— Engaging Racial/Ethnic Minority Students in Out-of-Class Activities on Predominantly White Campuses Viannda M. Hawkins and Heather J. Larabee

2010 ◽  
pp. 207-226
Keyword(s):  
Predominantly White ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minority Students ◽  
White Campuses ◽  
Racial Ethnic

scholarly journals Increasing Inequality in Physical Activity Among Minnesota Secondary Schools, 2001–2010

2018 ◽  
Vol 15 (5) ◽  
pp. 325-330 ◽  
Author(s):  
Toben F. Nelson ◽  
Richard F. MacLehose ◽  
Cynthia Davey ◽  
Peter Rode ◽  
Marilyn S. Nanney
Keyword(s):  
Physical Activity ◽  
Ethnic Minority ◽  
Minority Students ◽  
Demographic Data ◽  
School Level ◽  
Future Research ◽  
Student Survey ◽  
Ethnic Minority Students ◽  
Racial Ethnic ◽  
Over Time

Background: Two Healthy People 2020 goals are to increase physical activity (PA) and to reduce disparities in PA. We explored whether PA at the school level changed over time in Minnesota schools and whether differences existed by demographic and socioeconomic factors. Methods: We examine self-reported PA (n = 276,089 students; N = 276 schools) for 2001–2010 from the Minnesota Student Survey linked to school demographic data from the National Center for Education Statistics and the Rural–Urban Commuting Area Codes. We conducted analyses at the school level using multivariable linear regression with cluster-robust recommendation errors. Results: Overall, students who met PA recommendations increased from 59.8% in 2001 to 66.3% in 2010 (P < .001). Large gains in PA occurred at schools with fewer racial/ethnic minority students (0%–60.1% in 2001 to 67.5% in 2010, P < .001), whereas gains in PA were comparatively small at schools with a high proportion of racial/ethnic minority students in 2001 (30%–59.2% in 2001 to 62.7% in 2010). Conclusions: We found increasing inequalities in school-level PA by racial/ethnic characteristics of their schools and communities among secondary school students. Future research should monitor patterns of PA over time and explore mechanisms for patterns of inequality.

Exploring and Promoting the College Attendance and Success of Racial/Ethnic Minority Students

2019 ◽  
Vol 47 (1) ◽  
pp. 37-48 ◽  
Author(s):  
Stephanie San Miguel Bauman ◽  
Michele Acker-Hocevar ◽  
Danny L. Talbot ◽  
Amelia Visaya ◽  
Monica Valencia ◽  
...  
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
College Attendance ◽  
Ethnic Minority Students ◽  
Racial Ethnic

Go Back to Where You Came From

2019 ◽  
pp. 227-243
Author(s):  
Thomas R. Hochschild Jr. ◽  
Lorna L. Alvarez-Rivera ◽  
R. Neal McIntyre Jr.
Keyword(s):  
Ethnic Minority ◽  
Peer Victimization ◽  
Minority Students ◽  
Social Identity Theory ◽  
The United States ◽  
Cultural Traditions ◽  
Ethnic Minority Students ◽  
Physical Features ◽  
Racial Ethnic ◽  
Racial And Ethnic Minority

Peer victimization is a problem for children across all demographic categories; however, peer victimization of racial and ethnic minority students is a unique problem that requires analysis and targeted intervention strategies. Racial and ethnic minority students endure a particular form of victimization whereby children target each other's ancestry, physical features, religion, cultural traditions, and immigration status. In this chapter, the authors discuss several types of racial/ethnic peer victimization. Next, they examine data pertaining to racial/ethnic victimization among children in the United States. This section includes reports of a recent uptick in racial/ethnic harassment associated with the candidacy and election of President Donald Trump. The authors use cognitive development theory, social reflection theory, and social identity theory to shed light on the causes of racial/ethnic peer victimization. Finally, they outline three leading anti-victimization programs that could be implemented to reduce racial/ethnic peer victimization among children.

scholarly journals The problematization of racial/ethnic minority student participation in U.S. study abroad

2013 ◽  
Vol 4 (2) ◽  
pp. 365-390 ◽  
Author(s):  
M'Balia Thomas
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Ethnic Minority ◽  
Minority Students ◽  
Race And Ethnicity ◽  
Minority Student ◽  
Study Abroad Programs ◽  
Ethnic Minority Students ◽  
Race Ethnicity ◽  
Racial Ethnic

AbstractWithin U.S. higher education, there has been concern expressed about the underrepresentation of racial/ethnic minority students in U.S. study abroad programs. Though as a whole these students participate in study abroad at lower rates than their Caucasian counterparts, the fact that study abroad participation is even problematized by race/ethnicity (rather than other social categories such as gender, socioeconomic status or field of study) and the manner by which this is done warrant critical investigation. Drawing upon Foucault's concept of problematization (1984, 1988), this paper examines the discourses and practices (both discursive and nondiscursive) that mark current study abroad literature in which participation by U.S. undergraduates is tracked, categorized and ranked by race and ethnicity. It further problematizes the taken-for-granted assumptions that masquerade as truths and inhabit the methodological and analytical practices that govern research on racial and ethnic minority students, and in the process, uncovers an overarching code of thought that permeates the literature. Ultimately, this paper seeks to challenge the “truths” and counter the assumptions upon which this code of thought is based by highlighting those voices only marginally recognized in study abroad participation literature. These voices provide a local and contextualized perspective on the factors contributing to the lower rates of participation among one racial/ethnic minority category: African Americans. Although the paper does not take up the topic of language learning in study abroad contexts, it does present the real world challenge of language-in-use. It addresses the material and subject effects that a problematization of study abroad participation by race/ethnicity has on students, research practices, institutional and governmental policies, and the allocation of resources related to language study and the promotion and support of study abroad.

How Do Affirmative Action Bans Affect the Racial Composition of Postsecondary Students in Public Institutions?

2020 ◽  
pp. 089590482096100
Author(s):  
Huacong Liu
Keyword(s):  
Affirmative Action ◽  
Ethnic Minority ◽  
Minority Students ◽  
Postsecondary Education ◽  
Undergraduate Students ◽  
Racial Composition ◽  
Ethnic Minority Students ◽  
Flagship Universities ◽  
Four Year Institutions ◽  
Racial Ethnic

This study investigates the associations between statewide affirmative action bans and the racial composition of undergraduate students at public 4-year colleges and universities in five states, that is, Arizona, Michigan, Nebraska, New Hampshire, and Oklahoma. I use the Integrated Postsecondary Education Data System data from 1999 to 2017, and find that despite having few selective postsecondary institutions, public four-year institutions in these five states experienced an average decline of 0.42 percentage points in the enrollment of underrepresented racial-ethnic minority students following bans on affirmative action. Further, the bans also decreased the enrollment of underrepresented racial-ethnic minority students at four state public flagship universities.

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