How Concentrated Are Ethnic Groups in Schools?

2020 ◽  
pp. 89-112
Author(s):  
Richard Harris ◽  
Ron Johnston
Keyword(s):  
Secondary Schools ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Group ◽  
Ethnic Groups ◽  
Minority Groups ◽  
Ethnically Diverse ◽  
Think Tank ◽  
Ethnic Minority Students

The Casey Review cites a study by the think-tank Demos that shows the majority of ethnic minority students attend schools where ‘minority’ groups are in the majority. That statistic is correct but too easily misinterpreted. Only White British students typically are in a school where their own ethnic group forms a majority; for most ethnic minority pupils the largest group they will encounter at school is also the White British. The exceptions to this are the Bangladeshi and Pakistani groups, and more so in primary than in secondary schools. Nevertheless, the overwhelming trend is that schools are becoming more ethnically diverse with an increased potential for pupils to be educated alongside pupils of other ethnic groups.

THE DIETARY INTAKE OF ETHNIC MINORITY STUDENTS AT TWO ETHNIC BOARDING JUNIOR SECONDARY SCHOOLS IN THÁI NGUYÊN PROVINCE

2021 ◽  
Vol 62 (6) ◽  
Author(s):  
Truong Thi Thuy Duong ◽  
Tran Thi Hong Van ◽  
Tran Thi Huyen Trang ◽  
Nguyen Thi Thanh Tam
Keyword(s):  
Secondary Schools ◽  
Dietary Intake ◽  
Ethnic Minority ◽  
Minority Students ◽  
Research Subjects ◽  
Vitamin B3 ◽  
Cross Sectional ◽  
Ethnic Minority Students ◽  
Junior Secondary Schools ◽  
Junior Secondary

Objective: To assess the dietary intake of ethnic minority students at two ethnic boarding junior secondary schools of Thai Nguyen province in 2019. Research subjects and methods: The study was conducted according to the descriptive method, cross-sectional design on  ethnic minority students and their dietary intake at two ethnic boarding junior secondary schools of Thai Nguyen province. Using pre-designed questionnaires to collect demographic information, frequency of eating and using the food weight method to determine the total energy and nutrient composition in the dietary intake. Results: The total dietary energy of students (1939 ± 327.0) was insufficient compared to the recommended needs, only 88.1% in male and 94.6% in female. Energy from lipid (23.4%) provided enough compared to the recommended needs, however, the energy from protein (17.8%) provided an excess and from carbohydrates (58.8%) was lacking compared to the recommended needs. The rate between the three energy-producing substances (17.8:23.4:58.8) was not reached compared to the recommended needs (14:20:66). Lipid, animal lipid, vegetable lipid provided enough compared to the recommended needs. While, protein, animal protein provided redundancy, vegetable protein and carbohydrates were lacking compared to the recommended needs. Substances that do not produce energy and fiber were mostly lacking in compared to the recommended needs. Only vitamin B1, vitamin B3 and zinc provided enough compared to the recommended needs. The rate of Ca/P was reasonable. Conclusion: The dietary intake of the ethnic minority students at two ethnic boarding junior secondary schools of Thai Nguyen province was not balanced and reasonable.

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.

APPROACHING DYNAMIC TEACHING IN REALITY OF VOCATIONAL TRAINING ORGANIZATIONS WHE\\RE ETHNIC MINORITY STUDENTS STUDY IN VIETNAM

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Pham Thi Thuy Huyen
Keyword(s):  
Labor Market ◽  
Foreign Language ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Group ◽  
Teaching Methods ◽  
Vocational Training ◽  
Soft Skills ◽  
Ethnic Minority Students ◽  
Training Institutions

This theory is not new to vocational training in Vietnam, but the nature of Dynamic Teaching is not well understood and applied by all the teachers in teaching process. More specifically, for vocational training institutions with ethnic minority students studying, Vietnamese language is also considered as a foreign language for them to integrate their study with the majority of students of Kinh ethnic group. At the same time, they try to master Vietnamese to integrate their study and learn English, so they have to face with much more difficulties than students of Kinh ethnic group. They need far more teachers who have the most effective teaching methods to help them overcome the difficulties in acquiring knowledge. At school, they not only need knowledge and related professional skills, but they also expect teachers to be equipped essential soft skills so that after graduation they can confidently integrate into labor market to have a stable job.

scholarly journals Learning styles of ethnic minority students: a matched case-control study in a dental school in Latin America

2021 ◽  
Vol 34 (1) ◽  
pp. 25-34
Author(s):  
Carlos Martín Ardila Medina ◽  
Angela María Gómez Restrepo
Keyword(s):  
Latin America ◽  
Learning Styles ◽  
Ethnic Minority ◽  
Minority Students ◽  
Minority Groups ◽  
Multivariate Model ◽  
Grade Point Averages ◽  
Dental School ◽  
Grade Point ◽  
Ethnic Minority Students

Introduction and objective: Little is known about the learning styles of ethnic minorities in Latin American universities. The objective of this research was to identify the learning styles of the ethnic minorities attending a dental school. Moreover, their grade point averages were explored. Materials and methods: A total of 30 ethnic minority students were matched with 30 non-minority students. All the students took a systematized questionnaire to categorize their learning styles. Results: A strong association between ethnic minority students and low reflector style was observed in the multivariate model after adjusting for age, sex, and the current semester (OR=11; 95% CI=1.2-99; p=0.03). In addition, a relevant association between minority ethnic group and low theorist style was observed in the multivariate model after controlling for the same variables (OR= 4; 95% CI=1.2-11; p=0.02). Finally, a statistically significant difference was observed in the grade point averages of non-minority and minority groups, with the minority group having the loweraverages (p=0.014). Conclusions: Ethnic minority students presented lower means for all learning styles compared to the control group. Similarly, theirgrade point averages were significantly inferior. These findings represent relevant precedents for creating educational strategies to improve the learning of ethnic minority groups in higher education in Latin America. 

scholarly journals The Funds of Knowledge Approach: An Opportunity to Access Education for Ethnic Minority Students in Vietnam

2021 ◽  
Author(s):  
Tran Thi Thanh Ha
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Minority Groups ◽  
Immigrant Students ◽  
Funds Of Knowledge ◽  
Developed Countries ◽  
Minority Education ◽  
Educational Approach ◽  
Ethnic Minority Students ◽  
Ethnic Minority Education

The funds of knowledge approach has been increasingly studied and applied to teaching practices in many developed countries. Learning about students’ funds of knowledge and incorporation into their learning enables teachers to increase relevant learning experiences, empowering a socio-constructivist approach to teaching and learning. It is acknowledged to help students learn meaningfully by connecting lessons to students’ funds of knowledge, especially to ethnic minority students, color, immigrant students, or disadvantaged students. However, there is a lack of studies and papers on the funds of knowledge approach in education in Vietnam. This article aims to introduce this educational approach and contribute to solving the challenges that ethnic minority education in Vietnam is facing. The article also suggests further studies to promote the application of the Funds of knowledge approach in Vietnam, thereby improving the quality of ethnic minority education in Vietnam and value the cultural resources, languages, and local knowledge of ethnic minority groups in Vietnam.           

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