scholarly journals An Analysis of College Choice Information Provided on Graduate Program Websites: Implications for Improving Applicant Diversity in Educational Measurement

2019 ◽  
Author(s):  
Joseph Rios ◽  
Jennifer Randall ◽  
Marina Donnelly
Keyword(s):  
Ethnic Minority ◽  
College Choice ◽  
Minority Students ◽  
Ethnic Minorities ◽  
Graduate Program ◽  
Graduate Programs ◽  
Educational Measurement ◽  
Online Course ◽  
Part Time ◽  
Flexible Programming

There has long been a concern about the lack of representation of ethnic minorities in the field of educational measurement. As previous research has shown that graduate programs primarily rely on their websites for recruiting efforts, the objective of this study was to conduct a content analysis of all U.S. educational measurement program websites to evaluate the availability of college choice information found to be useful for underrepresented ethnic minority applicants. In terms of program climate, results revealed that less than 10% of programs directly encouraged ethnic minorities to apply or included an anti-discrimination statement in regards to application review on their websites. Moreover, only a few program websites indicated the availability of flexible programming – previously found to be important for underrepresented ethnic minority students – such as part-time options (16%), evening courses (10%), and online course/program availability (8%). Recommendations for how measurement programs can improve their websites to include desirable college choice information for underrepresented ethnic minority applicants is discussed.

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.

scholarly journals Barriers to the Success of Ethnic Minority Students in School Psychology Graduate Programs

2012 ◽  
Vol 41 (2) ◽  
pp. 176-192 ◽  
Author(s):  
Chelsi R. Clark ◽  
Sterett H. Mercer ◽  
Virgil Zeigler-Hill ◽  
Brad A. Dufrene
Keyword(s):  
School Psychology ◽  
Ethnic Minority ◽  
Minority Students ◽  
Graduate Programs ◽  
Ethnic Minority Students

CURRENT SITUATION OF MANAGEMENT OF EXPERIENCE ACTIVITIES FOR ETHNIC MINORITY STUDENTS IN ETHNIC MINORITIES BOARDING HIGH SCHOOLS IN ACCORDANCE TO THE LIFE SKILLS EDUCATION TO MEET THE PREVENTION OF NATURAL DISASTER IN THE NORTH-WEST REGION IN THIS STAGE

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Lê Thị Như Quỳnh
Keyword(s):  
High Schools ◽  
Ethnic Minority ◽  
Minority Students ◽  
Natural Disaster ◽  
Ethnic Minorities ◽  
Life Skills ◽  
Ethnic Minority Students ◽  
Northwest Region ◽  
Skills Education ◽  
Life Skills Education

In recent years, Ethnic Minorities Boarding High Schools in the Northwestern region have paid more attention to organize experiences for ethnic minority students, especially develop life skills to prevent from natural disaster in the Northwest region. However, experience activities for ethnic minority students have not yet had a specific program, measure and method of implementation, so the implementation has many limitations and shortcomings. Most of the boarding ethnic high schools still have the phenomenon that administrators impose specific educational activities for each teacher, so all educational activities happen at the same time, the same content, the same method. This phenomenon create no breakthrough and little attention to the main activities of ethnic minority students. Studying and assessing the true situation to propose effective measures for managing experience activities for ethnic minority students at ethnic minorities boarding high schools towards satisfying life skills education responding to the needs of disaster prevention in the Northwest region is a very important and urgent task in the current climate change response.

scholarly journals Understanding Mental Health: What Are the Issues for Black and Ethnic Minority Students at University?

2018 ◽  
Vol 7 (10) ◽  
pp. 196 ◽  
Author(s):  
Jason Arday
Keyword(s):  
Mental Health ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minorities ◽  
Racial Inequality ◽  
Culturally Appropriate ◽  
Mental Health Support ◽  
Health Support ◽  
The Impact ◽  
Culturally Appropriate Services

Black and Minority Ethnic (BME) communities continue to experience inequalities within the United Kingdom (UK) mental health system despite major government policy initiatives. Access to higher education for many ethnic minorities remains problematic. Within higher education, BME students consistently face barriers in terms of accessing culturally appropriate services including a lack of cultural understanding, communication issues, and where and how to seek help. This paper attempts to address the problems facing ethnic minorities with regard to accessing mental health services at university. Importantly, this paper highlights that barriers to accessing mental health support for ethnic minorities directly impact upon attainment outcomes and psychological well-being. This study utilizes the narratives of 32 BME university students to examine the impact of negotiating racial inequality and discrimination at university and the impact upon mental health. Aspects examined considered the impact of belonging, isolation, and marginalization on mental health and how this consequently affects university participation for BME students. Utilizing a thematic analysis paradigm, the key findings presented point towards differential healthcare outcomes for ethnic minority university students experiencing mental illness. The empirical findings in this paper suggest that currently ethnic minority service users experience overt discrimination and a lack of access to culturally appropriate services that are cognizant of the racialized plights faced by BME individuals. These findings inform an overarching dialogue, which suggests that mental health service providers need to work more collegially with people from BME communities prior to service design and delivery. Furthermore, the findings suggest that, upon presenting mental health issues, information should be made available in appropriate languages for ethnic minorities to support understanding about their illnesses and how they can seek professional intervention and help. Conclusions and recommendations provided advocate greater diversification of mental health support systems for ethnic minority students within universities. Conclusions drawn will also consider how existing systems can function to dismantle racial inequality within the mental health profession.

EFFICIENCY MANAGEMENT SOLUTIONS OF LIFE SKILLS EDUCATION ACTIVITIES RESPONSE TO CLIMATE CHANGE AND PREVENTION OF CALAMITY DISASTER FOR SUSTAINABLE DEVELOPMENT FOR ETHNIC MINORITY STUDENTS IN ETHNIC MINORITY BOARDING UPPER SECONDARY SCHOOLS IN THE NORTHWEST REGION IN THE CURRENT PERIOD

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Vu Thi Thu Trang
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minorities ◽  
Life Skills ◽  
Disaster Prevention ◽  
The Sustainable Development ◽  
Ethnic Minority Students ◽  
Skills Education

Education management of life skills to cope with climate change and calamity disaster prevention for the sustainable development of ethnic minority students at ethnic minorities boarding high schools in the Northwestern region is conducted mainly through integrating the content of life skills education in response to climate change and preventing natural disasters for ethnic minority students into teaching basic subjects, through extra-curricular educational activities, through Extracurricular activities, labor and collective activities. Education on life skills to respond to climate change and disaster prevention for the sustainable development of ethnic minority students in recent years has just stopped at the implementation of the documents of Ministry of Education and Training (MOET), Departments of Education and Training (DOET). Some ethnic minority boarding high schools have not been proactive in developing a plan to implement the task of educating life skills to cope with climate change and prevent natural disasters for the sustainable development of ethnic minorities students, not well directed education forces in schools and diverse forms of life skills education to respond to climate change and disaster prevention for the sustainable development of ethnic minorities students. Through the in-depth analysis of research results in the period of 2013-2019, the author of this paper has presented a system of effective management solutions for education of life skills to cope with climate change and avoid natural disasters for the sustainable development of ethnic minority students in ethnic minorities boarding high schools in the Northwest region in the current period.

scholarly journals ON THE PROBLEM OF ADJUSTMENT OF FOREIGN LANGUAGE LEARNING PROCESS AT UNIVERSITIES TO THE NEEDS OF ETHNIC MINORITIES OF UKRAINE UNDER THE CONDITIONS OF THE COVID-19 PANDEMIC

2021 ◽  
pp. 311-314
Author(s):  
Nataliya Osadcha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minorities ◽  
Learning Process ◽  
Online Teaching ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Ethnic Minority Students

The research focuses on substantiating the necessity of adjusting the process of teaching and learning a foreign language at universities to the needs of ethnic minorities under the conditions of online training, introduced due to the Covid-19 pandemic. We have studied a new role of a foreign language university teacher working with ethnic minority students, which is relevant for Transcarpathia, in particular, as a multiethnic region of Ukraine. In our research, we have used the method of analogical reasoning, communicative, social and psychological one, methods of observation, content analysis, personality study, sociometry, role behaviour study etc. The materials studied in the course of our research allow us to draw the following conclusions. We believe that, under the present conditions of providing educational services online, only the search for new forms and methods of teaching as well as new lesson content will contribute to the implementation of an effective personality-oriented approach in a foreign language learning process. On the one hand, a modern teacher must not only have excellent pedagogical skills, but also be familiar with the latest online teaching technologies, it is impossible to imagine a full-fledged educational process without. Accordingly, the syllabi need to be updated, taking into account the requirements of the time and the experience gained. On the other hand, students can form their own electronic databases for learning and improving their foreign language skills, in particular, use literature in their native languages, which might become an impetus and a motivation for ethnic minority students to learn foreign languages with greater enthusiasm.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

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
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