:
A questionnaire was administered to 213 sexually active first-year Nigerian university students and 150 Black and 150 White South African adults. Nigerian students gave 90% correct answers on 6 of the 10 items of a measure of condom knowledge ( M = 6.1). The most common mistakes with respect to condom use were ignorance about putting a condom on just before ejaculation (37%), the use of an oil-based lubricant with a condom (29%), and when to take off a condom (28%). For the South African sample utility of the Health Belief Model and Theory of Reasoned Action for HIV prevention could be confirmed by intention to use condoms. Race and preventive benefits were predictive for current condom use. Findings have relevant implications for developing culturally diverse HIV intervention programs if confirmed with larger diverse groups.
15
T'ien Duffly, Catherine Ming. "Campus Protests, Casting, and Institutionalized Violence: The Unique Role of the Theatre Department in Institutions of Higher Education." Theatre Survey 57, no. 3 (August 10, 2016): 395–97. http://dx.doi.org/10.1017/s0040557416000363.
Анотація:
In looking forward to the important issues of this coming decade, we need only turn to the events of the past year for a sense of what is at stake for theatre, performance, and performance pedagogy. Last year, student activists protested racism on college and university campuses across the United States. At Yale, students protested the hostile racial climate on campus following several incidents, including a professor's dismissal of concerns about racist Halloween costumes, numerous swastika graffiti, and the explicit exclusion of black women from fraternity events. At the University of Missouri, the student group Concerned Student 1950—named for the year the first black students were admitted to the university—called for the resignation of university president, Tim Wolfe, citing the administration's inaction in the face of numerous racist incidents on campus. At Ithaca College, Claremont McKenna University, the University of Kansas, and many other colleges and universities across the United States, students held rallies, performed die-ins, and signed petitions in support of students at the University of Missouri and Yale and to call attention to inequality on their own campuses. Set against the backdrop of Ferguson and an increased awareness of institutionalized violence against black and brown bodies, these events remind us that colleges and universities have always been sites where racial discrimination and inequality have been both perpetuated and protested.
16
D’Silva, Joanne, Bradley Boekeloo, Elizabeth Seaman, and Sylvia Quinton. "Marijuana risk perceptions are associated with past-month marijuana use among Black first-year college students at a historically Black university." Journal of Ethnicity in Substance Abuse 19, no. 4 (February 4, 2019): 623–34. http://dx.doi.org/10.1080/15332640.2018.1556765.
17
Williams, Joseph M. "Moving from Words to Action: Reflections of a First Year Counselor Educator for Social Justice." Journal for Social Action in Counseling & Psychology 5, no. 1 (April 1, 2013): 79–87. http://dx.doi.org/10.33043/jsacp.5.1.79-87.
Анотація:
This article provides a personal narrative of my experience as a first year counselor educator organizing and facilitating a public panel discussion held at George Mason University in response to the murder of Trayvon Martin. The panel discussion provided an opportunity for open, honest, and constructive dialogue among students, faculty, staff, and community members on such topics as individual and institutional racism, stereotypes of Black masculinity, gun control laws, hate crimes against young Black men, the myth of a post-racial United States, and what we can do as citizens to prevent such tragedies in the future. I will also discuss the lessons learned, not only about organizing a public forum, but about taking the initiative.
18
Harrington, Melissa A., Andrew Lloyd, Tomasz Smolinski, and Mazen Shahin. "Closing the Gap: First Year Success in College Mathematics at an HBCU." Journal of the Scholarship of Teaching and Learning 16, no. 5 (October 31, 2016): 92–106. http://dx.doi.org/10.14434//josotl.v16i5.19619.
Анотація:
At our Historically-Black University, about 89% of first-year students place into developmental mathematics, negatively impacting retention and degree completion. In 2012, an NSF-funded learning enrichment project began offering the introductory and developmental mathematics courses on-line over the summer to incoming science, technology, engineering and mathematics (STEM) majors at no cost. Passing rates for the summer on-line classes were around 80%, and students in the on-line classes scored equivalently on the common departmental final exams as students taking the classes in the traditional format. For students who passed the on-line classes, their performance in the following classes (College Algebra and Trigonometry) exceeded that of students who progressed to those courses by taking the traditional series of in-person courses. Three years of data show that students who started college with an on-line mathematics course in a summer bridge program had a higher first year GPA, a better first year retention rate and earned significantly more credits in their first year than the overall population of STEM students. These results suggest that offering introductory mathematics courses on-line as part of a freshman bridge program is an effective, scalable intervention to increase the academic success of students who enter college under-prepared in mathematics. The positive results are particularly exciting since the students in our project were 87% minority.
19
Nicholas, Lionel, and Colin Tredoux. "Early, late and non-participants in sexual intercourse: A profile of black South African first-year university students." International Journal for the Advancement of Counselling 19, no. 2 (1997): 111–17. http://dx.doi.org/10.1007/bf00114783.
20
Shochet, Ian M. "The Moderator Effect of Cognitive Modifiability on a Traditional Undergraduate Admissions Test for Disadvantaged Black Students in South Africa." South African Journal of Psychology 24, no. 4 (December 1994): 208–15. http://dx.doi.org/10.1177/008124639402400406.
Анотація:
Universities in South Africa are faced with the problem of finding admissions criteria, other than high school grades, that are both fair and valid for black applicants severely disadvantaged by an inferior school education. The use of traditional intellectual assessments and aptitude tests (such as the Scholastic Aptitude Test) for disadvantaged and minority students remains controversial as a fair assessment, in that these tests do not take account of potential for change. In this study, therefore, a measure of students' cognitive modifiability, assessed by means of an Interactive Assessment model, was added as a moderator of the traditional intellectual assessment in predicting first-year university success. Cognitive modifiability significantly moderated the predictive validity of the traditional intellectual assessment for a sample of disadvantaged black students enrolled in the first year Bachelor of Arts degree at the University of the Witwatersrand. The higher the level of cognitive modifiability, the less effective were traditional methods for predicting academic success and vice versa. The implications of these findings are discussed.
21
Cunningham, Brooke, Rachel Hardeman, and Samantha Carlson. "2503 First year medical student characteristics associated with readiness to talk about race." Journal of Clinical and Translational Science 2, S1 (June 2018): 56. http://dx.doi.org/10.1017/cts.2018.211.
Анотація:
OBJECTIVES/SPECIFIC AIMS: Calls to break the silence around the effects of racism on health are growing. Few researchers have examined the relationship between medical student characteristics and students’ comfort, motivation, and skill to discuss racism. This paper examines medical student characteristics associated with readiness to talk about racism among first-year medical students at the University of Minnesota. METHODS/STUDY POPULATION: In February 2017 prior to a lecture on racism and health, we invited first year medical students to participate in a web-based survey about their experiences and comfort discussing racism. We calculated descriptive statistics and measured differences by student race (White vs. Asian vs. Black/multiracial/other) and undergraduate major type (STEM vs. non-STEM) using χ2 tests for variables with categorical responses and generalized linear regression models with pairwise comparisons (i.e., 2-sample t-tests) for variables with continuous responses. RESULTS/ANTICIPATED RESULTS: (n=107/163). The majority of students were male (53%); White (75%); and majored in STEM majors in college (85%). College major was not associated with race. Students’ responses to multiple items suggest that the vast majority perceived racial inequality as a major problem in the United States. Race was significantly associated with only 1 of these items. Specifically, 100% (16/16) of Black/multiracial/other students [under-represented minority (URM) students] reported “too little attention” is paid to race and racial issues, while only 53% of White students (42/79) and 55% of Asian students (6/11) chose this response. Students with non-STEM majors and students who identified as URM students reported talking about racism with friends more often than STEM majors and white students, respectively. In conversations about race at school, two-thirds of students were concerned that they might unintentionally offend others or be misunderstood. However, non-STEM majors and URM students were significantly less worried that they would unintentionally offend others in conversations about race at school than STEM majors and white students. Larger percentages of URM students (50%) than White students (25%) were afraid that others would not respect their views because of their race. White students were more afraid that they might that they would be called racist than URM students. DISCUSSION/SIGNIFICANCE OF IMPACT: Many students find it challenging to discuss race and racism in medical education settings. URM students and non-STEM majors reported greater frequency talking about racism with friends and appear to be less anxious in conversations about racism than White students and STEM majors respectively. Given non-STEM majors' greater psychological safety discussing racism, future research should explore whether non-STEM majors are better prepared and more motivated to address racial disparities in health and health care than STEM majors. Such research could have important implications for medical school admissions.
22
Burgette, John E., and Susan Magun-Jackson. "Freshman Orientation, Persistence, and Achievement: A Longitudinal Analysis." Journal of College Student Retention: Research, Theory & Practice 10, no. 3 (November 2008): 235–63. http://dx.doi.org/10.2190/cs.10.3.a.
Анотація:
This longitudinal study (2001–2005) considers the impact of a freshman orientation course on the persistence of black and white students at a mid-southern university, as well its relationship with college achievement (GPA). Controlling for gender, race, high school GPA, and decided on major, logistic regression was used to assess persistence; multiple regression for evaluating college GPA. Though the orientation course had a positive impact on persistence to the second year and first year GPA (particularly for black students), it failed to have impact beyond the second year. Topical gaps in the course's content are considered as a possible influence in the lack of long-term persistence. Possible future research is discussed.
23
Fichter, Joseph H. "First Black Students at Loyola University: A Strategy to Obtain Teacher Certification." Journal of Negro Education 56, no. 4 (1987): 535. http://dx.doi.org/10.2307/2295351.
24
Bliss, Carolyn, Nora Wood, Mike Martineau, Kathyrn Browning Hawes, Ana María López, and José E. Rodríguez. "Exceeding Expectations: Students Underrepresented in Medicine at University of Utah Health." Family Medicine 52, no. 8 (September 2, 2020): 570–75. http://dx.doi.org/10.22454/fammed.2020.137698.
Анотація:
Background and Objectives: The University of Utah (UU) serves an increasingly diverse state and houses the only public medical school, dental school, and college of pharmacy in the state. Utah’s diversity in the health professions lags behind the diversity of its general population, and the nation. Methods: The Health Sciences Learning, Engagement, Achievement, and Progress (HS-LEAP) Program is a 4-year undergraduate pipeline program intended to increase racial and ethnic diversity in the health professions, specifically focused on students underrepresented in medicine (URM). Each student self-identified and submitted demographics at the time of enrollment. We followed students to successful engagement in their profession of choice; we compared graduation and postgraduation outcomes to non-HS-LEAP students at UU from 2005-2016. Results: Almost 80% of HS-LEAP students are from communities underrepresented in medicine: 41% Latinx, 28% Asian, 7% Black, 2% American Indian/Alaskan Native, and 1% Pacific Islander. HS-LEAP students had lower ACT scores upon undergraduate enrollment, higher grade point averages in their first semester of college, higher fall-to-fall first-year retention rates, and higher 6-year graduation rates when compared to non-HS-LEAP UU students. Students who completed HS-LEAP attended graduate school at twice the rate of students who participated in HS-LEAP, the majority in the health professions. Conclusions: The HS-LEAP program is associated with increased URM success in undergraduate programs and elevated participation in graduate programs in medicine, dentistry, pharmacy, physician assistant, nursing, and public health. Similar programs, with continuous assessment and evaluation, could be adopted in other locations to improve the representation of these groups in health professions.
25
Hargreaves, J. D. "African History: The First University Examination?" History in Africa 23 (January 1996): 467–68. http://dx.doi.org/10.2307/3171957.
Анотація:
The first generation of history students from Africa to graduate from British universities inevitably had to face extended examinations, with specialized papers largely centered on European history. When Kenneth Onwuka Dike arrived in Aberdeen University in 1944 he had already contended successfully at Fourah Bay College with the Durham syllabuses for the General BA. Now, however, thanks to the goodwill of Professor J. B. Black (best known as author of The Reign of Elizabeth in the standard Oxford History of England), he obtained permission to sit what was probably the first examination on the history of tropical Africa to be set by any European university.In a lecture delivered almost thirty years later Dike recalled:cautiously approaching my Head of Department, the late Professor J B Black, and mildly protesting that of the thirteen final degree papers I was required to offer in the Honours School of History, not a single paper was concerned with the history of Black people. I requested that in place of the paper on Scottish constitutional law and history, which I found intolerably dull, I should be permitted to offer the History of Nigeria. The old professor took off his glasses, uttered not a word, but from the way he looked at me demonstrated that he was not a little shocked by my temerity, nevertheless, and after a series of animated discussions, the Department of History, to its great credit, accepted my proposal. Since there was no one competent to teach Nigerian history at Aberdeen, they sent me to Oxford during the summer months to study under Dame Margery Perham and Professor Jack Simmons.
26
Larnell, Gregory V. "More Than Just Skill: Examining Mathematics Identities, Racialized Narratives, and Remediation Among Black Undergraduates." Journal for Research in Mathematics Education 47, no. 3 (May 2016): 233–69. http://dx.doi.org/10.5951/jresematheduc.47.3.0233.
Анотація:
The purpose of this study was to shed light on the mathematics-learning experiences of students who were enrolled in non-credit-bearing remedial mathematics courses at a 4-year university. Non-credit-bearing remedial mathematics courses have a long curricular history in both 2-year and 4-year higher education institutions, but students' mathematics-learning experiences in these courses have been largely unexplored. Furthermore, other recent studies have evinced the otherwise anecdotal supposition that African American learners, particularly, are disproportionately placed in these courses. In this study, students' narratives are the primary unit of analysis, and the data are derived from semistructured interviews with then-enrolled students and observations in a noncredit-bearing remedial mathematics course at a public, 4-year university. The study's findings center on two psychosocial phenomena amid these students' mathematicslearning experiences: identity satisficing and racialized identity threat. The article closes with implications for future research regarding both non-credit-bearing remedial mathematics courses and mathematics-learning identities and experiences.
27
Lottes, Ilsa L., and Peter J. Kuriloff. "Sexual Socialization Differences by Gender, Greek Membership, Ethnicity, and Religious Background." Psychology of Women Quarterly 18, no. 2 (June 1994): 203–19. http://dx.doi.org/10.1111/j.1471-6402.1994.tb00451.x.
Анотація:
Socialization theories have included parents and peers as important determinants of the initial sexual standards and sexual behavior of teenagers and young adults. The purpose of the research reported here was to examine how parental and peer sexual socialization influences are related to gender, ethnicity, religious background, and college membership in a fraternity or sorority. A sample that included a majority of Caucasian university students and about 13% Asian and 7% Black students completed questionnaires both as entering first-year students and as seniors. Results indicated that compared to women, men continue to experience a more permissive sexual socialization from both parents and peers. Greek membership was associated with a more permissive socialization from peers but not parents. Asian students reported a more restrictive socialization than Blacks or Caucasians. Findings are discussed with respect to concerns of social scientists regarding the influence of fraternities and differential gender socialization.
28
Zulu, C. "An exploratory study of first-year students at a historically black university campus in South Africa: their academic experiences, success and failure." Africa Education Review 5, no. 1 (June 2008): 30–47. http://dx.doi.org/10.1080/18146620802121576.
29
Waterman, Emily A., Rose Wesche, Chelom E. Leavitt, Damon E. Jones, and Eva S. Lefkowitz. "Long-Distance Dating Relationships, Relationship Dissolution, and College Adjustment." Emerging Adulthood 5, no. 4 (April 25, 2017): 268–79. http://dx.doi.org/10.1177/2167696817704118.
Анотація:
Long-distance dating relationships (LDDRs) and the dissolution of these relationships may have implications for day-to-day affect and behaviors. The current study examined the associations of relationship status, long-distance relationship dissolution, and daily location with daily positive affect, loneliness, university activity engagement, and alcohol use. College students ( n = 718, 51.5% female, 43.9% White/European American, 29.7% Asian/Asian American/Hawaiian/Pacific Islander, 25.5% Hispanic/Latino American, and 21.7% Black/African American; M = 18.4 [0.4] years old) completed up to 14 consecutive daily diary surveys twice during their first year. Students in LDDRs had less positive affect and were lonelier when they were on campus than off campus and tended to engage in university activities on fewer days than other students. Daily affect and behavior did not differ depending on whether students dissolved or maintained their LDDR.
30
Abraham, Reem Rachel, Murray Fisher, Asha Kamath, T. Aizan Izzati, Saidatul Nabila, and Nik Nur Atikah. "Exploring first-year undergraduate medical students' self-directed learning readiness to physiology." Advances in Physiology Education 35, no. 4 (December 2011): 393–95. http://dx.doi.org/10.1152/advan.00011.2011.
Анотація:
Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor of Medicine and Bachelor of Surgery (MBBS) twinning program that is of 5 yr in duration. Keeping in mind the amount of time that the curriculum has devoted for self-directed learning, we explored the self-directed learning readiness of first-year MBBS students ( n = 130) using a self-directed learning readiness scale (SDLRS) and explored the correlation between SDLRS scores of high achievers, medium achievers, and low achievers with their academic performance in physiology examinations. Students were requested to respond to each item of the SDLRS on a Likert scale. Median scores of the three scales of the SDLRS were compared across the three groups of students using a Kruskall-Wallis test. SDLRS scores of the students ( n = 130) were correlated with their marks in theory papers of first, second, and third block-end examinations using Spearmann's correlation coefficient. The mean item score for desire for learning was found to be higher followed by self-control and self-management. Data analyses showed significantly high ( P < 0.03) median scores for self-control for high achievers compared with medium and low achievers. Between the groups, high achievers had a higher score for all the three scales of the SDLRS followed by low and medium achievers. SDLRS scores and academic performance of the three groups of students were found to exhibit a weak correlation. This study threw light on the fact that despite having a high desire for learning and ability of self-control, students need to be supported in their self-management skills.
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Skuy, Mervyn, and Melissa Skuy. "Contribution of Intelligence and Cognitive-Affective Variables to University Grades among African, Indian, and White Engineering Students in South Africa." Journal of Cognitive Education and Psychology 5, no. 1 (January 2005): 25–46. http://dx.doi.org/10.1891/194589505787382568.
Анотація:
In previous studies significant differences in measured intelligence between African and non-African first year engineering students have been found. Intellectual ability was found to correlate with academic performance, and black studednts had higher dropout and failure rates and performed less well than did their non-African counterparts. Given the low magnitude (r = 0.3), albeit significant, of the correlation between intelligence and academic performance, the question arose of the role of non-intellective factors, relative to intelligence, in determining academic performance of engineering students at University. Accordingly, 93% (n=100) of the second year Chemical and Metallurgical Engineering class were assessed on two measures of intellectual ability, and on measures of self concept, motivation, study attitudes and strategies, anxiety, locus of control, and autonomy. Whereas the intelligence test scores of non-African students (n=36) were significantly higher than those of African students (n=64), this was not the case for any of the non-intellective measures, or for academic achievement. Moreover, although the intellectual measures did not yield significant correlations with academic achievement, certain of the non-intellective measures did, and were able to differentiate between high and low academic performers. This was particularly true for the African group, suggesting that non-intellective variables can contribute significantly to academic performance, particularly in mitigating the effects of lower IQ.
32
Dawson, Nancy J. "Study Abroad and African American College Students at Southern Illinois University at Carbondale." African Issues 28, no. 1-2 (2000): 124–29. http://dx.doi.org/10.1017/s1548450500007010.
Анотація:
For most, it was unthinkable. To others, it was just a dream. Yet for some African American students at Southern Illinois University at Carbondale (SIUC), traveling to Africa is now a reality. It all started in 1997, after I led a group of students to Tanzania. My travels were a part of Operation Crossroads Africa, a 42-year-old program designed to promote an understanding between Africa and the African diaspora through cultural exchanges. As word of my journey to East Africa spread throughout campus, African American students visiting the Black American Studies program asked me some probing questions. Two students who came into my office devoted much time and attention to a picture of some Crossroaders pinned to my bulletin board. “Where’s the Black students?” one said, mumbling under her breath. “Yeah,” the other student said in agreement, “Why don’t you take us? We are the ones that need to learn about Africa!” The students’ observations were indeed true.
33
Good, Jennifer, Glennelle Halpin, and Gerald Halpin. "Retaining Black Students in Engineering: Do Minority Programs Have a Longitudinal Impact?" Journal of College Student Retention: Research, Theory & Practice 3, no. 4 (February 2002): 351–64. http://dx.doi.org/10.2190/a0eu-tf7u-ruyn-584x.
Анотація:
In an effort to assist minority populations who are at risk of attrition in science, mathematics, and engineering programs, university administrators have launched and evaluated minority support programs. One such program implementation and evaluation was completed and reported, which noted trends in academic outcomes of program participants, such as grade point averages and standardized mathematics and science reasoning test scores, with participants' outcomes observably exceeding those of a similar sample of nonprogram participants (Good, Halpin, & Halpin, 1999). As is true with many program evaluations, however, this data only revealed information concerning achievement of the students in the freshman year and did not follow the students' success into subsequent years after program completion. Therefore, the purpose of this study was to examine if an effect on academic achievement occurred throughout the participants' sophomore years of study and if participants in the program were more likely to remain within the College of Engineering as a result of program involvement. The data source for this study was 58 African-American students enrolled in a pre-engineering program at a large land-grant university (34 volunteer program participants and a comparison group of 24). Quarter grade point averages and retention status were collected for both groups throughout their sophomore years. In addition, 12 of these students (six per group) were interviewed concerning their freshman year pre-engineering experiences. Results of this study indicate that, although benefits to academic achievement due to academic support encountered during the freshman year may possibly diminish over time, the effects of engaging in such programs on actual retention remain of significant interest to program administrators and researchers.
34
Martin, Michelle H. "Facing the Black Child: The Bold Direction of Twenty-First-Century Picturebooks." Children and Libraries 16, no. 3 (September 24, 2018): 3. http://dx.doi.org/10.5860/cal.16.3.3.
Анотація:
Years ago, as a Clemson University assistant professor of English, I assigned a service learning project to my students, all of whom were upper-class education majors who would become classroom teachers within a few years of taking my Children’s Literature course. Each student visited our local Head Start for three quarters of the sixteen-week semester to read one-on-one with a child.
35
Nascimento, Gabriel. "ETHNICITY AND RACE IN ENGLISH LANGUAGE ACTIVITIES AT A UNIVERSITY IN BAHIA." Cadernos de Pesquisa 49, no. 173 (September 2019): 208–24. http://dx.doi.org/10.1590/198053146287.
Анотація:
Abstract English Language Teaching in Brazil has been challenged by the emerging universities resulted from the presidency terms of Lula and Dilma. In our case, the Universidade Federal do Sul da Bahia is one of the last universities to be founded in a black-majority state. In this paper, I discuss ethnicity and race at play in the context of reading activities during three courses taught in one year-period whereby activities concerning regional context and encouraging discussion on racism were used to employ a more inclusive methodology in order to engage black students. The results point out a positive engagement by the students if they have the inclusion of their own identities.
36
Pillay, Neeshi Singh, and Steven J. Collings. "RACIAL ATTITUDES AMONG SOUTH AFRICAN UNIVERSITY STUDENTS: A FOLLOW-UP STUDY AFTER FOUR YEARS." Social Behavior and Personality: an international journal 36, no. 8 (January 1, 2008): 1061–62. http://dx.doi.org/10.2224/sbp.2008.36.8.1061.
Анотація:
In 2002, moderately high levels of modern and old-fashioned racism were documented in a representative sample of 433 students registered in undergraduate courses at a South African university (Pillay & Collings, 2004). In 2006, this survey was replicated using identical methods of data collection and a sample which was representative of university enrolments for 2006 in terms of gender and race: N = 543, gender = 50% female; race = black (40%), Indian (40%), white (17%), colored (3%). Over the four-year period, there was a significant increase in mean item-scores for old-fashioned racism [M = 1.95 vs. 2.15; F(1,971) = 15.16, p < .01], and this finding was supported by a significant study x race interaction, F(3,971) = 6.33, p < .05. Mean item scores increased significantly over time among Indians (2.11 vs. 2.29) but not among blacks (1.74 vs. 1.76), coloreds (2.01 vs. 2.04), or whites (2.33 vs. 2.35). A significant increase in levels of modern racism over the four-year period [M = 2.74 vs. 3.10; F(1,971) = 8.48, p < .01] was indicated by a significant study x race interaction, F(3,971) = 7.31, p < .05, with mean item scores increasing significantly over time among Indians (2.94 vs. 3.62) and whites (3.00 vs. 3.58) but not among blacks (2.04 vs. 2.06) or coloreds (2.47 vs. 2.49). Together these findings suggest that both overt and covert forms of racism persist, with levels of racism varying as a function of racial group membership.
37
Futter, M. J. "A strategy for the recruitment of underrepresented disadvantaged black students to the department of physiotherapy, University of Cape Town." South African Journal of Physiotherapy 55, no. 4 (November 30, 1999): 11–15. http://dx.doi.org/10.4102/sajp.v55i4.575.
Анотація:
The lack of Black physiotherapists affects the profession, the delivery of quality service and the education of students. This project was carried out in order to reach Black scholars to inform them of the career opportunities for physiotherapists and that training opportunities are available for everyone at UCT. Thirty-one schools previously under the DET system were visited annually for 3 years by small groups of third year students in order to increase the pool of Black applicants.Findings of the scholars’ awareness of physiotherapy and the number of subsequent applications are presented.Practical problems in carrying out the visits are discussed, and recommendations made for future projects of this nature.
38
Reid-Merritt, Patricia. "Temple University’s African American Studies PhD Program @ 30: Assessing the Asante Affect." Journal of Black Studies 49, no. 6 (July 18, 2018): 559–75. http://dx.doi.org/10.1177/0021934718786221.
Анотація:
Temple University’s Department of Africology and African American Studies is celebrating its 30th year of operation as a PhD program. Since its inception in l988, the doctoral program at Temple has attracted and produced world-class scholars in the discipline of Africology. Initially started by students at San Francisco State University in l968 as Black Studies, the field has been called by many names, including Afro-American Studies, African American Studies, African World Studies, Africana Studies, Pan African Studies, and Africology. As this modern-day field of study marks its 50th anniversary, it is important that we examine the impact of the 30-year history of the establishment of the first PhD program in Black Studies in the nation, founded at Temple University in the City of Philadelphia. This article offers a preliminary assessment of the far-reaching impact of Temple’s academic leadership in establishing a fundamental base for innovative scholarship and the maturing of the discipline of Africology. More specifically, it focuses on Molefi Kete Asante’s influence, his vision for the discipline, and his extraordinary impact on the field of Africology.
39
Bangeni, Bongi, and Rochelle Kapp. "Identities in Transition: Shifting Conceptions of Home among “Black” South African University Students." African Studies Review 48, no. 3 (December 2005): 1–19. http://dx.doi.org/10.1353/arw.2006.0004.
Анотація:
Abstract:This paper is drawn from a longitudinal case study in which we are tracking the progress of twenty students as they pursue their undergraduate degrees at the University of Cape Town. In this paper we trace two first-generation university students' changing constructions of who they are and the concomitant changes in their relationship to home and university over the course of three years. We describe their struggles to present coherent “home” identities and the ways in which these identities are challenged by both the dominant discourses of the institution and by rejection by their home communities. The research questions conventional notions that students from marginalized communities are either alienated from, or uncritically assimilated into, dominant institutional discourses.
40
Fruehwirth, Jane Cooley, Siddhartha Biswas, and Krista M. Perreira. "The Covid-19 pandemic and mental health of first-year college students: Examining the effect of Covid-19 stressors using longitudinal data." PLOS ONE 16, no. 3 (March 5, 2021): e0247999. http://dx.doi.org/10.1371/journal.pone.0247999.
Анотація:
Purpose The Covid-19 pandemic has brought unprecedented stress to students and educational institutions across the world. We aimed to estimate the effect of the pandemic on the mental health of college students. Methods We used data on 419 first-year students (ages 18–20) at a large public university in North Carolina both before (October 2019-February 2020) and after (June/July 2020) the start of the Covid-19 pandemic. After evaluating descriptive data on mental health and stressors by students’ demographic characteristics, we estimated the associations between Covid-19 stressors (including work reductions, health, distanced learning difficulties and social isolation) and mental health symptoms and severity controlling for students’ pre-pandemic mental health, psychosocial resources, and demographic characteristics. Results We found that the prevalence of moderate-severe anxiety increased from 18.1% before the pandemic to 25.3% within four months after the pandemic began; and the prevalence of moderate-severe depression increased from 21.5% to 31.7%. White, female and sexual/gender minority (SGM) students were at highest risk of increases in anxiety symptoms. Non-Hispanic (NH) Black, female, and SGM students were at highest risk of increases in depression symptoms. General difficulties associated with distanced learning and social isolation contributed to the increases in both depression and anxiety symptoms. However, work reductions as well as Covid-19 diagnosis and hospitalization of oneself, family members or friends were not associated with increases in depression or anxiety symptoms. Conclusion Colleges may be able to reduce the mental health consequences of Covid-19 by investing in resources to reduce difficulties with distance learning and reduce social isolation during the pandemic.
41
Hicks, Terence, and J. Luke Wood. "A meta-synthesis of academic and social characteristic studies." Journal for Multicultural Education 10, no. 2 (June 13, 2016): 107–23. http://dx.doi.org/10.1108/jme-01-2016-0018.
Анотація:
Purpose Given that a relatively large percentage of college students entering historically black colleges and universities (HBCUs) are first-generation students and considering the low completion rate among this group in the science, technology, engineering and mathematics (STEM) discipline, the purpose of this preliminary meta-synthesis study is intended to facilitate a greater understanding of the academic and social adjustment among college students, particularly first-generation college students enrolled in STEM disciplines at HBCUs. Therefore, this meta-synthesis will shed light and offer important recommendations for university administrators and faculty members in supporting the academic and social adjustment of these students in STEM fields at HBCUs. Design/methodology/approach This review of literature was conducted using a meta-synthesis approach (also referred to as integrative review). A meta-synthesis is based on a process by which findings across multiple studies are organized and presented (Turner, Gonzalez and Wood, 2008; Wood, 2010). This approach is used to provide insight to academicians and practitioners alike on the status of research on a given phenomenon (Bland, Meurer and Maldonado, 1995; Patterson, Thorne, Canam and Jillings, 2001; Wood, 2010). We engaged in a cyclical process of collecting, annotating, and synthesizing research over a 45-year time-frame (1970 to 2015). This produced over 50 cited resources with more than 100 scholars including peer-reviewed articles, reports, books, book chapters, and conference papers. Findings Factors present in the literature that affected students enrolled in a STEM program at a HBCU are grouped into three contexts: (a) first-generation academic and social characteristics, (b) first-generation college dropout and transition, and (c) first-generation STEM retention. Tables 2 to 4 provide these contexts by author and year of publication. Within these general groupings, four interrelated themes emerged from the literature: (a) prior academic performance and STEM discipline, (b) college adjustment and STEM discipline, (c) social integration and STEM discipline, and (d) academic integration and STEM discipline. Originality/value This information may help professors and university professionals in the STEM fields to be more aware of the challenges faced by incoming college students. More empirical work is needed in this area in a way that is useful for understanding and enhancing professors’ and university professionals’ knowledge. To this end, research that carefully describes what HBCU professors and university professionals know or their ideas about teaching college students, especially first-generation students enrolled in the STEM discipline, is needed.
42
Brijlal, Pradeep, and Priscilla Brijlal. "Entrepreneurial Knowledge and Aspirations of Dentistry Students in South Africa." Industry and Higher Education 27, no. 5 (October 2013): 389–98. http://dx.doi.org/10.5367/ihe.2013.0171.
Анотація:
An investigation of the intentions and knowledge of entrepreneurship of final-year university dentistry students is reported, with particular regard to the factors of gender and race. A questionnaire survey was used with final-year dentistry students, over two years, at the University of the Western Cape in South Africa. The findings show that dentistry students across race and gender groups believed that entrepreneurship education was important. At least half of the students showed an interest in starting a business practice soon after their graduation and completion of a mandatory one-year internship, with more male students indicating an interest in starting a business than female students. More Black African students indicated interest compared to other race groups (Coloureds, Whites and Indians). There were no significant differences between male and female students with regard to knowledge of entrepreneurship, but there were significant differences with regard to race in the scores for knowledge of entrepreneurship, with White students scoring the highest and African students the lowest. The authors conclude that entrepreneurship education should be included in the curriculum in the final year of dentistry studies to encourage business practice start-up soon after the one-year internship period, with the aim of contributing to growth in employment.
43
Mirfat, Mirfat, and Yuhernita Yuhernita. "Pemanfaatan Progress Test sebagai Tolak Ukur Keberhasilan Belajar Mengajar." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 3 (November 21, 2014): 170. http://dx.doi.org/10.22146/jpki.25242.
Анотація:
Background: Faculty of Medicine, YARSI University has experienced a paradigm shift in higher education from a content-based curriculum to a competency-based curriculum that has been applied since the academic year of 2007/2008 using a problem-based learning approach. Progress test is an evaluation that is used to measure the student’s competency in the field of knowledge in its entirety. Faculty of Medicine, YARSI University has yet to apply these progress test. Thus, this research is aimed to execute a progress test trial in attempt to use it as a standard measurement to observe student capabilities in the field of knowledge, either as the individual or as a whole class.Method: This research uses a qualitative method. The research sample consists of 200 students from the faculty of medicine chosen by using a randomized approach for each class, starting from the class of 2013 (first year students) until the class of 2010 (fourth year students).Results: Based on student entrance levels in years, 4th year students had acquired a higher score on the progress test trial in comparison to the 1st, 2nd and 3rd year students. The results had also shown that the students in their first year of study had lower scores when compared to the students in their last year of study (4th year). This indicates that the longer the period of study or the more time spent in the study process, the better the scores achieved on the progress test.Conclusion : Faculty of Medicine, YARSI University has successfully executed the progress test trial in the first week of the third block in the odd semester of the academic year of 2013/2014. The progress test itself consisted of 200 questions and was taken by 200 student samples that were chosen in a randomized manner. The results of the progress test had revealed that there was an increase in the average examination grades of students in the 1st year until the 4th year, which is consistent with the level of understanding of lectures accordingly to each year. Item Analysis on the test showed a good distribution in the level of difficulty, where the majority of questions were held in the moderate level of difficulty.
44
Zulu, Constance. "A pilot study of Supplemental Instruction for at-risk students at an Historically Black University (HBU) in South Africa." AILA Review 16 (July 8, 2003): 52–61. http://dx.doi.org/10.1075/aila.16.06zul.
Анотація:
This article discusses a pilot investigation conducted between February and May 2002. The aim of this investigation was to assess the efficacy of the Supplemental Instruction (SI) program — which has a proven track record elsewhere — at an historically black university in South Africa. SI is an academic assistance program which was developed at the University of Missouri- Kansas City in 1973 by Deanna C. Martin and subsequently adopted countrywide and in other parts of the world. The pilot was conducted on a population of first year law students registered for an introductory module, “Introduction to South African Legal Method and Theory”. Two questions were investigated: 1. Does SI have an effect on students’ mastery of content? 2. Does SI have an effect on students’ perceptions of their mastery of skills? Three measures were used to explore these questions, namely pre and posttests of content mastery; student perception of skill mastery and end of course grades. Although there was no significant difference on the mastery of course content between SI and Non-SI participants, it was found that higher SI attendance rates resulted in slightly higher mean grades, suggesting that SI may have had some impact on the final course end grades. A significant difference at the .03 level was found between the mean grades of students who attended 4 or more sessions and those who attended 1–3 sessions. The investigation also revealed that a number of barriers and challenges need to be addressed for a successful SI program to be implemented at the university.
45
Williams, Anthony J. "The Road to Private Prison Divestment." Boom 6, no. 2 (2016): 98–103. http://dx.doi.org/10.1525/boom.2016.6.2.98.
Анотація:
Until December 2015, the University of California maintained $25 million of indirect investments in three major private prison corporations and almost no one knew. The UC is now the first U.S. public university system to sell its shares in private prisons, however it was activism that propelled the victory. Black students from the Afrikan Black Coalition, a statewide Black youth organization, used research from Enlace and strategic planning to demand private prison divestment. This personal reflection on the path toward prison abolition examines some of the strengths and resurgence of Black student organizing in the era of #BlackLivesMatter.
46
Maree, Jacobus G., and Tobia M. Steyn. "A Study Orientation Questionnaire in Mathematics for Use in a Tertiary Environment." Psychological Reports 95, no. 3 (December 2004): 981–87. http://dx.doi.org/10.2466/pr0.95.3.981-987.
Анотація:
The Study Orientation Questionnaire in Mathematics Tertiary is being developed as a diagnostic measure for South African lecturers and counselors to help students improve their orientation toward the study of mathematics. In this pilot study subjects were freshman black students registered for the Five-year Study Programme in the School of Engineering at the University of Pretoria. During the first phase of the standardisation in 2000, 33 students (28 men; 5 women, M age =19.6, SD = .9) were assessed, and in 2001, 40 students (27 men, 13 women, M age = 19.2, SD = .9). In 2002 the questionnaire was administered to 51 students (39 men, 12 women, M age =19.1, SD = .9). Analysis showed satisfactory reliability coefficients and item-field correlations. Step-wise linear regression in 2001 indicated that a combination of two fields, namely, Information Processing and Problem-solving Behaviour in mathematics, contributed significantly ( R2 = 46.9%) to predicting achievement in calculus. In 2002 one field, Mathematics Confidence, contributed significantly ( R2 = 25.2%) to that prediction.
47
A. Lawler, L. M., P. A. Logan-Sinclair, L. E. Holland, and G. Troutma n. "Black and White Learning Interchange." Australian Journal of Primary Health 6, no. 4 (2000): 164. http://dx.doi.org/10.1071/py00050.
Анотація:
The unchanging status of Aboriginal health initiated the need for changes to training for Aboriginal Health Workers. Charles Sturt University, in partnership with the Remote and Rural Health Training Unit (RARHTU) initiated, in consultation with the local Indigenous community, a program for upgrading qualifications of Aboriginal Health Workers to degree level. Several unique features were incorporated in the program design: an educational facilitator without a health career background; a challenging first subject based upon student's familial personal history; specialist sessions provided by professional health workers; recognition of prior learning taking into account the many varied levels of existing regional health services training. This paper discusses the course design and evaluation results, including the impact of the program upon lecturer's teaching style, students' personal and working lives and the effects the course may have regarding the status of Aboriginal health in the local area. Results of the initial program evaluation are presented and discussed in this paper.
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Nunns, Christopher, and Karen Ortlepp. "Exploring Predictors of Academic Success in Psychology I at Wits University as an Important Component of Fair Student Selection." South African Journal of Psychology 24, no. 4 (December 1994): 201–7. http://dx.doi.org/10.1177/008124639402400405.
Анотація:
The aim of the present research is to explore empirical predictors of students' performance in the Psychology I course at the University of the Witwatersrand, Johannesburg (Wits), within the context of procedural, distributive and interactional fairness. The research is divided into two studies: the first is an archival study examining the use of individual school subject results and the Arts Faculty Ratings (based on school results) as predictors. The second study focuses on the predictive validity of the Arts Faculty Ratings as well as that of various psychometric aptitude tests. In both studies the sample was divided into two groups whereby Group I consisted of primarily white students who had attended private or government schools and were not regarded as educationally disadvantaged; Group 2 comprised of black students who attended Department of Education and Training (DET) schools and were regarded as educationally disadvantaged. Results from both studies show that the Arts Faculty Ratings consistently provide a statistically significant predictor of academic performance in the Wits Psychology I course for educationally non-disadvantaged students. A far less clear picture emerged for the educationally disadvantaged group. The Arts Faculty Rating correlated significantly with overall success in first-year Psychology in the first study, while the Conceptual Reasoning Test was found to be the best predictor for this group in the second study. The implications of the studies for student selection are discussed within a social justice paradigm and future research directions are suggested.
49
Frings, Daniel, Ilka H. Gleibs, and Anne M. Ridley. "What moderates the attainment gap? The effects of social identity incompatibility and practical incompatibility on the performance of students who are or are not Black, Asian or Minority Ethnic." Social Psychology of Education 23, no. 1 (November 6, 2019): 171–88. http://dx.doi.org/10.1007/s11218-019-09531-4.
Анотація:
Abstract A successful journey through higher education is, for many, a once in a lifetime opportunity for social mobility. Unfortunately, one notable feature of higher education systems is that students from some backgrounds do not achieve the same academic attainments as do others. The current study tests the role of one particular set of processes: social identity (in)compatibility on academic performance. Participants were recruited at two time points from a pool of first year undergraduates at a modern London University (N = 215) of which 40.1% were classed as Black, Asian or Minority Ethnic (BAME), 57.1% as non-BAME and 2.8% did not provide this information. A prospective design was employed: Alongside demographic data, measures at the start of the academic year consisted of measures of student and ethnic identity, and both practical and identity incompatibility. At the end of the academic year, average marks achieved were gained for each student from the university’s registry system. Results indicate that BAME students had equal levels of student identity to non-BAME students, but higher levels of ethnic identity. They also typically experienced higher levels of both practical and identity incompatibility. Finally, BAME students had lower attainment than did non-BAME students. Both practical and identity incompatibility appeared to moderate this effect. However, contrary to predictions, it was only under conditions of low and medium levels of incompatibility that BAME students attained lower marks than their non-BAME peers. The theoretical and practical implications of these findings are discussed.
50
Makhubela, Malose S. "Measurement invariance of the Beck Depression Inventory-Second Edition across race with South African university students." South African Journal of Psychology 46, no. 4 (August 2, 2016): 449–61. http://dx.doi.org/10.1177/0081246316645045.
Анотація:
Measurement invariance of the Beck Depression Inventory-Second Edition across race (Blacks and Whites) was examined in a sample of university students, from two universities from diverse geographical areas of South Africa ( N = 870). Multigroup confirmatory factor analysis (i.e., means and covariance structures) was used to test the factorial invariance of the hierarchical four-factor structure, composed of three first-order factors (i.e., Negative Attitude, Performance Difficulty, and Somatic Complaints) and one second-order general factor (Depression) found with South African students. Evidence of measurement invariance was established at the level of configural, metric, and scalar invariance. However, there were some evidence of differential additive response style across race—with two non-invariant intercepts (Item 5 and 14) being identified. Results also revealed significant latent mean differences favoring Black students on the Performance Difficulty and Somatic Complaints factors but not on the Negative Attitude factor. Findings suggest that the Beck Depression Inventory-Second Edition provides an assessment of the severity of depressive symptoms that is equivalent across race in university students.