Journal of Underrepresented & Minority Progress
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Published By Star Scholars Network

2574-3481, 2574-3465

Author(s):  
Michael Owens ◽  
Natasha Ramsay-Jordan

The calls for increased diversity and participation of persons from historically underrepresented groups in science, technology, engineering and math (STEM) have gained increasing prominence within education in recent years, yet Black and Latinx students continue to have unequal opportunities to pursue STEM. This research investigates the disparity of Blacks and Latinx students' participation within high school STEM. Specifically, systemic influences and teacher impact are discussed. The research identifies teacher-student relationships, student recruitment methods, teachers' perceptions about STEM, inadequate preparation of teachers, and lack of resources as stimuli that inhibit student participation within STEM courses and programs. The examination of these stimuli could help school leaders and educators implement appropriate strategies to increase participation rates of Blacks and Latinx in STEM.       


Author(s):  
Marisol D'Andrea

The absence of Latin American women in positions of authority and power is indicative of the career limitations they face. This paper examines the leadership experiences of Latin American women who are leaders and reside in the Greater Toronto Area (GTA). I apply a decolonial feminism approach and the concept of intersectionality to examine the intersection of race, gender, and class. Also, I employ qualitative research using 10 in-depth semi-structured, individual interviews. I find that current Latin American women leaders still face barriers that prevent them from continuing their advancement in leadership positions. These barriers include racial and gender discrimination, negative stereotypes, scarcity of networks and mentors, and the struggle to achieve a work-life balance.


Author(s):  
Jennifer M. Gittleman ◽  
Danielle M. Shpigel ◽  
Silvana Agterberg ◽  
Enmanuel Mercedes ◽  
Andrea H. Weinberger

Negative affect levels (NA) are associated with psychosocial stress and poor behaviors among individuals of Latinx and African heritage (Black) backgrounds. Little is known for potentially modifiable associates of these psychiatric disorders. However, there is a significant association between NA levels, psychosocial stress, and cigarette smoking - as an increase consequence of stress-related smoking. According to Díaz-García et al. (2020), modifiable research for NA indicates health care providers related psychosocial stressors clinical interventions, behaviors, family and work stress to reduce NA levels and improve outcomes for diverse patients. This study aims to establish research as the first NA examination for 95 adult participants diagnosed with psychosocial stress disorders. Additionally, the study will identify adult cigarette smoking among individuals of African heritage (Black) and Latinx background to identify behaviors of adults diagnosed with NA.  


Author(s):  
Naglaa Mohamed

The Syrian refugee crisis has put schools worldwide under pressure to meet the unique needs of refugee children, many of whom suffer from undiagnosed post-traumatic stress disorder (PTSD) symptoms. Using thematic analysis on open-ended interview data, the present case study examined the experience of a Syrian refugee family who recently arrived in the United States and their experiences at two different school districts. An analysis of the findings indicates the need for trauma-informed schools that provide tailored interventions and counseling to help refugee students overcome their traumatic experiences. This study also demonstrates a need for a revision to the Individuals with Disabilities Education Act’s (IDEA) definition of an emotional disturbance to specifically include students who have experienced trauma. The four emerging themes that support these recommendations were positions that aggravate PTSD symptoms, schools’ negligence in accommodating for a new culture, an ineffective academic approach (sink or swim), and social isolation due to lack of acceptance. While this study focused on a Syrian refugee mother and her children, their experiences may advise a planned path for this growing population.


Author(s):  
Jessica C Enyioha ◽  
Ann Marie Cotman

The COVID-19 pandemic highlighted the impact of the digital divide on student success in the United States. With almost zero preparation, programs serving young people completely restructured moving from face-to-face engagement to entirely virtual platforms. This study details discoveries made during a 2020 summer youth employment program for adolescent-aged interns that quickly pivoted to virtual program delivery. The study reveals an assets-based philosophy applied to the practice of the program and how that approach mitigated the consequences of the face-to-face to a virtual switch. Highlighted are ways that Yosso’s (2005) Community Cultural Wealth framework describes how the program staff created success in the unexpectedly virtual workspaces. Lastly, recommendations for facilitating virtual summer youth employment programming are provided.


Author(s):  
Masha Krsmanovic

The immigration and travel restrictions imposed by the U.S. government during the pandemic affected both international students preparing to start their academics in the U.S. and those currently enrolled. Reviewing the websites of 160 U.S. colleges and universities enrolling the highest numbers of international students, this study investigated if and how these institutions supported their international students during the time of global crisis. The results, obtained thought discourse analysis, revealed that the majority of websites (74%) provided such guidance, while the remaining 26% did not include any COVID-related content. Further, only 10% of the institutions issued official statements to and in support of their international students during the pandemic. In addition to portraying the volume and scope of support provided to international students by their institutions, this research also presented recommendations for all colleges and universities that are yet to respond to the international members of their academic communities.


Author(s):  
Natasha Ramsay-Jordan ◽  
Andrea Smith

Author(s):  
Elizabeth Hornsby

On July 14th, 2020, ProPublica published “A Teenager Didn’t Do Her Online Schoolwork. So a Judge Sent Her to Juvenile Detention”, a story about “Grace”, a fifteen-year-old who was sent to a detention center for remote learning infractions. While the larger story involves injustices of the legal system often experienced by minoritized students, there is also a smaller indictment. The surveillance technologies embedded in educational technology tools that allowed learning to continue during the onslaught of COVID-19 can have disproportionately negative effects for minoritized students. Using Grace’s story, I examine the connection between surveillance and racial capitalism in relation to remote learning during the COVID-19 pandemic. Additionally, implications of the converged state of pandemic learning and possible solutions are discussed.


Author(s):  
Mattyna Stephens ◽  
Gwenetta Curry ◽  
Stacey Stephens

The novel coronavirus (COVID-19) emerged in the United States toward the close of 2019. CBOs were forced to either change their hours of operation or completely close their doors to avoid further widespread dissemination of the virus. The abrupt changes among CBOs posed some challenges for people living with HIV/AIDS (PLWHA), especially Black women living with HIV/AIDS (BWLHA). For this reason, this study aimed to explore the impact of the global pandemic on BWLHA receiving services from CBO service providers. A qualitative inquiry was used to examine the narratives of two CBOs’ service providers (i.e., Narrators 1 and 2). Hill-Collins's (1990) Black Feminist Theory was utilized to frame the research. Three approaches to narrative analysis also were employed to analyze participants' stories. Such narratives helped to underscore the trauma experienced by BWLHA. The stories also reflected feelings of loneliness, anxiety, and depression among the women. Meditation and advocacy were forms of learning provided for the women. The participation in "sister circles" was recognized as a system of support. Implications for practice suggested that CBOs' service providers develop collective trauma care plans that are comprehensive, specific to client’s needs, and informed by adult learning principles to help BWLHA navigate trauma events. 


Author(s):  
Melanie S. Johnson ◽  
Samantha Thompson

COVID-19 has forever changed the trajectory of higher education institutions and the delivery of their services, particularly at Historically Black Colleges and Universities (HBCUs). This unprecedented pandemic necessitated HBCUs to undergo rapid, significant alterations to their academic, instructional, and technological infrastructures in order to remain operational and to continually provide students with academic support services and a conducive environment for higher learning. Therefore, how HBCUs approach the strategic transformation of their campus operations with limited resources in order to remain competitive is vital to their organizational continuity. Considering these challenges, this study examined the role of crisis management as well as investigated the efficacy of decision-making processes of the governing boards and leadership at four (4) HBCUs.


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