What About Us? Exploring the Challenges and Sources of Support Influencing Black Students’ STEM Identity Development in Postsecondary Education

2020 ◽  
Vol 88 (3) ◽  
pp. 311 ◽  
Author(s):  
Ortiz ◽  
Morton ◽  
Miles ◽  
Roby
Keyword(s):  
Identity Development ◽  
Black Students ◽  
Postsecondary Education ◽  
Sources Of Support

scholarly journals Outcomes for Black Students in Team-Based Learning Courses

2018 ◽  
Vol 50 (1) ◽  
pp. 66-86 ◽  
Author(s):  
Caroline Macke ◽  
James Canfield ◽  
Karen Tapp ◽  
Vanessa Hunn
Keyword(s):  
Academic Success ◽  
Black Students ◽  
Postsecondary Education ◽  
Academic Outcomes ◽  
Social Work Students ◽  
Grade Point ◽  
Course Grades ◽  
White Institutions ◽  
Team Based Learning ◽  
The Impact

Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.

scholarly journals Unique Opportunities: Influence of study abroad on Black students

2016 ◽  
Vol 28 (1) ◽  
pp. 61-77 ◽  
Author(s):  
Jasmine A. Lee ◽  
Qiana Green
Keyword(s):  
Higher Education ◽  
Identity Development ◽  
Study Abroad ◽  
Black Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Positive Outcomes ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Studying Abroad

Higher education scholars argue studying abroad results in multiple positive outcomes for undergraduate students; however, Black students continue to be underrepresented as study abroad participants. Utilizing analytic Afrocentricity as the theoretical framework, case study methodology, and semi-structured interviews, this paper furthers higher education research by exploring the influences of study abroad experiences in South Africa on Black undergraduate students. Findings indicate not only positive outcomes on racial identity development, but also academic and career aspirations, and conducting undergraduate research.

scholarly journals Autistic Identity Development and Postsecondary Education

2016 ◽  
Vol 36 (3) ◽  
Author(s):  
Ken Gobbo ◽  
Solvegi Shmulsky
Keyword(s):  
Identity Development ◽  
Postsecondary Education ◽  
Medical Model ◽  
Autism Spectrum ◽  
Educational Institutions ◽  
Disability Identity ◽  
Autistic People ◽  
Autistic Identity ◽  
Support Students ◽  
Postsecondary Program

<p>As the diagnosis of autism spectrum disorder (ASD) becomes more prevalent in society and an autistic culture develops and moves forward, colleges and universities are in the position of supporting students with similar differences but opposing views about how to address those differences. The autism acceptance movement emphasizes the need for change by educational institutions and society at large, while the medical model perspective seeks to understand cause and believes autistic people need treatment and even need to be cured of autism. This article uses a disability identity development model to explore the potential impact of autism acceptance and medical model perspectives at different stages of development. Postsecondary program elements that emphasize neurodiversity, understanding strengths, and the building of academic strategies for success that support students who are in the process of identity development are recommended.</p>

The Paradox of Persistence: Explaining the Black-White Gap in Bachelor’s Degree Completion

2018 ◽  
Vol 83 (6) ◽  
pp. 1171-1214 ◽  
Author(s):  
Christina Ciocca Eller ◽  
Thomas A. DiPrete
Keyword(s):  
Black Students ◽  
Postsecondary Education ◽  
White Students ◽  
High School Graduates ◽  
Analytical Techniques ◽  
Bachelor's Degree ◽  
Socioeconomic Resources ◽  
Individual Agency ◽  
Education Data ◽  
Attainment Gap

Bachelor’s degree (BA) completion is lower among black students than among white students. In this study, we use data from the Education Longitudinal Study of 2002 and the Integrated Postsecondary Education Data System, together with regression-based analytical techniques, to identify the primary sources of the BA completion gap. We find that black students’ lower academic and socioeconomic resources are the biggest drivers of the gap. However, we also find that black students are more likely to enroll in four-year colleges than are white students, given pre-college resources. We describe this dynamic as “paradoxical persistence” because it challenges Boudon’s well-known assertion that the secondary effect of educational decision-making should reinforce the primary effect of resource discrepancies. Instead, our results indicate that black students’ paradoxical persistence widens the race gap in BA completion while also narrowing the race gap in BA attainment, or the proportion of high school graduates to receive a BA. This narrowing effect on the BA attainment gap is as large or larger than the narrowing effect of black students’ “overmatch” to high-quality colleges, facilitated in part by affirmative action. Paradoxical persistence refocuses attention on black students’ individual agency as an important source of existing educational gains.

A Community Cultural Wealth Examination of Sources of Support and Challenges Among Latino First- and Second-Generation College Students at a Hispanic Serving Institution

2016 ◽  
Vol 16 (1) ◽  
pp. 61-76 ◽  
Author(s):  
Claudia Kouyoumdjian ◽  
Bianca L. Guzmán ◽  
Nichole M. Garcia ◽  
Valerie Talavera-Bustillos
Keyword(s):  
College Students ◽  
Postsecondary Education ◽  
Second Generation ◽  
Latino Students ◽  
Community Cultural Wealth ◽  
Cultural Wealth ◽  
College Completion Rates ◽  
Sources Of Support ◽  
Hispanic Serving ◽  
First And Second Generation

Growth of Latino students in postsecondary education merits an examination of their resources/challenges. A community cultural wealth model provided a framework to examine unacknowledged student resources and challenges. A mixed method approach found that first- and second-generation college students report equal numbers of sources of support/challenges. Understanding student needs can assist with program development to increasing college completion rates.

scholarly journals Just a Unicorn

JCSCORE ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 211-216
Author(s):  
Kat J. Stephens
Keyword(s):  
Black Women ◽  
Identity Development ◽  
Identity Formation ◽  
Postsecondary Education ◽  
Columbia University ◽  
Teachers College ◽  
Caribbean Students ◽  
Students With Adhd ◽  
Racial Identity Formation ◽  
University Of Massachusetts

Kat J. Stephens is a higher education Ph.D. student at University of Massachusetts Amherst. She’s earned a Master of Education from Teachers College, Columbia University, in Higher & Postsecondary Education. Her larger research interests are social justice & identity development. As an Afro-Guyanese immigrant, her research interests reflects: Caribbean students, Afro-Caribbean racial identity formation, transnationalism, Black women students with ADHD & Autism, & gifted community college & transfer students. Her work here is inspired by her life and those of other Black women & girls in educational spaces. This poem serves to highlight her frustrations, while encouraging Black women to take space in disability centered environments, and universities to adequately support such individuals.

Career Decision of South African Students in Vocational Education

1999 ◽  
Vol 84 (2) ◽  
pp. 488-490 ◽  
Author(s):  
Mark B. Watson ◽  
Darryl Smith
Keyword(s):  
South Africa ◽  
Black Students ◽  
Vocational Education ◽  
Postsecondary Education ◽  
South African ◽  
White Students ◽  
Career Decision ◽  
First Year ◽  
African Students ◽  
Career Decisiveness

The career decisiveness of postsecondary South African students in vocational education ( N = 1062) were assessed. Analysis indicated that White students were more decisive about careers than Asian and Black students in the first year. The implications of this finding for postsecondary education in South Africa are discussed.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

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