scholarly journals Promoting Positive Self-Esteem in Ethnic Minority Students: The Role of School and Classroom Context

2017 ◽  
pp. 325-342
Author(s):  
Jochem Thijs ◽  
Maykel Verkuyten
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Self Esteem ◽  
Classroom Context ◽  
Ethnic Minority Students

scholarly journals “As an ethnic minority, you just have to work twice as hard.” Experiences and motivation of ethnic minority students in medical education

2021 ◽  
Author(s):  
Ulviye Isik ◽  
Anouk Wouters ◽  
Petra Verdonk ◽  
Gerda Croiset ◽  
Rashmi A. Kusurkar
Keyword(s):  
Medical Students ◽  
Ethnic Minority ◽  
Minority Students ◽  
Role Models ◽  
Minority Groups ◽  
Family Interactions ◽  
Ethnic Minority Students ◽  
Medical Network ◽  
And Gender

Abstract Introduction Adequate representation of ethnic minority groups in the medical workforce is crucial for ensuring equitable healthcare to diverse patient groups. This requires recruiting ethnic minority medical students and taking measures that enable them to complete their medical studies successfully. Grounded in self-determination theory and intersectionality, this paper explores the experiences of ethnic minority medical students across intersections with gender and other categories of difference and how these relate to students’ motivation. Methods An explorative, qualitative study was designed. Six focus groups were conducted with 26 ethnic minority students between December 2016 and May 2017. Thematic analysis was performed to identify, analyse and report themes within the data. Results The findings were categorized into three main themes: the role of autonomy in the formation of motivation, including students’ own study choice and the role of their family; interactions/‘othering’ in the learning environment, including feelings of not belonging; and intersection of ethnic minority background and gender with being ‘the other’, based on ethnicity. Discussion Ethnic minority students generally do not have a prior medical network and need role models to whom they can relate. Ensuring or even appointing more ethnic minority role models throughout the medical educational continuum—for example, specialists from ethnic minorities in teaching and/or mentoring roles in the education—and making them more visible to students is recommended. Moreover, a culture needs to be created in the educational environment in which students and staff can discuss their ethnicity-related differences.

scholarly journals Role of Academic Advising in Mitigating the Challenges of Ethnic Minority Students at Universiti Teknologi Malaysia

2015 ◽  
Vol 8 (13) ◽  
Author(s):  
Nguyen T. Van ◽  
Hamdan Said ◽  
Mohd R. M. Rameli ◽  
Noriadah A. Karim ◽  
Norashuha Tajuddin ◽  
...  
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Academic Advising ◽  
Ethnic Minority Students

scholarly journals The role of preservice teachers’ implicit attitudes and causal attributions: a deeper look into students’ ethnicity

2021 ◽  
Author(s):  
Sabine Glock ◽  
Hannah Kleen
Keyword(s):  
Preservice Teachers ◽  
Ethnic Minority ◽  
Minority Students ◽  
Causal Attributions ◽  
Implicit Attitudes ◽  
Negative Attitudes ◽  
Ethnic Minority Students ◽  
Majority Students ◽  
Teachers Attitudes

AbstractPrevious research has provided evidence that teachers implicitly hold more negative attitudes toward ethnic minority students than toward ethnic majority students. Furthermore, they attribute the lower educational success of ethnic minority students predominantly to internal causes. So far, it is not known how implicit attitudes and causal attributions are related to preservice teachers’ judgments of students’ academic competencies. We conducted a study to close this research gap. In a sample of preservice teachers, our study showed mainly negative implicit attitudes toward ethnic minority students. On general, the preservice teachers made external attributions. Implicit attitudes as well as causal attributions predicted the judgments. Preservice teachers with more negative attitudes and preservice teachers, who attributed the failure of ethnic minority students to these students’ abilities, less favorably judged the competence of ethnic minority students. Our results highlight the role of teachers’ attitudes and causal attributions in determining the disadvantages that ethnic minority students experience in school.

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