Integration of Ethnically Diverse Students on an American College Campus

2006 ◽  
Author(s):  
Susan Middleton ◽  
Amy Gillespie
Keyword(s):  
Ethnically Diverse ◽  
College Campus ◽  
Diverse Students

scholarly journals Predictors of Taking Elective Music Courses in Middle School Among Low-SES, Ethnically Diverse Students in Miami

2020 ◽  
Vol 68 (1) ◽  
pp. 5-30
Author(s):  
Alenamie Alegrado ◽  
Adam Winsler
Keyword(s):  
Middle School ◽  
Special Education ◽  
Ethnically Diverse ◽  
Language Learner ◽  
Fifth Grade ◽  
Diverse Students ◽  
Prospective Longitudinal Study ◽  
Grade Point ◽  
Positive Effects ◽  
Prospective Longitudinal

Researchers attempting to show that music has positive effects on children need to understand and control for preexisting differences between those who do and do not select into musical participation in the first place. Within a large-scale, communitywide, prospective, longitudinal study of predominantly low-income, ethnically diverse students ( N = 31,332), we examined characteristics of students who did and did not enroll in music elective courses (band, choir, orchestra, guitar, other) in public middle schools (sixth, seventh, and eighth grades) in Miami. Predictor variables included gender, ethnicity, poverty, special education, English language learner status, fifth-grade English proficiency, prior academic performance (fifth-grade grade point average [GPA], standardized math and reading test scores), and initial school readiness skills (social, behavioral, cognitive, language, and motor skills) at age 4. Only 23% of middle school students enrolled in a music class in sixth, seventh, or eighth grade, with band having the highest enrollment, followed by choir, orchestra, and guitar. Being male and having greater cognitive skills at age 4 and higher fifth-grade GPA and reading skills were related to later music participation. Black students, students in special education, and those not proficient in English were less likely to participate in middle school music classes. Results varied somewhat by type of music.

NCWWI Traineeships: A National Cross-Site Evaluation of Child Welfare Stipend Programs for Ethnically Diverse Students

2015 ◽  
Vol 51 (sup2) ◽  
pp. S299-S316 ◽  
Author(s):  
Robin Leake ◽  
Anna de Guzman ◽  
Shauna Rienks ◽  
Gretchen Archer ◽  
Cathryn Potter
Keyword(s):  
Child Welfare ◽  
Ethnically Diverse ◽  
Diverse Students ◽  
Site Evaluation ◽  
Cross Site

scholarly journals Predicting the students' Brain Executive Functions Based on Their Acculturation in Multicultural High Schools

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Farideh Hamidi ◽  
Forough Bagheri
Keyword(s):  
Working Memory ◽  
High School Students ◽  
Executive Functions ◽  
Multiple Regression ◽  
Pearson Correlation ◽  
Ethnically Diverse ◽  
Survey Study ◽  
Task Completion ◽  
Diverse Students ◽  
Brain Functions

Background: Executive functions as a group of complex mental processes and cognitive abilities necessary for our goal-directed behavior to control the skills. Acculturation is a process in which an individual acquires and adjusts to a new cultural environment. Objectives: The present study aimed to predict the ethnically diverse students’ brain executive functions based on their acculturation. Methods: In this correlational survey study, 1,019 high school students in the city of Kabodar Ahang, a multicultural city in Hamedan Province, are investigated. In total, 280 bilingual as ethnically diverse students were selected using a relative stratified random method. The Behavior Rating Inventory of Executive Functions (BRIEF) and Marin acculturation scale were used to collect data. The Pearson correlation coefficient, multiple regression, and step-by-step regression were employed to collect the data. Results: There is a positive association between acculturation and brain functions and inhibition components, task completion, working memory, and organization (P ≤ 0.001). In other words, increased students' acculturation leads to fostered brain executive functions in subscales of inhibition, task completion, working memory, and mental organization. Also, the multiple regression indicated that acculturation can predict 30% of the students' brain function variance. Conclusions: Teachers working in multicultural regions can use the findings of the present study to gain an appropriate understanding about students' individual differences according to their capacity of executive functions and organizing the process of learning based on their working memory and the complexity of the task.

scholarly journals Ethnically diverse students' knowledge structures in first-semester organic chemistry

2014 ◽  
Vol 51 (6) ◽  
pp. 741-758 ◽  
Author(s):  
Enrique J. Lopez ◽  
Richard J. Shavelson ◽  
Kiruthiga Nandagopal ◽  
Evan Szu ◽  
John Penn
Keyword(s):  
Organic Chemistry ◽  
Ethnically Diverse ◽  
Knowledge Structures ◽  
Diverse Students ◽  
First Semester
Sign in / Sign up

Export Citation Format

Share Document