MULTIPLE GROUP THREAT AND MALLEABLE WHITE ATTITUDES TOWARDS ACADEMIC MERIT

2013 ◽  
Vol 10 (1) ◽  
pp. 233-260 ◽  
Author(s):  
Frank L. Samson
Keyword(s):  
Grade Point Average ◽  
The United States ◽  
Public University ◽  
Minority Status ◽  
Dominant Group ◽  
University Admissions ◽  
Grade Point ◽  
Group Threat ◽  
Multiple Group ◽  
Group Position

AbstractAs the White populace in the United States moves toward numerical minority status by 2042, how might Whites respond to impending threat of losing their dominant group position? In particular, how will Whites react at selective, elite universities, where Asians are increasingly prominent and other non-Whites are maintaining or capturing a larger share of enrollments? Drawing on group position theory, I test White commitment to meritocracy as a public policy, using a survey-based experiment (599 California adult residents) to examine the importance grade point average should have in public university admissions. Whites decrease the importance that grade point average should have when Asian group threat is primed. However, White Californians increase the importance that grade point average should have when thinking about group threat from either Blacks or Blacks and Asians simultaneously. Ethnoracial outgroup threat shifts White support for meritocracy in different directions.

scholarly journals No food for thought: Food insecurity is related to poor mental health and lower academic performance among students in California’s public university system

2018 ◽  
Vol 25 (12) ◽  
pp. 1930-1939 ◽  
Author(s):  
Suzanna M Martinez ◽  
Edward A Frongillo ◽  
Cindy Leung ◽  
Lorrene Ritchie
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Food Insecurity ◽  
Grade Point Average ◽  
Structural Equation ◽  
Public University ◽  
Poor Mental Health ◽  
Equation Modeling ◽  
University System ◽  
Grade Point

This study examined the relationships between food insecurity, mental health, and academic performance among college students in a California public university system ( N = 8705). Structural equation modeling was performed to examine a direct path from food insecurity to student grade point average and an indirect path through mental health, controlling for demographic characteristics. Food insecurity was related to lower student grade point average directly and indirectly through poor mental health. These findings support the need for future interventions and policy on the importance of providing students with the basic needs to succeed both academically and in the future.

An Economic Ranking of the US Presidents, 1789–2009: A Data-Based Approach

2012 ◽  
Vol 45 (04) ◽  
pp. 596-604 ◽  
Author(s):  
Mark Zachary Taylor
Keyword(s):  
Interest Rates ◽  
Grade Point Average ◽  
The United States ◽  
Balance Of Payments ◽  
Market Returns ◽  
Grade Point ◽  
Stock Market Returns ◽  
Partisan Bias ◽  
The Us ◽  
Presidential Performance

AbstractHow relatively good or bad were the economic performances of our past presidents? The answers to this question remain unclear. Most evaluations of presidential performance cloud the issue with partisan bias and subjective judgments or mix economics together with other policy areas. To address these shortcomings, this article uses new data from the Measuring Worth Project to calculate the relative economic rankings of the United States presidents who served from 1789 until 2009. It analyzes up to 220 years of data on economic growth, unemployment, inflation, government debt, balance of payments, income inequality, currency strength, interest rates, and stock market returns to estimate an economic grade point average for each president. Then, these estimates are used to test for correlations with other variables to generate hypotheses regarding the conditions for superior and inferior economic performance.

California's Holocaust Victim Insurance Relief Act and American Preemption Doctrine

2003 ◽  
Vol 4 (11) ◽  
pp. 1193-1205 ◽  
Author(s):  
Libby Adler
Keyword(s):  
United States ◽  
Foreign Relations ◽  
United States Supreme Court ◽  
The United States ◽  
Public University ◽  
Fourteenth Amendment ◽  
United States Constitution ◽  
Historical Injustice ◽  
University Admissions ◽  
Equal Protection Clause

On the same day that the United States Supreme Court handed down its much anticipated decisions on affirmative action in higher education, holding that the Equal Protection Clause of the Fourteenth Amendment to the United States Constitution permits a degree of race-consciousness in public university admissions, it also issued a far less heralded decision with implications for the ability of the states to address historical injustice. In American Insurance Association v. Garamendi (Garamendi), five members of the Court, led by Justice Souter, found that California's Holocaust Victim Insurance Relief Act of 1999 (HVIRA) “interferes with the National Government's conduct of foreign relations” and is therefore preempted.

scholarly journals A Review of the Popular and Scholarly Accounts of Donald Trump’s White Working-Class Support in the 2016 US Presidential Election

Societies ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. 36 ◽  
Author(s):  
Jack Thompson
Keyword(s):  
Racial Identity ◽  
Working Class ◽  
The United States ◽  
Geographic Mobility ◽  
White Americans ◽  
Multinomial Regression ◽  
Dominant Group ◽  
Group Position ◽  
Benchmark Datasets ◽  
White Working Class

Popular and scholarly accounts of Trump’s ascendency to the presidency of the United States on the part of the American white working-class use different variables to define the sociodemographic group because there is no “working-class White” variable available in benchmark datasets for researchers to code. To address this need, the Author ran a multinomial regression to assess whether income, education and racial identity predict working-class membership among white Americans, finding that income and education are statistically significant predictors of working-class whiteness, while racial identity is not. Arriving at a robust definition of “white working-class” in light of these findings, the paper next turns to a review of the extant literature. By retrieving studies from searches of computerised databases, hand searches and authoritative texts, the review critically surmises the explanatory accounts of Trump’s victory. Discussion of the findings from the review is presented in three principal sections. The first section explains how working-class White communities, crippled by a dearth of social and geographic mobility, have been “left behind” by the political elites. The second section examines how white Americans, whose dominant group position is threatened by demographic change, voted for Trump because of resonance between his populist rhetoric and their latent “racist” attitudes. The third and final section explores the implications of a changing America for native-born whites, and how America’s increasing ethnoracial diversity is eroding relations between its dominant and nondominant groups. The Author surmises by arguing that these explanatory accounts must be understood in the context of this new empirical approximation of “working-class White”.

scholarly journals Research on the Enrollment Model of Music Majors in American Comprehensive Universities

2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Kangyan Li
Keyword(s):  
United States ◽  
Grade Point Average ◽  
Social Environment ◽  
The United States ◽  
Optimal Structure ◽  
Music Majors ◽  
Grade Point ◽  
Comprehensive Universities ◽  
Good Practices ◽  
The Law

The enrollment model of music majors in American comprehensive universities is formed in the overall American social environment. In practice, it integrates the four elements of maintaining social fairness, abiding by admissions justice, following discipline rules, and emphasizing the ability of candidates. The optimal structure is formed. Thus, in the process of enrollment, it can not only maintain the fairness of society and the fairness of enrollment, but also follow the law of education to better predict the ability of students to succeed. This paper discusses that some good practices in the enrollment of music majors in the United States can be used for reference, such as the algorithm of GPA (Grade Point Average) scores, the defense link of the enrollment examination, the interview and so on. 

Cumulative Effects of Mainstreaming on the Achievement of Deaf Adolescents

1993 ◽  
Vol 60 (1) ◽  
pp. 73-81 ◽  
Author(s):  
Thomas N. Kluwin
Keyword(s):  
School Districts ◽  
Grade Point Average ◽  
Cumulative Effect ◽  
The United States ◽  
Group Differences ◽  
Course Selection ◽  
Educational Programming ◽  
Cumulative Impact ◽  
Grade Point ◽  
Mainstreamed Students

A longitudinal study of 451 deaf adolescents in 15 local school districts across the United States addressed the cumulative impact of mainstream placement on achievement and grade point average (GPA). Initial between-group differences accounted for a greater proportion of the variance in actual achievement but less so for GPA. Advantages accrued to the more mainstreamed students; however, this may be as much related to overall course selection during high school as to the degree of mainstreaming of the student. Students who attended more classes and attended more academically demanding classes did have higher achievement levels across placement categories. The apparent cumulative effect of mainstream placement may be as much a product of different patterns of educational programming as of the advantage of a specific placement. Race as an expression of a constellation of variables was the largest factor in achievement differences but did not affect cumulative GPA.

scholarly journals Correlation between physician assistant students’ performance score of history taking and physical exam documentation and scores of Graduate Record Examination, clinical year grade point average, and score of Physician Assistant National Certifying Exam in the United States

2020 ◽  
Vol 17 ◽  
pp. 16
Author(s):  
Sara Lolar ◽  
Jamie McQueen ◽  
Sara Maher
Keyword(s):  
Grade Point Average ◽  
Physician Assistant ◽  
The United States ◽  
Physical Exam ◽  
State University ◽  
History Taking ◽  
Performance Score ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Wayne State University

Purpose: Learning to perform and document patient history taking and physical exam (H&P) entails a major component of the first year academic education of physician assistant (PA) students at Wayne State University, USA. The H&P is summative of multiple aspects of PA education, and students must master communication with patients and other health care providers. The objectives of this study were first, to determine if there was a correlation between scores on the Graduate Record Examination (GRE) component testing and scores on graded H&Ps. The second objective was to identify a correlation between proficiency with H&P documentation and academic and clinical year grade point average (GPA) and Physician Assistant National Certifying Exam (PANCE) score.Methods: Subjects included 147 PA students from Wayne State University from 2014–2016. PA students visited local hospitals or outpatient clinics during the academic year to perform and document patient H&Ps. Correlation between the H&P mean scores and GRE component scores, GPAs, and PANCE scores were analyzed.Results: The subjects were 26.5 years-old (+6.5) and 111 females (75.5%). There was no correlation between the GRE component score and the H&P mean score. The H&P score was positively correlated with GPA 1 (r=0.512, P<0.001), with GPA 2 (r=0.425, P<0.001) and with PANCE score (r=0.448, P<0.001).Conclusion: PA student skill with H&P documentation was positively related to academic performance score during PA school and achievement score on the PANCE at Wayne State University, USA.

Differences between Actual and Predicted Grade Point Averages of Black and White College Students

1979 ◽  
Vol 48 (3_suppl) ◽  
pp. 1140-1142 ◽  
Author(s):  
Sidney E. Brown ◽  
Anthony J. White
Keyword(s):  
College Students ◽  
Black Students ◽  
Grade Point Average ◽  
Analysis Of Variance ◽  
White Students ◽  
Grade Point Averages ◽  
University Admissions ◽  
Grade Point ◽  
Black And White ◽  
White College

A University admissions procedure was examined to determine the validity of the predictive grade point average by comparing white students with black students. Subjects were 434 black and 373 white students enrolled over 4 yr. Analysis of variance indicated that black and white students were similar regarding their actual and predicted first quarter grade averages.

scholarly journals The Impact Of Lecture Capture On Student Performance In Business Courses

2015 ◽  
Vol 12 (1) ◽  
pp. 65-74 ◽  
Author(s):  
Neil Terry ◽  
Anne Macy ◽  
Robin Clark ◽  
Gary Sanders
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Standardized Test ◽  
The United States ◽  
Demographic Variables ◽  
Standardized Test Scores ◽  
Final Exam ◽  
Lecture Capture ◽  
Grade Point ◽  
Business Courses

This paper examines the effect of the e-learning technology of lecture capture on the performance of undergraduate business students in business law, economics, finance, and management courses. The sample consists of 890 student observations at a midsized regional institution located in the Southwestern region of the United States. The dependent variable is percentage score on a comprehensive final exam in advanced business courses. The empirical model controls for effort, grade point average, standardized test scores (SAT/ACT), and instruction mode. Demographic variables are gender, ethnic background, age, major, and transfer students. Effort measured via homework score, grade point average, ability measured via standardized test scores, academic major, and access to lecture capture are the five model variables that are positive and statistically significant. Age, classification as a transfer student, and online courses without lecture capture are the three statistically significant variables with a negative coefficient. The demographic variables associated with African-American, Hispanic, and gender are not statistically significant determinants of performance on the final exams. The results indicate that students completing business courses with access to lecture capture score approximately three percent higher on the final exam, holding other factors constant.

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