Do aspirational role models inspire or backfire? Perceived similarity mediates the effect of role models on minority students’ college choices

2020 ◽  
Vol 30 (2) ◽  
pp. 221-238
Author(s):  
Evelyn C. Allen ◽  
Brian Collisson
Keyword(s):  
Minority Students ◽  
Role Models ◽  
Perceived Similarity ◽  
College Choices

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 Boosting Minority Teacher Recruitment and Retention for a Diverse Future STEM Workforce

2021 ◽  
Vol 18 (04) ◽  
Author(s):  
Patricia Razafindrambinina ◽  
Aditi Dubey ◽  
Paul Ellis ◽  
Rachel Lamb ◽  
Shantam Ravan
Keyword(s):  
Minority Students ◽  
Role Models ◽  
Teacher Recruitment ◽  
The United States ◽  
State Legislature ◽  
Minority Teachers ◽  
Education Attainment ◽  
Recruitment And Retention ◽  
Stem Workforce ◽  
K 12

The United States STEM workforce has yet to reflect the demographics of the larger population. This discrepancy begins at the base of the STEM pipeline with a significant lack of minority STEM K-12 teachers to serve as mentors and role models to minority students. Research has shown that minority students’ exposure to same-race teachers increased academic output and education attainment up to 32%. Unfortunately, minority teachers face a revolving-door effect: the cycle of increased recruitment countered by a high turnover amongst minority teachers compared to their white counterparts. Minority teachers who leave the profession consistently cite negative teaching environments, discrimination, and lack of support as the main drivers of their decision to quit teaching. The Maryland state legislature recently passed the Blueprint for Maryland’s Future Act, which attempts to address teacher recruitment and retention more comprehensively. Here, we go beyond the Blueprint’s baseline tools to recommend targeted strategies to recruit and retain minority STEM K-12 teachers in Maryland. Through the creation of a robust peer mentorship pipeline between new and experienced teachers, prioritization of school staff diversity and inclusion training, and the promotion of teacher autonomy, we will increase minority student education attainment and encourage the growth of a diverse STEM workforce in Maryland.

Providing Near-Peer Mentorship to Increase Underrepresented Minority Youth Participation in Computing

2021 ◽  
pp. 1-13
Author(s):  
Michael J. Lee
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Minority Students ◽  
Role Models ◽  
Peer Mentors ◽  
Underrepresented Minority ◽  
School Students ◽  
Underrepresented Minority Students ◽  
First Year College ◽  
Guest Speakers

Literature shows that mentors and role-models directly affect young students' self-efficacy and motivation to pursue specific academic fields and careers. To explore this further, this chapter describes a free, 9-Saturday programming camp for middle school students with near-peer mentors (first year, college student instructors) and local guest speakers. This camp served 28 underrepresented minority students (17 boys and 11 girls; grades 5-7) from a low-income, urban area. In a pre-camp survey, the middle school students predominately reported not having any role-models or mentors in computing. However, when asked again on the final camp day, these same students indicated developing strong connections with their near-peer mentors and even saw these older students and guest speakers, as role-models. These results highlight the need for young, underrepresented minority students to have more opportunities to interact with potential mentors and role-models, and the importance of providing resources to help develop and nurture these connections.

scholarly journals Recruiting Underrepresented Minorities to Chiropractic Colleges

2006 ◽  
Vol 20 (2) ◽  
pp. 123-127 ◽  
Author(s):  
Alana Callender
Keyword(s):  
United States ◽  
Minority Students ◽  
Role Models ◽  
Underserved Populations ◽  
The United States ◽  
Underrepresented Minorities ◽  
Minority Populations ◽  
Underrepresented Minority ◽  
Minority Communities ◽  
Student Groups

Background: Admissions departments at chiropractic colleges across the United States are under continual pressure to recruit students. The underrepresented minority populations in the United States are potential markets for chiropractic patients, students, and doctors. Objective: To assess the current diversity recruiting practices of the chiropractic colleges. Methods: Directors of admissions of the chiropractic colleges were polled to identify recruiting programs and their success. Results: Sixteen of the 17 colleges were polled. Nine of the respondents had no program for targeted underserved populations and seven did have such a program. Five colleges employed several methods to work with universities to recruit underserved populations. Other strategies included outreach via student groups and alumni recruiters. Conclusion: Programs to attract minority students can be created and infrastructure can be provided but they are nearly useless without role models. Encouraging alumni participation to raise awareness of chiropractic in minority communities may be a step toward a profession more reflective of America's population.

scholarly journals Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Jessica R. Gladstone ◽  
Andrei Cimpian
Keyword(s):  
Systematic Review ◽  
Student Motivation ◽  
Role Models ◽  
Perceived Competence ◽  
Perceived Similarity ◽  
Review Of The Literature ◽  
Science Technology ◽  
Race Ethnicity ◽  
Key Features ◽  
And Mathematics

AbstractIs exposing students to role models an effective tool for diversifying science, technology, engineering, and mathematics (STEM)? So far, the evidence for this claim is mixed. Here, we set out to identify systematic sources of variability in STEM role models’ effects on student motivation: If we determine which role models are effective for which students, we will be in a better position to maximize role models’ impact as a tool for diversifying STEM. A systematic narrative review of the literature (55 articles) investigated the effects of role models on students’ STEM motivation as a function of several key features of the role models (their perceived competence, their perceived similarity to students, and the perceived attainability of their success) and the students (their gender, race/ethnicity, age, and identification with STEM). We conclude with four concrete recommendations for ensuring that STEM role models are motivating for students of all backgrounds and demographics—an important step toward diversifying STEM.

Role Models of Urban Minority Students

1999 ◽  
Vol 84 (1) ◽  
pp. 181-182 ◽  
Author(s):  
Robert J. Drummond ◽  
Heather Senterfitt ◽  
Cheryl Fountain
Keyword(s):  
Minority Students ◽  
Role Models ◽  
Urban Minority ◽  
American Students

Role models identified by 1,300 Afro-American students in Grades 1 through 8 showed athletes, mothers, and musical performers were the top three role models, but there were differences by grade and sex.

scholarly journals Role Models Can Help Make the Mathematics Classroom More Inclusive

2020 ◽  
Author(s):  
Jessica Gladstone ◽  
Andrei Cimpian
Keyword(s):  
Student Motivation ◽  
Role Models ◽  
Middle Grades ◽  
Role Model ◽  
Mathematics Classroom ◽  
Perceived Similarity ◽  
Marginalized Students ◽  
Four Dimensions

A decrease in student motivation in the middle grades mathematics classroom is cause for concern, especially when trying to make the mathematics environment more inclusive for typically marginalized students. One way to increase student motivation and make classrooms more inclusive is by introducing students to role models - someone who is not only successful, but inspirational, relatable, and can also be emulated. In this synthesis, we conducted a search of the literature which resulted in 48 articles related to the implementation of role models in STEM. Findings from our review demonstrate that there are at least four dimensions of role model interventions that can influence student motivation: 1) specific features of the role model (e.g., competence) that can influence students’ perceptions of themselves, 2) students’ perceived similarity to the role model, 3) students’ perceptions of how attainable the role model’s success is, and 4) features of the students themselves (e.g., degree of identification with mathematics). We also found that there are important nuances within these dimensions that could lead to unintended decreases in motivation among marginalized students. We conclude by highlighting recommendations for the implementation of role models into the mathematics classroom.

scholarly journals Positive and negative influences perceived by minority students toward a career in athletic training.

2017 ◽  
Author(s):  
◽  
Stephen M. Nickell
Keyword(s):  
Critical Race Theory ◽  
Minority Students ◽  
Athletic Training ◽  
Undergraduate Students ◽  
Role Models ◽  
Mixed Methods Research ◽  
Racial Bias ◽  
Professional Socialization ◽  
Athletic Training Education ◽  
The State

Objective: The lack of diversity in the profession of athletic training is a concern as other healthcare professions increase. This research explores the influences and barriers that students perceive exist for choosing this profession and how race or ethnicity plays a role. Design and Setting: The study is a mixed methods research which is using a survey and interviews to provide data. The study is specifically looking at professional athletic training programs in the state of Missouri. Subjects: Undergraduate students currently enrolled in an accredited athletic training program in the State of Missouri. Measurements: Surveys were distributed and collected via Qualtrics and results were analyzed through a Kruskall-Wallis test and a MannWhitney U test. Interviews were transcribed and coded to determine common themes. Results: Significant differences were found between the responses of White and minority students on survey items related to college advisors, desire to help diverse patient populations, and a lack of role models in the profession. Conclusions: Policies related to the advising of potential athletic training students must be assessed to look at possible racial bias, and efforts to recruit diverse student populations should be a priority for athletic training education programs. Key Words: Athletic Training Education, Professional Socialization, Critical Race Theory

Brief Report: The Urban Project: A Model to Help Minority Students Prepare for Mathematics-Based Careers

1984 ◽  
Vol 15 (2) ◽  
pp. 172-176
Author(s):  
Lucille Croom
Keyword(s):  
High School ◽  
High School Students ◽  
Minority Students ◽  
Role Models ◽  
Minority Groups ◽  
School Students ◽  
Self Confidence ◽  
Positive Attitudes ◽  
Transition From High School ◽  
Urban Project

In recognition of the need to prepare students better for careers in science and technology and of the underrepresentation of minorities in such careers, various efforts have been launched around the country to improve minority students' academic preparation for college. Any project designed to help high school students from minority groups prepare for mathematics-related careers should be broadly based. In addition to intensive jnstruction in mathematics and science, it should provide training in various academic skills, information about careers and their requirements, experiences in various working environments, opportunities to meet people who might serve as role models, assistance in making the transition from high school to college, and support in developing positive attitudes and self-confidence.

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