Empathy or Antipathy? The Impact of Diversity

Mixing across racial and ethnic lines could spur understanding or inflame tensions between groups. We find that white students at a large state university randomly assigned African American roommates in their first year were more likely to endorse affirmative action and view a diverse student body as essential for a high-quality education. They were also more likely to say they have more personal contact with, and interact more comfortably with, members of minority groups. Although sample sizes are too small to provide definitive evidence, these results suggest students become more empathetic with the social groups to which their roommates belong.

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‘Get Ready’: Improving the Transition Experience of a Diverse First Year Cohort Through Building Student Agency

Student Success ◽

10.5204/ssj.v11i3.1144 ◽

2019 ◽

Vol 11 (2) ◽

pp. 14-27

Author(s):

Amy Larsen ◽

Deanna Horvath ◽

Christopher Bridge

Keyword(s):

Transition Program ◽

Academic Community ◽

First Year ◽

Student Agency ◽

Student Body ◽

Transition Experience ◽

Diverse Student Body ◽

Diverse Student ◽

Transition To Higher Education ◽

Five Senses

A great deal has been achieved in recent years in understanding how universities can best support the transition to higher education of an increasingly diverse student body (Kift, 2015). Numerous studies have identified transition program elements that correlate with improved success and retention for commencing students. Lizzio’s ‘five senses’ model (2006) rationalises these diverse features into a framework consisting of five affective domains that need to be developed in students to ensure successful transition. To assess how well a program based on the Lizzio model supports transition in practice, we evaluate our Get Ready transition program, developed for a large-enrolment first year Human Physiology subject with a highly diverse student cohort. We conclude that embedding the development of Lizzio’s five senses in a performative way is the key to building students’ agency and nurturing their identity as thriving members of a new academic community.

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A Look at Empathy, University Belonging, and Intersectionality: How to Support a Diverse Student Body Amid the COVID-19 Crisis

Journal of Interdisciplinary Studies in Education ◽

10.32674/jise.v9i2.2407 ◽

2020 ◽

Vol 9 (2) ◽

Author(s):

Shantalea Johns ◽

Stephanie Hawkes

Keyword(s):

Mental Health ◽

Student Success ◽

Academic Support ◽

Well Being ◽

Student Identity ◽

Student Body ◽

Diverse Student Body ◽

Diverse Student ◽

Short Essay ◽

The Impact

The present short essay discusses the impact COVID-19 has had on college students. As universities work to build supportive learning environments during these unprecedented times, it is important for practitioners to consider how mental health and student identity impact student success. The framework proposes that empathy, university belonging, and an intersectional approach to academic support can contribute to a student's mental health, identity, and emotional well-being as they transition back to academic life.

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From Micro to Macro

Frontline Learning Research ◽

10.14786/flr.v9i2.783 ◽

2021 ◽

Vol 9 (2) ◽

pp. 1-8

Author(s):

Mikaël De Clercq ◽

Ellen Jansen ◽

Taiga Brahm ◽

Elke Bosse

Keyword(s):

Higher Education ◽

Student Diversity ◽

Special Issue ◽

Study Success ◽

Policy And Practice ◽

Student Body ◽

Diverse Student Body ◽

Diverse Student ◽

Micro Level ◽

The Impact

Transition into higher education (HE) remains at the forefront of policy and practice in education worldwide (Gale & Parker, 2014). Transition as a process (Nicholson, 1990) in which individuals move from one stage to another may cause stress and discomfort that possibly lead to negative outcomes. Transition into HE is a particularly challenging process for the student due to a large variety of difficulties and requirements which could impede study success (Trautwein & Bosse, 2017). Moreover, increasing student numbers and diversity in European HE have reinforced concerns about study success in general and the successful transition to university in particular (Abbott-Chapmann, 2006, 2011; Vossensteyn et al., 2015; Wolter, 2013). Consequently, it is important to further develop our understanding of factors that can contribute to a successful and less stressful transitions into higher education for a diverse student body. In this special issue, we go beyond considering individual factors, such as student characteristics (micro level). In addition to student diversity, we investigate the impact of the learning environment/ institution (meso level) and national educational policies (macro level). Each study contributes to this endeavour by connecting two of the three levels of higher education.

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Participating in the International Baccalaureate Diploma Programme: Developing international mindedness and engagement with local communities

Journal of Research in International Education ◽

10.1177/1475240917702789 ◽

2017 ◽

Vol 16 (1) ◽

pp. 18-35 ◽

Cited By ~ 11

Author(s):

Susie Belal

Keyword(s):

International Baccalaureate ◽

Local Community ◽

Social Contact ◽

Local Communities ◽

Student Body ◽

Mixed Methods Case Study ◽

Diverse Student Body ◽

Diverse Student ◽

The Impact ◽

International Baccalaureate Diploma

Although the rapidly expanding International Baccalaureate Diploma Programme (IBDP) is a well-recognized program perceived to offer best practices in education, including developing international mindedness in students and engaging with the local communities, there is little empirical evidence to support these outcomes. This mixed methods case study investigates if and how a diverse student body in one school (School X) contributes to the achievement of the International Baccalaureate Organization’s aims, and in what ways student participation in the IBDP engages them with the diverse local community. This study concludes that engagement with the diverse local community was not perceived by participants as one of the main outcomes of offering the IBDP whereas the diversity of the school student body was perceived as an integral factor in helping students develop a wider worldview and international mindedness. Allport’s social contact theory was used as a framework to explain the impact of diversity and help to understand it in the context of the IBDP.

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The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme

Journal of University Teaching and Learning Practice ◽

10.53761/1.16.4.4 ◽

2019 ◽

Vol 16 (4) ◽

pp. 41-53

Author(s):

Jennifer Boyle ◽

◽

Scott Ramsay ◽

Andrew Struan ◽

◽

...

Keyword(s):

Academic Writing ◽

Academic Language ◽

Student Assessment ◽

Writing Skills ◽

Widening Participation ◽

Student Body ◽

Diverse Student Body ◽

Diverse Student ◽

Short Essay ◽

The Impact

Recognising the varied challenges presented by an increasingly diverse student body at our UK university (a research-intensive institution with a high proportion of international and widening participation students), an online and blended writing programme was developed. The Academic Writing Skills Programme (AWSP) is a fully online, compulsory writing diagnostic, consisting of a range of multiplechoice questions on grammar and a short essay. Run centrally by a department of multidisciplinary academic writing advisers, the programme was taken from a small, discipline-specific writing programme and transformed into an institution-wide, fully-funded technology-enhanced academic language course. This paper details and evaluates the process through which this development was achieved; it discusses the challenges encountered, explores the pedagogical justification and background of our approach, provides student assessment and feedback on the impact and efficacy of the programme, and offers guidance for practitioners in academic language support.

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Chapter 1 Institutional Transformation to Engage a Diverse Student Body

International Perspectives on Higher Education Research - Institutional Transformation to Engage a Diverse Student Body ◽

10.1108/s1479-3628(2011)0000006003 ◽

2011 ◽

pp. 1-15

Author(s):

Liz Thomas

Keyword(s):

Institutional Transformation ◽

Student Body ◽

Diverse Student Body ◽

Diverse Student

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Challenges Experienced by Women of Color in Educational Leadership

Black and Brown Leadership and the Promotion of Change in an Era of Social Unrest - Advances in Religious and Cultural Studies ◽

10.4018/978-1-7998-7235-1.ch004 ◽

2021 ◽

pp. 76-100

Author(s):

Ronald Morgan ◽

Kitty M. Fortner ◽

Kimmie Tang

Keyword(s):

Educational Leadership ◽

Women Of Color ◽

Educational Leaders ◽

Leadership Positions ◽

Student Body ◽

Advanced Degrees ◽

Educational Stakeholders ◽

Diverse Student Body ◽

Diverse Student ◽

Positive Effect

There continue to be many issues women of color face as they pursue both an advanced education and leadership positions in education. There appears to be an increase in the number of women of color seeking advanced degrees and pursuing educational leadership positions, but the numbers are still small overall. While some educational stakeholders have worked to increase the number of women of color in educational leadership positions, it has been minimal. A central question that is often asked is, How does a school ensure that the educational leaders are capable of moving forward, with meeting the needs of a diverse student body? Many advocates say promoting a more diverse group of educational leaders, especially women of color, will only help increase student success. Increasing the number of women of color in educational leadership positions can help have a positive effect on the issues of racism, poverty, aggression, oppression, hostility, or even privilege.

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Tier II Basics

Handbook of Behavioral Interventions in Schools ◽

10.1093/med-psych/9780190843229.003.0016 ◽

2019 ◽

pp. 308-324

Author(s):

Amy Campbell ◽

Billie Jo Rodriguez ◽

Kristen Schrauben

Keyword(s):

Challenging Behaviors ◽

Academic Needs ◽

Student Body ◽

Tier Ii ◽

Diverse Student Body ◽

Wide Range ◽

Diverse Student ◽

Tier Ii Interventions ◽

Additional Support ◽

Tier I

Schools are charged with the challenge of addressing the complex social and academic needs of an increasingly diverse student body, while simultaneously facing reductions in funding, resources, and personnel. Schools are in need of effective and efficient behavioral support strategies to meet the needs of a wide range of students. Although Tier I strategies are essential to prevent many challenging behaviors, some students may require additional intervention and support. Tier II interventions are one mechanism for providing the additional support within an MTSS framework. This chapter defines the critical features of Tier II interventions and provides guidelines for implementing a range of interventions. The chapter also addresses issues related to the transition from Tier I to Tier II.

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Enhancing Inclusion in Computer Science Education

Encyclopedia of Gender and Information Technology ◽

10.4018/978-1-59140-815-4.ch042 ◽

2011 ◽

pp. 269-275 ◽

Cited By ~ 1

Author(s):

Donald D. Davis ◽

Debra A. Major ◽

Janis V. Sanchez-Hucles ◽

Sandra J. DeLoatch ◽

Katherine A. Selgrade ◽

...

Keyword(s):

Computer Science ◽

State University ◽

Student Body ◽

Academic Characteristics ◽

Historically Black University ◽

Diverse Student Body ◽

Inclusive Learning ◽

Norfolk State University ◽

Old Dominion University ◽

The University

We describe an intervention that uses computer science (CS) faculty and students to create an inclusive learning environment. Our intervention model assumes that persistence and retention are the result of a match between student motivation and abilities and the university’s social and academic characteristics. This match in turn influences the effective integration of students with the university and, as a result, their persistence and retention (Cabrera, Castaneda, Nora, & Hengstler, 1992; Tinto, 1993). We are currently implementing and evaluating this intervention at Old Dominion University, a research intensive urban university with a culturally diverse student body, and Norfolk State University, an urban and historically black university (HBCU) that primarily emphasizes teaching.

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Diversity and Design

Impact of E-Business Technologies on Public and Private Organizations ◽

10.4018/978-1-60960-501-8.ch001 ◽

2011 ◽

pp. 1-19 ◽

Cited By ~ 1

Author(s):

Debbie Holley ◽

Martin Oliver

Keyword(s):

Higher Education ◽

Inner City ◽

Course Design ◽

Stage Model ◽

Student Body ◽

Diverse Student Body ◽

Diverse Student ◽

The Status ◽

Inclusive Business ◽

E Learning

Higher Education Institutions have worked to make equality of access to electronic curriculum resources the ‘status quo’. However, there is evidence that simply providing e-learning – no matter how well intentioned – is insufficient to address the problems that students are experiencing. A three stage model has been developed through analysis of students’ learning experiences at an inner-city, post-1992 University to illustrate how students have to negotiate their engagement with Higher Education. The model provides a way of mapping aspects of course design to different portraits of students, enabling students to be considered as high, medium and low risk in terms of retention. The value of this model for design and analysis of courses is located within the debate of how inclusive business schools curricula are for a diverse student body.

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