Perceptions of the Home Environments of Graduate Students Raised in Poverty

2018 ◽  
Vol 29 (2) ◽  
pp. 91-115 ◽  
Author(s):  
Jacqueline S. Turner ◽  
Joyce Juntune

Current literature has identified a growing achievement gap experienced by students raised in poverty. However, some students from poverty can defeat the odds and succeed academically with advanced degrees. Nine graduate students self-identified as being raised in poverty participated in this study. The home-related experiences that led to their academic success were explored. Basic qualitative inquiry and constructivist narrative analysis were used as a framework for this study. Data collection methods included face-to-face and telephone interviews. Data transcriptions were coded and analyzed using the constant comparative method. Findings suggest that graduate students raised in poverty need a broad support system inside and outside the home. They also indicated that activities and routines were critical to their continued academic success and how academic work often became an escape from the chaos around them. This study calls attention to the academic importance of a broader support network for students raised in poverty.

Author(s):  
Karen Lee Banks

Online graduate students ages 25 and older have unique challenges toward achieving their academic goals as compared to younger learners, as they often already have families, careers, and other demands on their time. Pursuing advanced degrees is typically related to gaining a competitive edge or to completely changing careers. Learning barriers often include the lack of accommodations for these learners' unique needs and educational preferences. The purpose of this modified Delphi study was to identify these nontraditional online graduate learners' perceived barriers to their learning, along with relevant strategies to decrease those barriers. Sharing this study's results should facilitate these learners' success and increase retention in their respective universities as more non-traditional learners graduate. The study data obtained from the participants included these learners' personal accounts of their own learning needs and preferences, their perceived learning barriers, their anticipated real-world application for their education, and their expectations for program completion.


Author(s):  
Maja Stojanovic ◽  
Petra A. Robinson

The chapter examines how non-native English-speaking graduate students perceive academic success and possible linguistic and cultural challenges in graduate schools in the United States. Data were collected from six in-depth individual face-to-face interviews specifically to understand the complexities and nuances in the perceptions of non-native English-speaking graduate students related to their academic success and possible challenges they face that may be caused by the lack of native-like language proficiency. Students' perceptions revealed the importance of cultural and language training for key stakeholders. Graduate schools as well as those teaching multicultural classes, among other stakeholders, should utilize this information to help modify English language programs and curricula for current and new students.


2020 ◽  
Vol 4 (2) ◽  
pp. 11
Author(s):  
Muhammad Mukhtar Aliyu

Despite the importance of writing skills to academic success, many undergraduates face a lot of challenges with writing in English. Studies have shown that engaging and supporting students in a writing process help to improve the students’ writing performance. Therefore, this study used a Problem-based learning approach (PBL) in order to give students opportunities to be engaged and support one another in a writing process through face-to-face interactions. The paper specifically reports what the students do to support their peer in the PBL writing process. An intact class of 18 second-year students in an English Composition course in Nigeria was selected to participate in the study. Data were obtained through audio- and video-recording of the students’ face-to-face interactions. The findings showed that the participants supported theirs peer through various ways in the PBL process such as modelling their facilitators, sharing tasks and responsibilities, clarifying instructions and unclear terms, using dictionary, suggesting other sources to get more information, checking for consensus, creating humour, encouraging others to participate and raise their voices while speaking, restating time given to a session and giving overview of a previous session. The support provided by the peers helped the students to improve their writing. The study has some implications for writing teachers.


Author(s):  
Ray Lonsdale ◽  
Chris Armstrong

This paper discusses the nature and conclusions of the second phase of a two-part project, CrossEd, undertaken between autumn 2004 and autumn 2005 and funded by the Joint Information Systems Committee in the UK. The study investigated collaborations taking place between secondary schools and universities in the provision of information literacy skilling relating to the use of e-resources. A survey of all university libraries in the UK was undertaken using an e-mail questionnaire to identify the incidence of current collaboration. The data from that survey provided information on the types of collaboration taking place. These were categorised and used to select the survey population of six university libraries for the qualitative study. Data collection was by means of face-to-face and telephone interviews with university librarians, using semistructured interview schedules. Six types of training for school pupils were identified, and the research revealed at least seven distinct positive aspects of cross-sectoral collaboration for school pupils. A fundamental lack of understanding of the respective roles of secondary school and university librarians was evident, and a range of issues to be addressed by librarians in both educational sectors was identified. A strategy for enhancing collaboration in the UK is also discussed.


2019 ◽  
Vol 113 (1) ◽  
pp. 57-67 ◽  
Author(s):  
Justin A. Haegele ◽  
Maggi Buckley

Introduction: Examining the experiences of students with visual impairments about physical education can lead to a better understanding of how they perceive lessons, activities, and interactions with teachers and peers. Although research in this area of inquiry is growing, the existing literature is limited by geographic location. More specifically, most research in this area has been conducted by examining the experiences of individuals living in the lower 48 states of the contiguous United States. Thus, the purpose of this study was to explore the physical education experiences of Alaskan youths with visual impairments. Methods: A convenience sample of four Alaskan youths with visual impairments were recruited to participate in this study. Data were collected via semistructured face-to-face interviews, reflective field notes, and observation notes. Data were analyzed thematically using a four-step line-by-line process, and emergent themes were displayed as findings and discussed concurrently. Results and discussion: Two interrelated themes were constructed from the participants’ narratives. One theme, “accommodation needs met and unmet,” described the participants’ experiences with needed accommodations in physical education and the feelings they ascribed to instances where needs were met or unmet. The second theme, “deleterious peer relationships,” depicted peer relationships in physical education between the participants’ and those without visual impairments and revealed several challenging types of interactions that typified those relationships. Interestingly, although the participants in this study described participating in physical education activities that may be unique to those experienced in the lower 48 states, their experiences with peers and teachers were consistent with those portrayed in research conducted throughout the country. Implications for practitioners: The themes that emerged from this study should be considered by physical education personnel providing services in this, and other similar, geographic regions when planning and providing physical education programming to students with visual impairments.


2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Takahiro Sato ◽  
Cathy McKay

Abstract The purpose of this study was to describe how Japanese adapted physical education (APE)graduate students engage themselves in learning research skills through masters’ research thesis projects. In this study, andragogy theory was utilized, which allowed the researchers to understand Japanese graduate students’ learning experiences of master’s research thesis projects. Five Japanese APE master’s students (3 men and 2 women) participated in the study, which had a descriptive-qualitative design using an in-depth, semi-structured interview approach. The data source was face to face interviews. Interview data were analyzed using a constant comparative method, and resulted in themes related to (a) reasons for selecting a master’s research thesis topic, (b) learning challenges of research methods, and (c) peer evaluation and collaboration. To better support Japanese graduate students, this study encourages APE faculty and graduate students to learn how to develop a blueprint of the research design, research method, and presentation of the results and discussion using various research sources in the graduate students’ research seminars. This study posits that Japanese APE graduate students will benefit from a learning strategy such as language translation-oriented strategy that enables them to capture the nuance of content learning in APE.


2019 ◽  
Vol 13 (1) ◽  
pp. 99-113
Author(s):  
Editha Cagasan ◽  
◽  
Beatriz Belonias ◽  
Maria Efrelij Cuadra ◽  
◽  
...  

To improve the production of high-level human resources that can spearhead efforts to attain national development, many countries, including the Philippines, have provided scholarship grants to interested professionals for them to pursue advanced degrees. This study aimed to find out graduate students' perceived contribution of scholarship grants to their academic success. We gathered data through a survey of 46 scholars who pursued graduate studies at the Visayas State University. To supplement the survey data, we conducted a focus group discussion with seven scholars who were not among the survey respondents. Results showed that participants considered their scholarship grants as contributors to their academic success. These grants motivated them to perform well academically and finish their respective degrees within the time allotted for their study. The scholarship grants provided funds for their school and living expenses, thus encouraging them to complete their degrees on time. Since their scholarships facilitated their completion of graduate degrees, they said it also contributed to their career development. Their scholarship also enabled them to improve their knowledge and skills, opened better career opportunities, and boost their selfconfidence to apply for jobs with higher compensation. They also considered their scholarship as a plus factor in their job applications.


2012 ◽  
Vol 3 (1) ◽  
pp. 14-36 ◽  
Author(s):  
Amirul Mukminin

The purpose of this qualitative inquiry was to describe and understand the lived experiences of the acculturative process of Indonesian graduate students at an American public research university. The theoretical frameworks of Oberg’s (1960) Culture Shock Model and Berry and his colleagues’ (1987) and Berry’s (2006) Acculturation Stress Model were used to guide this study. Data for this study were collected through a demographic background survey, in-depth interviews, and focus group discussions with Indonesian graduate students. The demographic data were analyzed descriptively. The interviews and focus groups data were analyzed using within-case and cross-case displays and analyses (Miles and Huberman 1994). Five salient themes and sub-themes that emerged were: academic shock, adjustment, crisis, resolution, and what helps/does not help? Implications and strategies for professionals and scholars who work with international students in practice, education, and policy are discussed. In addition, strategies to promote Indonesian graduate students’ academic and social success in graduate programs are included. Suggestions for future research are also discussed.


Author(s):  
Lillian Mwanri ◽  
Leticia Anderson ◽  
Kathomi Gatwiri

Background: Emigration to Australia by people from Africa has grown steadily in the past two decades, with skilled migration an increasingly significant component of migration streams. Challenges to resettlement in Australia by African migrants have been identified, including difficulties securing employment, experiences of racism, discrimination and social isolation. These challenges can negatively impact resettlement outcomes, including health and wellbeing. There has been limited research that has examined protective and resilience factors that help highly skilled African migrants mitigate the aforementioned challenges in Australia. This paper discusses how individual and community resilience factors supported successful resettlement Africans in Australia. The paper is contextualised within a larger study which sought to investigate how belonging and identity inform Afrodiasporic experiences of Africans in Australia. Methods: A qualitative inquiry was conducted with twenty-seven (n = 27) skilled African migrants based in South Australia, using face-to-face semi-structured interviews. Participants were not directly questioned about ‘resilience,’ but were encouraged to reflect critically on how they navigated the transition to living in Australia, and to identify factors that facilitated a successful resettlement. Results: The study findings revealed a mixture of settlement experiences for participants. Resettlement challenges were observed as barriers to fully meeting expectations of emigration. However, there were significant protective factors reported that supported resilience, including participants’ capacities for excellence and willingness to work hard; the social capital vested in community and family support networks; and African religious and cultural values and traditions. Many participants emphasised their pride in their contributions to Australian society as well as their desire to contribute to changing narratives of what it means to be African in Australia. Conclusions: The findings demonstrate that despite challenges, skilled African migrants’ resilience, ambition and determination were significant enablers to a healthy resettlement in Australia, contributing effectively to social, economic and cultural expectations, and subsequently meeting most of their own migration intentions. These findings suggest that resilience factors identified in the study are key elements of integration.


2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 1029.1-1029
Author(s):  
Y. Livshits ◽  
O. Teplyakova ◽  
A. Sarapulova

Background:Telemedicine counseling (TMC) has gained rapid development during the COVID-19 pandemic. The prospect of using this technology in rheumatology was based on the possibility of getting maximum information about the patient during the survey, examination and interpretation of laboratory and instrumental data, that is excepting direct contact with the patient. Several rheumatological clinics have reported on the success of using TMC. However, there is very little data of the difficulties that can be encountered when organizing this process.Objectives:To characterize the identified problems during TMC in rheumatology, to suggest potential directions for their elimination.Methods:Since June 2021, on the basis of the Medical Association “New Hospital”, Yekaterinburg, Russian Federation, 76 TMCs have been performed on the profile of rheumatology in patients aged 29 to 71 years. Of these, 13 applied to the primary TMC, the other patients were preliminarily examined in person. The consultation included the preliminary acquaintance with the examination results, a 20-minute video communication and writing of a conclusion. After each TMC, a survey was conducted between the doctor and the patient, including the identified deficiencies in counseling. The frequency of identified problems is presented as an absolute indicator and as a percentage of the total number of TMCs performed.Results:We noted a high degree of patient satisfaction: 74 (97.4%) responded that they received answers to all. However, according to the doctor, the following groups of problems were identified.[1]Technical problems in 29 (38.2%): most often there were various problems with the Internet, but there were also registered: the end of the charge on the patient’s tablet, the patient was not registered in the electronic queue. Elimination of these violations depends on the work of IT-specialists, but each consulting physician should be prepared for an immediate transition to an alternative form of communication (for example - telephone).[2]Lack of objective examination, leading to the impossibility of correct remote diagnosis - 8 (10.5%). This problem was identified due to the inability to establish the presence or absence of arthritis during the initial diagnosis (6 cases) and to clarify the nature of the rash (2 cases). All patients are invited for a face-to-face consultation.[3]The need to write prescriptions for psychotropic drugs - 12 (15.8%), which under the conditions of national legislation cannot be done in the TMC regime.[4]The time spent directly on remote communication with the patient was 17.2 minutes (from 8 to 31), however, taking into account the study data and writing the conclusion, the total time was 40.7 minutes (from 21 to 73). Thus, it turned out that the average time for remote and face-to-face consultations is the same, while TMC’s payment is only about 50% of the face-to-face consultation. This situation reduces the doctor’s interest in carrying out TMC. The solution to the problem is associated with reducing the time for the documentation process through technical improvements. In addition, of the 9 patients in whom the TMC process lasted 60 minutes or more, 5 were diagnosed with fibromyalgia. It is possible that with a previously established diagnosis of fibromyalgia, only face-to-face counseling should be recommended to patients.Conclusion:The TMC system is promising, however, there are a number of problems that need to be improved, since they can reduce the doctor’s interest in using this technology.Disclosure of Interests:None declared


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