scholarly journals Inclusive STEM High School Factors Influencing Ethnic Minority Students’ STEM Preparation

2020 ◽  
Vol 7 (2) ◽  
pp. 147
Author(s):  
Ali Bicer ◽  
Yujin Lee ◽  
Celal Perihan
Keyword(s):  
High School ◽  
Ethnic Minority ◽  
Minority Students ◽  
School Environment ◽  
Phenomenological Study ◽  
Structured Interviews ◽  
School Factors ◽  
Ethnic Minority Students ◽  
High School Experiences ◽  
Factors Influencing

The purpose of this study was to better understand school factors influencing ethnic minority students’ science, technology, engineering, and mathematics (STEM) preparation in Inclusive STEM High Schools (ISHSs). The researchers conducted a phenomenological study that used semi-structured interviews with participants (N=13) who graduated from ISHSs in Texas. Participants’ STEM high school experiences were classified into nine categories: a) innovative STEM and non-STEM instruction, b) rigorous STEM curriculum, c) integration of technology and engineering in classrooms, d) quality of teachers, e) real-world STEM partnership, f) informal STEM opportunities, g) academic and social support for struggling students, h) emphasis on STEM courses, majors, and careers, and i) preparation for a college workload. These characteristics can be helpful for schools to establish a STEM-focused school environment and have the potential to cultivate positive experiences for ethnic minority students to increase their interest and capabilities in STEM fields.

scholarly journals Ethnic Minority Students in the UK: Addressing Inequalities in Access, Support, and Wellbeing in Higher Education

2021 ◽  
Author(s):  
Julie Botticello ◽  
Titilayo Olufunmilyo West
Keyword(s):  
Higher Education ◽  
Ethnic Minority ◽  
Minority Students ◽  
Qualitative Methodology ◽  
Peer Interactions ◽  
Peer To Peer ◽  
Mental Wellbeing ◽  
Structured Interviews ◽  
Structural Racism ◽  
Ethnic Minority Students

This chapter focuses on UK higher education and how structural racism is perpetuated through inadequate attention to access, support, and wellbeing. Inequalities in higher education correspond with those in health, where there are marked disparities between ethnic majority and ethnic minority populations, as COVID-19 revealed. The research employed a qualitative methodology to explore students’ experiences of higher education at a widening participation university during lockdowns resulting from COVID-19. Twenty undergraduate students participated in focus groups and semi-structured interviews across the academic year 2020–2021. These were audio recorded, transcribed, and coded using thematic analysis. The findings reveal that ethnic minority students suffered from inadequate access to technology, insufficient attention to child-care responsibilities, a dearth of peer-to-peer interactions, and limited institutional support for mental wellbeing. Inclusive support services and welcoming learning environments, including space for peer-to-peer learning, however, were emphasised as enablers for effective learning and emotional wellbeing. This study has shown that inequalities in access, support and wellbeing in higher education remain. Overcoming these inequalities requires equitable access and support provisioning for ethnic minorities so that all students can fulfil their potentials, at university and after.

scholarly journals Multiple stakeholder perspectives of factors influencing differential outcomes for ethnic minority students on health and social care placements: a qualitative exploration

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Julie Nightingale ◽  
Jackie Parkin ◽  
Pete Nelson ◽  
Shirley Masterson-Ng ◽  
Jacqui Brewster ◽  
...  
Keyword(s):  
Focus Groups ◽  
Ethnic Minority ◽  
Lived Experience ◽  
Minority Students ◽  
Social Care ◽  
Minority Student ◽  
Ethnic Minority Students ◽  
Differential Outcomes ◽  
Factors Influencing ◽  
Health And Social Care

Abstract Background Despite considerable efforts there continues to be a degree awarding gap within the United Kingdom (UK) between the proportion of White British students receiving higher classifications, compared to ethnic minority UK-domiciled students. Practice placement elements constitute approximately 50% of most health and social care programmes, yet surprisingly little research exists related to the factors which may contribute to ethnic minority student placement outcomes or experiences. This study bridges this evidence gap by exploring factors influencing differential placement outcomes of ethnic minority students from the perspectives of key stakeholders. Methods The study followed a descriptive qualitative research design and was multi-disciplinary, with participants drawn from across nursing, midwifery, social work and the allied health professions. Participants from four stakeholder categories (ethnic minority students, academic staff, placement educators and student union advisors) were invited to join separate focus groups. Focus groups were recorded and transcribed and analysed thematically. Results Ten separate focus groups [n = 66] yielded three primary themes: 1) recognition, which highlighted stakeholder perceptions of the issues [sub-themes: acknowledging concerns; cultural norms; challenging environments]; 2) the lived experience, which primarily captured ethnic minority student perspectives [sub-themes: problematising language and stereotyping, and being treated differently]; 3) surviving not thriving, which outlines the consequences of the lived experience [sub-themes: withdrawing mentally, feeling like an alien]. Conclusion This study presents a rich exploration of the factors affecting differential outcomes of ethnic minority students on practice placements through the lens of four different stakeholder groups. To our knowledge this is the first study in which this comprehensive approach has been taken to enable multiple viewpoints to be accessed across a wide range of health and social care professions. The issues and challenges raised appear to be common to most if not all of these disciplines. This study highlights the urgent need to value and support our ethnic minority students to remove the barriers they face in their practice learning settings. This is a monumental challenge and requires both individuals and organisations to step up and take collective responsibility.

FOSTERING KNOWLEDGE OF HIGH SCHOOL MATHEMATICS SOLVING METHODS FOR ETHNIC MINORITY STUDENTS THROUGH USING THE G.POLYA’S QUESTIONNAIRE

2018 ◽  
Author(s):  
La Duc Minh
Keyword(s):  
High School ◽  
High School Students ◽  
Ethnic Minority ◽  
Minority Students ◽  
School Students ◽  
Ethnic Minority Students ◽  
Great Consideration ◽  
Asking Questions ◽  
Main Activity ◽  
Math Problems

The main activity for studying Mathematics of High school students is solving Math problems. So, the apprehension of methodology is significantly important and necessary to improve for students, though in some specific cases, the result can attain in different levels. Some research papers about teaching methods of Nguyen Ba Kim (2006), Dao Tam (2010)… had a great consideration to the apprehension of methodology as a tool and result of the activity. This article presents the ability to use the process with four steps in solving Math problems and the suggestions of G.Polya (1975) to develop the methodological apprehension for ethnic minority students through asking questions and help them to think and discover

scholarly journals Factors Influencing Academic Motivation of Ethnic Minority Students: A Review

SAGE Open ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. 215824401878541 ◽  
Author(s):  
Ulviye Isik ◽  
Omaima El Tahir ◽  
Martijn Meeter ◽  
Martijn W. Heymans ◽  
Elise P. Jansma ◽  
...  
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Academic Motivation ◽  
Ethnic Minority Students ◽  
Factors Influencing

Italy's School System: An Approach to Integrating Ethnic Minority Students

2007 ◽  
Author(s):  
Giuseppe Costantino ◽  
Francesca Fantini ◽  
Erminia Costantino ◽  
Carolina Meucci
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
School System ◽  
Ethnic Minority Students

Inventory of College Challenges for Ethnic Minority Students

2004 ◽  
Author(s):  
Yu-Wen Ying ◽  
Peter Allen Lee ◽  
Jeanne L. Tsai
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minority Students

Allochtonen en keuze voor technische opleidingen: een onbenut potentieel

2010 ◽  
Vol 26 (1) ◽  
Author(s):  
Arie Gelderblom ◽  
Jaap de Koning ◽  
Lyda den Hartog
Keyword(s):  
Vocational Education ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minorities ◽  
Manufacturing Industry ◽  
Statistical Data ◽  
Choice Behaviour ◽  
Technical Direction ◽  
Ethnic Minority Students ◽  
Specific Position

Ethnic minorities and the choice for technical directions in education: an unutilised potential Ethnic minorities and the choice for technical directions in education: an unutilised potential There are a lot of studies which focus on the choice of technical directions within vocational education. But in these studies, little attention is given to the specific position of ethnic minorities. To what extent is their choice behaviour different? Statistical data show that ethnic minorities are underrepresented in technical directions in vocational education. A specific survey on backgrounds for this phenomenon shows that there is a relatively large group of ethnic minority students who do not choose for a technical direction, in spite of the fact that they have a talent in this direction and are interested in technology. This result holds in a multivariate analysis in which also several other factors are taken into account. We also investigate to what extent those with a technical direction in vocational education want to work in a technical profession and/or the manufacturing industry afterwards. Finally, a number of recommendations are given how to reach higher shares of ethnic minority students choosing technical directions.

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