Schools, Justice, and Immigrant Students: Assimilation, Race, Ethnicity, Gender, and Perceptions of Fairness and Order

2015 ◽  
Vol 117 (7) ◽  
pp. 1-42
Author(s):  
Anthony A. Peguero ◽  
Jennifer M. Bondy
Keyword(s):  
Research Design ◽  
Race And Ethnicity ◽  
Immigrant Students ◽  
Immigrant Youth ◽  
Secondary Data ◽  
Building Blocks ◽  
The United States ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

Background/Context Students’ perceptions of justice, fairness, and order within their schools are arguably key building blocks of socialization to participation within a democratic society. The ideals of justice, fairness, and order within their schools are particularly imperative because the educational system is founded on a belief of democracy and meritocracy. It is also known that students’ perceptions of school justice can vary by race, ethnicity, and gender. What remains uncertain is how the fastest growing segment of the United States, students in immigrant families, perceive the school justice, fairness, and order within their school. Purpose The aim of this study is to explore if straight-line assimilation, segmented assimilation, and immigrant optimism hypotheses explain the relationships between schools, justice, and immigration, as well as the potential role of gender, race, and ethnicity in immigrant youth perceptions of justice, fairness, and order. Participants/Subjects This study utilizes the Education Longitudinal Study of 2002 (ELS), a nationally representative sample of high school sophomores. Research Design This study's research design includes statistical analysis of secondary data. Findings/Results Findings do suggest that the students’ perceptions of justice, fairness, and order are indeed moderated by immigrant generation, race, ethnicity, and gender. Conclusions/Recommendations Educators and educational researchers who are seeking to better understand the schooling experiences of immigrant youth might benefit from questioning assimilation and Americanization as processes that inevitably promote educational progress. Given that immigrant youth are and have historically been marginalized within U.S. schools, it appears that socialization, Americanization, gender, and immigrant generational status are germane to creating democratic education for all students. Attentiveness to democratic school justice, order, and fairness is, therefore, imperative.

The Multiple Worlds of Ghanaian-Born Immigrant Students and Academic Success

2018 ◽  
Vol 120 (9) ◽  
pp. 1-48 ◽  
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Academic Success ◽  
Focus Group ◽  
Research Design ◽  
Immigrant Students ◽  
Immigrant Youth ◽  
The United States ◽  
African Culture ◽  
Focus Group Interviews ◽  
Multiple Worlds ◽  
Group Interviews

Background/Context The multiple worlds model is defined as the ability of students to connect, manage, and negotiate to cross the borders of their two worlds to successfully transition through different everyday worlds of school, family, and peers. Prior research has linked multiple worlds such as school, teacher, family, and peers to the academic success of immigrant students. However, there is a dearth of research about how Ghanaian-born immigrant youth (African-born immigrant youth) integrate the experiences surrounding their multiple worlds of families, schools, peers, and teachers in their daily lives to affect academic achievement. Purpose/Objectives/ Research/Focus of Study This qualitative study explores the factors associated with immigrant students from Ghana to strategize how to combine their multiple worlds of families, schools, peers, and teachers to affect academic engagement within contexts of school and classroom situations. Another aim was to was to explore teachers’ perception and understanding of the sociocultural and past educational experiences of immigrant students from Ghana. I analyzed two interviews (face-to-face and focus group) transcripts (students and teachers). Population/Participants/Subjects Forty Ghanaian-born immigrant students and 10 certified teachers in the Atlanta, Georgia, metropolitan area were recruited and interviewed. I interviewed 40 students (n = 23 male and n = 17 female) in 10th grade (8 students), 11th grade (20 students) and 12th grade (12 students) and 10 teachers including 4 Whites, 2 African Americans, 3 Latino/as, and 1 Biracial. Research Design The study used a qualitative research design by using open-ended semi-structured and focus group interviews in which the participants were comfortable in the interviews. With the assistance of the Ghanaian Immigrant Association in Atlanta and the school district, I sampled for Ghanaian-born immigrant students (students who were born in Ghana with one or two African-born parents and who migrated to the U.S.) and teachers to participate in the study. All data from semistructured and focus group interviews were transcribed and analyzed to address the research questions of the study. Findings/Results The study findings revealed seven emergent themes: desire to succeed in school, managing two worlds and relationships with teachers and peers in the classroom, crossing boundaries with educational opportunities, managing transitions in school, and the role of parents. Conclusions and Recommendations The findings suggest that Ghanaian-born immigrant students undergo several complex transitional paradigms combining two worlds of African culture, education, family values, learning new cultures, and adapting to new school settings to achieve success in American educational systems. Overall, Ghanaian-born immigrant students developed strategies to manage two worlds in school, which shaped their perspectives and helped them to cross boundaries as stipulated in the students’ multiple worlds model. Therefore, it is important that teachers, educators, and school administrators understand the social, cultural, and educational backgrounds of these immigrant students as not much is written about them with regards to their transition to schools in the United States educational system.

Structured Inequality in the United States: Discussions on the Continuing Significance of Race, Ethnicity and Gender

2000 ◽  
Vol 28 (3) ◽  
pp. 266
Author(s):  
Jeralynn Sittig Cossman ◽  
Adalberto Aguirre ◽  
David V. Baker
Keyword(s):  
United States ◽  
The United States ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

#MeToo will sustain demands for US corporate diversity

2021 ◽  
Keyword(s):  
Gender Diversity ◽  
The United States ◽  
Workplace Culture ◽  
Content Type ◽  
Technology Sector ◽  
Corporate Diversity ◽  
Race Ethnicity ◽  
And Gender ◽  
Central Pillar ◽  
Ethnicity And Gender

Significance That turned the eleven-year-old MeToo movement into a central pillar of a broader drive in the United States to address gender, race and social inequality. Since then, the technology sector has become a bit more hospitable to women but still has much to do on employment and workplace culture. Impacts COVID-19 has stalled some of the momentum to #MeToo reforms. The tech sector's persistent poor gender diversity potentially hurts industry competitiveness. Few US states have yet extended sexual harassment protections to cover race, ethnicity and gender identity.

Generational Peers and Alcohol Misuse

2017 ◽  
Vol 51 (1) ◽  
pp. 67-96 ◽  
Author(s):  
Michael Niño ◽  
Tianji Cai ◽  
Gabe Ignatow ◽  
Philip Yang
Keyword(s):  
Alcohol Misuse ◽  
Immigrant Youth ◽  
Well Being ◽  
Immigrant Generation ◽  
Peer Network ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender ◽  
Meaningful Role ◽  
Health And Well Being

This study investigates the influence of generational peers on alcohol misuse among immigrant youth. We derive hypotheses from sociological theories of generations regarding race/ethnicity, gender, and immigrant generation and test these hypotheses using a measure that accounts for the proportion of peers within a given peer network that are of the same immigrant generation. Results show that generational ties decreased the odds of alcohol misuse for immigrants and that these effects depend partly on race/ethnicity and gender. We conclude that generational ties play a meaningful role in the health and well-being of immigrant youth, and discuss possible future avenues for research on immigrant generational peers.

Trends and Substance Use Associations With E-Cigarette Use in US Adolescents

2018 ◽  
Vol 57 (10) ◽  
pp. 1191-1198 ◽  
Author(s):  
Kelly A. Curran ◽  
Thad Burk ◽  
Paulette D. Pitt ◽  
Amy B. Middleman
Keyword(s):  
Drug Use ◽  
Risk Behavior ◽  
Tobacco Use ◽  
Secondary Data ◽  
Cigarette Use ◽  
Use Patterns ◽  
Drug Risk ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

Concerns exist that e-cigarette use may introduce adolescents to drugs. This study explores trends and associations of inhaled tobacco use with drug use. We performed a secondary data analysis on the National Youth Risk Behavior Survey examining the inhaled tobacco and drug use patterns among US teens. Adjusted odds ratios were calculated using bivariate and multivariate analyses between inhaled tobacco use with other drug use, adjusting for age, race/ethnicity, and gender. When adjusting for gender, age, and race/ethnicity, teens who use only e-cigarettes had a higher odds than peers who do not use any inhaled tobacco products to have ever tried marijuana or alcohol, currently use marijuana or alcohol, have lifetime drug use, and misused prescription medications. Drug risk behavior appears stratified with type of inhaled tobacco used, with generally exclusive e-cigarette use linked to lowest risk and conventional and e-cigarette use associated with highest risk of drug use.

Intersections of Race, Ethnicity, and Gender

2016 ◽  
Vol 23 (5) ◽  
pp. 643-665 ◽  
Author(s):  
Eryn Nicole O’Neal ◽  
Laura O. Beckman
Keyword(s):  
Social Services ◽  
Race And Ethnicity ◽  
Partner Violence ◽  
Service Providers ◽  
Cultural Barriers ◽  
Underdeveloped Area ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender ◽  
Legal Barriers

Using an intersectional framework, this article discusses the barriers to social services that Latina victims of intimate partner violence encounter, a drastically underdeveloped area of theorizing. We argue that placing Latinas at the center of analysis will facilitate empirical knowledge, which is necessary because mainstream inquiry has historically ignored their interests. First, we discuss cultural barriers through the lenses of gender, race, and ethnicity. Second, we describe socioeconomic barriers in conjunction with gender, race, and ethnicity. Third, we examine legal barriers along with the representation of gender, race, and ethnicity. Finally, we suggest directions for research and recommendations for service providers.

Mortality From Forces of Nature Among Older Adults by Race/Ethnicity and Gender

2020 ◽  
pp. 073346482095467
Author(s):  
Rachel M. Adams ◽  
Candace M. Evans ◽  
Mason Clay Mathews ◽  
Amy Wolkin ◽  
Lori Peek
Keyword(s):  
Older Adults ◽  
Older Adult ◽  
Alaska Native ◽  
The United States ◽  
Mortality Rates ◽  
Adult Males ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender ◽  
Related Mortality

Older adults are especially vulnerable to disasters due to high rates of chronic illness, disability, and social isolation. Limited research examines how gender, race/ethnicity, and forces of nature—defined here as different types of natural hazards, such as storms and earthquakes—intersect to shape older adults’ disaster-related mortality risk. We compare mortality rates among older adults (60+ years) in the United States across gender, race/ethnicity, and hazard type using the Centers for Disease Control and Prevention’s Wonder database. Our results demonstrate that older adult males have higher mortality rates than females. American Indian/Alaska Native (AI/AN) males have the highest mortality and are particularly impacted by excessive cold. Mortality is also high among Black males, especially due to cataclysmic storms. To address disparities, messaging and programs targeting the dangers of excessive cold should be emphasized for AI/AN older adult males, whereas efforts to reduce harm from cataclysmic storms should target Black older adult males.

scholarly journals Do Interviews Influence Admission Decisions? An Empirical Analysis From an Institution

2020 ◽  
Author(s):  
Zachariah Hamidi ◽  
Steven J Durning ◽  
Dario Torre ◽  
Robert Liotta ◽  
Ting Dong
Keyword(s):  
Race And Ethnicity ◽  
Study Cohort ◽  
Admission Process ◽  
School Of Medicine ◽  
Admission Interview ◽  
Admission Decisions ◽  
Interview Performance ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

Abstract Introduction The admission interview is regarded as one of the most significant moments in the process of applying to medical school, but there is limited empirical evidence that supports this claim. Previous analyses have offered what is largely anecdotal evidence of the interview’s importance while also suggesting that there is ample opportunity for ethnic and gender bias to impact interview scores. We also asked what medical schools can learn from comparing the attributes of matriculants and those applicants who rejected offers of acceptance. Materials and Methods This study investigated the association between interview performance and admission committee decisions for applicants applying to the School of Medicine of the USU. The study cohort included all candidates who were invited for an on-site interview at the USU in 2014, 2015, and 2016 (n = 1825). Results Seventeen percent of the variance of the outcome variables—admission committee decisions to accept, place on the alternate list, or reject an applicant—can be explained by considering interview scores alone. Applicant age, race, ethnicity, and gender did not significantly impact interview overall ratings. Matriculants to the USU had similar interview ratings and distribution of gender, race, and ethnicity when compared to those applicants who rejected offers of acceptance. Matriculants were more likely to have previous military experience. Conclusion Our analysis provides some justification for the importance of the interview in the admission process. Applicant demographics (age, race, gender, and ethnicity) were not associated with interview scores. Differences between matriculants to the USU and those who rejected offers of acceptance are small, indicating that the USU continues to build a class body that excels in both cognitive and noncognitive domains.

scholarly journals The Implications of Morality Politics for Effecting Inclusion in the STEM Workforce

2021 ◽  
Author(s):  
Connie L. McNeely
Keyword(s):  
Workforce Development ◽  
Race And Ethnicity ◽  
The United States ◽  
Morality Politics ◽  
Societal Needs ◽  
The Face ◽  
Stem Workforce ◽  
And Gender ◽  
And Mathematics ◽  
Ethnicity And Gender

Science, technology, engineering, and mathematics (STEM) workforce development, identified as a critical consideration for meeting current and future societal needs and challenges, depends on the capacity to draw upon a talented pool of individuals possessing requisite knowledge and training. In the United States, as elsewhere, related questions have arisen about who constitutes that pool and the conditions under which it has been determined. Noting the currency and controversies surrounding persistent inequalities and inequities in STEM educational attainment and workforce participation, the research presented here offers an elaborated framework and dedicated analysis of related processes, with the goal of extending understanding and delineating implications for identifying strategic points for intervention. In ideological and political terms, efforts to combat related educational and workforce disparities reflect a “morality politics” diffused in social identities and behaviors and embedded in structural claims with broad and pragmatic implications for STEM educational access and workforce opportunity. With particular attention to race and ethnicity (and gender), this analysis revisits and unpacks related assumptions and addresses challenges attached to the distribution of benefits and burdens in the face of both ideological and practical expediencies in determining profiles of STEM participation and inclusion.

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