How Do Educational Experiences Predict Computing Identity?

2022 ◽  
Vol 22 (2) ◽  
pp. 1-28
Author(s):  
Stephanie Lunn ◽  
Monique Ross ◽  
Zahra Hazari ◽  
Mark Allen Weiss ◽  
Michael Georgiopoulos ◽  
...  
Keyword(s):  
African American ◽  
Identity Development ◽  
Social Identification ◽  
Computer Engineering ◽  
Skilled Workers ◽  
Black African ◽  
Marginalized Groups ◽  
American Students ◽  
Industry Professionals ◽  
Racial Ethnic

Despite increasing demands for skilled workers within the technological domain, there is still a deficit in the number of graduates in computing fields (computer science, information technology, and computer engineering). Understanding the factors that contribute to students’ motivation and persistence is critical to helping educators, administrators, and industry professionals better focus efforts to improve academic outcomes and job placement. This article examines how experiences contribute to a student’s computing identity, which we define by their interest, recognition, sense of belonging, and competence/performance beliefs. In particular, we consider groups underrepresented in these disciplines, women and minoritized racial/ethnic groups (Black/African American and Hispanic/Latinx). To delve into these relationships, a survey of more than 1,600 students in computing fields was conducted at three metropolitan public universities in Florida. Regression was used to elucidate which experiences predict computing identity and how social identification (i.e., as female, Black/African American, and/or Hispanic/Latinx) may interact with these experiences. Our results suggest that several types of experiences positively predict a student’s computing identity, such as mentoring others, having a job, or having friends in computing. Moreover, certain experiences have a different effect on computing identity for female and Hispanic/Latinx students. More specifically, receiving academic advice from teaching assistants was more positive for female students, receiving advice from industry professionals was more negative for Hispanic/Latinx students, and receiving help on classwork from students in their class was more positive for Hispanic/Latinx students. Other experiences, while having the same effect on computing identity across students, were experienced at significantly different rates by females, Black/African American students, and Hispanic/Latinx students. The findings highlight experiential ways in which computing programs can foster computing identity development, particularly for underrepresented and marginalized groups in computing.

scholarly journals Clinician–Patient Racial/Ethnic Concordance Influences Racial/Ethnic Minority Pain: Evidence from Simulated Clinical Interactions

Pain Medicine ◽  
2020 ◽  
Vol 21 (11) ◽  
pp. 3109-3125 ◽  
Author(s):  
Steven R Anderson ◽  
Morgan Gianola ◽  
Jenna M Perry ◽  
Elizabeth A Reynolds Losin
Keyword(s):  
African American ◽  
Pain Treatment ◽  
The United States ◽  
Ethnic Discrimination ◽  
Medical Procedure ◽  
Black African ◽  
Clinical Interactions ◽  
Racial Ethnic ◽  
Hispanic White ◽  
White Patients

Abstract Objective Racial and ethnic minorities in the United States report higher levels of both clinical and experimental pain, yet frequently receive inadequate pain treatment. Although these disparities are well documented, their underlying causes remain largely unknown. Evidence from social psychological and health disparities research suggests that clinician–patient racial/ethnic concordance may improve minority patient health outcomes. Yet whether clinician–patient racial/ethnic concordance influences pain remains poorly understood. Methods Medical trainees and community members/undergraduates played the role of “clinicians” and “patients,” respectively, in simulated clinical interactions. All participants identified as non-Hispanic Black/African American, Hispanic white, or non-Hispanic white. Interactions were randomized to be either racially/ethnically concordant or discordant in a 3 (clinician race/ethnicity) × 2 (clinician–patient racial/ethnic concordance) factorial design. Clinicians took the medical history and vital signs of the patient and administered an analogue of a painful medical procedure. Results As predicted, clinician–patient racial/ethnic concordance reduced self-reported and physiological indicators of pain for non-Hispanic Black/African American patients and did not influence pain for non-Hispanic white patients. Contrary to our prediction, concordance was associated with increased pain report in Hispanic white patients. Finally, the influence of concordance on pain-induced physiological arousal was largest for patients who reported prior experience with or current worry about racial/ethnic discrimination. Conclusions Our findings inform our understanding of the sociocultural factors that influence pain within medical contexts and suggest that increasing minority, particularly non-Hispanic Black/African American, physician numbers may help reduce persistent racial/ethnic pain disparities.

Identity Development for Black Adolescents in Predominately White Rural Communities

2009 ◽  
Vol 4 (1) ◽  
Author(s):  
Deborah L. McGriff
Keyword(s):  
African American ◽  
Rural Communities ◽  
Critical Race Theory ◽  
Identity Development ◽  
Black Adolescents ◽  
African American Adolescents ◽  
Future Research ◽  
Predominately White ◽  
Rural Settings ◽  
American Students

Research on identity development of African American adolescents in predominantly White rural settings is virtually nonexistent. This article examines current literature on the developmental tasks of adolescents and issues of ethnic congruence for African American students in predominately White rural communities. In addition, it calls for critical conversations on this overlooked population. Recommendations for future research using Critical Race Theory is presented.

Racial/Ethnic Socialization and Faith

2021 ◽  
Vol 48 (3) ◽  
pp. 259-274
Author(s):  
Stephanie Boddie ◽  
Eric Kyere
Keyword(s):  
African American ◽  
Social Workers ◽  
Liberation Theology ◽  
Black Church ◽  
Sense Of Self ◽  
African American Youth ◽  
Ethnic Socialization ◽  
Positive Development ◽  
Black African ◽  
Racial Ethnic

Although racial-ethnic socialization (RES) within the African American communities includes faith/spirituality, Christian social workers have not explored this relationship in ways that explicitly integrate the two. As a result, we have limited understanding of how Christian social workers can foster a holistic sense of self that integrates Christian and racial/ethnic identities to foster empowerment and liberation possibilities among black/African American youth. Drawing on literature related to RES and faith/spirituality, we argue that Christians social workers can integrate the process of faith development, with an explicit focus on Black liberation theology, with RES to promote psychological and spiritual liberation to foster self-worth and dignity of black youth to promote their positive development. This paper provides a review of the literature on racial/ethnic socialization. A discussion of how the Black church and liberation theology along with black history positively shapes racial identity and preparation to resist racism. We conclude with some practice and research recommendations      

scholarly journals Racial Identity-Rooted Academic Motivation of First-Year African American Students Majoring in STEM at an HBCU

2021 ◽  
Vol 12 ◽  
Author(s):  
Kimberley Edelin Freeman ◽  
Cynthia Eileen Winston-Proctor ◽  
Felicia Gangloff-Bailey ◽  
Jason M. Jones
Keyword(s):  
African American ◽  
Racial Identity ◽  
Identity Development ◽  
Undergraduate Students ◽  
African American Students ◽  
Academic Motivation ◽  
Black College ◽  
Future Research ◽  
First Year ◽  
American Students

The purpose the present study is to explore African American undergraduate students' perceptions of their experiences and academic motivation within a Historically Black College or University (HBCU) learning environment. As part of a larger study, we collected 212 open-ended survey responses from first year students in STEM majors about how the HBCU context shapes their academic motivation. We used semantic thematic data analysis and found three major themes and corresponding sub themes that were salient in the development of students' academic motivation: place (institutional climate, HBCU mission and tradition, and absence of marginalization); pedagogy (culturally relevant pedagogy, positive faculty-student relationships, African American curriculum and instruction, racial socialization); and people (people “like me”; student, faculty and alumni models of high achieving African Americans). We discovered that HBCU institutional factors engendered academic motivation that is rooted in students' racial identity and suggest the construct of racial identity-rooted academic motivation. Given the important and unique realities of African American students that impact their educational experiences, engagement, identity development, and achievement in various types of school contexts, self and sociocultural variables must be included in research and theory on the motivational psychology of African American students. Implications for higher education practice and future research are discussed.

School Security and Student Misbehavior

2014 ◽  
Vol 49 (6) ◽  
pp. 755-778 ◽  
Author(s):  
Timothy J. Servoss
Keyword(s):  
African American ◽  
Public Schools ◽  
African American Students ◽  
Security Measures ◽  
American Students ◽  
Student Misbehavior ◽  
Negative Side Effects ◽  
Relationship Of ◽  
The Relationship ◽  
Racial Ethnic

Despite a nationwide trend to increase security measures in schools, their effectiveness in reducing or preventing student misbehavior remains largely unexamined. In addition, there is concern that increased security may have unintended negative side effects and is applied inequitably across students of disparate racial/ethnic backgrounds. The purpose of this study was to explore student differences between high- and low-security schools and to understand the relationship of security to student misbehavior. Data from 10,577 Grade 10 students from 504 public schools from the Education Longitudinal Study were examined. Numerous differences in students served by high- and low-security schools were noted; high-security schools were more likely to serve African American students. Security was negatively associated with student self-reported misbehavior but was unrelated to teacher ratings. Security interacted with race/ethnicity such that African American students were rated as having higher levels of disruptive and attendance-related misbehavior by teachers in schools with higher levels of security.

Youth Perceptions of Law Enforcement and Worry About Crime from 1976 to 2016

2020 ◽  
Vol 47 (5) ◽  
pp. 564-581 ◽  
Author(s):  
Adam D. Fine ◽  
Sachiko Donley ◽  
Caitlin Cavanagh ◽  
Elizabeth Cauffman
Keyword(s):  
African American ◽  
Law Enforcement ◽  
African American Youth ◽  
Youth Of Color ◽  
White Youth ◽  
Cross Sectional ◽  
Black African ◽  
American Law ◽  
Youth Perceptions ◽  
Racial Ethnic

Recent unjust interactions between law enforcement and youth of color may have provoked a “crisis” in American law enforcement. Utilizing Monitoring the Future’s data on distinct, cross-sectional cohorts of 12th graders from each year spanning 1976–2016, we examined whether youth perceptions of law enforcement have changed. We also traced youth worry about crime considering declining perceptions of law enforcement may correspond with increasing worry about crime. Across decades, White youth consistently perceived law enforcement the most positively and worried least about crime, followed by Hispanic/Latinx then Black/African American youth. During the 1990s, among all youth, perceptions of law enforcement declined while worry about crime increased. However, recently, such trends were limited to White youth; among youth of color, perceptions of law enforcement declined while worry about crime remained largely stable. Problematically, youth perceptions of law enforcement recently reached a decades-long low and racial/ethnic gaps in perceptions appear to be growing.

African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation

2013 ◽  
Vol 115 (2) ◽  
pp. 1-36
Author(s):  
Lawrence M. Clark ◽  
Eden M. Badertscher ◽  
Carolina Napp
Keyword(s):  
African American ◽  
Mathematics Education ◽  
Identity Development ◽  
Identity Formation ◽  
Mathematics Teachers ◽  
African American Students ◽  
School Mathematics ◽  
Mathematics Identity ◽  
American Students ◽  
And Gender

Background/Context Recent research in mathematics education has employed sociocultural and historical lenses to better understand how students experience school mathematics and come to see themselves as capable mathematics learners. This work has identified mathematics classrooms as places where power struggles related to students’ identities occur, struggles that often involve students’ affiliations with racial, ethnic, and gender categories and the mathematics teacher as a critical agent in students’ mathematics identity development. Frameworks for identifying resources that mathematics teachers draw on to teach are evolving, and emerging dimensions of teachers’ knowledge, namely knowledge of students’ lived experiences and histories, as well as teachers’ experiences and identities, are increasingly being considered alongside more traditional dimensions of the knowledge teachers draw on in their practice. Purpose The purpose of this article is to explore the perspectives and practices of two African American mathematics teachers, Madison Morgan and Floyd Lee, as they support their African American students’ mathematics identity formation and development. Participants At the time of the study, Morgan and Lee were high school mathematics teachers in a large urban school district. Both participants were selected for this analysis because of considerable differences in their life histories, pedagogical approaches, and perspectives. Research Design Each teacher was observed approximately 25 times and interviewed 9–10 times. The primary data for this analysis consist of a subset of observations and interviews for the purposes of conducting a qualitative cross-case analysis that examines themes, similarities, and differences in Morgan's and Lee's approaches to supporting their students’ mathematics identity development. Findings Morgan's and Lee's experiences, perspectives, and practices characterize two very different perspectives of what constitutes a positive mathematics identity, while both maintain connections to race and racial identities. In both cases, there exists a subtle paradox in the underlying motivations that the teachers communicated in their interviews related to socializing their African American students and the practices they actually employ in their classrooms. Furthermore, both teachers made use of their capacity to serve as models and motivators for students’ current and future success in mathematics. Conclusions/Recommendations If equitable high-quality mathematics instruction is a sincere goal of the mathematics education community, we strongly recommend that researchers further explore the ways that teacher identity, including those dimensions associated with race, class, and gender, serves as an instructional and motivational resource as teachers work to create productive and meaningful learning environments for their students.

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