Role Models of Urban Minority Students

1999 ◽  
Vol 84 (1) ◽  
pp. 181-182 ◽  
Author(s):  
Robert J. Drummond ◽  
Heather Senterfitt ◽  
Cheryl Fountain
Keyword(s):  
Minority Students ◽  
Role Models ◽  
Urban Minority ◽  
American Students

Role models identified by 1,300 Afro-American students in Grades 1 through 8 showed athletes, mothers, and musical performers were the top three role models, but there were differences by grade and sex.

Use of SOMPA in Identification of Gifted African-American Children

1992 ◽  
Vol 15 (4) ◽  
pp. 344-356 ◽  
Author(s):  
Janice L. Matthew ◽  
Anne K. Golin ◽  
Mary W. Moore ◽  
Carol Baker
Keyword(s):  
African American ◽  
Minority Students ◽  
Gifted Students ◽  
Gifted Programs ◽  
Disadvantaged Children ◽  
Placement Decisions ◽  
Gifted Programming ◽  
American Students ◽  
Iq Scores ◽  
American Children

To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPA) was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis of traditional criteria. There were also no significant differences between the groups in Ross subtest scores seven months later. The SOMPA procedures used to identify these gifted students may provide an alternative method to increase the proportion of minority students in gifted programs; particularly in states that use IQ cut-off scores for placement decisions.

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.

scholarly journals Boosting Minority Teacher Recruitment and Retention for a Diverse Future STEM Workforce

2021 ◽  
Vol 18 (04) ◽  
Author(s):  
Patricia Razafindrambinina ◽  
Aditi Dubey ◽  
Paul Ellis ◽  
Rachel Lamb ◽  
Shantam Ravan
Keyword(s):  
Minority Students ◽  
Role Models ◽  
Teacher Recruitment ◽  
The United States ◽  
State Legislature ◽  
Minority Teachers ◽  
Education Attainment ◽  
Recruitment And Retention ◽  
Stem Workforce ◽  
K 12

The United States STEM workforce has yet to reflect the demographics of the larger population. This discrepancy begins at the base of the STEM pipeline with a significant lack of minority STEM K-12 teachers to serve as mentors and role models to minority students. Research has shown that minority students’ exposure to same-race teachers increased academic output and education attainment up to 32%. Unfortunately, minority teachers face a revolving-door effect: the cycle of increased recruitment countered by a high turnover amongst minority teachers compared to their white counterparts. Minority teachers who leave the profession consistently cite negative teaching environments, discrimination, and lack of support as the main drivers of their decision to quit teaching. The Maryland state legislature recently passed the Blueprint for Maryland’s Future Act, which attempts to address teacher recruitment and retention more comprehensively. Here, we go beyond the Blueprint’s baseline tools to recommend targeted strategies to recruit and retain minority STEM K-12 teachers in Maryland. Through the creation of a robust peer mentorship pipeline between new and experienced teachers, prioritization of school staff diversity and inclusion training, and the promotion of teacher autonomy, we will increase minority student education attainment and encourage the growth of a diverse STEM workforce in Maryland.

Different Experiences and Perceptions of Campus Climate Among Minority Students at a Predominantly White Institution

2017 ◽  
Vol 2 (1) ◽  
pp. 40-56
Author(s):  
Lucila Telles Rudge
Keyword(s):  
Native American ◽  
Predominantly White ◽  
Students With Disabilities ◽  
Minority Students ◽  
Campus Climate ◽  
Minority Group ◽  
Predominantly White Institution ◽  
Native American Students ◽  
American Students ◽  
White Institution

This study examines the differences in experiences and perceptions of campus climate of 38 minority students enrolled in a predominantly White institution (PWI). The study included six focus group sessions, each designated for a specific minority group – African American students, Native American students, gender and sexually diverse students, students with disabilities, Latino-Hispanic students, and International students. About half of the participants reported negative experiences with racism and discrimination on campus whereas the other half reported exactly the opposite. Attribution to discrimination theory was used as a lens to closely analyze participants' discourse.

Providing Near-Peer Mentorship to Increase Underrepresented Minority Youth Participation in Computing

2021 ◽  
pp. 1-13
Author(s):  
Michael J. Lee
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Minority Students ◽  
Role Models ◽  
Peer Mentors ◽  
Underrepresented Minority ◽  
School Students ◽  
Underrepresented Minority Students ◽  
First Year College ◽  
Guest Speakers

Literature shows that mentors and role-models directly affect young students' self-efficacy and motivation to pursue specific academic fields and careers. To explore this further, this chapter describes a free, 9-Saturday programming camp for middle school students with near-peer mentors (first year, college student instructors) and local guest speakers. This camp served 28 underrepresented minority students (17 boys and 11 girls; grades 5-7) from a low-income, urban area. In a pre-camp survey, the middle school students predominately reported not having any role-models or mentors in computing. However, when asked again on the final camp day, these same students indicated developing strong connections with their near-peer mentors and even saw these older students and guest speakers, as role-models. These results highlight the need for young, underrepresented minority students to have more opportunities to interact with potential mentors and role-models, and the importance of providing resources to help develop and nurture these connections.

A Qualitative Study of Native American Higher Education and Student Resiliency

2021 ◽  
pp. 38-53
Author(s):  
Elizabeth Peralez
Keyword(s):  
Native American ◽  
Role Models ◽  
American Culture ◽  
Research Question ◽  
The United States ◽  
Tribal College ◽  
Tribal Colleges ◽  
Native American Culture ◽  
Native American Students ◽  
American Students

This chapter explores the degree to which Native American culture impacts the resiliency of Native American students earning degrees at three tribal colleges in the southwestern part of the United States. This is a qualitative case study that was based on the following research question: “How does Native American culture contribute to the resiliency of Native American students who are earning a degree at a tribal college?” This chapter focuses on the concerns of Native American students, and the cultural events they may have encountered during their educational journey. The research data were collected from interviews of 18 Native American students who were in their last year of college. Themes surrounding culture, resiliency, tribal colleges, academics, and Native American role models were discovered and used to determine the impact Native American culture has on the resiliency of Native American students.

Reconstructing Reading for Students of Color

2022 ◽  
pp. 63-72
Author(s):  
Porchanee A. White
Keyword(s):  
African American ◽  
Students Of Color ◽  
Role Models ◽  
African American Students ◽  
Daily Basis ◽  
Black History ◽  
Learning Material ◽  
Classroom Learning ◽  
American Students

African American students face discrimination and inequalities in classroom settings on a daily basis. We often think of discrimination and inequality as something being done or said to someone in an inappropriate manner. However, classroom learning material and products should be considered as well. Curriculum, textbooks, and supplemental materials usually do not include information about black history, authors, or poetry. When they are included, they are often used as supplemental material that is not studied, examined, or discussed. In addition, the books they read in class or for pleasure do not necessarily have role models that resemble African American students.

scholarly journals Recruiting Underrepresented Minorities to Chiropractic Colleges

2006 ◽  
Vol 20 (2) ◽  
pp. 123-127 ◽  
Author(s):  
Alana Callender
Keyword(s):  
United States ◽  
Minority Students ◽  
Role Models ◽  
Underserved Populations ◽  
The United States ◽  
Underrepresented Minorities ◽  
Minority Populations ◽  
Underrepresented Minority ◽  
Minority Communities ◽  
Student Groups

Background: Admissions departments at chiropractic colleges across the United States are under continual pressure to recruit students. The underrepresented minority populations in the United States are potential markets for chiropractic patients, students, and doctors. Objective: To assess the current diversity recruiting practices of the chiropractic colleges. Methods: Directors of admissions of the chiropractic colleges were polled to identify recruiting programs and their success. Results: Sixteen of the 17 colleges were polled. Nine of the respondents had no program for targeted underserved populations and seven did have such a program. Five colleges employed several methods to work with universities to recruit underserved populations. Other strategies included outreach via student groups and alumni recruiters. Conclusion: Programs to attract minority students can be created and infrastructure can be provided but they are nearly useless without role models. Encouraging alumni participation to raise awareness of chiropractic in minority communities may be a step toward a profession more reflective of America's population.

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