scholarly journals A Quantitative Analysis of a Customized Peer Mentoring Program with STEM Underrepresented Students

2021 ◽  
Vol 7 (1) ◽  
pp. 1-20
Author(s):  
Reuben Asempapa ◽  
Aldo Morales ◽  
Sedig Agili
Keyword(s):  
Goal Orientation ◽  
Low Income ◽  
Repeated Measures ◽  
Underrepresented Students ◽  
The United States ◽  
Assessment Tools ◽  
Mentoring Program ◽  
Underrepresented Minority ◽  
Stem Disciplines ◽  
Mentoring Characteristics

This article highlights a customized mentoring program that successfully supported underrepresented students in science, technology, engineering, and mathematics (STEM) disciplines at a university in the northeastern part of the United States (U.S.). Because of the national and regional needs to augment underrepresented, minority, first-generation, and low-income STEM college students, this study investigated efforts to expand the number and retain such population in higher education STEM programs through a customized mentoring program based on a National Science Foundation (NSF) grant. In particular, we evaluated the necessity of strong and broad-based mentoring characteristics using assessment tools and surveys. The study was conducted with 34 participants in STEM fields. The participants’ motivation mean scores in STEM was measured at three different points in time (pre-, mid-, and end-year) and compared using descriptive statistics and repeated measures analysis of variance (ANOVA). Results obtained indicated significant improvement in mentoring characteristics such as goal orientation, resource management, and academic performance with mean scores ranging from 4.99 to 5.21. Although additional findings from the repeated measures ANOVA showed no statistically significant differences, however, the marginal mean scores suggest the customized mentoring program had some positive effect and the mentoring practices supported underrepresented groups toward successful navigation of STEM disciplines. We discuss the study limitations, implications, and future research directions.

scholarly journals Evaluation of a Healthy Chinese Take-Out Sodium-Reduction Initiative in Philadelphia Low-Income Communities and Neighborhoods

2018 ◽  
Vol 133 (4) ◽  
pp. 472-480 ◽  
Author(s):  
Grace X. Ma ◽  
Steven E. Shive ◽  
Guo Zhang ◽  
Jennifer Aquilante ◽  
Yin Tan ◽  
...  
Keyword(s):  
Population Health ◽  
Low Income ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Environmental Changes ◽  
The United States ◽  
Sodium Content ◽  
Sodium Reduction ◽  
Local Public Health ◽  
Healthy Chinese

Objectives: Sodium reduction in restaurant foods is important because 77% of sodium in the United States is consumed by eating prepared and restaurant foods. We evaluated a sodium-reduction intervention, Healthy Chinese Take-Out Initiative, among Chinese take-out restaurants in low-income neighborhoods in Philadelphia, Pennsylvania. Our objectives were to (1) analyze changes in the sodium content of food samples and (2) collect data on changes in chefs’ and owners’ knowledge about the health risks of sodium overconsumption, perceptions of the need for sodium reduction, self-efficacy for lowering sodium use, and perceptions of training needs for sodium-reduction strategies. Methods: The initiative trained chefs from 206 Chinese take-out restaurants on strategies to reduce sodium in prepared dishes. We analyzed changes in the sodium content of the 3 most frequently ordered dishes—shrimp and broccoli, chicken lo mein, and General Tso’s chicken—from baseline (July-September 2012) to 36 months after baseline (July-September 2015) among 40 restaurants. We conducted a survey to examine the changes in chefs’ and owners’ knowledge, perceptions, and self-efficacy of sodium reduction. We used multilevel analysis and repeated-measures analysis of variance to examine effects of the intervention on various outcomes. Results: We found significant reductions in the sodium content of all 3 dishes 36 months after a low-sodium cooking training intervention (coefficients range, –1.06 to –1.69, P < .001 for all). Mean knowledge (range, 9.2-11.1), perceptions (range, 4.6-6.0), and self-efficacy (range, 4.2-5.9) ( P < .001 for all) of sodium reduction improved significantly from baseline (August 2012) to posttraining (also August 2012), but perceptions of the need for sodium reduction and self-efficacy for lowering sodium use returned to baseline levels 36 months later (August 2015). Conclusions: The intervention was a useful population health approach that led to engaging restaurants in sodium-reduction practices. Local public health agencies and professionals could partner with independent restaurants to introduce environmental changes that can affect population health on a broad scale, particularly for vulnerable populations.

scholarly journals Mining for Untapped Talent and Overcoming Challenges to Diversity in Higher Education: Evidence for Inclusive Academic Programs

2020 ◽  
Vol 10 (4) ◽  
pp. 131
Author(s):  
Joseph M. Green ◽  
Koren A. Bedeau
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Low Income ◽  
Opportunity To Learn ◽  
The United States ◽  
Academic Programs ◽  
Student Diversity ◽  
Underrepresented Minority ◽  
Federal Policies ◽  
Academic Enrichment

The aim of this study is to examine and explore factors that impact the successful growth of student diversity at colleges and universities in the United States of America. Special emphasis is placed on America&rsquo;s five decade struggle since the 1970s to increase college access and success for underserved youth. The paper reviews select federal policies and collaborative efforts by higher education institutions to diversify the population of college students, toward realizing the potential of untapped talent. In addition, the authors review and examine statistics and trends in graduation rates for undergraduate students from First-Generation (FG), Underrepresented Minority (URM) and/or Low-Income (LI) backgrounds, and highlight programs at Predominantly White Institutions (PWI) that have demonstrated improvements in graduating URM undergraduate students. Likewise, the study describes initiatives that have attempted to address the graduation gap in higher education. Readers will have an opportunity to learn about the premier national program promoting diversity and academic achievement. The study closes with a discussion and evidence for continued national interest and attention to building successful academic enrichment, support, and achievement programs for students from diverse backgrounds.

Assessing Infant Health Promotion: A Cross-Cultural Comparison

2001 ◽  
Vol 10 (2) ◽  
pp. 102-116 ◽  
Author(s):  
Kathleen F. Gaffney ◽  
Marie P. Kodadek ◽  
Maria T. Meuse ◽  
Graciella B. Jones
Keyword(s):  
Health Promotion ◽  
Low Income ◽  
Infant Health ◽  
Full Range ◽  
The United States ◽  
Cross Cultural ◽  
Assessment Tools ◽  
Research Assessment ◽  
Foreign Born ◽  
Hispanic Mothers

The purpose of this cross-cultural, correlational study was to evaluate two popular clinical/research assessment tools, the NCAST Teaching Scale and the Home Observation Measurement of the Environment (HOME) Inventory, as measures of infant health promotion behaviors for low-income, foreign-born Hispanic mothers in the United States. Based on the assumption that both measures tap universal attributes of the mother-infant relationship, it was hypothesized that maternal performance for the study group and a comparison group of U.S.-born, low-income mothers would be similar. Comparable performance on the NCAST Teaching Scale included a full range of scores, including the capacity to identify mothers most in need of clinical intervention. Study findings supported the clinical use of this assessment scale with mothers represented by the study sample. Consistently lower scores by the foreign-born Hispanic mothers on the HOME Inventory led to the conclusion that the instrument may not tap cultural universals in the mother-infant relationship.

Psychometric Properties of the Weekly Assessment of Child Behavior–Positive Form (WACB-P)

2021 ◽  
pp. 106342662110006
Author(s):  
Susan Goff Timmer ◽  
Maria Usacheva ◽  
Amanda Ayers Maise ◽  
Shari L. Hutchison ◽  
Lindsay F. Armendariz ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Child Behavior ◽  
Low Income ◽  
Repeated Measures ◽  
Clinical Care ◽  
Behavioral Health Care ◽  
Assessment Tools ◽  
Analysis Of Covariance ◽  
Clinical Samples ◽  
Weekly Assessment

Using measurement-based and feedback-informed approaches is key to providing effective family-centered clinical care; a strength-based approach is shown to improve treatment outcomes and satisfaction. Yet, there are few brief, psychometrically sound assessment tools for preschool-aged and elementary school–aged children. In response, we developed a nine-item, two-scale measure, the Weekly Assessment of Child Behavior–Positive (WACB-P), suitable for children aged 2 to 12 years. We examined the psychometric properties of the WACB-P based on two low-income, clinical samples differing in intervention modality and location (Sample 1: N = 285; Sample 2: N = 137). WACB-P demonstrated high internal validity and test–retest reliability. The item response theory (IRT) paradigm applied to the Intensity Scale revealed that the items showed moderate discrimination and adequate precision, particularly effectively capturing behavioral challenges. Repeated-measures analysis of covariance (RM-ANCOVA) showed significant linear effects from session to session, suggesting sensitivity to change during treatment. WACB-P demonstrated strong convergent validity with established measures of child behavior problems. These favorable results position the WACB-P as a suitable choice for agencies providing measurement-based behavioral health care for young children and their families.

scholarly journals Assessing the Stability and Replicability of the Associations between Goal Orientation and Self-Regulated Learning Strategies: A Pre-Registered Replication of Muis and Franco (2009)

2021 ◽  
Author(s):  
Brendan A. Schuetze ◽  
Veronica X. Yan
Keyword(s):  
Critical Thinking ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Structural Equation ◽  
Self Regulation ◽  
The United States ◽  
Goal Orientations ◽  
Equation Modeling ◽  
Underrepresented Minority ◽  
Approach Goals

In this pre-registered replication of findings from Muis and Franco [2009; Contemporary Educational Psychology, 34(4), 306-318], college students (N = 978) from across the United States and Canada were surveyed regarding their goal orientations and learning strategies. A structural equation modelling approach was used to assess the associations between goal orientations and learning strategies. Twelve of the sixteen associations (75%) tested by Muis and Franco replicated successfully in the current study. Mastery approach goals positively predicted endorsement of all learning strategies (Rehearsal, Critical Thinking, Metacognitive Self-Regulation and Elaboration). Performance avoidance goals negatively predicted critical thinking, while positively predicting metacognitive self-regulation and rehearsal. Evidence for moderation by assignment type was found. No evidence of the moderation of these associations by gender, underrepresented minority status, or course type (STEM, Humanities, or Social Sciences) was found. The reliability of common scales used in educational research and issues concerning the replication of studies using structural equation modeling are discussed.

scholarly journals Tolerable Suboptimization: Racial Consequences of Defunding Public Universities

2020 ◽  
Author(s):  
Laura T. Hamilton ◽  
Kelly Nielsen ◽  
Veronica Lerma
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Public Universities ◽  
Resource Constraints ◽  
Underrepresented Students ◽  
The United States ◽  
Public Higher Education ◽  
Student Body ◽  
Student Activists ◽  
University Services

The defunding of public higher education has dramatically impacted public universities in the United States, and schools with racially marginalized student bodies are most likely to feel the crunch. Yet, scholars have directed little attention to the on-the-ground racial consequences of limited public postsecondary funding for students. In this article we ask: How is the defunding of public higher education reflected in the organizational practices of a university serving historically underrepresented students? And how do resource constraints affect racially (and often economically) marginalized students’ access to core university services? We draw on a year-long case study of a University of California campus serving a majority Latinx and low-income student body, including ethnographic observations and interviews with administrators, student-facing staff, student activists and organizers, and Black and Latinx students. Our findings identify defunding as a contemporary mechanism through which racial disparities in postsecondary educational experiences are maintained.

scholarly journals The Role of Faculty Mentoring in Improving Retention and Completion Rates for Historically Underrepresented STEM Students

2019 ◽  
Vol 8 (2) ◽  
pp. 39 ◽  
Author(s):  
Kelli Chelberg ◽  
Lisa Bosman
Keyword(s):  
Low Income ◽  
Learning Experience ◽  
Underrepresented Students ◽  
Opportunity To Learn ◽  
Photo Elicitation ◽  
Mentoring Program ◽  
New Approach ◽  
Diverse Workforce ◽  
Stem Students ◽  
And Mathematics

There is a growing recognition of the need for science, technology, engineering, and mathematics (STEM) workers who provide diverse perspectives enabling companies to keep up with the demands of the 21st-century workforce. Creating a diverse workforce requires improving access to STEM education for historically underrepresented students, including low-income students and first-generation students. However, significant challenges and barriers exist. The purpose of this paper is to showcase an innovative approach to mentoring historically underrepresented STEM students which integrates photovoice and photo-elicitation. This new approach in mentoring takes student participation one step further by asking students to document and share their lived experiences through photographs (e.g., photovoice). Then, photo-elicitation is used to further engage students in discussing what led to their subsequent empowerment in leveraging successes or overcoming barriers. The study was conducted with 19 participants who were primarily American Indian students attending a small college in Wisconsin, USA. The findings suggest students benefited from the mentoring program and perceived it as an enriching learning experience which aided in goal development, accountability, and an opportunity to learn more about strategies for student success. The implementation of this new approach and the results gathered from this study are important as they may inform educational leaders and postsecondary institutions serving historically underrepresented STEM students on supports and strategies that could be carried out on their campuses. 

Demonstrating Nutrient Cost Gradients: A Brooklyn Case Study

2014 ◽  
Vol 84 (5-6) ◽  
pp. 244-251 ◽  
Author(s):  
Robert J. Karp ◽  
Gary Wong ◽  
Marguerite Orsi
Keyword(s):  
Low Income ◽  
Energy Content ◽  
Food Selection ◽  
The United States ◽  
United States Department ◽  
Micronutrient Deficiencies ◽  
Caloric Density ◽  
Low Income Families ◽  
The Cost ◽  
The Impact

Abstract. Introduction: Foods dense in micronutrients are generally more expensive than those with higher energy content. These cost-differentials may put low-income families at risk of diminished micronutrient intake. Objectives: We sought to determine differences in the cost for iron, folate, and choline in foods available for purchase in a low-income community when assessed for energy content and serving size. Methods: Sixty-nine foods listed in the menu plans provided by the United States Department of Agriculture (USDA) for low-income families were considered, in 10 domains. The cost and micronutrient content for-energy and per-serving of these foods were determined for the three micronutrients. Exact Kruskal-Wallis tests were used for comparisons of energy costs; Spearman rho tests for comparisons of micronutrient content. Ninety families were interviewed in a pediatric clinic to assess the impact of food cost on food selection. Results: Significant differences between domains were shown for energy density with both cost-for-energy (p < 0.001) and cost-per-serving (p < 0.05) comparisons. All three micronutrient contents were significantly correlated with cost-for-energy (p < 0.01). Both iron and choline contents were significantly correlated with cost-per-serving (p < 0.05). Of the 90 families, 38 (42 %) worried about food costs; 40 (44 %) had chosen foods of high caloric density in response to that fear, and 29 of 40 families experiencing both worry and making such food selection. Conclusion: Adjustments to USDA meal plans using cost-for-energy analysis showed differentials for both energy and micronutrients. These differentials were reduced using cost-per-serving analysis, but were not eliminated. A substantial proportion of low-income families are vulnerable to micronutrient deficiencies.

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

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