Response to Intervention: Providing Reading Intervention to Low Income and Minority Students

2014 ◽  
Vol 78 (2) ◽  
pp. 88-97
Author(s):  
Emily Graves ◽  
Tess McConnell
Keyword(s):  
Response To Intervention ◽  
Minority Students ◽  
Reading Intervention ◽  
Low Income

scholarly journals Linked Coding: A Qualitative Investigation of the Impact of a College Transition Program

2019 ◽  
Vol 26 (2) ◽  
Author(s):  
Laura Coleman-Tempel ◽  
Meghan Ecker-Lyster
Keyword(s):  
Minority Students ◽  
Low Income ◽  
College Transition ◽  
First Generation ◽  
Underrepresented Students ◽  
Qualitative Evaluation ◽  
Transition Program ◽  
Cultural Mismatch ◽  
College Ready ◽  
The Impact

Limited college knowledge often impacts underrepresented students’ ability to navigate the college setting, creating institutional barriers for these students once arriving on campus. Students who are first-generation, low-income, and/or minority students have been shown to be less “college ready” than their peers. This discrepancy in preparedness can be conceptualized as a cultural mismatch between the student’s background knowledge and the higher education institution's expectations and norms (Lohfink & Paulsen, 2005). This qualitative evaluation provides an in-depth investigation into first-generation, low-income, and minority students’ perceptions and experiences with a yearlong college transition program. The study explores how a college transition program can impact students’ social development.

Don't Forget About Us

2021 ◽  
pp. 126-140
Author(s):  
Rayshawn L. Eastman ◽  
April Eddie ◽  
Kelli Johnson
Keyword(s):  
Minority Students ◽  
Low Income ◽  
First Generation ◽  
Underrepresented Students ◽  
Lessons Learned ◽  
Social Challenges ◽  
Education Professionals ◽  
Racial Minority Students ◽  
Diverse Student ◽  
Higher Education Professionals

Through narratives, this chapter explores the perspectives of three higher education professionals who served diverse student bodies during a pandemic. Detailing their experiences, the authors address efforts made to support underrepresented students during a pandemic. The effects of COVID-19 were vast and even more impactful for underrepresented students. The challenges of taking classes during a pandemic, combined with the known social challenges of 2020, made for an unforgettable period of time. This chapter addresses lessons learned, best practices, and suggestions for supporting students during a pandemic. The authors define underrepresented students as first-generation, LGBT+, low-income, and ethnic/racial minority students.

scholarly journals Diversity and Technology: Classroom Implications of the Digital Divide

2005 ◽  
Vol 20 (4) ◽  
pp. 9-18 ◽  
Author(s):  
Maya Kalyanpur ◽  
Mubina H. Kirmani
Keyword(s):  
Students With Disabilities ◽  
Digital Divide ◽  
Minority Students ◽  
Low Income ◽  
Culturally Diverse ◽  
Female Students ◽  
Digital Inclusion ◽  
Technology Classroom ◽  
Diverse Backgrounds

This paper analyzes the intersection of technology and diversity in classrooms with reference to the implications of the inequity of access and usage for under-represented groups including low-income, minority students, students from culturally diverse backgrounds, students with disabilities, and female students. Strategies at national and individual levels to facilitate a process of digital inclusion for all children are identified.

scholarly journals Does high-stakes testing increase cultural capital among low-income and racial minority students?

2008 ◽  
Vol 16 ◽  
pp. 6 ◽  
Author(s):  
Won-Pyo Hong ◽  
Peter Youngs
Keyword(s):  
Cultural Capital ◽  
Minority Students ◽  
Low Income ◽  
High Stakes Testing ◽  
Racial Minority ◽  
Mixed Effects ◽  
High Stakes ◽  
Student Dropout ◽  
Racial Minority Students ◽  
Curriculum Instruction

This article draws on research from Texas and Chicago to examine whether high-stakes testing enables low-income and racial minority students to acquire cultural capital. While students' performance on state or district tests rose after the implementation of high-stakes testing and accountability policies in Texas and Chicago in the 1990s, several studies indicate that these policies seemed to have had deleterious effects on curriculum, instruction, the percentage of students excluded from the tests, and student dropout rates. As a result, the policies seemed to have had mixed effects on students' opportunities to acquire embodied and institutionalized cultural capital. These findings are consistent with the work of Shepard (2000), Darling-Hammond (2004a), and others who have written of the likely negative repercussions of high-stakes testing and accountability policies.

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