Faculty diversity programs in U.S. medical schools and characteristics associated with higher faculty diversity.

Science.gov (United States)

Page, Kathleen Raquel; Castillo-Page, Laura; Wright, Scott M

2011-10-01

To describe diversity programs for racial and ethnic minority faculty in U.S. medical schools and identify characteristics associated with higher faculty diversity. The authors conducted a cross-sectional survey study of leaders of diversity programs at 106 U.S. MD-granting medical schools in 2010. Main outcome measures included African American and Latino faculty representation, with correlations to diversity program characteristics, minority medical student representation, and state demographics. Responses were obtained from 82 of the 106 institutions (77.4%). The majority of the respondents were deans, associate and assistant deans (68.3%), members of minority ethnic/racial background (65.9% African American, 14.7% Latino), and women (63.4%). The average time in the current position was 6.7 years, with approximately 50% effort devoted to the diversity program. Most programs targeted medical trainees and faculty (63.4%). A majority of programs received monetary support from their institutions (82.9%). In bivariate analysis, none of the program characteristics measured were associated with higher than the mean minority faculty representation in 2008 (3% African American and 4.2% Latino faculty). However, minority state demographics in 2008, and proportion of minority medical students a decade earlier, were significantly associated with minority faculty representation. Medical student diversity 10 years earlier was the strongest modifiable factor associated with faculty diversity. Our results support intervening early to strengthen the minority medical student pipeline to improve faculty diversity. Schools located in states with low minority representation may need to commit additional effort to realize institutional diversity.

Educating for diversity: an evaluation of a sexuality diversity workshop to address secondary school bullying.

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Lucassen, Mathijs F G; Burford, James

2015-10-01

To evaluate the potential of a 60-minute sexuality diversity workshop to address bullying in secondary schools. Students completed pre- and post-workshop questionnaires. Descriptive statistics were used to summarise results with pre- to immediate post-workshop changes compared using t-tests. Thematic analysis was used to analyse open-ended questionnaire responses. We had 229 students (mean age 13.7 years) attending 10 workshops participate in the study. Three-quarters of students thought the workshop would reduce bullying in schools, and over 95% of the participants thought that other secondary schools should offer the workshop. There was a significant increase in valuing (p bullying/mocking' of sexuality-diverse students; however, many individual students reported a desire to be supportive of their sexuality-diverse peers. Sexuality-based bullying is commonplace in secondary schools. This form of bullying is associated with depression and suicide attempts. Reducing sexuality-based bullying is very likely to have a positive impact on the mental health of young people. Brief workshops, as a part of a wider suite of interventions, have some potential to create safer school environments. © The Royal Australian and New Zealand College of Psychiatrists 2015.

Youth and Schools' Practices in Hyper-Diverse Contexts

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Malsbary, Christine Brigid

2016-01-01

The article presents findings from a multisited ethnography in two public high schools in Los Angeles and New York City. Schools were chosen for their hyper-diverse student populations. Students came from over 40 countries, speaking 20 languages in one school and 33 languages in another. Results of analysis found that despite contrasting missions,…

How are we 'doing' cultural diversity? A look across English Canadian undergraduate medical school programmes.

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Gustafson, Diana L; Reitmanova, Sylvia

2010-01-01

Cultural diversity education is a required curriculum component at all accredited North American medical schools. Each medical school determines its own content and pedagogical approaches. This preliminary study maps the approaches to cultural diversity education in English Canadian medical schools. A review of 14 English Canadian medical school websites was undertaken to identify the theoretical approaches to cultural diversity education. A PubMed search was also completed to identify the recent literature on cultural diversity medical education in Canada. Data were analysed using 10 criteria that distinguish pedagogical approaches, curricular structure, course content and theoretical understandings of cultural diversity. Based on the information posted on English Canadian medical school websites, all schools offer cultural diversity education although how each 'does' cultural diversity differs widely. Two medical schools have adopted the cultural competency model; five have adopted a critical cultural approach to diversity; and the remaining seven have incorporated some aspects of both approaches. More comprehensive research is needed to map the theoretical approaches to cultural diversity at Canadian medical schools and to evaluate the long-term effectiveness of these approaches on improving physician-patient relationships, reducing health disparities, improving health outcomes and producing positive learning outcomes in physicians.

How should we teach diverse students? Cross-cultural comparison of diversity issues in K-12 schools in Japan and the US

Directory of Open Access Journals (Sweden)

Fuyu Shimomura

2016-02-01

Full Text Available Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation. This paper compares and contrasts the diversity issues in K-12 school settings in both countries, and explores potential approaches to improve the accommodation of diversity in K-12 schools.

Diversity in School: A Brazilian Educational Policy against Homophobia

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Carrara, Sergio; Nascimento, Marcos; Duque, Aline; Tramontano, Lucas

2016-01-01

Diversity in School is a Brazilian initiative that seeks to increase understanding, recognition, respect, and value social and cultural differences through offering an e-learning course on gender, sexuality, and ethnic relations for teachers and school administrators in the public school system. The course and its objectives aim to enable staff…

Recruitment of Diverse Students in School Psychology Programs: Direction for Future Research and Practice

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Proctor, Sherrie L.; Simpson, Chamane M.; Levin, Jacqueline; Hackimer, Laura

2014-01-01

Lack of racially, ethnically, and linguistically (REL) diverse school psychologists has been a concern for decades. Recent and rapid increases in student diversity within America's public schools require that school psychology address the longstanding lack of diversity within the field. This article details the demographics of school…

Correlates of Prosocial Behaviors of Students in Ethnically and Racially Diverse Middle Schools

Science.gov (United States)

Spivak, Asha Leah; White, Samantha Simmons; Juvonen, Jaana; Graham, Sandra

2015-01-01

This study examined the association between ethnicity-related context variables and the prosocial behavior of early adolescents in ethnically/racially diverse schools. Specifically, youths' perceptions of greater representation of same-ethnic peers at school, school support for ethnic diversity, and engagement in and valuing cross-ethnic contact…

Affirm Gender and Sexual Diversity within the School Community

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Leonardi, Bethy; Staley, Sara

2015-01-01

Schools tend to be unsafe, unsupportive places for LGBTQ youth. Generally, teachers and administrators are provided little professional development (professional development) focused on gender and sexual diversity. Efforts to provide educators with gender and sexual diversity-focused professional development are slowly expanding, but still too…

Racial and Economic Diversity in U.S. Public Montessori Schools

Science.gov (United States)

Debs, Mira C.

2016-01-01

As public Montessori schools rapidly expand through the United States, the question then arises: What population of students do the schools serve? This study presents a new empirical data set examining the racial and economic diversity of 300 whole-school, public Montessori programs open in 2012-2013, where the entire school uses the Montessori…

School, Cultural Diversity, Multiculturalism, and Contact

Science.gov (United States)

Pagani, Camilla; Robustelli, Francesco; Martinelli, Cristina

2011-01-01

The basic assumption of this paper is that school's potential to improve cross-cultural relations, as well as interpersonal relations in general, is enormous. This assumption is supported by a number of theoretical considerations and by the analysis of data we obtained from a study we conducted on the attitudes toward diversity and…

Associations among School Characteristics and Foodservice Practices in a Nationally Representative Sample of United States Schools

Science.gov (United States)

Thomson, Jessica L.; Tussing-Humphreys, Lisa M.; Martin, Corby K.; LeBlanc, Monique M.; Onufrak, Stephen J.

2012-01-01

Objective: Determine school characteristics associated with healthy/unhealthy food service offerings or healthy food preparation practices. Design: Secondary analysis of cross-sectional data. Setting: Nationally representative sample of public and private elementary, middle, and high schools. Participants: Data from the 2006 School Health Policies…

School ethnic diversity and White students' civic attitudes in England.

Science.gov (United States)

Janmaat, Jan Germen

2015-01-01

The current paper focuses on White British students in lower secondary education and investigates the effect of school ethnic diversity on their levels of trust and inclusive attitudes towards immigrants. Use is made of panel data of the Citizenship Education Longitudinal Study (CELS) to explore these relationships. Ethnic diversity is measured with the proportion of students in a grade identifying with a minority. In agreement with contact theory, the paper initially finds a positive relation between diversity and inclusive attitudes on immigrants. However, this link disappears once controls for social background, gender and prior levels of the outcome are included in the model. This indicates that students with particular pre-enrolment characteristics have self-selected in diverse schools and that inclusive attitudes have stabilized before secondary education. Diversity further appears to have a negative impact on trust, irrespective of the number of controls added to the model. Copyright © 2014 Elsevier Inc. All rights reserved.

Choice and Diversity of Schooling Provision: Does the Emperor Have Any Clothes?

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Glatter, Ron

2004-01-01

Politicians have been fascinated with choice and diversity in schooling provision for more than a decade now and this intense interest shows no sign of abating. In this article, the author suggests that the precise connection between choice and diversity in schooling provision is very little understood, and that the relationship between them…

"Can we talk?" Using critical self-reflection and dialogue to build diversity and change organizational culture in nursing schools.

Science.gov (United States)

Terhune, Carol Parker

2006-01-01

Nursing is often cited as a homogenous profession composed of a predominance of white females. It is sometimes posited that this homogeneity might be a contributor to the disparity of nursing care available to minority populations (Blakeney, 2002; Leininger, 1991). Today's nursing students do not mirror the nation's population as only 12.3% of RNs represent racial or ethnic minority groups (AACN, 2001). The absence of sufficiently diverse students in nursing schools, may have led to a dearth of qualified providers in underrepresented neighborhoods. Building diversity in nursing schools prepared specifically to reduce health disparities is, and will continue to be a challenge. While, some schools are beginning to yield successful returns, many are still searching for answers. The answer is not as simple as "increasing the numbers" or sending people to training seminars or conferences. This article focuses on what the author believes to be a preliminary and critical step to begin an effective and successful diversity initiative--critical self-reflection and dialogue. This involves the examination and deconstruction of old paradigms, assumptions, and prejudices, individually and collectively held and the construction of space, respect, and humility to discuss self in relation to "other."

Teacher Positivity towards Gender Diversity: Exploring Relationships and School Outcomes for Transgender and Gender-Diverse Students

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Ullman, Jacqueline

2017-01-01

Transgender and gender diverse secondary students report routine social and curricular marginalisation at school, factors which have been linked to negative social and academic outcomes. This paper examines data from the "Free2Be?" project, which surveyed 704 same-sex attracted and gender-diverse Australian teenagers (aged 14-18), to…

Ontario School Principals and Diversity: Are They Prepared to Lead for Equity?

Science.gov (United States)

Tuters, Stephanie; Portelli, John

2017-01-01

Purpose: Ontario is the most ethnically diverse province in Canada. School educators cannot disregard the reality of diversity in all its senses. The question that directs the focus of this paper is: to what extent are leaders in Ontario formally prepared to lead schools that support the students of today? The paper aims to discuss this issue.…

Nutrition and physical activity related school environment/policy factors and child obesity in China: a nationally representative study of 8573 students in 110 middle schools.

Science.gov (United States)

Li, M; Xue, H; Wen, M; Wang, W; Wang, Y

2017-12-01

Obesity is a serious threat to global health. School is a key setting for obesity intervention. Research on school risk factors for child obesity is limited in developing countries. To examine regional variations in obesity and school environments/policies and their associations among students in China. Analyses were based on the first nationally representative sample of 8573 9 th graders in 110 middle schools from 28 regions across China. Multilevel models tested associations between school factors and child self-reported weight outcomes and by school urbanicity setting (urban, rural). Overweight/obesity rate is higher among boys and in urban areas. Schools in rural areas, or less developed regions, promote longer on-campus life, as is indicated by the presence of school cafeterias, night study sessions and longer class hours. Multilevel models show that (i) school cafeterias (OR = 2.53, 95% CI = 1.35-4.75) and internet bars close to school (OR = 1.63, 95% CI = 1.15-2.30) are associated with increased overweight/obesity risk in rural areas, especially for boys; (ii) school night study sessions are associated with lower overweight/obesity risk (OR = 0.69, 95% CI = 0.50-0.96) in rural areas. China has large regional disparities in school environment/policies related to nutrition and physical activity. Some school factors are associated with students' weight status, which vary across gender and areas. Future school-based interventions should attend to diverse regional contexts. © 2016 World Obesity Federation.

Selection of multiple umbrella species for functional and taxonomic diversity to represent urban biodiversity.

Science.gov (United States)

Sattler, T; Pezzatti, G B; Nobis, M P; Obrist, M K; Roth, T; Moretti, M

2014-04-01

Surrogates, such as umbrella species, are commonly used to reduce the complexity of quantifying biodiversity for conservation purposes. The presence of umbrella species is often indicative of high taxonomic diversity; however, functional diversity is now recognized as an important metric for biodiversity and thus should be considered when choosing umbrella species. We identified umbrella species associated with high taxonomic and functional biodiversity in urban areas in Switzerland. We analyzed 39,752 individuals of 574 animal species from 96 study plots and 1397 presences of 262 plant species from 58 plots. Thirty-one biodiversity measures of 7 taxonomic groups (plants, spiders, bees, ground beetles, lady bugs, weevils and birds) were included in within- and across-taxa analyses. Sixteen measures were taxonomical (species richness and species diversity), whereas 15 were functional (species traits including mobility, resource use, and reproduction). We used indicator value analysis to identify umbrella species associated with single or multiple biodiversity measures. Many umbrella species were indicators of high biodiversity within their own taxonomic group (from 33.3% in weevils to 93.8% in birds), to a lesser extent they were indicators across taxa. Principal component analysis revealed that umbrella species for multiple measures of biodiversity represented different aspects of biodiversity, especially with respect to measures of taxonomic and functional diversity. Thus, even umbrella species for multiple measures of biodiversity were complementary in the biodiversity aspects they represented. Thus, the choice of umbrella species based solely on taxonomic diversity is questionable and may not represent biodiversity comprehensively. Our results suggest that, depending on conservation priorities, managers should choose multiple and complementary umbrella species to assess the state of biodiversity. © 2013 Society for Conservation Biology.

A Study of Faculty Racial Diversity in Business Schools: Perceptions of Business Deans

Science.gov (United States)

Moshiri, Farrokh; Cardon, Peter Wilson

2016-01-01

For decades, business schools in the United States have attempted to increase faculty diversity. The goals and benefits of increasing faculty diversity include improved educational outcomes, social justice, and economic competitiveness. While Association to Advance Collegiate Schools of Business data shows that a gender gap still exists in…

Race/Ethnicity and Social Adjustment of Adolescents: How (Not if) School Diversity Matters

Science.gov (United States)

Graham, Sandra

2018-01-01

In this article, I describe a program of research on the psychosocial benefits of racial/ethnic diversity in urban middle schools. It is hypothesized that greater diversity can benefit students' mental health, intergroup attitudes, and school adaptation via three mediating mechanisms: (a) the formation and maintenance of cross-ethnic friendships,…

Student perspectives on diversity and the cultural climate at a U.S. medical school.

Science.gov (United States)

Hung, Robert; McClendon, Jennifer; Henderson, Anita; Evans, Yolanda; Colquitt, Rosa; Saha, Somnath

2007-02-01

To obtain the perspectives of medical students at one school on racial/ethnic campus diversity and cultural competence and to gain their perceptions of the institutional climate around diversity at their university and of reasons for minority underrepresentation at their medical school. A student-driven survey of all medical students (N = 398) at a single medical school in the spring of 2003, supplemented by four focus groups from all racial and ethnic groups on the campus. A large majority of the responding students (n = 216; 54%) endorsed the value of campus diversity and the importance of cultural competence to the process of becoming a clinician. Most students felt their university had achieved a positive cultural climate, characterized by openness to diverse perspectives and attention to equity. Most students also felt that the university's programs and policies reflected a commitment to diversity, but fewer students--those from underrepresented minorities (URMs) in particular--felt that the university truly valued having a diverse student body and faculty. Most students felt that the lack of diversity on campus was a barrier to recruiting and retaining minority candidates. Some minority students also blamed the medical school's limited social, academic, and financial support, as well as inadequate efforts to recruit minority students. Medical students generally place a high value on campus diversity and cultural competence. URM students in particular felt that their university could do more to implement its commitment to diversity, including making greater efforts to recruit and retain URM students. These views constitute a barometer for medical schools to gauge and track their efforts to enhance campus diversity, incorporate cultural competence education, and create an inclusive and welcoming climate for students of all backgrounds.

Student perspectives on the diversity climate at a U.S. medical school: the need for a broader definition of diversity.

Science.gov (United States)

Dhaliwal, Jasmeet S; Crane, Lori A; Valley, Morgan A; Lowenstein, Steven R

2013-04-17

Medical schools frequently experience challenges related to diversity and inclusiveness. The authors conducted this study to assess, from a student body's perspective, the climate at one medical school with respect to diversity, inclusiveness and cross-cultural understanding. In 2008 students in the doctor of medicine (MD), physical therapy (PT) and physician assistant programs at a public medical school were asked to complete a diversity climate survey consisting of 24 Likert-scale, short-answer and open-ended questions. Questions were designed to measure student experiences and attitudes in three domains: the general diversity environment and culture; witnessed negative speech or behaviors; and diversity and the learning environment. Students were also asked to comment on the effectiveness of strategies aimed at promoting diversity, including diversity and sensitivity training, pipeline programs, student scholarships and other interventions. Survey responses were summarized using proportions and 95 percent confidence intervals (95% CI), as well as inductive content analysis. Of 852 eligible students, 261 (31%) participated in the survey. Most participants agreed that the school of medicine (SOM) campus is friendly (90%, 95% CI 86 to 93) and welcoming to minority groups (82%, 95% CI 77 to 86). Ninety percent (95% CI 86 to 93) found educational value in a diverse faculty and student body. However, only 37 percent (95% CI 30 to 42) believed the medical school is diverse. Many survey participants reported they have witnessed other students or residents make disparaging remarks or exhibit offensive behaviors toward minority groups, most often targeting persons with strong religious beliefs (43%, 95% CI 37 to 49), low socioeconomic status (35%, 95% CI 28 to 40), non-English speakers (34%, 95% CI 28 to 40), women (30%, 95% CI 25 to 36), racial or ethnic minorities (28%, 95% CI 23 to 34), or gay, lesbian, bisexual or transgendered (GLBT) individuals (25%, 95% CI 20 to 30

Not just black and white: peer victimization and the intersectionality of school diversity and race.

Science.gov (United States)

Fisher, Sycarah; Middleton, Kyndra; Ricks, Elizabeth; Malone, Celeste; Briggs, Candyce; Barnes, Jessica

2015-06-01

Although bullying is a prevalent issue in the United States, limited research has explored the impact of school diversity on types of bullying behavior. This study explores the relationship between school diversity, student race, and bullying within the school context. The participants were African American and Caucasian middle school students (n = 4,581; 53.4% female). Among the participants, 89.4% were Caucasian and 10.6% were African American. The research questions examined the relationship between school diversity, student race and bullying behaviors, specifically race-based victimization. The findings suggested that Caucasian middle school students experience more bullying than African American students generally, and specifically when minorities in school settings. Caucasian students also experienced almost three times the amount of race-based victimization than African American students when school diversity was held constant. Interestingly, African American students experienced twice the amount of race-based victimization than Caucasian students when in settings with more students of color. The present study provides insight into bullying behaviors across different contexts for different races and highlights the need to further investigate interactions between personal and environmental factors on the bulling experiences of youth.

Singapore International Schools: Best Practice in Culturally Diverse Music Education

Science.gov (United States)

Cain, Melissa Anne

2010-01-01

This paper explores the preliminary outcomes of research into the place and role of cultural diversity in primary music classes at five International Schools in Singapore. It highlights the ways in which school philosophy, policy, curriculum and in-service training influence teacher practice. The research provides insights into the challenges…

Gender and Sexuality Diversity and Schooling: Progressive Mothers Speak Out

Science.gov (United States)

Ferfolja, Tania; Ullman, Jacqueline

2017-01-01

Although social acceptance of gender and sexuality diversity is growing in Australian society, in schools, visibility and inclusion of knowledge pertaining to those who are gender- and/or sexuality-diverse, such as lesbians, gay men and transgender people, remain marginalised. This may be due, in part, to a belief that parents are opposed to such…

Students' perceived importance of diversity exposure and training in dental education.

Science.gov (United States)

Novak, Karen F; Whitehead, Albert W; Close, John M; Kaplan, Alan L

2004-03-01

Intercultural competence is an important component of the doctor-patient relationship in the multicultural climate evolving in the United States. We hypothesized that 1) exposure to racial and ethnic diversity in the student body, faculty, staff, and patient population in dental school and 2) a dental school curriculum that includes presentations on issues concerning racial and ethnic diversity will contribute to students' feeling more competent and confident to enter the multicultural work environment that is rapidly developing in the United States. A Likert-type scale questionnaire was administered to 627 fourth-year dental students enrolled in seven dental schools representing geographically diverse regions of the United States. Of these, 376 questionnaires were returned for a response rate of 60 percent. Results indicated that both the perception of diversity in the school environment and the presentation of diversity-specific content in the curriculum had moderately positive and significant correlations with the students' perception of their competency or ability to serve and work with diverse populations. The respective Pearson correlation coefficients for diversity in the school environment and diversity curriculum were .497 (ptraining in the dental school environment are important for dental students entering a multicultural workplace.

Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion versus Cultural Pluralism

Science.gov (United States)

Schachner, Maja K.; Noack, Peter; Van de Vijver, Fons J. R.; Eckstein, Katharina

2016-01-01

The present study is concerned with cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural…

Who is bullying whom in ethnically diverse primary schools? Exploring links between bullying, ethnicity, and ethnic diversity in Dutch primary schools

NARCIS (Netherlands)

Tolsma, Jochem; van Deurzen, Ioana; Stark, Tobias; Veenstra, René

This study investigated associations between ethnicity, ethnic diversity, and bullying among 739 pupils enrolled in their last year of primary school. Hypotheses derived from social misfit and inter-ethnic relations theories were tested using the multilevel p(2) model. Our key findings were: (1)

Who is bullying whom in ethnically diverse primary schools? : Exploring links between bullying, ethnicity, and ethnic diversity in Dutch primary schools

NARCIS (Netherlands)

Tolsma, J.; Pop, I.A.; Stark, T.H.; Veenstra, R.

2013-01-01

This study investigated associations between ethnicity, ethnic diversity, and bullying among 739 pupils enrolled in their last year of primary school. Hypotheses derived from social misfit and inter-ethnic relations theories were tested using the multilevel p2 model. Our key findings were: (1)

Who is bullying whom in ethnically diverse primary schools? Exploring links between bullying, ethnicity, and ethnic diversity in Dutch primary schools

NARCIS (Netherlands)

Tolsma, J.; Deurzen, I.A. van; Stark, T.H.; Veenstra, D.R.

2013-01-01

This study investigated associations between ethnicity, ethnic diversity, and bullying among 739 pupils enrolled in their last year of primary school. Hypotheses derived from social misfit and inter-ethnic relations theories were tested using the multilevel p(2) model. Our key findings were: (1)

Religious Diversity, Inter-Ethnic Relations and the Catholic School: Introducing the "Responsive" Approach to Single Faith Schooling

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Breen, Damian

2009-01-01

The article offers a case study of the ways in which a Catholic primary school located in the centre of a large South-Asian community in Leicester, UK, responded to the religious and ethnic diversity of its surroundings. The school, Our Saviour's, engaged in shared activities with a neighbouring school which had a majority intake of Hindu, Muslim…

Relation between Secondary School Administrators' Transformational and Transactional Leadership Style and Skills to Diversity Management in the School

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Okçu, Veysel

2014-01-01

This study investigates the relation between secondary school administrators' transformational and transactional leadership style and skills to diversity management in the school, based on branch teachers' perceptions. The relational survey method was used in the study. The sample for the study was comprised of teachers 735 public school teachers…

Are Educational Leadership Candidates Prepared to Address Diversity Issues in Schools?

Science.gov (United States)

Chan, Tak C.

2006-01-01

Standard 4 of the Educational Leadership Constituency Council (ELCC) Standards addresses school diversity issues and specifies requirements that all educational leadership programs need to meet. In response, all educational leadership programs in Georgia referenced ELCC Standards and have worked to foster diversity as a priority in their programs.…

Examining Diversity Research Literature in School Psychology from 2004 to 2010

Science.gov (United States)

Grunewald, Stephanie; Shriberg, David; Wheeler, Anitra S.; Miranda, Antoinette Halsell; O'Bryon, Elisabeth C.; Rogers, Margaret R.

2014-01-01

One indicator of school psychology's capacity to provide culturally responsive practice is the percentage of articles in leading school psychology journals that have a "significant diversity focus." To date, there have been three published empirical studies (Brown, Shriberg, & Wang; Miranda & Gutte; Rogers Wiese) that have…

Religious Diversity in Primary Schools: Reflections from the Republic of Ireland

Science.gov (United States)

Faas, Daniel; Darmody, Merike; Sokolowska, Beata

2016-01-01

Growing secularisation of the population and the arrival of new culturally and religiously diverse migrants are posing new challenges to schools in the Republic of Ireland (Ireland). These challenges are particularly acute in Irish primary schools, the majority of which are under Catholic patronage. Recent changes have necessitated an extensive…

Racial and Ethnic Diversity in Schools: The Case of English Canada

Science.gov (United States)

Gerin-Lajoie, Diane

2012-01-01

In recent decades, schools located in English Canada have experienced important demographic changes in their student population. This article examines the racial, ethnic, linguistic, and cultural diversity in these schools, through the discourses of those who spend the most time with the students: teachers and principals. Here, the concept of…

Classroom Management Strategies of Highly Effective Teachers in Diverse Middle Schools: Be Strict and Calm, Not Mean

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McGregor, Katheryne L.

2012-01-01

This qualitative research study investigated and identified the classroom management strategies of 12 highly effective middle school teachers who served diverse student populations at two different school sites. In addition, this research explored the beliefs and experiences of 305 diverse middle school students regarding their experiences with…

Neighbourhood ethnic diversity buffers school readiness impact in ESL children.

Science.gov (United States)

Puchala, Chassidy; Vu, Lan T H; Muhajarine, Nazeem

2010-01-01

Contextual factors, as measured by neighbourhood characteristics, shape the experiences children have and affect their "school readiness", i.e., whether they are well or poorly prepared for the transition from home to kindergarten. This study assessed the independent effects of individual and neighbourhood factors on school readiness; specifically, it examined whether and to what degree neighbourhood factors modified children's language ability and thus their school readiness in a population of children in Saskatoon, Saskatchewan. The study included all children attending kindergarten in 2001, 2003 and 2005 in Saskatoon. School readiness and child characteristics were measured by the Early Development Instrument (EDI). The EDI measures child development at school commencement in five domains: physical health and well-being, social competence, emotional maturity, cognitive and language development, and communication skills and general knowledge. Data from the 2001 Census were used to characterize Saskatoon's neighbourhoods. Multilevel modeling examined the independent and buffering or exacerbating effects of individual and neighbourhood factors on the relation between English as a Second Language (ESL) status in children and EDI domain scores. ESL children had significantly lower scores on all EDI domains compared with non-ESL children. Certain factors (e.g., younger age, male, Aboriginal status, having special needs) were significantly related to lower readiness in terms of the emotional maturity, and communication skills and general knowledge domains. Importantly, children who lived in neighbourhoods that were highly transient (with a higher proportion of residents who had moved in the previous year) had lower EDI scores on both domains, and those in neighbourhoods with lower rates of employment had lower EDI scores on communication skills and general knowledge. Neighbourhood ethnic diversity mitigated the negative impact of ESL status on school readiness for both

Education, Social Justice and School Diversity: Insights from the Capability Approach

OpenAIRE

Peppin Vaughan, R.

2016-01-01

This paper offers a theoretical exploration of the impact of diversity in schools on attitudes to inequality in students’ later life. Reflecting on recent changes on the school system in England, and building on work on how values are formed and how inequalities between groups may be either perpetuated or changed, it seeks to investigate the development of values and agency goals relating to the reduction of poverty and inequalities, particularly between groups. School education has the poten...

Leadership for equity and excellence : crossing the divide in Cyprus's diverse schools

OpenAIRE

Orthodoxou, Chara

2010-01-01

Leaders in Cyprus face a daunting challenge in their quest to create positive change in schools: how to lead across difference. As schools face the challenges of demographic shifts thereby contributing to new patterns of diverse schools this thesis fills a growing need for empirical research of this recent history and its effects on leadership. Leadership for equity and excellence examines how principals pursue equity and excellence in the schools of Cyprus. It is argued that ...

Serving Culturally Diverse E-Learners in Business Schools

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van de Bunt-Kokhuis, Sylvia; Weir, David

2013-01-01

Purpose: The purpose of this paper is to highlight how future teaching in business schools will probably take place in an online (here called 24/7) classroom, where culturally diverse e-learners around the globe meet. Technologies such as iPhone, iPad and a variety of social media, to mention but a few, give management learners of any age easy…

Racially and Ethnically Diverse Schools and Adolescent Romantic Relationships*

Science.gov (United States)

Strully, Kate

2015-01-01

Focusing on romantic relationships, which are often seen as a barometer of social distance, this analysis investigates how adolescents from different racial-ethnic and gender groups respond when they attend diverse schools with many opportunities for inter-racial-ethnic dating. Which groups respond by forming inter-racial-ethnic relationships, and which groups appear to “work around” opportunities for inter-racial-ethnic dating by forming more same-race-ethnicity relationships outside of school boundaries? Most prior studies have analyzed only relationships within schools and, therefore, cannot capture a potentially important way that adolescents express preferences for same-race-ethnicity relationships and/or work around constraints from other groups’ preferences. Using the National Longitudinal Study of Adolescent Health, I find that, when adolescents are in schools with many opportunities for inter-racial-ethnic dating, black females and white males are most likely to form same-race-ethnicity relationships outside of the school; whereas Hispanic males and females are most likely to date across racial-ethnic boundaries within the school. PMID:25848670

Diversity in european school populations: a study in Portugal and Greece with particular attention to romany cultures

OpenAIRE

Stathopoulou, Charoula; Moreira, Darlinda

2013-01-01

The growing cultural diversity of school populations poses new challenges to schools and also to schooling equity. Schools (as well as minority and dominant group leaders) should avoid cultural closure and instead should involve recognition of different ways of knowing, in order to share cultural elements and to enable constructive interactions; these practices promote education for peace, respect for diversity and social justice. In this paper, we explore the contributions of Ethnomathematic...

Bullying in an Increasingly Diverse School Population: A Socio-Ecological Model Analysis

Science.gov (United States)

Lim, Seok Jeng Jane; Hoot, James L.

2015-01-01

Systematic research into bullying has a short history spanning about 40 years. However, investigations into school bullying from a multicultural context are especially limited. As schools in the 21st century become increasingly diverse due to rapid globalization and immigration, there is a need to consider bullying within changing populations. The…

Managing Legitimacy in the Educational Quasi-Market: A Study of Ethnically Diverse, Inclusive Schools in Flanders

Science.gov (United States)

Mampaey, Jelle; Zanoni, Patrizia

2014-01-01

In this paper, we examine how ethnically diverse, inclusive schools manage their legitimacy in an educational quasi-market. These schools are often threatened with a loss of legitimacy as ethnic majority parents perceive an ethnically diverse student population and radical pedagogical practices as signs of lower quality education. However,…

Disclosure Experiences of Urban, Ethnically Diverse LGBT High School Students: Implications for School Personnel

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Varjas, Kris; Kiperman, Sarah; Meyers, Joel

2016-01-01

Disclosure of sexual orientation and/or gender identity is a milestone event for lesbian, gay, bisexual, or transgender (LGBT) youth and can have both positive and negative mental health consequences. Twenty-nine urban, ethnically diverse LGBT high school students participated in face-to-face, in-depth interviews. Qualitative results revealed two…

Analysis of Primary School Teachers' Opinions on Family Diversity

Science.gov (United States)

Bosch, Alvaro Capano; Massonnier, Natalie; González Tornaría, Maria del L.

2016-01-01

This article aims to do an analysis based on the opinion of primary school teachers on family models that are different from the traditional nuclear family. We worked with 60 teachers from Montevideo and the metropolitan area. They answered the Questionnaire: Teachers' Opinion on Family Diversity (CIDF for its Spanish acronym) (Morgado,…

Sexuality education in a representative sample of Portuguese schools: examining the impact of legislation.

Science.gov (United States)

Rocha, Ana Cristina; Duarte, Cidália

2015-02-01

To share Portugal's experience with school-based sexuality education, and to describe its implementation at a local level, following an ecological model and using a mixed methodology approach. The study also examines the impact of the latest policies put into effect, identifying potential weaknesses and strengths affecting the effectiveness of sexuality education enforcement. A representative sample of 296 schools in Portugal was analysed. Teachers representing the school completed a questionnaire and were asked to share any kind of official document from their sexuality education project (such as curriculum content). A subsample of these documents was analysed by two coders. Quantitative analysis was carried out using descriptive statistics. The majority of Portuguese schools delivered sexuality education, in line with Portuguese technical guidelines and international recommendations. There were common procedures in planning, implementation and evaluation of sexuality education. Some strengths and weaknesses were identified. Results highlighted the impact of the various systems on the planning, enforcement and evaluation of sexuality education in school. The latest policies introduced valuable changes in school-based sexuality education. A way of assessing effectiveness of sexuality education is still needed.

Declarations of Independence: Home School Families' Perspectives on Education, the Common Good, and Diversity

Science.gov (United States)

Anthony, Kenneth V.

2013-01-01

This study examined the perspectives of home school families regarding the rights, interests, and responsibilities of family and state over education. These families viewed the common good differently than critics of home schooling. They believed the diversity of curriculum and worldview in their home schools positively impacts the common good by…

Inspiring science achievement: a mixed methods examination of the practices and characteristics of successful science programs in diverse high schools

Science.gov (United States)

Scogin, Stephen C.; Cavlazoglu, Baki; LeBlanc, Jennifer; Stuessy, Carol L.

2017-08-01

While the achievement gap in science exists in the US, research associated with our investigation reveals some high school science programs serving diverse student bodies are successfully closing the gap. Using a mixed methods approach, we identified and investigated ten high schools in a large Southwestern state that fit the definition of "highly successful, highly diverse". By conducting interviews with science liaisons associated with each school and reviewing the literature, we developed a rubric identifying specific characteristics associated with successful science programs. These characteristics and practices included setting high expectations for students, providing extensive teacher support for student learning, and utilizing student-centered pedagogy. We used the rubric to assess the successful high school science programs and compare them to other high school science programs in the state (i.e., less successful and less diverse high school science programs). Highly successful, highly diverse schools were very different in their approach to science education when compared to the other programs. The findings from this study will help schools with diverse students to strengthen hiring practices, enhance teacher support mechanisms, and develop student-focused strategies in the classroom that increase science achievement.

Diversity and Choice in School Education: A Modified Libertarian Approach.

Science.gov (United States)

Hargreaves, David H.

1996-01-01

Argues from a modified libertarian position that diversity and choice in school education are desirable unless some convincing argument and evidence can be shown that the costs greatly outweigh the benefits and any costs incurred cannot be reduced or overcome by limited state intervention. (MJP)

Diversity Research Literature on the Rise? A Review of School Psychology Journals from 2000 to 2003

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Brown, Stephanie L.; Shriberg, David; Wang, Aimin

2007-01-01

School psychologists in the United States are not nearly as diverse demographically as the students they serve (T.K. Fagan & P.S. Wise, 2000). A.H. Miranda and P.B. Gutter (2002) investigated the number of diversity-related articles in four leading school psychology journals from 1990 to 1999 and found that there was an increase in the…

Partnership for Diversity: A Multidisciplinary Approach to Nurturing Cultural Competence at an Emerging Medical School.

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Swanberg, Stephanie M; Abuelroos, Dena; Dabaja, Emman; Jurva, Stephanie; Martin, Kimberly; McCarron, Joshua; Reed-Hendon, Caryn; Yeow, Raymond Y; Harriott, Melphine M

2015-01-01

Fostering cultural competence in higher education institutions is essential, particularly in training future health care workers to care for diverse populations. The opportunity to explore techniques to address diversity and cultural competence at a new medical school was undertaken by a multidisciplinary team of librarians, faculty, staff, and medical students. From 2011 to 2015, the team sponsored a voluntary programming series to promote cultural competence and raise awareness of health care disparities for the medical school. Thirteen events were hosted with 562 participants across all. This approach to diversity proved effective and could be adapted in any higher education setting.

How should we teach diverse students? Cross-cultural comparison of diversity issues in K-12 schools in Japan and the US

OpenAIRE

Fuyu Shimomura

2016-01-01

Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation. This paper compares and contrasts the div...

Domestic Practices in Foreign Lands: Lessons on Leadership for Diversity in American International Schools

Science.gov (United States)

Murakami-Ramalho, Elizabeth

2008-01-01

One of the prevalent concerns in educational leadership practices in urban schools in the United States relates to diversity issues, especially the disengagement among students of certain ethnic groups with regard to succeeding in school. In this ethnographic study, educators who once served in U.S. public schools were invited to reflect on this…

Levers of change: a review of contemporary interventions to enhance diversity in medical schools in the USA.

Science.gov (United States)

Vick, Alexis Danielle; Baugh, Aaron; Lambert, Julie; Vanderbilt, Allison A; Ingram, Evan; Garcia, Richard; Baugh, Reginald F

2018-01-01

A growing body of research illustrates the importance of aligning efforts across the operational continuum to achieve diversity goals. This alignment begins with the institutional mission and the message it conveys about the priorities of the institution to potential applicants, community, staff, and faculty. The traditional themes of education, research, and service dominate most medical school mission statements. The emerging themes of physician maldistribution, overall primary-care physician shortage, diversity, and cost control are cited less frequently. The importance and salience of having administrative leaders with an explicit commitment to workforce and student diversity is a prominent and pivotal factor in the medical literature on the subject. Organizational leadership shapes the general work climate and expectations concerning diversity, recruitment, and retention. Following the Bakke decision, individual medical schools, supported by the Association of American Medical Colleges, worked to expand the frame of reference for evaluating applicants for medical school. These efforts have come together under the rubric of "holistic review", permitted by the US Supreme Court in 2003. A large diverse-applicant pool is needed to ensure the appropriate candidates can be chosen for the incoming medical school class. Understanding the optimal rationale and components for a successful recruitment program is important. Benchmarking with other schools regionally and nationally will identify what should be the relative size of a pool. Diversity is of compelling interest to us all, and should pervade all aspects of higher education, including admissions, the curriculum, student services and activities, and our faculties. The aim of medical education is to cultivate a workforce with the perspectives, aptitudes, and skills needed to fuel community-responsive health-care institutions. A commitment toward diversity needs to be made.

Comparatives of Expressive Activities of Junior High School Students with Different Types of Representative Systems

Directory of Open Access Journals (Sweden)

Geydebrekht N.A.

2017-08-01

Full Text Available The article presents data from a study of drawings of children of primary school age to identify the сcomparative diagnostic parameters that allow to define the leading representative system in the child. 164 drawings of 51 persons under test of the two grades of primary school were analyzed. The observation and modified in relation to primary school age version of the method «Representational systems bias test» (Lewis A., Puselik R., 2012 were used as elements of the diagnostic unit. Based on these results it is concluded that the drawings of children of primary school age with different types of representative systems have differences, sufficient to justify their diagnostic informative value. The results of the study make comparative profiles of children of primary school age with different types of representational systems to facilitate the diagnostic part of the work with children's drawings.

A deeper insight into the ethnic make-up of school cohorts: diversity and school achievement

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Maestri, V.

2011-01-01

While the share of non-native students in a class is expected to have a non positive effect on school achievement, little is said about the heterogeneity of the ethnic minority make-up. Ethnic diversity can stimulate the creativity of students, can push them to be proficient in the instructional

Ethnic Identity, Gender, and Adolescent Attitude toward School: Adaptive Perspectives in Diverse Settings

OpenAIRE

Booth, Margaret Zoller; Curran, Erin M.; Frey, Christopher J.; Gerard, Jean M.; Collet, Bruce; Bartimole, Jennifer

2014-01-01

The relationships between adolescent ethnic identity and attitudes toward school and school climate are investigated in a small, multiracial/multiethnic city in the Great Lakes region with ethnically diverse adolescents taught by primarily White teachers. The mixed methods investigation of 986 eighth through eleventh grade students during the 2010–2011 academic year suggests that the relationship between ethnic identity and attitude toward school is a complex interaction among individual char...

Original article School personnel’s perceptions of their schools’ involvement in culturally and linguistically diverse school-family-community partnerships

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Jolanta Jonak

2014-05-01

Full Text Available BACKGROUND The achievement gap between White and culturally and linguistically diverse (CLD students is a chronic issue in many U.S. schools that stakeholders endeavor to eliminate through best practices involving curriculum, instruction, and early interventions; however, disparities often persist. In addition to all educational efforts provided by schools and implementation of best practices when students begin to struggle academically or behaviorally in schools, family involvement cannot be disregarded. PARTICIPANTS AND PROCEDURE School personnel from one Midwestern school district in the United States educating over 8,000 students was surveyed to obtain their perceptions about school-family-community partnerships. A total of 117 informants, including teachers, student support personnel, and administrators, provided their opinions through an online survey measuring responses to questions related to current best practices in their schools with regard to culturally and linguistically diverse students, their families and their communities. RESULTS In a research study focused on school practices relating to parent involvement, it was found that strategies intended to encourage and incorporate parent involvement were implemented in just one-third to one-half of the schools surveyed, indicating the need for increased and concerted effort on the part of school professionals to recognize and address obstacles to a pivotal school-parent-community relationship. CONCLUSIONS Although schools can be credited with endeavoring to provide best practices for their CLD students, in keeping with state and federal mandates and assumedly in keeping with best intentions, there is in fact much work to be done to better facilitate the success of these students. School psychologists can provide the impetus for this effort by formally recommending parent involvement and participation in their assessments of CLD students in particular. This recommendation should

Minority Adolescents in Ethnically Diverse Schools: Perceptions of Equal Treatment Buffer Threat Effects

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Baysu, Gülseli; Celeste, Laura; Brown, Rupert; Verschueren, Karine; Phalet, Karen

2016-01-01

Can perceptions of equal treatment buffer the negative effects of threat on the school success of minority students? Focusing on minority adolescents from Turkish and Moroccan heritage in Belgium (M[subscript age] = 14.5; N = 735 in 47 ethnically diverse schools), multilevel mediated moderation analyses showed: (a) perceived discrimination at…

Interracial and intraracial contact, school-level diversity, and change in racial identity status among African American adolescents.

Science.gov (United States)

Yip, Tiffany; Seaton, Eleanor K; Sellers, Robert M

2010-01-01

Among 224 African American adolescents (mean age=14), the associations between interracial and intraracial contact and school-level diversity on changes in racial identity over a 3-year period were examined. Youths were determined to be diffused, foreclosed, moratorium, or achieved, and change or stability in identity status was examined. Contact with Black students, Black friends, and White friends predicted change in identity status. Furthermore, in racially diverse schools, having more Black friends was associated with identity stability. Students reporting low contact with Black students in racially diverse schools were more likely to report identity change if they had few Black friends. In students reporting high contact with Blacks in predominantly White schools, their identity was less likely to change for students with fewer White friends. © 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.

Slow progress in changing the school food environment: nationally representative results from public and private elementary schools.

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Turner, Lindsey; Chaloupka, Frank J

2012-09-01

Children spend much of their day in school, and authorities have called for improvements in the school food environment. However, it is not known whether changes have occurred since the federal wellness policy mandate took effect in 2006-2007. We examined whether the school food environment in public and private elementary schools changed over time and examined variations by school type and geographic division. Survey data were gathered from respondents at nationally representative samples of elementary schools during the 2006-2007 and 2009-2010 school years (respectively, 578 and 680 public schools, and 259 and 313 private schools). Topics assessed included competitive foods, school meals, and other food-related practices (eg, school gardens and nutrition education). A 16-item food environment summary score was computed, with possible scores ranging from 0 (least healthy) to 100 (healthiest). Multivariate regression models were used to examine changes over time in the total school food environment score and component items, and variations by US census division. Many practices improved, such as participation in school gardens or farm-to-school programs, and availability of whole grains and only lower-fat milks in lunches. Although the school food environment score increased significantly, the magnitude of change was small; as of 2009-2010 the average score was 53.5 for public schools (vs 50.1 in 2006-2007) and 42.2 for private schools (vs 37.2 in 2006-2007). Scores were higher in public schools than in private schools (Pschool size. For public schools, scores were higher in the Pacific and West South Central divisions compared with the national average. Changes in the school food environment have been minimal, with much room remaining for improvement. Additional policy changes may be needed to speed the pace of improvement. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Challenging Racism through Schools: Teacher Attitudes to Cultural Diversity and Multicultural Education in Sydney, Australia

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Forrest, James; Lean, Garth; Dunn, Kevin

2016-01-01

How school teachers act to challenge racism in schools is a vital concern in an immigrant society like Australia. A 10% response from a self-administered online survey of government (public) primary and secondary school teachers across Sydney, Australia's largest EthniCity, examines attitudes of classroom teachers towards cultural diversity, goals…

Levers of change: a review of contemporary interventions to enhance diversity in medical schools in the USA

Directory of Open Access Journals (Sweden)

Vick AD

2018-01-01

Full Text Available Alexis Danielle Vick,1 Aaron Baugh,2 Julie Lambert,1 Allison A Vanderbilt,3 Evan Ingram,1 Richard Garcia,4 Reginald F Baugh5 1College of Medicine and Life Sciences, 2Department of Internal Medicine, 3Department of Family Medicine, College of Medicine and Life Science, University of Toledo, Toledo, OH, 4Consultant, The Ethnic Health Institute, Oakland, CA, 5Department of Surgery, College of Medicine and Life Sciences, University of Toledo, Toledo, OH, USA Abstract: A growing body of research illustrates the importance of aligning efforts across the operational continuum to achieve diversity goals. This alignment begins with the institutional mission and the message it conveys about the priorities of the institution to potential applicants, community, staff, and faculty. The traditional themes of education, research, and service dominate most medical school mission statements. The emerging themes of physician maldistribution, overall primary-care physician shortage, diversity, and cost control are cited less frequently. The importance and salience of having administrative leaders with an explicit commitment to workforce and student diversity is a prominent and pivotal factor in the medical literature on the subject. Organizational leadership shapes the general work climate and expectations concerning diversity, recruitment, and retention. Following the Bakke decision, individual medical schools, supported by the Association of American Medical Colleges, worked to expand the frame of reference for evaluating applicants for medical school. These efforts have come together under the rubric of “holistic review”, permitted by the US Supreme Court in 2003. A large diverse-applicant pool is needed to ensure the appropriate candidates can be chosen for the incoming medical school class. Understanding the optimal rationale and components for a successful recruitment program is important. Benchmarking with other schools regionally and nationally will

Increasing student diversity and cultural competence as part of Loma Linda University School of Dentistry's service mission.

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Arnett, Margie R; Forde, Ron

2012-06-01

For many years, studies have identified a need for greater racial and ethnic diversity among dental professionals. However, the ability of the field to collectively address the problem has been hindered by the low numbers of underrepresented minority students who apply to dental school. Over the past two decades, college attendance rates have increased and U.S. dental school applications have tripled, but the number of underrepresented minority dental applicants has remained about the same. With the increasing diversity of the U.S. population and specifically that of the state of California, the dental workforce would be enhanced by the presence of more underrepresented minority dentists. Additionally, curricular changes should be implemented to better prepare dental students to meet the oral health care needs of diverse populations. There is general agreement that these workforce and curricular changes would enhance access to care for underserved populations. For seven years, Loma Linda University School of Dentistry participated in the Pipeline, Profession, and Practice: Community-Based Dental Education program. The first phase of this national program addressed deficiencies in diversity in dentistry and in access to oral health care. In the second phase, Loma Linda University continued to collaborate with other California dental schools on specific state initiatives. This article provides an overview of the school's efforts to enroll a more diverse student body, enhance all its students' cultural competence, and expand care to underserved populations.

Cultural Diversity: Is It Present In American Law Schools And The Legal Profession?

OpenAIRE

Randall L. Robbins; Thomas J. Matthews

2014-01-01

The issue of diversity is certainly not a new concept.  This topic has been the focus of many corporate retreats and board room discussions.  However, one of the most reputable and esteemed professions is falling short of the bar in maintaining a diverse profile.  Research indicates that minority groups experience significant underrepresentation in law schools and the legal profession in general.  To address this issue, this research will focus on examining the value of diversity to the legal...

Diversity Leadership Skills of School Administrators: A Scale Development Study

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Polat, Soner; Arslan, Yaser; Ölçüm, Dinçer

2017-01-01

The aim of this study is to develop a valid and reliable instrument to determine the level of school administrators' diversity leadership based on teachers' perceptions. For this purpose, an item pool was created which includes 68 questions based on the literature, and data were obtained from 343 teachers. Exploratory factor analysis (EFA) was…

School Experiences of Transgender and Gender Diverse Students in Australia

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Jones, Tiffany; Smith, Elizabeth; Ward, Roz; Dixon, Jennifer; Hillier, Lynne; Mitchell, Anne

2016-01-01

Over the last decade, there has been an increase in global and local policy protections on the basis of gender identity and expression in education and a recent spate of coverage of transgender students on Australian television and news media. This paper explores the school experiences of Australian transgender and gender diverse students, with…

Growing a Circle of Courage Culture: One School's Journey

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Espiner, Deborah; Guild, Diane

2010-01-01

Mt. Richmond Special School is the first Circle of Courage school in New Zealand. The school reflects the richness of the cultural and learning diversity found in many New Zealand schools. Located in the heart of South Auckland, the school's 130 students represent a wide range of ethnic backgrounds. The universal values in the Circle of Courage…

Achieving student diversity in dental schools: a model that works.

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Lacy, Ernestine S; McCann, Ann L; Miller, Barbara H; Solomon, Eric; Reuben, Jayne S

2012-05-01

It is well known that there is a large disparity between the proportions of African Americans, Hispanics, and American Indians in the general U.S. population and in the nation's dental profession. While these underrepresented minorities (URMs) together make up almost 30 percent of the population, they comprise only about 6 percent of U.S. dentists. For years, the American Dental Education Association has been diligently working with U.S. dental schools to reduce this disparity by increasing the diversity of their student bodies. However, with approximately 13 percent of first-year dental students coming from URM groups, the proportion of URM students entering dental school continues to remain significantly below that of the general population. Diversifying the dental profession is important for improving access to care for underrepresented groups, and student diversity provides better educational experiences for all students. Texas A&M Health Science Center Baylor College of Dentistry's strategy for increasing the number of URM dentists was to create a series of initiatives that together form a successful comprehensive program addressing students' awareness of and attraction to a dental career, academic enrichment, admissions, and graduation. The cumulative impact of this program is that the college enrolled greater numbers and proportions of URM students than any other non-minority U.S. dental school from 2006 to 2009. This article describes the program that led to these successes.

Promoting Diversity through Program Websites: A Multicultural Content Analysis of School Psychology Program Websites

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Smith, Leann V.; Blake, Jamilia J.; Graves, Scott L.; Vaughan-Jensen, Jessica; Pulido, Ryne; Banks, Courtney

2016-01-01

The recruitment of culturally and linguistically diverse students to graduate programs is critical to the overall growth and development of school psychology as a field. Program websites serve as an effective recruitment tool for attracting prospective students, yet there is limited research on how school psychology programs use their websites to…

School Psychologists and the Assessment of Culturally and Linguistically Diverse Students

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Vega, Desireé; Lasser, Jon; Afifi, Amanda F. M.

2016-01-01

In recent years, school psychologists have increasingly recognized the importance of using valid and reliable methods to assess culturally and linguistically diverse (CLD) students for special education eligibility. However, little is known about their assessment practices or preparation in this area. To address these questions, a Web-based survey…

The Role of Democratic Governing Bodies in South African Schools.

Science.gov (United States)

Karlsson, Jenni

2002-01-01

School governance reform in post-apartheid South Africa aimed to democratize schooling while accommodating diverse school histories of underdevelopment or self-management. Analysis of relevant legislation shows the reform was structured to allow representative democracy and partnerships. But two recent studies suggest that governance reforms have…

Toward Culturally Sustaining Leadership: Innovation beyond ‘School Improvement’ Promoting Equity in Diverse Contexts

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Lorri J. Santamaría

2016-09-01

Full Text Available Whilst school principals and educational leaders are increasingly constrained by standardized assessment results and student achievement, persistent achievement gaps continue to separate poor and historically underserved students from their wealthier mainstream peers in the United States (US and similar countries. Unprecedented levels of cultural, linguistic, ethnic, racial, and gender school diversity underscore these phenomena. As a result, leadership for ‘school improvement’ has become the norm and as evidenced by chronic academic disparities, ineffective. This review article considers culturally sustaining leadership as an innovative practice to promote and advance equity in schools.

High Schools, Race, and America's Future: What Students Can Teach Us about Morality, Diversity, and Community

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Blum, Lawrence

2012-01-01

In "High Schools, Race, and America's Future", Lawrence Blum offers a lively account of a rigorous high school course on race and racism. Set in a racially, ethnically, and economically diverse high school, the book chronicles students' engagement with one another, with a rich and challenging academic curriculum, and with questions that relate…

From Liberal Acceptance to Intolerance: Discourses on Sexual Diversity in Schools by Portuguese Young People

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Santos, Hugo; da Silva, Sofia Marques; Menezes, Isabel

2018-01-01

Purpose: This article explores different strands of educational discourse about sexual diversity in Portuguese schools, from the students' perspectives. Method: The methodological approach consisted in conducting focus groups discussions: 36 with 232 young students (H = 106, M = 126) in 12 public secondary schools. Findings: Students reveal a…

Diverse Charter Schools

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Russo, Alexander

2013-01-01

In February 2009, newly elected President Barack Obama and First Lady Michelle Obama visited Capital City Public Charter School in northwest Washington, D.C. This was the First Family's first official public-school visit, just a few short weeks after President Obama was sworn into office. Obama's enthusiastic support for charter schools was one of…

School Counselors and Multiracial Students: Factors, Supports, and Interventions

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White, Marie M.; Grimes, Lee Edmondson

2015-01-01

Multiracial students represent a growing population in school systems today. This diverse group of students and their families may encounter many challenges and race-specific issues in the school setting. School counselors are in a unique position to assist these students and their families to become successful in meeting these challenges. The…

Creating Culturally Responsive Environments: Ethnic Minority Teachers' Constructs of Cultural Diversity in Hong Kong Secondary Schools

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Hue, Ming-tak; Kennedy, Kerry John

2014-01-01

One of the challenges facing Hong Kong schools is the growing cultural diversity of the student population that is a result of the growing number of ethnic minority students in the schools. This study uses semi-structured interviews with 12 American, Canadian, Indian, Nepalese and Pakistani teachers working in three secondary schools in the public…

Factors Contributing to Preservice Teachers' Beliefs about Diversity

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Kahn, Laurie G.; Lindstrom, Lauren; Murray, Christopher

2014-01-01

The cultural makeup of educational professionals in the United States does not necessarily represent the students that walk through the front doors of the school each day. The majority of teaching professionals identify as White, female, heterosexual, and middle-class with little to no experience working with diverse populations; thus the cultural…

The relationship between cultural competence education and increasing diversity in nursing schools and practice settings.

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Pacquiao, Dula

2007-01-01

This article attempted to examine the relationship between cultural competence education and increasing diversity in nursing schools and practice settings. In addition to the review of the literature, a panel of experts was interviewed regarding institutional practices in response to the challenge of increasing diversity and cultural competence education. Evidence of positive outcomes of cultural competent care and impact of race and ethnic concordance between patients and providers are presented. The challenge of increasing underrepresented minorities in health care professions remains elusive. An ecological analysis is recommended to address the social and cultural barriers that transcend the micro system of the school and the macro system of the society. The challenge of increasing diversity and realizing outcomes of cultural competence education requires social and comprehensive remedies to level life inequities that perpetuate a history of disadvantages in some groups.

Astrobiology in an Urban New York City High School: John Dewey High School's Space Science Academy

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Fried, B.; Dash, H. B.

2010-04-01

John Dewey High School's participation in NASA's MESDT and DLN projects and other partnerships provide opportunities for our diverse population, focusing particular attention to under-represented and under-served groups in the field of Space Science.

INCREASING DIVERSITY IN OUR SCHOOLS OF NURSING.

Science.gov (United States)

Neubrander, Judy; Metcalfe, Sharon E

2016-01-01

This article will review one school's quest to address the multi-level social, historical, environmental and structural determinants faced by under-represented ethnic minorities (UREM) and disadvantaged background (DB) students as they seek entrance into a nursing program. Nursing Network Careers and Technology (NN-CAT) provides a nursing career network for underrepresented and disadvantaged students in western North Carolina and has increased the number of underrepresented and disadvantaged students who are admitted, retained and graduate with a bachelor's degree in nursing from Western Carolina University. Initial data from this NN-CAT program have demonstrated that addressing social determinants and eliminating barriers can increase the number of UREM and educationally disadvantaged students who successfully matriculate in our schools of Nursing and subsequently graduate. These nurses then enter the workforce and provide culturally meaningful care in their local communities.

Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

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Froiland, John Mark; Worrell, Frank C.

2016-01-01

Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high…

Building a Connected Classroom: Teachers' Narratives about Managing the Cultural Diversity of Ethnic Minority Students in Hong Kong Secondary Schools

Science.gov (United States)

Hue, Ming-Tak; Kennedy, Kerry John

2013-01-01

Many Hong Kong schools are concerned about their growing numbers of ethnic minority students. When these students are enrolled in Hong Kong secondary schools, how their cultural diversity is catered for becomes critical. This article examines how teachers narrate the cultural diversity of ethnic minority students, who come from Pakistan, India,…

Diversity between and within: Approaches to Teaching about Distant Place in the Secondary School Curriculum

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Taylor, Liz

2014-01-01

This study outlines some challenges of teaching about distant place and demonstrates how different strategies can influence school students' framings of diversity. The analysis is based on an interpretive case study of 13-14?year-old students learning about Japan in a UK school. Their changing representations of Japan were tracked in detail over a…

The role of schools in promoting inclusive communities in contexts of diversity.

Science.gov (United States)

Andreouli, Eleni; Howarth, Caroline; Sonn, Christopher

2014-01-01

Against the background of evidence for links between ill-health and prejudice, in this article we discuss how to promote inclusive communities in contexts of diversity. A brief critical overview of dominant psychological approaches to prejudice reduction reveals the apolitical nature of these approaches, and thus, we argue for a more contextual and political model on how to promote inclusive communities. Drawing on examples of different school practices on cultural diversity from across England, we argue that we need to develop a perspective that connects local contexts of everyday practice, resistance and agency to the institutional and structural realities of prejudice.

Dealing with diversity: middle-class family households and the issue of 'black' and 'white' schools in Amsterdam

NARCIS (Netherlands)

Boterman, W.R.

2013-01-01

The urban middle classes often celebrate the diversity of their neighbourhood. As soon as they have children, however, the desire to display symbolic capital may conflict with the need to reproduce cultural capital through the educational system. In the ethnically diverse Amsterdam schooling

The Impact an Integrated Workforce of a Rural Southwestern School District Has in the Making of a Blue Ribbon School

Science.gov (United States)

Goolsby, Annie J.

2013-01-01

This study utilized a contemporary approach to qualitative research, the descriptive survey design, to discover whether a diverse workforce was a major influence in producing a rural Blue Ribbon School. The population represented the school systems of a county located in the West South Central region of the United States. In this study, the terms…

Admission criteria and diversity in medical school

DEFF Research Database (Denmark)

O'Neill, Lotte; Vonsild, Maria; Wallstedt, Birgitta

2013-01-01

on other attributes. To explore the social mix of the two tracks, we obtained information on social indices associated with educational attainment in Denmark (ethnic origin, father’s education, mother’s education, parenthood, parents live together, parent on benefit). Result: Selection strategy (grade......Introduction: The underrepresentation of students from lower socioeconomic backgrounds in medical education is an important social issue. There is currently little evidence about whether changes in admission strategy could increase the diversity of medical students. Denmark introduced an “attribute...... of students admitted via the two tracks between the years 2002-2007. Method: This prospective cohort study included 1074 medical students admitted between the years 2002-2007 to the University of Southern Denmark (USD) medical school. Of these, 454 were admitted by grade-based selection and 620 were selected...

Diversity, Equity, and Inclusion in Independent Schools: How Silence and Privilege Hinder the Work

OpenAIRE

Perez del Toro, Jessica

2017-01-01

Most private or independent schools originated as schools of privilege, serving the offspring of a culturally and socially elite group of white American families (Cookson, 2013; Flewelling, 2013; Slaughter-Defoe & Johnson, 1988). Since the 1960s these institutions have worked to change their predominantly White, elitist image by broadening their access and striving to become diverse and inclusive institutions that prepare all students to “thrive in a global, multicultural community” (Quanti, ...

Role of Gender and Linguistic Diversity in Word Decoding Development

Science.gov (United States)

Verhoeven, Ludo; van Leeuwe, Jan

2011-01-01

The purpose of the present study was to investigate the role of gender and linguistic diversity in the growth of Dutch word decoding skills throughout elementary school for a representative sample of children living in the Netherlands. Following a longitudinal design, the children's decoding abilities for (1) regular CVC words, (2) complex…

iPad Deployment in a Diverse Urban High School: A Formative Experiment

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Frey, Nancy; Fisher, Douglas; Lapp, Diane

2015-01-01

We explore the use of iPads in a diverse urban high school and the ways in which teachers and students were supported to integrate these tools into their instruction. We provided 4 English teachers with 20 iPads with little or no professional development about how to integrate them into their instruction. Using a formative experiment design, we…

Awareness of Consequence of High School Students on Loss of Bio-Diversity

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Kasot, Nazim; Özbas, Serap

2015-01-01

The aim of this study is to assess the egoistic, altruistic and biospheric awareness of the consequence of high school students regarding the loss of bio-diversity, then comparing the results on the basis of some independent variables (gender, class and family income). The research data were collected from 884 ninth and tenth grade high school…

"Upsetting the Apple Cart": Issues of Diversity in Preservice Teacher Education

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Liggett, Tonda; Finley, Susan

2009-01-01

Over the last decade, teacher preparation programs at colleges and universities across the United States have attempted to respond to the challenges of preparing teachers for the increasing diversity that is represented in public schools today. Teacher programs have responded to these challenges by altering courses, curriculum, fieldwork…

Cross Ethnic Friendship among Multi-ethnic Students and Teacher’s Role in Supporting Cultural Diversity in School

Directory of Open Access Journals (Sweden)

Ahmad Yasmin

2018-01-01

Full Text Available This article presents an in-depth discussion about cross ethnic friendship among students and teacher's role in supporting the cultural diversity that exists in school. The school which consist of students from various ethnic groups provide space and opportunities for students to interact socially with peers either from the same or other ethnic groups. On the other hand, the school that consists of only one ethnic group limits the opportunity for students to interact with friends from different ethnic groups. Students who have attended the schools that are not diverse in terms of ethnicity were reported having more friends from the same ethnic group. A positive relationship between individuals from different ethnic groups led to the reduction in prejudice, enhance the sense of common identity and closeness among individuals. Teachers as agents of unity should play an important role in assisting students to acquire the necessary social skills that enables them to interact effectively with students from different ethnic, cultural and languages which consequently create a harmony cross ethnic friendships among multi-ethnic students in school.

Prologue: Toward Accurate Identification of Developmental Language Disorder Within Linguistically Diverse Schools.

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Oetting, Janna B

2018-04-05

Although the 5 studies presented within this clinical forum include children who differ widely in locality, language learning profile, and age, all were motivated by a desire to improve the accuracy at which developmental language disorder is identified within linguistically diverse schools. The purpose of this prologue is to introduce the readers to a conceptual framework that unites the studies while also highlighting the approaches and methods each research team is pursuing to improve assessment outcomes within their respective linguistically diverse community. A disorder within diversity framework is presented to replace previous difference vs. disorder approaches. Then, the 5 studies within the forum are reviewed by clinical question, type of tool(s), and analytical approach. Across studies of different linguistically diverse groups, research teams are seeking answers to similar questions about child language screening and diagnostic practices, using similar analytical approaches to answer their questions, and finding promising results with tools focused on morphosyntax. More studies that are modeled after or designed to extend those in this forum are needed to improve the accuracy at which developmental language disorder is identified.

Public School Librarians and Academic Librarians Join Together to Promote Diversity and Reading

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Jackson-Brown, Grace M.

2017-01-01

This article shares the story of the author's involvement in a national literacy initiative known as the African American Read-In (AARI) in Springfield, Missouri. The article highlights successes that public school librarians and university librarians are experiencing as they work together to promote diversity and reading through a community-wide…

Color me healthy: food diversity in school community gardens in two rapidly urbanising Australian cities.

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Guitart, Daniela A; Pickering, Catherine M; Byrne, Jason A

2014-03-01

Community garden research has focused on social aspects of gardens, neglecting systematic analysis of what food is grown. Yet agrodiversity within community gardens may provide health benefits. Diverse fruit and vegetables provide nutritional benefits, including vitamins, minerals and phytochemicals. This paper reports research that investigated the agro-biodiversity of school-based community gardens in Brisbane and Gold Coast cities, Australia. Common motivations for establishing these gardens were education, health and environmental sustainability. The 23 gardens assessed contained 234 food plants, ranging from 7 to 132 plant types per garden. This included 142 fruits and vegetables. The nutritional diversity of fruits and vegetable plants was examined through a color classification system. All gardens grew fruits and vegetables from at least four food color groups, and 75% of the gardens grew plants from all seven color groups. As places with high agrodiversity, and related nutritional diversity, some school community gardens can provide children with exposure to a healthy range of fruit and vegetables, with potential flow-on health benefits. Copyright © 2014 Elsevier Ltd. All rights reserved.

Perceptions of Secondary School Principals on Management of Cultural Diversity in Spain. The Challenge of Educational Leadership

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Gómez-Hurtado, Inmaculada; González-Falcón, Inmaculada; Coronel, José M.

2018-01-01

The aim of this article is to examine how school principals perceive cultural diversity and management. To this end, qualitative research was carried out for one semester in four secondary schools in Andalusia (Spain). Through interviews and discussion groups, triangulated with other qualitative research techniques, we explored the mindset and…

Calling for a broader conceptualization of diversity: surface and deep diversity in four Canadian medical schools.

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Young, Meredith E; Razack, Saleem; Hanson, Mark D; Slade, Steve; Varpio, Lara; Dore, Kelly L; McKnight, David

2012-11-01

Policy groups recommend monitoring and supporting more diversity among medical students and the medical workforce. In Canada, few data are available regarding the diversity of medical students, which poses challenges for policy development and evaluation. The authors examine diversity through a framework of surface (visible) and deep (less visible) dimensions and present data regarding a sample of Canadian medical students. Between 2009 and 2011, nine cohorts from four Canadian medical schools completed the Health Professions Student Diversity Survey (HPSDS) either on paper or online. Items asked each participant's age, gender, gender identity, sexual identity, marital status, ethnicity, rural status, parental income, and disability. Data were analyzed descriptively and compared, when available, with national data. Of 1,892 students invited, 1,552 (82.0%) completed the HPSDS. Students tended to be 21 to 25 years old (68.3%; 1,048/1,534), female (59.0%; 902/1,529), heterosexual (94.6%; 1,422/1,503), single (90.1%; 1,369/1,520), and unlikely to report any disability (96.5%; 1,463/1,516). The majority of students identified with the gender on their birth certificate (99.8%; 1,512/1,515). About half had spent the majority of their lives in urban environments (46.7%; 711/1,521), and most reported parental household incomes of over $100,000/year (57.6%; 791/1,373). Overall, they were overrepresentative of higher-income groups and underrepresentative of populations of Aboriginal, black, or Filipino ethnicities in Canada. The authors propose the development of a National Student Diversity Database to support both locally relevant policies regarding pipeline programs and an examination of current application and selection procedures to identify potential barriers for underrepresented students.

The Few, the Changing, the Different: Pubertal Onset, Perceived School Climate and Body Image in Ethnically Diverse Sixth Grade Girls

OpenAIRE

Morales, Jessica

2012-01-01

The present study examined the impact of pubertal onset, race/ethnicity, and school racial/ethnic composition on girls' body image and perceived school climate (school safety, school liking, and loneliness in school) during the middle school transition. The sample (N = 1,626) included 6th grade Black, Mexican American, White, and Asian girls from 20 diverse middle schools. Hierarchical analyses supported both the early-timing and stressful change hypothesis. That is, experiencing pubertal ons...

Teaching for Diversity: Addressing Diversity Issues in Responsive ESL Instruction

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Fu, Jing

2013-01-01

Student diversity has become a typical phenomenon in American public schools. The impact of increasing diversity on literacy instruction is unchallenged. Teachers reinforce this message by often citing ESL student diversity as a barrier for literacy teaching. In order to better understand the complexity of diversity issues, I explored two ESL…

An Environmental Scan Tool to Assess District and School Readiness to Support Transgender and Gender Diverse Youth

Science.gov (United States)

Savage, Todd A.; Springborg, Heidi; Lagerstrom, Leslie

2017-01-01

It is important that districts and schools do everything they can to create and maintain school climates and environments that are sensitive and responsive to the various educational, social, emotional, and behavioral needs of transgender and gender diverse students, regardless of the actual presence of a student who identifies as something other…

Cultural Diversity and School Equity: A Model to Evaluate and Develop Educational Practices in Multicultural Education Contexts

Science.gov (United States)

Aguado, Teresa; Ballesteros, Belen; Malik, Beatriz

2003-01-01

Cultural diversity in society is reflected in schools but it is seldom taken into account as an influential variable in the personal and social development of students. School culture transmits specific socio-cultural values (those of the dominant group), excluding other cultural features that are not in accordance with it. Certain educational…

Children's Friendships in Diverse Primary Schools: Teachers and the Processes of Policy Enactment

Science.gov (United States)

Vincent, Carol; Neal, Sarah; Iqbal, Humera

2016-01-01

Drawing on data from a project exploring children's and adults' friendships across social class and ethnic difference, this paper focuses on the enactment of national and institutional policy around children's friendships as realized in three primary schools in diverse urban areas in London. Through a focus on the way in which social and emotional…

Predictive Value of Social Skills in Living Together at Primary School. Analysis in a Cultural Diversity Context

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Herrera Torres, Lucía; Bravo Antonio, Iván

2012-01-01

Coexistence at school stands out as one of the main goals in today's education (Carretero, 2008; Ortega, 2007). The aim of this study developed within a cultural diversity context is to identify the specific dimensions of social skills through which the different elements favouring or hindering coexistence at school can be predicted. A total of…

Facilitating Racial and Ethnic Diversity in the Health Workforce.

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Snyder, Cyndy R; Frogner, Bianca K; Skillman, Susan M

2018-01-01

Racial and ethnic diversity in the health workforce can facilitate access to healthcare for underserved populations and meet the health needs of an increasingly diverse population. In this study, we explored 1) changes in the racial and ethnic diversity of the health workforce in the United States over the last decade, and 2) evidence on the effectiveness of programs designed to promote racial and ethnic diversity in the U.S. health workforce. Findings suggest that although the health workforce overall is becoming more diverse, people of color are most often represented among the entry-level, lower-skilled health occupations. Promising practices to help facilitate diversity in the health professions were identified in the literature, namely comprehensive programs that integrated multiple interventions and strategies. While some efforts have been found to be promising in increasing the interest, application, and enrollment of racial and ethnic minorities into health profession schools, there is still a missing link in understanding persistence, graduation, and careers.

Engaging Students in the Research Process: Comparing Approaches Used with Diverse Learners in Two Urban High School Classrooms

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Lawrence, Salika A.; Jefferson, Tiffany; Osborn, Nancy

2017-01-01

This paper describes instructional choices used by two high school teachers to engage students in the research process. Working with diverse learners in large urban high schools, the teachers used different approaches to support students' through the research process. The teachers' intentional teaching helped to engage students through structured…

Discussing Princess Boys and Pregnant Men: Teaching about Gender Diversity and Transgender Experiences within an Elementary School Curriculum

Science.gov (United States)

Ryan, Caitlin L.; Patraw, Jasmine M.; Bednar, Maree

2013-01-01

This study shares the experiences and outcomes of teaching about gender diversity in an elementary school classroom. It outlines how an urban public school teacher included discussions of transgender and gender-nonconforming people within the curriculum and documents the ways in which her students responded to those lessons. By making discussions…

School Counsellors and Cultural Diversity Management in Spanish Secondary Schools: The Role of Relations with Other Educators and Intervention Models Used in Care of Immigrant Students

Science.gov (United States)

González-Falcón, Inmaculada; Coronel, José M.; Correa, R. Ignacio

2016-01-01

During the last 20 years, the influx of immigrant pupils in Spanish schools has taken up much of school counsellors' agendas. This leads us to reflect upon the status and role of educational guidance in terms of cultural diversity management, particularly focusing on two elements that may potentially help understand the situation: relations with…

Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School

Science.gov (United States)

Malhan, Jyoti

2016-01-01

This research study was conducted as a qualitative case study of four successful science teachers of female students in a diverse, title 1, urban, public girls' school. The study was designed to hear the 'muted' voices of successful science teachers concerning their beliefs and practices when they effectively provide learning opportunities for…

Investing in Diversity in London Schools: Leadership Preparation for Black and Global Majority Educators

Science.gov (United States)

Johnson, Lauri; Campbell-Stephens, Rosemary

2010-01-01

This article traces the historical roots, describes the philosophy and curriculum, and analyzes the approach to leadership in Investing in Diversity, a 1-year Black-led leadership development course in the London schools. An exploratory qualitative case study approach was used to collect historical and empirical data about the program over a…

Beyond the Classroom: The Potential of After School Programs to Engage Diverse High School Students in the Geosciences

Science.gov (United States)

Pickering, J.; Briggs, D. E.; Alonzo, J.

2011-12-01

Over the last decade many influential reports on how to improve the state of STEM education in the United States have concluded that students need exciting science experiences that speak to their interests - beyond the classroom. High school students spend only about one third of their time in school. After school programs are an important opportunity to engage them in activities that enhance their understanding of complex scientific issues and allow them to explore their interests in more depth. For the last four years the Peabody Museum, in partnership with Yale faculty, other local universities and the New Haven Public Schools, has engaged a diverse group of New Haven teens in an after school program that provides them with multiple opportunities to explore the geosciences and related careers, together with access to the skills and support needed for college matriculation. The program exposes 100 students each year to the world of geoscience research; internships; the development of a Museum exhibition; field trips; opportunities for paid work interpreting geoscience exhibits; mentoring by successful college students; and an introduction to local higher education institutions. It is designed to address issues that particularly influence the college and career choices of students from communities traditionally underrepresented in STEM. Independent in-depth evaluation, using quantitative and qualitative methods, has shown that the program has enormous positive impact on the students. Results show that the program significantly improves students' knowledge and understanding of the geosciences and geoscience careers, together with college and college preparation. In the last two years 70% - 80% of respondents agreed that the program has changed the way they feel about science, and in 2010/11 over half of the students planned to pursue a science degree - a considerable increase from intentions voiced at the beginning of the program. The findings show that the

Does decentralisation enhance a school's role of promoting social cohesion? Bosnian school leaders' perceptions of school governance

Science.gov (United States)

Komatsu, Taro

2014-05-01

This study seeks to understand whether and how decentralised school governance in Bosnia and Herzegovina (BiH) enhances the schools' role of promoting social cohesion. This includes increasing "horizontal" trust among different ethnic groups and "vertical" trust between civilians and public institutes. The study examined secondary school leaders' perceptions regarding school board influence on social cohesion policies and practices, their interactions with school board members, and their accountability to the school-based governing body. The results show that school leaders and school boards, supposedly representing the interests of local stakeholders, did not appear to be actively engaged in the deliberate process of promoting social cohesion. While school directors tended to view themselves as being independent from the school boards, ethnically diverse school boards provided important support to proactive school leaders for their inter-group activities. Given that the central level is not providing initiatives to promote social cohesion and that BiH citizens appear to generally support social cohesion, decentralised school governance has the potential to improve social trust from the bottom up. To promote participatory school governance, the study recommends that BiH school leaders should be provided with opportunities to re-examine and redefine their professional accountability and to assist local stakeholders to improve their involvement in school governance.

Family-school relationship in the Italian infant schools: not only a matter of cultural diversity.

Science.gov (United States)

Granata, Anna; Mejri, Ouejdane; Rizzi, Federica

2016-01-01

The family-school relationship is a crucial component in achieving the optimum scholastic experience of pupils. Such a relationship is often described in somewhat reductive binary terms of collaboration/non-collaboration. However, the significant presence of families from different cultural backgrounds in Italy since the 1990s demonstrates how multiple types of rapport with schools can generate effective styles of relationship. Infant schools constitute a privileged location where such dynamics can be investigated. Firstly, because they exhibit the highest percentage of families that have moved to Italy from other countries (33.9%); secondly, because they represent the initial stage when school and family first come into contact, playing an "imprinting role" for all subsequent scholastic phases. Based on in-depth interviews with infant school teachers and parents of pupils coming from different backgrounds, this research investigated different factors that influence family-school relations: (1) interpersonal factors, that include listening skills, emotions and relational styles of parents or teachers; (2) structural factors, that are related to the living conditions of families and to the whole social welfare system in Italy; (3) cultural factors, that bring together values, lifestyles and educational cultures of both parents and teachers. The idea regarding the inadequate distinction based on a dichotomy between Italian and migrant families seemed to be confirmed: Italian families and migrant families are characterized by many common features as well as by many inner differentiations. The results of this study suggest that the family-school relationship evolves into a communication framework that encompasses both obstacles and resources. The results of our research suggest that the relationship between parents and teachers in Italian infant schools is influenced by different factors, not only cultural ones. All of these factors are related to both parents and

Seasonality affects dietary diversity of school-age children in northern Ghana.

Directory of Open Access Journals (Sweden)

Abdul-Razak Abizari

Full Text Available Dietary diversity score (DDS is relatively easy to measure and is shown to be a very useful indicator of the probability of adequate micronutrient intake. Dietary diversity, however, is usually assessed during a single period and little is known about the effect of seasonality on it. This study investigates whether dietary diversity is influenced by seasonality.Two cross-sectional surveys were conducted in two different seasons-dry season (October 2010 and rainy season (May 2011 among the same school-age children (SAC in two rural schools in northern Ghana. The study population consisted of 228 school-age children. A qualitative 24-hour dietary recall was conducted in both seasons. Based on 13 food groups, a score of 1 was given if a child consumed a food item belonging to a particular food group, else 0. Individual scores were aggregated into DDS for each child. Differences in mean DDS between seasons were compared using linear mixed model analysis.The dietary pattern of the SAC was commonly plant foods with poor consumption of animal source foods. The mean DDS was significantly higher (P < 0.001 in the rainy season (6.95 ± 0.55 compared to the dry season (6.44 ± 0.55 after adjusting for potential confounders such as age, sex, occupation (household head and mother and education of household head. The difference in mean DDS between dry and rainy seasons was mainly due to the difference in the consumption of Vitamin A-rich fruits and vegetables between the seasons. While vitamin A-rich fruits (64.0% vs. 0.9%; P < 0.0001 and vitamin A rich dark green leafy vegetables (52.6% vs. 23.3%, P < .0001 were consumed more during the rainy season than the dry season, more children consumed vitamin A-rich deep yellow, orange and red vegetables during the dry season than during the rainy season (73.7% vs. 36.4%, P <0.001.Seasonality has an effect on DDS and may affect the quality of dietary intake of SAC; in such a context, it would be useful to measure DDS

The Implementation of an Innovative High School Mentoring Program Designed to Enhance Diversity and Provide a Pathway for Future Careers in Healthcare Related Fields.

Science.gov (United States)

Patel, Salma I; Rodríguez, Patricia; Gonzales, Rayna J

2015-09-01

Although the population of diverse applicants applying to medical school has increased over recent years (AAMC Diversity in Medical Education: Facts and Figures 2012); efforts persist to ensure the continuance of this increasing trend. Mentoring students at an early age may be an effective method by which to accomplish diversity within the applicant pool. Having a diverse physician population is more likely able to adequately address the healthcare needs of our diverse population. The purpose of this study is to initiate a pipeline program, called the Medical Student Mentorship Program (MSMP), designed to specifically target high school students from lower economic status, ethnic, or racial underrepresented populations. High school students were paired with medical students, who served as primary mentors to facilitate exposure to processes involved in preparing and training for careers in medicine and other healthcare-related fields as well as research. Mentors were solicited from first and second year medical students at the University of Arizona College of Medicine-Phoenix (UACOM-P). Two separate cohorts of mentees were selected based on an application process from a local high school for the school years 2010-2011 and 2011-2012. Anonymous mentee and mentor surveys were used to evaluate the success of the MSMP. A total of 16 pairs of mentees and mentors in the 2010-2011 (Group 1) and 2011-2012 (Group 2) studies participated in MSMP. High school students reported that they were more likely to apply to medical school after participating in the program. Mentees also reported that they received a significant amount of support, helpful information, and guidance from their medical student mentors. Overall, feedback from mentees and mentors was positive and they reported that their participation was rewarding. Mentees were contacted 2 to 3 years post MSMP participation as sophomores or juniors in college, and all reported that they were on a pre-healthcare career track

"What Are You Reading?": How School Libraries Can Promote Racial Diversity in Multicultural Literature

Science.gov (United States)

Lafferty, Karen Elizabeth

2014-01-01

While many educators state beliefs about the importance of selecting fiction that will engage a diverse student population, use of multicultural titles in secondary classrooms has lagged, in part due to increasing focus on the Common Core State Standards in the United States. The purpose of this study was to determine if high school students in a…

Leading change in diversity and cultural competence.

Science.gov (United States)

de Leon Siantz, Mary Lou

2008-01-01

This article describes an expanded leadership role needed in schools of nursing as the nurse of the 21st century is prepared to assume expanded roles in a diverse society. With schools of nursing becoming more global, and the diverse population of the United States rapidly growing, a critical need exists for nurses who are ready to partner in the health care that multicultural communities need locally, nationally, and globally. Diversity and cultural competence have now become central issues in nursing education, research, practice, and health policy. Diversity leadership in a school of nursing can no longer concentrate only on issues of affirmative action, recruitment, and retention. The purpose of this article is to discuss how diversity leadership must increasingly focus on building a corporate environment in schools of nursing that integrates diversity and cultural competence with the strategic plan of the School's Chief Nursing Officer, across academic programs, research, practice, and public policy to eliminate health disparities in partnership with faculty, students, staff, the University infrastructure, and the community at large. The theoretical framework that guided the strategic planning is based on the model used by the Robert Wood Johnson Executive Nurse Fellowship Program. Examples of program initiatives designed to implement the strategic plan to strengthen the diversity and cultural competence of one school of nursing environment are described.

The COPE healthy lifestyles TEEN randomized controlled trial with culturally diverse high school adolescents: Baseline characteristics and methods

Science.gov (United States)

Melnyk, Bernadette Mazurek; Kelly, Stephanie; Jacobson, Diana; Belyea, Michael; Shaibi, Gabriel; Small, Leigh; O’Haver, Judith; Marsiglia, Flavio Francisco

2014-01-01

Obesity and mental health disorders remain significant public health problems in adolescents. Substantial health disparities exist with minority youth experiencing higher rates of these problems. Schools are an outstanding venue to provide teens with skills needed to improve their physical and mental health, and academic performance. In this paper, the authors describe the design, intervention, methods and baseline data for a randomized controlled trial with 779 culturally diverse high-school adolescents in the southwest United States. Aims for this prevention study include testing the efficacy of the COPE TEEN program versus an attention control program on the adolescents’ healthy lifestyle behaviors, Body Mass Index (BMI) and BMI%, mental health, social skills and academic performance immediately following the intervention programs, and at six and 12 months post interventions. Baseline findings indicate that greater than 40% of the sample is either overweight (n = 148, 19.00%) or obese (n = 182, 23.36%). The predominant ethnicity represented is Hispanic (n = 526, 67.52%). At baseline, 15.79%(n = 123) of the students had above average scores on the Beck Youth Inventory Depression subscale indicating mildly (n = 52, 6.68%), moderately (n = 47, 6.03%), or extremely (n = 24, 3.08%) elevated scores (see 1). Anxiety scores were slightly higher with 21.56% (n = 168) reporting responses suggesting mildly (n = 81, 10.40%), moderately (n = 58, 7.45%) or extremely (n = 29, 3.72%) elevated scores. If the efficacy of the COPE TEEN program is supported, it will offer schools a curriculum that can be easily incorporated into high school health courses to improve adolescent healthy lifestyle behaviors, psychosocial outcomes and academic performance. PMID:23748156

No Longer "Catholic, White and Gaelic": Schools in Ireland Coming to Terms with Cultural Diversity

Science.gov (United States)

Parker-Jenkins, Marie; Masterson, Mary

2013-01-01

Irish society has experienced unprecedented demographic change since the turn of the twenty-first century, and increasingly, educators are facing the prospect of having to respond to the changing nature of cultural diversity in their classrooms. Traditionally characterised as"Catholic, white and Gaelic", Irish schools are said to be…

Making sex, moving difference: An ethnography of sexuality and diversity in Dutch schools

OpenAIRE

Krebbekx, W.J.P.

2018-01-01

The Netherlands is often presented as an exemplary country for its pragmatic dealings with youth sexuality. During ethnographic research in four secondary schools in the Netherlands, with youth aged 14-17, Willemijn Krebbekx followed concerns with sexuality whenever pupils, teachers, or both, invoked them. Her dissertation presents detailed analyses of sexting, sex education, friendship, and diversity. It explores what constitutes youth sexuality in the Netherlands, and how the making of diff...

Prevalence of sleep duration on an average school night among 4 nationally representative successive samples of American high school students, 2007-2013.

Science.gov (United States)

Basch, Charles E; Basch, Corey H; Ruggles, Kelly V; Rajan, Sonali

2014-12-11

Consistency, quality, and duration of sleep are important determinants of health. We describe sleep patterns among demographically defined subgroups from the Youth Risk Behavior Surveillance System reported in 4 successive biennial representative samples of American high school students (2007 to 2013). Across the 4 waves of data collection, 6.2% to 7.7% of females and 8.0% to 9.4% of males reported obtaining 9 or more hours of sleep. Insufficient duration of sleep is pervasive among American high school students. Despite substantive public health implications, intervention research on this topic has received little attention.

Fighting through Resistance: Challenges Faced by African American Women Principals in Predominately White School Settings

Science.gov (United States)

Jackson, Alicia D.

2013-01-01

African American women represented a growing proportion within the field of education in attaining leadership roles as school principals. As the numbers continued to rise slowly, African American women principals found themselves leading in diverse or even predominately White school settings. Leading in such settings encouraged African American…

Meeting needs of Muslim girls in school sport: case studies exploring cultural and religious diversity.

Science.gov (United States)

Benn, Tansin; Pfister, Gertrud

2013-01-01

This paper contains a sociocultural analysis of school sport experiences of Muslim girls in two countries with different gender policies in physical education (PE) classes: England and Denmark. In Denmark, PE lessons take place in co-educative classes, in England schools are more diverse, with predominantly co-educational but also single-sex and faith schools offering different learning contexts. Two case studies from Denmark and England are used to explore the experiences of migrant Muslim girls in these different settings. A social constructionist approach to gender underpins the interpretation of stakeholders' voices on the inclusion of Muslim girls and the analysis of PE discourses in these countries. Findings illustrate similarities and differences at the interface of cultural diversity, political rhetoric of inclusion and realities of sport experiences for Muslim girls in both countries. Complex influences on PE experiences include gender stereotypes, cultural and religious orientations and practices, as well as actions and expectations of parents, communities and coaches/teachers. The studies provide insights into the ways participants managed their identities as Muslim girls in different sport environments to enable participation and retention of their cultural identities. Highlighted throughout the paper are the ways in which school sport policy and practice, providers and gatekeepers, can include or exclude groups, in this case Muslim girls. Too often coaches and teachers are unaware of crucial facts about their learners, not only in terms of their physical development and capabilities but also in terms of their cultural needs. Mistakes in creating conducive learning environments leave young people to negotiate a way to participate or refrain from participation.

A Study of Superintendents' Power and Leadership Styles as Perceived by Local Teacher Association Representatives and Secondary School Principals in Alabama Public Schools.

Science.gov (United States)

Pounders, Barbara; And Others

The situational leadership model identifies four leadership styles--telling, selling, participating, and delegating. This paper discusses the initial findings of a study that examined the role of superintendents in Alabama. The study sought to determine if secondary school principals and local teacher-association representatives differed in their…

Successful Components of School Improvement in Culturally Diverse Schools

Science.gov (United States)

Hajisoteriou, Christina; Karousiou, Christiana; Angelides, Panayiotis

2018-01-01

Contemporary phenomena, including modernization, globalization, and migration, have altered the sociopolitical and cultural conditions of schooling. Schools are called upon to respond to such change through improvement efforts fostering intercultural education. To this end, this research examines school actors' perceptions of the successful…

Problematizing Diversity Initiatives: Japanese American Youth Identities and the Politics of Representation with/in School Spaces

Science.gov (United States)

Endo, Rachel

2014-01-01

This article reports on a case study that investigated how six Japanese American youth interpreted the effectiveness and relevance of extra-curricular diversity initiatives at their Midwestern middle and secondary public schools. These initiatives were intended to raise cultural awareness, but ultimately promoted cultural fetishism and racially…

No Parent Left Behind: Predicting Parental Involvement in Adolescents' Education within a Sociodemographically Diverse Population

Science.gov (United States)

Park, Sira; Holloway, Susan D.

2013-01-01

Numerous studies have investigated the utility of the Hoover-Dempsey and Sandler (HDS) model for predicting parents' involvement in students' education. Yet, the model has yet to be thoroughly evaluated with respect to youth who are (a) in high school and (b) from sociodemographically diverse families. Using a nationally representative sample of…

The Culture Audit: A Leadership Tool for Assessment and Strategic Planning in Diverse Schools and Colleges

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Bustamante, Rebecca M.

2006-01-01

This module is designed to introduce educational leaders to an organizational assessment tool called a "culture audit." Literature on organizational cultural competence suggests that culture audits are a valuable tool for determining how well school policies, programs, and practices respond to the needs of diverse groups and prepare…

Multicultural Education: Learners with Diverse Linguistic and Cultural Background : A Case Study of one Primary School in Norway

OpenAIRE

Tosic, Milan

2012-01-01

Abstract This study aims to investigate how a primary school in Norway addresses learners with diverse linguistic and cultural background, in this study referred as culturally and linguistically diverse learners (CLD learners). The study is founded on the premises of multicultural education (MCE) which is considered essential to address the education of CLD learners. Therefore, the scope of the study is based on a five- category theoretical framework comprising: understanding the concept ...

Analysing and Navigating Natural Products Space for Generating Small, Diverse, But Representative Chemical Libraries.

Science.gov (United States)

O'Hagan, Steve; Kell, Douglas B

2018-01-01

Armed with the digital availability of two natural products libraries, amounting to some 195 885 molecular entities, we ask the question of how we can best sample from them to maximize their "representativeness" in smaller and more usable libraries of 96, 384, 1152, and 1920 molecules. The term "representativeness" is intended to include diversity, but for numerical reasons (and the likelihood of being able to perform a QSAR) it is necessary to focus on areas of chemical space that are more highly populated. Encoding chemical structures as fingerprints using the RDKit "patterned" algorithm, we first assess the granularity of the natural products space using a simple clustering algorithm, showing that there are major regions of "denseness" but also a great many very sparsely populated areas. We then apply a "hybrid" hierarchical K-means clustering algorithm to the data to produce more statistically robust clusters from which representative and appropriate numbers of samples may be chosen. There is necessarily again a trade-off between cluster size and cluster number, but within these constraints, libraries containing 384 or 1152 molecules can be found that come from clusters that represent some 18 and 30% of the whole chemical space, with cluster sizes of, respectively, 50 and 27 or above, just about sufficient to perform a QSAR. By using the online availability of molecules via the Molport system (www.molport.com), we are also able to construct (and, for the first time, provide the contents of) a small virtual library of available molecules that provided effective coverage of the chemical space described. Consistent with this, the average molecular similarities of the contents of the libraries developed is considerably smaller than is that of the original libraries. The suggested libraries may have use in molecular or phenotypic screening, including for determining possible transporter substrates. © 2017 The Authors. Biotechnology Journal Published by Wiley

The Relationship between Language Skills and Writing Outcomes for Linguistically Diverse Students in Upper Elementary School

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Silverman, Rebecca D.; Coker, David; Proctor, C. Patrick; Harring, Jeffrey; Piantedosi, Kelly W.; Hartranft, Anna M.

2015-01-01

The purpose of this study was to explore relationships between language variables and writing outcomes with linguistically diverse students in grades 3-5. The participants were 197 children from three schools in one district in the mid-Atlantic United States. We assessed students' vocabulary knowledge and morphological and syntactical skill as…

Do Teachers Coming from Diverse Ethno-Cultural Backgrounds Represent an Added Value for the Profession? Findings of a Study Conducted in French-Speaking Switzerland

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Akkari, Abdeljalil; Bauer, Stéphanie; Radhouane, Myriam

2017-01-01

Research has drawn attention to a certain gap between the increasing ethno-cultural diversity of school enrolment and the relative ethno-cultural homogeneity of the teaching body. In French-speaking Switzerland very little attention has been paid to this matter. The purpose of this article is to analyse the potential added value associated with…

Predictive value of social skills in living together at primary school. Analysis in a cultural diversity context

OpenAIRE

Lucia Herrera Torres; Iván Bravo Antonio

2012-01-01

Coexistence at school stands out as one of the main goals in today’s education (Carretero, 2008; Ortega, 2007). The aim of this study developed within a cultural diversity context is to identify the specific dimensions of social skills through which the different elements favouring or hindering coexistence at school can be predicted. A total of 546 students (52% of them males, and 48% females) from the first year in each Primary Education cycle (1st, 3rd and 5th year, respectively) of two pub...

Managing Workforce Diversity in South African Schools

Science.gov (United States)

Niemann, Rita

2006-01-01

An attempt is made to assess the effect of human resource diversity in South Africa and provide strategies for managing such diverse institutions. A pilot study using questionnaires was conducted to determine the circumstances surrounding workforce diversity in a number of educational institutions. Thereafter, qualitative interviews provided…

Loneliness and Ethnic Composition of the School Class

DEFF Research Database (Denmark)

Madsen, Katrine Rich; Damsgaard, Mogens Trab; Rubin, Mark

2016-01-01

not belong to the ethnic majority in the school class had increased odds for loneliness compared to adolescents that belonged to the ethnic majority. Furthermore, having more same-ethnic classmates lowered the odds for loneliness. We did not find any statistically significant association between the ethnic...... of school classes for loneliness in adolescence. The present research aimed to address this gap by exploring the association between loneliness and three dimensions of the ethnic composition in the school class: (1) membership of ethnic majority in the school class, (2) the size of own ethnic group...... in the school class, and (3) the ethnic diversity of the school class. We used data from the Danish 2014 Health Behaviour in School-aged Children survey: a nationally representative sample of 4383 (51.2 % girls) 11-15-year-olds. Multilevel logistic regression analyses revealed that adolescents who did...

Using Simpson's diversity index to examine multidimensional models of diversity in health professions education.

Science.gov (United States)

McLaughlin, Jacqueline E; McLaughlin, Gerald W; McLaughlin, Josetta S; White, Carla Y

2016-01-03

This study explored new models of diversity for health professions education that incorporate multiple attributes and examined differences in diversity based on urbanicity, geographic region, and institutional structure. Simpson's Diversity Index was used to develop race, gender, and interprofessional diversity indices for health professions schools in the United States (N = 318). Sullivan's extension was used to develop a composite diversity index that incorporated multiple individual attributes for each school. Pearson's r was used to investigate correlations between continuous variables. ANOVA and independent t-tests were used to compare groups based on urbanicity, geographic region, and Basic Carnegie Classification. Mean (SD) for race, gender, and interprofessional diversity indices were 0.36(0.17), 0.45(0.07), and 0.22(0.27) respectively. All correlations between the three indices were weak. The composite diversity index for this sample was 0.34(0.13). Significant differences in diversity were found between institutions based on urbanicity, Basic Carnegie Classification, and geographic region. Multidimensional models provide support for expanding measures of diversity to include multiple characteristics and attributes. The approach demonstrated in this study enables institutions to complement and extend traditional measures of diversity as a means of providing evidence for decision-making and progress towards institutional initiatives.

Fostering and managing diversity in schools of pharmacy.

Science.gov (United States)

Nkansah, Nancy T; Youmans, Sharon L; Agness, Chanel F; Assemi, Mitra

2009-12-17

Organizational benefits of diversity in the workplace have been well documented. In health professions, however, diversity-related research traditionally has focused on the effect of diversity on health care disparities. Few tools exist describing the benefits of diversity from an organizational standpoint to guide pharmacy administrators and faculty members in nurturing and developing a culture of diversity. Given the scarcity of pharmacy specific data, experience from other academic areas and national/international diversity reports were incorporated into this manuscript to supplement the available pharmacy evidence base. This review summarizes the benefits of diversity from an academic organizational standpoint, discusses the issues administrators and faculty members must consider when developing programs, and provides guidance on best practices in fostering and managing diversity.

Utilizing Culture to Improve Communication and School Involvement with Parents from Diverse Backgrounds as a Means to Improve Student Achievement Levels in the United States: A National Focus

Science.gov (United States)

Jacobs, Karen Dupre; Kritsonis, William Allan

2007-01-01

School leadership in communicating to parents and students from diverse backgrounds is a problem in education that must be addressed. As the population of the United States is becoming more and more diverse, school administrators must develop new ways to reach their stakeholders. All families must be involved in their children's academic progress…

Cultural Diversity and the Changing Culture of Education

Science.gov (United States)

Nderu-Boddington, Eulalee

2008-01-01

The paper will examine the change in schools brought about by cultural diversity and examines the theories that surround the topic. I will evaluate and examine ways in which schools can accommodate cultural diversity. References will be made to cultural and social changes in our schools and how education is affected by such changes. The issue of…

Motivators of and Barriers to Health-Promoting Behaviors among Culturally Diverse Middle and High School Students

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Wippold, Guillermo M.; Tucker, Carolyn M; Smith, Tasia M.; Rodriguez, Victoria A.; Hayes, Lynda F.; Folger, Austin C.

2018-01-01

Background: Youth obesity in the United States is a major health concern. Obesity can be reduced by increasing health-promoting behaviors. Purpose: The goals of the present study were to (1) identify the strongest motivators of and barriers to health-promoting behaviors among a culturally diverse group of middle and high school students and (2)…

Living in the city: school friendships, diversity and the middle classes.

Science.gov (United States)

Vincent, Carol; Neal, Sarah; Iqbal, Humera

2018-06-01

Much of the literature on the urban middle classes describes processes of both affiliation (often to the localities) and disaffiliation (often from some of the non-middle-class residents). In this paper, we consider this situation from a different position, drawing on research exploring whether and how children and adults living in diverse localities develop friendships with those different to themselves in terms of social class and ethnicity. This paper focuses on the interviews with the ethnically diverse, but predominantly white British, middle-class parent participants, considering their attitudes towards social and cultural difference. We emphasize the importance of highlighting inequalities that arise from social class and its intersection with ethnicity in analyses of complex urban populations. The paper's contribution is, first, to examine processes of clustering amongst the white British middle-class parents, particularly in relation to social class. Second, we contrast this process, and its moments of reflection and unease, with the more deliberate and purposeful efforts of one middle-class, Bangladeshi-origin mother who engages in active labour to facilitate relationships across social and ethnic difference. © London School of Economics and Political Science 2017.

Attention to diversity in the regular school: a way to professional teacher’s development

Directory of Open Access Journals (Sweden)

Belinda Rodríguez

2017-10-01

Full Text Available The school as an educational institution that embodies the principles of social inclusion and integration emanating from the UNESCO convention has yet to join efforts and willingness to implement them in educational practice. Educators, along with other professionals who work with students with functional diversity, must play a transformers role, having difficulties, requiring an immediate solution as a system of contradictions appear to corroborate this fact and take action according to foster a positive social impact.

Leadership Training for Cultural Diversity.

Science.gov (United States)

Smith, Searetha

1996-01-01

Addresses leadership in a diverse society, especially in schools and the workplace, and examines one school administrator's success at getting a resistant faculty and principal to incorporate multicultural education into the school environment and curriculum. A 10-day multicultural leadership training program is described. (GR)

A 12-year comparison of students’ perspectives on diversity at a Jesuit Medical School

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Imran Mujawar

2014-02-01

Full Text Available Background: Many studies have assessed perspectives of medical students toward institutional diversity, but few of them have attempted to map changes in diversity climate over time. Objective: This study aims to investigate changes in diversity climate at a Jesuit medical institution over a 12-year period. Methods: In 1999, 334 medical students completed an anonymous self-administered online survey, and 12 years later, 406 students completed a comparable survey in 2011. Chi-square tests assessed the differences in percent responses to questions of the two surveys, related to three identities: gender, race, and sexual orientation. Results: The 1999 versus 2011 samples were 46% versus 49% female, 61% versus 61% Caucasian, and 41% vs. 39% aged 25 years or older. Findings suggested improvements in medical students’ perceptions surrounding equality ‘in general’ across the three identities (p<0.001; ‘in the practice of medicine’ based on gender (p<0.001, race/ethnicity (p=0.60, and sexual orientation (p=0.43; as well as in the medical school curriculum, including course text content, professor's delivery and student–faculty interaction (p<0.001 across the three identities. There was a statistically significant decrease in experienced or witnessed events related to gender bias (p<0.001 from 1999 to 2011; however, reported events of bias based on race/ethnicity (p=0.69 and sexual orientation (p=0.58 only showed small decreases. Conclusions: It may be postulated that the improvement in students’ self-perceptions of equality and diversity over the past 12 years may have been influenced by a generational acceptance of cultural diversity and, the inclusion of diversity training courses within the medical curriculum. Diversity training related to race and sexual orientation should be expanded, including a follow-up survey to assess the effectiveness of any intervention.

The Jena Diversity-Dynamic Global Vegetation Model (JeDi-DGVM: a diverse approach to representing terrestrial biogeography and biogeochemistry based on plant functional trade-offs

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R. Pavlick

2013-06-01

Full Text Available Terrestrial biosphere models typically abstract the immense diversity of vegetation forms and functioning into a relatively small set of predefined semi-empirical plant functional types (PFTs. There is growing evidence, however, from the field ecology community as well as from modelling studies that current PFT schemes may not adequately represent the observed variations in plant functional traits and their effect on ecosystem functioning. In this paper, we introduce the Jena Diversity-Dynamic Global Vegetation Model (JeDi-DGVM as a new approach to terrestrial biosphere modelling with a richer representation of functional diversity than traditional modelling approaches based on a small number of fixed PFTs. JeDi-DGVM simulates the performance of a large number of randomly generated plant growth strategies, each defined by a set of 15 trait parameters which characterize various aspects of plant functioning including carbon allocation, ecophysiology and phenology. Each trait parameter is involved in one or more functional trade-offs. These trade-offs ultimately determine whether a strategy is able to survive under the climatic conditions in a given model grid cell and its performance relative to the other strategies. The biogeochemical fluxes and land surface properties of the individual strategies are aggregated to the grid-cell scale using a mass-based weighting scheme. We evaluate the simulated global biogeochemical patterns against a variety of field and satellite-based observations following a protocol established by the Carbon-Land Model Intercomparison Project. The land surface fluxes and vegetation structural properties are reasonably well simulated by JeDi-DGVM, and compare favourably with other state-of-the-art global vegetation models. We also evaluate the simulated patterns of functional diversity and the sensitivity of the JeDi-DGVM modelling approach to the number of sampled strategies. Altogether, the results demonstrate the

Review of "Charter-School Management Organizations: Diverse Strategies and Diverse Student Impacts"

Science.gov (United States)

Fuller, Bruce

2012-01-01

This report details how charter schools are increasingly run by private, nonprofit management organizations called charter school management organizations (CMOs). The researchers find that most CMOs serve urban students from low-income families, operate small schools that offer more instructional time, and attract teachers loyal to each school's…

Facing the "Challenge": School Leadership in Intercultural Schools

Science.gov (United States)

Hajisoteriou, Christina; Angelides, Panayiotis

2014-01-01

The overarching purpose of this study is to examine the prospects of school leadership for the development of intercultural education. The article focuses on the ways in which Greek-Cypriot headteachers conceptualize: diversity and intercultural education; and their school leadership roles in culturally diverse settings. To this extent, interviews…

Teacher Diversity Awareness in the Context of Changing Demographics

Science.gov (United States)

Acquah, Emmanuel O.; Tandon, Madhavi; Lempinen, Sonia

2016-01-01

This study examined awareness of and knowledge of how to address increasing linguistic and cultural diversity among 89 teachers in an ethnically and racially diverse school located in Southwest Finland. The empirical evidence suggests that in a school with many years of experience with a diverse student population the levels of awareness and…

Using Simpson’s diversity index to examine multidimensional models of diversity in health professions education

Science.gov (United States)

McLaughlin, Gerald W.; McLaughlin, Josetta S.; White, Carla Y.

2016-01-01

Objectives This study explored new models of diversity for health professions education that incorporate multiple attributes and examined differences in diversity based on urbanicity, geographic region, and institutional structure. Methods Simpson’s Diversity Index was used to develop race, gender, and interprofessional diversity indices for health professions schools in the United States (N = 318). Sullivan’s extension was used to develop a composite diversity index that incorporated multiple individual attributes for each school. Pearson’s r was used to investigate correlations between continuous variables. ANOVA and independent t-tests were used to compare groups based on urbanicity, geographic region, and Basic Carnegie Classification. Results Mean (SD) for race, gender, and interprofessional  diversity indices were 0.36(0.17), 0.45(0.07), and 0.22(0.27) respectively. All correlations between the three indices were weak. The composite diversity index for this sample was 0.34(0.13). Significant differences in diversity were found between institutions based on urbanicity, Basic Carnegie Classification, and geographic region. Conclusions Multidimensional models provide support for expanding measures of diversity to include multiple characteristics and attributes. The approach demonstrated in this study enables institutions to complement and extend traditional measures of diversity as a means of providing evidence for decision-making and progress towards institutional initiatives. PMID:26724917

Enhancing the Careers of Under-Represented Junior Faculty in Biomedical Research: The Summer Institute Program to Increase Diversity (SIPID).

Science.gov (United States)

Rice, Treva K; Liu, Li; Jeffe, Donna B; Jobe, Jared B; Boutjdir, Mohamed; Pace, Betty S; Rao, Dabeeru C

2014-01-01

The Summer Institute Program to Increase Diversity (SIPID) in Health-Related Research is a career advancement opportunity sponsored by the National Heart, Lung, and Blood Institute. Three mentored programs address difficulties experienced by junior investigators in establishing independent research careers and academic advancement. Aims are to increase the number of faculty from under-represented minority groups who successfully compete for external research funding. Data were collected using a centralized data-entry system from three Summer Institutes. Outcomes include mentees' satisfaction rating about the program, grant and publications productivity and specific comments. Fifty-eight junior faculty mentees (38% male) noticeably improved their rates of preparing/submitting grant applications and publications, with a 18-23% increase in confidence levels in planning and conducting research. According to survey comments, the training received in grantsmanship skills and one-on-one mentoring were the most valuable program components. The SIPID mentoring program was highly valued by the junior faculty mentees. The program will continue in 2011-2014 as PRIDE (PRogram to Increase Diversity among individuals Engaged in health-related research). Long-term follow-up of current mentees will be indexed at five years post training (2013). In summary, these mentoring programs hope to continue increasing the diversity of the next generation of scientists in biomedical research.

Children's thinking about diversity of belief in the early school years: judgments of relativism, tolerance, and disagreeing persons.

Science.gov (United States)

Wainryb, Cecilia; Shaw, Leigh A; Langley, Marcie; Cottam, Kim; Lewis, Renee

2004-01-01

Children's thinking about diversity of belief in 4 realms--morality, taste, facts, and ambiguous facts--was examined. Ninety-six participants (ages 5, 7, and 9) were interviewed about beliefs different from their own that were endorsed by characters with different status; their judgments of relativism, tolerance, and disagreeing persons were assessed. Five-year-olds made fewer relative and tolerant judgments than 7- and 9-year-olds. Nevertheless, participants of all ages organized their judgments according to the realm of diversity, thought that some beliefs are relative and some are nonrelative, and made tolerant judgments of some divergent beliefs (and their proponents) but not of others. The findings suggest that, in the early school years, children have multiple and well-differentiated perspectives on belief diversity.

Seeking inclusion in an exclusive process: discourses of medical school student selection.

Science.gov (United States)

Razack, Saleem; Hodges, Brian; Steinert, Yvonne; Maguire, Mary

2015-01-01

Calls to increase medical class representativeness to better reflect the diversity of society represent a growing international trend. There is an inherent tension between these calls and competitive student selection processes driven by academic achievement. How is this tension manifested? Our three-phase interdisciplinary research programme focused on the discourses of excellence, equity and diversity in the medical school selection process, as conveyed by key stakeholders: (i) institutions and regulatory bodies (the websites of 17 medical schools and 15 policy documents from national regulatory bodies); (ii) admissions committee members (ACMs) (according to semi-structured interviews [n = 9]), and (iii) successful applicants (according to semi-structured interviews [n = 14]). The work is theoretically situated within the works of Foucault, Bourdieu and Bakhtin. The conceptual framework is supplemented by critical hermeneutics and the performance theories of Goffman. Academic excellence discourses consistently predominate over discourses calling for greater representativeness in medical classes. Policy addressing demographic representativeness in medicine may unwittingly contribute to the reproduction of historical patterns of exclusion of under-represented groups. In ACM selection practices, another discursive tension is exposed as the inherent privilege in the process is marked, challenging the ideal of medicine as a meritocracy. Applicants' representations of self in the 'performance' of interviewing demonstrate implicit recognition of the power inherent in the act of selection and are manifested in the use of explicit strategies to 'fit in'. How can this critical discourse analysis inform improved inclusiveness in student selection? Policymakers addressing diversity and equity issues in medical school admissions should explicitly recognise the power dynamics at play between the profession and marginalised groups. For greater inclusion and to avoid one

Heritage, cultural diversity and education school: education in Programa Mais Educação on heritage

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Rodrigo Manoel Dias da Silva

2016-04-01

Full Text Available This article aims to understand the relationship between heritage education and cultural diversity in Brazilian educational politics, with emphasis on analysis of ministerial documents that belong to heritage education as a theme in Programa Mais Educação. The authors analyze two shifts in the production of sense historically attributed to heritage education and its relationship with contemporary schooling processes.

Highly task-related diversity vs. less task-related diversity among university staff

DEFF Research Database (Denmark)

Lauring, Jakob; Selmer, Jan

2013-01-01

from 489 university staff members showed that age diversity and cultural diversity, representing highly task-related diversity, were positively associated with most of the variables depicting group cohesiveness. On the other hand, gender diversity, illustrating less task-related diversity, seemed......As only very few large-scale studies have investigated multi-cultural university staff and as none of these studies have dealt with diversity and group processes, this survey was directed toward staffs in 16 science departments from three large universities in Denmark. Results based on the response...

Course diversity within South Australian secondary schools as a factor of successful transition and retention within Australian universities

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Scott Wright

2010-07-01

Full Text Available There has long been a disparity in the provision of curriculum within Australian secondary schools. This study aims to evaluate whether diversity within schools alters students’ university experiences. While much of the existing literature focuses on each aspect individually, this paper attempts to clarify a link between these factors by focussing on the transition process. A theoretical analysis of key concepts surrounding a web of inter-related issues, including student satisfaction, interest and motivation frames the quantitative data collection. The methodology employed consists of analysing a balanced sample of South Australian secondary schools, from an array of different locations, SES groupings and sizes, and an acknowledgement of previous studies into the first year experience within Australian Universities. The findings suggest that there is a disparity between learning areas in school curricula and an inherent link has been established with issues such as student attrition and dissatisfaction in universities.

Low Dietary Diversity and Intake of Animal Source Foods among School Aged Children in Libo Kemkem and Fogera Districts, Ethiopia.

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Zaida Herrador

Full Text Available A low dietary diversity score (DDS and low consumption of food from animal sources (ASF are among the factors related to malnutrition in school-aged children living in Libo Kemkem and Fogera (Ethiopia.This study aimed to identify associated determinants for low dietary diversity and lack of consumption of ASF.In 2009, a cross-sectional survey was carried out in May, at the end of the lean season. Socio-demographic characteristics and diet habits were collected from 886 school-aged children. Additionally, 516 children from rural sites were followed up in the post-harvest season, in December of the same year. Bivariate and multivariable statistical methods were employed to assess low DDS and ASF intake and their association with different factors.Up to 80% and 60% of school-aged children living in rural and urban sites, respectively, ate ≤ 3 food groups the day before the survey. The percentage of children consuming ASF was significantly higher in urban settings (64% vs 18%. In the rural areas, if the head of the household was male (OR: 1.91; 95%CI: 1.00-3.65 and older than 40 years (OR: 1.56; 95%CI: 1.02-2.38 the child had a lower DDS in the lean season, while differences by socioeconomic indexes were observed in the post-harvest season. Males took more ASF than females in rural settings (OR: 1.73; 95%CI: 1.14-2.62 and differences by socioeconomic indexes were observed in both settings in the lean season, though not in post-harvest survey.The findings of this study revealed that the diet among school-aged children in Libo Kemkem and Fogera districts lacked diversity, and that the intake of foods from animal sources was low, especially among rural girls. To effectively tackle malnutrition, dietary diversification strategies oriented to the local needs are recommended.

Ethnic diversity and personal contact at work and school in the Netherlands: a comparison of natives and ethnic minorities

NARCIS (Netherlands)

Huijts, T.; Sluiter, R.; Scheepers, P.; Kraaykamp, G.

2014-01-01

We examined to what extent ethnic diversity in neighborhoods and municipalities in the Netherlands is related to personal contacts at work and at school with the ethnic in- and out-groups, among the native majority as well as ethnic minorities. Constrict theory, ethnic competition theory, and

Overcoming the Gap between Diversity Recruitment Research and Practice

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Bocanegra, Joel O.

2012-01-01

The profession of school psychology has repeatedly advocated for increasing the diversity of its membership. However, the production of diversity recruitment research has not coalesced with the urgency espoused by organizations governing school psychology. This gap between official organizational position and production of literature has…

Diversity in School Performance Feedback Systems

Science.gov (United States)

Verhaeghe, Goedele; Schildkamp, Kim; Luyten, Hans; Valcke, Martin

2015-01-01

As data-based decision making is receiving increased attention in education, more and more school performance feedback systems (SPFSs) are being developed and used worldwide. These systems provide schools with data on their functioning. However, little research is available on the characteristics of the different SPFSs. Therefore, this study…

Applying the School Health Index to a Nationally Representative Sample of Schools: Update for 2006

Science.gov (United States)

Brener, Nancy D.; Pejavara, Anu; McManus, Tim

2011-01-01

Background: The School Health Index (SHI) is a tool designed to help schools assess the extent to which they are implementing practices included in the research-based guidelines and strategies for school health and safety programs developed by the Centers for Disease Control and Prevention (CDC). CDC previously analyzed data from the 2000 School…

Nursing and health sciences workforce diversity research using PhotoVoice: a college and high school student participatory project.

Science.gov (United States)

Benavides-Vaello, Sandra; Katz, Janet R; Peterson, Jeffery Chaichana; Allen, Carol B; Paul, Robbie; Charette-Bluff, Andrea Lelana; Morris, Phyllis

2014-04-01

This participatory study used PhotoVoice and qualitative description to (a) mentor baccalaureate nursing and college students in workforce diversity research; (b) explore barriers and facilitators encountered by rural American Indian, Hispanic, and other high school students when attending college and pursuing careers in nursing or the health sciences; and (c) model a process of social action to help existing and future students. Baccalaureate nursing and graduate students participated in all stages of research, including dissemination. Five themes emerged from analysis of PhotoVoice data: (a) being afraid; (b) believing; (c) taking small steps; (d) facing fears; and (e) using support systems. Findings underscore the importance of helping students participate in efforts to increase work-force diversity through research. Increasing nursing and health sciences workforce diversity may require strategies developed within and tailored to specific cultures and communities. Copyright 2014, SLACK Incorporated.

Inequality in Black and White High School Students' Perceptions of School Support: An Examination of Race in Context.

Science.gov (United States)

Bottiani, Jessika H; Bradshaw, Catherine P; Mendelson, Tamar

2016-06-01

Supportive relationships with adults at school are critical to student engagement in adolescence. Additional research is needed to understand how students' racial backgrounds interact with the school context to shape their perceptions of school support. This study employed multilevel, latent variable methods with a sample of Black and White students (N = 19,726, 35.8 % Black, 49.9 % male, mean age = 15.9) in 58 high schools to explore variation in perceived caring, equity, and high expectations by student race, school diversity, and socioeconomic context. The results indicated that Black students perceived less caring and equity relative to White students overall, and that equity and high expectations were lower in diverse schools for both Black and White students. Nonetheless, racial disparities were attenuated in more diverse schools. The findings point to the need for intervention to improve perceptions of school support for Black youth and for all students in lower income and more diverse schools.

Influencing College and Higher Education Choices in Disadvantaged Hispanic High School Students Through a School-Based Health Club.

Science.gov (United States)

Singh, Harsimran; Matza, Maria; Latham, Christine

2017-06-01

Statistics representing professional health care providers do not adequately reflect the shift in the nation's diverse population. Latinos are significantly underrepresented at all levels of appropriate academic programs critical for entry to health profession careers. This project describes the implementation of a student-run, faculty-facilitated Future Nurse and Health Club at a school (with majority Latino students) to emphasize the importance of higher education in health care. Demographic and psychosocial profiles of club members were also developed to understand community needs. The Future Nurse and Health Club was established in partnership with faculty and researchers representing a university-based nursing program, school officials, and community leaders. Both quantitative and qualitative data were collected from club members and their parents using a variety of techniques including questionnaires and focus groups. The findings of the study highlighted a variety of student- and parent-related factors including poor lifestyle habits and perceptions of support that could potentially influence Latino high school students' interest and progress in health care-related higher education. A school-based health career club involving active participation of parents and students with support from health care professionals such as academic nursing faculty has the potential to simultaneously raise student interest in health-related careers and health needs of their community.

Earth Science Pipeline: Enhancing Diversity in the Geosciences Through Outreach and Research

Science.gov (United States)

McGill, S. F.; Fryxell, J. E.; Smith, A. L.; Leatham, W. B.; Brunkhorst, B. J.

2004-12-01

Our efforts to increase diversity in the geosciences have been directed towards pre-college students and their teachers as well as towards undergraduate students. We made presentations about the geosciences and careers in geosciences at local schools, and we invited school groups to visit our campus (located near the San Andreas fault) for hands-on activities related to Earth Science. We also led field trips for high school students to other areas of geologic interest in southern California. We hired undergraduate students, including several from under-represented groups, from both our introductory and upper-division geology courses to help with these outreach activities. During 2001-2004, we conducted 169 outreach sessions that involved over 12,000 contact hours with about 5700 students, mostly middle and high school students. The majority (about 74%) of the students participating in these activities were from ethnic groups that are under-represented in the geosciences. Ninety per cent of the students said they would like to go on another field trip like the one they took to our department. At many outreach events we conducted a pre- and post-survey in which we asked students to what extent they agreed with the statement: "It would be fun to be a geologist." The pre-surveys indicated that 42% of the students either agreed or strongly agreed with the statement before participating in the outreach event. After participating, 61% of the students agreed or strongly agreed with the statement. We have also offered summer field trips and research opportunities for high school teachers. In order to attract and retain undergraduate students to the geology major, we have recruited undergraduate students from under-represented groups (and high school teachers) to participate in various research projects. The two largest projects are (1) geologic mapping and monitoring of volcanoes on the island of Dominica, in the Lesser Antilles and (2) using the Global Positioning System

A tool for computing diversity and consideration on differences between diversity indices

OpenAIRE

Palaghianu, Ciprian

2016-01-01

Diversity represents a key concept in ecology, and there are various methods of assessing it. The multitude of diversity indices are quite puzzling and sometimes difficult to compute for a large volume of data. This paper promotes a computational tool used to assess the diversity of different entities. The BIODIV software is a user-friendly tool, developed using Microsoft Visual Basic. It is capable to compute several diversity indices such as: Shannon, Simpson, Pielou, Brillouin, Berger-Park...

Escuela y diversidad sexual: ¿que realidad? School environment and sexual diversity

Directory of Open Access Journals (Sweden)

José Manuel Peixoto Caldas

2012-09-01

Full Text Available La propuesta del articulo es analizar la diversidad sexual y la homofobia en el medio educativo portugués, a través del estudio comparado resultante del proyecto "Sexualidades Juventudes e Gravidez Adolescente a Noroeste de Portugal" con los datos del informe sobre homofobia y transfobia del Observatorio de Educación LGBT. La metodología utilizada fue estudio cualitativo en el primero y cuantitativo en el segundo. De ambos trabajos se llega a la conclusión que la mayoría de los jóvenes muestra una actitud desfavorable hacia las personas LGBT, desinformación acerca de la diversidad sexual, acompañada por una alta difusión de mitos y estereotipos, los cuales resultan en actitudes homofóbicas y sexistas. La escuela sigue siendo uno de los lugares privilegiados en la construcción de la identidad, pero que no está preparada para enfrentarse a la problemática de la diversidad sexual educar en el respeto a la diversidad afectivo-sexual es tarea de todas y todos.The purpose of this article was to analyze sexual diversity and homophobia in the Portuguese educational environment, through a comparative study between the results of the 'Sexuality, Youth, and Adolescent Pregnancy in Northwestern Portugal' study and the existing data of the report on homophobia and transphobia from the 'GLBT Education Observatory'. Qualitative methodology was used in the first study, while quantitative methodology was used in the second. Both studies concluded that most young people present a negative attitude towards GLBT people, misinformation about sexual diversity, accompanied by a high diffusion of myths and stereotypes, which result in homophobic and sexist attitudes. School remains a privileged environment to the construction of identity, but it is unprepared to deal with the issue of sexual diversity; education concerning sexual-affective diversity is a task for everyone.

Working with culturally and linguistically diverse students and their families: perceptions and practices of school speech-language therapists in the United States.

Science.gov (United States)

Maul, Christine A

2015-01-01

Speech and language therapists (SLTs) working in schools worldwide strive to deliver evidence-based services to diverse populations of students. Many suggestions have been made in the international professional literature regarding culturally competent delivery of speech and language services, but there has been limited qualitative investigation of practices school SLTs find to be most useful when modifying their approaches to meet the needs of culturally and linguistically diverse (CLD) students. To examine perceptions of nine school SLTs regarding modifications of usual practices when interacting with CLD students and their families; to compare reported practices with those suggested in professional literature; to draw clinical implications regarding the results; and to suggest future research to build a more extensive evidence base for culturally competent service delivery. For this qualitative research study, nine school SLTs in a diverse region of the USA were recruited to participate in a semi-structured interview designed to answer the question: What dominant themes, if any, can be found in SLTs' descriptions of how they modify their approaches, if at all, when interacting with CLD students and their family members? Analysis of data revealed the following themes: (1) language-a barrier and a bridge, (2) communicating through interpreters, (3) respect for cultural differences, and (4) positive experiences interacting with CLD family members. Participants reported making many modifications to their usual approaches that have been recommended as best practices in the international literature. However, some practices the SLTs reported to be effective were not emphasized or were not addressed at all in the literature. Practical implications of results are drawn and future research is suggested. © 2015 Royal College of Speech and Language Therapists.

Predictive value of social skills in living together at primary school. Analysis in a cultural diversity context

Directory of Open Access Journals (Sweden)

Lucia Herrera Torres

2012-07-01

Full Text Available Coexistence at school stands out as one of the main goals in today’s education (Carretero, 2008; Ortega, 2007. The aim of this study developed within a cultural diversity context is to identify the specific dimensions of social skills through which the different elements favouring or hindering coexistence at school can be predicted. A total of 546 students (52% of them males, and 48% females from the first year in each Primary Education cycle (1st, 3rd and 5th year, respectively of two public schools in Melilla took part in the research. The Behaviour Assessment System for Children (BASC and an adapted version for Primary Education of the Coexistence at School Questionnaire for Students were the data-collection instruments used. According to the main results, while the clinical maladjustment dimension of BASC predicts negative coexistence situations, personal adjustment appears as the dimension which best predicts positive coexistence situations, conducting classroom behaviours (both anti-social and pro-social ones, as well as the implementation of conflict resolution strategies (both successful and failed ones. In this respect, self-esteem within the personal adjustment dimension plays an important role regarding coexistence at school. Both the need to develop preventive programmes at schools and the consideration of the different socio-familiar variables which may be mediating this process are discussed.

School choice & social stratification: how intra-district transfers shift the racial/ethnic and economic composition of schools.

Science.gov (United States)

Phillips, Kristie J R; Larsen, Elisabeth S; Hausman, Charles

2015-05-01

The liberation model hypothesizes that school choice liberates students from underperforming schools by giving them the opportunity to seek academically superior schooling options outside of their neighborhoods. Subsequently, school choice is hypothesized to diminish stratification in schools. Data from one urban school district is analyzed to test these hypotheses. We specifically examine which factors influence the propensity for parents to participate in choice, and how school choice changes the racial/ethnic and economic composition of schools. We further examine how school choice influences similar changes within distinct sociogeographic areas within the district. We find that families who are zoned to more racially/ethnically and economically diverse schools in sociogeographically diverse areas are more likely to participate in school choice. We also find that intra-district choice is associated with a slight increase in social stratification throughout the district, with more substantial stratification occurring in the most demographically diverse areas and schools. Copyright © 2014 Elsevier Inc. All rights reserved.

Effects of classroom education on knowledge and attitudes regarding organ donation in ethnically diverse urban high schools

Science.gov (United States)

Cárdenas, Vicky; Thornton, John Daryl; Wong, Kristine A.; Spigner, Clarence; Allen, Margaret D.

2010-01-01

School-based health education is a promising approach for improving organ donation rates, but little is known about its efficacy among ethnically diverse youth. The impact of a classroom intervention was examined in a multicultural high school population where students’ ethnicities were 45% African American, 30% Asian American, and 33% Caucasian (allowing for multiracial choices). A baseline survey was administered to all health classes within 2 weeks prior to intervention. On the intervention day, classes randomly assigned to the intervention group received an educational session, followed by a second survey; in control classes, the second survey was taken before the educational session. At baseline, non-Caucasian ethnicity and male gender were each associated with lower levels of willingness to donate. Following the intervention, students in the intervention group demonstrated a significant increase in knowledge scores (p<0.001), as well as positive movement of opinion regarding willingness to donate (p<0.0001). Most importantly, the positive changes in opinion occurred independently of ethnicity and gender, in spite of these both being negative predictors of opinion at baseline. These results demonstrate that even a single classroom exposure can impact knowledge levels, correct misinformation, and effect opinion change on organ donation among an ethnically diverse adolescent population. PMID:20088915

Psychometric support of the school climate measure in a large, diverse sample of adolescents: a replication and extension.

Science.gov (United States)

Zullig, Keith J; Collins, Rani; Ghani, Nadia; Patton, Jon M; Scott Huebner, E; Ajamie, Jean

2014-02-01

The School Climate Measure (SCM) was developed and validated in 2010 in response to a dearth of psychometrically sound school climate instruments. This study sought to further validate the SCM on a large, diverse sample of Arizona public school adolescents (N = 20,953). Four SCM domains (positive student-teacher relationships, academic support, order and discipline, and physical environment) were available for the analysis. Confirmatory factor analysis and structural equation modeling were established to construct validity, and criterion-related validity was assessed via selected Youth Risk Behavior Survey (YRBS) school safety items and self-reported grade (GPA) point average. Analyses confirmed the 4 SCM school climate domains explained approximately 63% of the variance (factor loading range .45-.92). Structural equation models fit the data well χ(2) = 14,325 (df = 293, p < .001), comparative fit index (CFI) = .951, Tuker-Lewis index (TLI) = .952, root mean square error of approximation (RMSEA) = .05). The goodness-of-fit index was .940. Coefficient alphas ranged from .82 to .93. Analyses of variance with post hoc comparisons suggested the SCM domains related in hypothesized directions with the school safety items and GPA. Additional evidence supports the validity and reliability of the SCM. Measures, such as the SCM, can facilitate data-driven decisions and may be incorporated into evidenced-based processes designed to improve student outcomes. © 2014, American School Health Association.

Representing Young Children with Disabilities in Classroom Environments.

Science.gov (United States)

Favazza, Paddy C.; LaRoe, Joyce; Phillipsen, Leslie; Kumar, Poonam

2000-01-01

The "Inventory of Disability Representation" was administered to 92 teachers representing kindergarten, community child care, or preschool settings. Low scores across settings indicated that classrooms typically do not have materials that represent or depict children with diverse abilities. Reasons cited by teachers are noted as are benefits…

InnerSpark: A Creative Summer School and Artistic Community for Teenagers with Visual Arts Talent

Science.gov (United States)

Chin, Christina S.; Harrington, David M.

2009-01-01

InnerSpark is a residential summer arts training program for high school students established by the California State Legislature (California Education Code sections 8950-8957) in order to make it possible for "artistically gifted and talented students, broadly representative of the socioeconomic and ethnic diversity of the state, to receive…

Active Physiology Learning in a Diverse Class: An Analysis of Medical Student Responses in Terms of Sex, Home Language, and Self-Reported Test Performance

Science.gov (United States)

Higgins-Opitz, Susan B.; Tufts, Mark

2012-01-01

The student body at the Nelson R. Mandela School of Medicine (NRMSM) is very diverse, representing many cultures, religions, and languages. Research has shown that weakness in English can impact student performance. Recent studies have also highlighted sex-based differences in students' learning and listening styles. These factors pose both…

Impact of Tourette Syndrome on School Measures in a Nationally Representative Sample.

Science.gov (United States)

Claussen, Angelika H; Bitsko, Rebecca H; Holbrook, Joseph R; Bloomfield, Jeanette; Giordano, Kathy

2018-05-01

Children with Tourette syndrome (TS) are at risk for a variety of co-occurring conditions and learning and school problems. The purpose of this study was to determine the impact of TS and co-occurring conditions on school measures. Parent-reported data from the 2007-2008 and 2011-2012 National Survey of Children's Health were combined (n = 129,353 children aged 6-17 yrs). Parent report of health care provider diagnosis of TS; co-occurring mental, emotional, and behavioral conditions; learning and language conditions; and school measures were assessed. School measures included type of school, individual education plan (IEP), number of school days missed, school problems, doing well in school, doing homework, and repeating a grade. Children with TS were compared with those who never had TS on school measures accounting for co-occurring conditions. After adjusting for demographics, compared with children without TS, children currently with TS were more likely to have an IEP, have a parent contacted about school problems, and not complete homework. After further adjusting for co-occurring conditions, only IEP status remained statistically significant. Compared with children with mild TS, children with moderate or severe TS were more likely to have an IEP, repeat a grade, encounter school problems, and not care about doing well in school. Tourette syndrome severity and co-occurring conditions are associated with school challenges and educational service needs. Awareness among health care providers, teachers and parents of the potential challenges related to both TS and co-occurring conditions would help to best support the child's education.

Smoking and its risk factors in Chinese elementary and middle school students: a nationally representative sample study.

Science.gov (United States)

Zhang, Xinghui; Li, Yajun; Zhang, Qin; Lu, Furong; Wang, Yun

2014-05-01

The purpose of this study was to examine the prevalence of smoking in a nationally representative sample of Chinese elementary and middle school students and to investigate its risk factors from families and schools. The data were from the National Children's Study of China (NCSC), in which 24,013 fourth- to ninth-grade students were recruited from 100 counties in 31 provinces in China. Chi-square tests and one-way ANOVAs were used to analyze the relationships between smoking and the risk factors. Logistic regressions were used to calculate odds ratios. The prevalence of ever smokers and current smokers were 19.0% and 5.4%. Focusing on current smokers, boys, middle school students, rural students, boarding students, non-only children and those owning parents with low educational levels reported smoking significantly more than girls, elementary school students, urban students, non-boarding students, only children and those owning parents with high educational levels. Lower trust and support from teachers and higher parent-child conflict positively predicted both smoking and smoking frequency. Lower trust and support from classmates was associated with higher possibility of smoking. However, higher trust and support from classmates was associated with higher smoking frequency. Teacher smoking and friend smoking were only predictive of smoking, but not of smoking frequency. Boys, middle school students, rural students, boarding students, non-only children and those owning parents with low educational levels need special attention. The most risk factors for smoking and smoking frequency were lower trust and support from teachers and higher parent-child conflict. Copyright © 2014 Elsevier Ltd. All rights reserved.

Support for school-based obesity prevention efforts: attitudes among administrators at nationally representative samples of US elementary schools.

Science.gov (United States)

Turner, Lindsey; Slater, Sandy J; Chaloupka, Frank J

2013-08-01

With the continued threat of childhood obesity, many public health intervention efforts focus on school settings. The current study sought to document administrator attitudes regarding obesity and interest in improving relevant school practices (i.e., nutrition and physical activity) in elementary schools. Mail-back surveys were used to gather data from public and private elementary schools during the 2006-2007, 2007-2008, 2008-2009, and 2010-2011 school years. In each year, a different set of items pertaining to administrator attitudes was included. Numbers of responding schools annually ranged from 259 to 336 private schools, and from 578 to 748 public schools. The vast majority of elementary school administrators (>90%) agreed that schools can play a role in addressing childhood obesity, physical education improves a variety of academic outcomes, and they were interested in improving practices at their school. Concern about childhood obesity and perceiving that schools can play a role in addressing obesity were both associated with more interest in improving school practices. However, only one-third of administrators agreed that parents were interested in participating in improving nutrition and physical activity practices, suggesting opportunities for efforts to improve collaboration. Administrators are generally very supportive of school-based efforts to improve nutrition and physical activity practices and see the value in doing so. Given the amount of time children spend in school, schools are an essential venue for efforts to address childhood obesity.

LGBTQ Inclusion in Educator Preparation: Getting Ready for Gender and Sexual Diversity in Secondary School Settings

Science.gov (United States)

Hoelscher, Mary Helen

While many lesbian, gay, bisexual, transgender, and queer (LGBTQ) students are able to resiliently navigate their public school education many others experience harsh school climates and negative health and educational outcomes. Harassment and bullying of LGBTQ students in school environments have been linked to numerous negative psychological and academic outcomes for students diverse in sexual orientation and/or gender identity. Preparing teacher candidates (TCs) to respond effectively to harassment and bullying of students and to create inclusive curriculum has been recommended to improve outcomes for students. Yet the development of these teaching practices has not been pursued broadly in educator preparation programs (EPPs) or specifically in science EPPs (SEPPs). This dissertation broadens the notion of diversity traditionally attended to in EPPs through three studies. The first study is a holistic single-case study of an LGBTQ-inclusive EPP. It focused on the following three research questions: What were the contextual features that surrounded the LGBTQ-inclusive EPP? What were the specific elements of LGBTQ inclusion in the EPP? And, what were the strengths and weaknesses of the LGBTQ-inclusive EPP? This study drew primarily from data collected from interviews with faculty and administrators in a large post-baccalaureate 5th year preparation for licensure program. Document analysis was used to triangulate and expand upon the data collected during the interviews. A framework for analyzing LGBTQ inclusion across the components of an EPP was developed as part of this study. This study has direct implications for the particular EPP, but also clarifies research needs around LGBTQ inclusion in secondary EPPs. While little has research exists about LGBTQ inclusion in EPPs, far less has been attempted and understood in the discipline of secondary life science. The second study thus narrows its focus from the particulars of LGBTQ inclusion in an EPP to the

Impact of Tourette Syndrome on School Measures in a Nationally Representative Sample

Science.gov (United States)

Claussen, Angelika H.; Bitsko, Rebecca H.; Holbrook, Joseph R.; Bloomfield, Jeanette; Giordano, Kathy

2018-01-01

Objective Children with Tourette syndrome (TS) are at risk for a variety of co-occurring conditions and learning and school problems. The purpose of this study was to determine the impact of TS and co-occurring conditions on school measures. Methods Parent-reported data from the 2007–2008 and 2011–2012 National Survey of Children’s Health were combined (n = 129,353 children aged 6–17 yrs). Parent report of health care provider diagnosis of TS; co-occurring mental, emotional, and behavioral conditions; learning and language conditions; and school measures were assessed. School measures included type of school, individual education plan (IEP), number of school days missed, school problems, doing well in school, doing homework, and repeating a grade. Children with TS were compared with those who never had TS on school measures accounting for co-occurring conditions. Results After adjusting for demographics, compared with children without TS, children currently with TS were more likely to have an IEP, have a parent contacted about school problems, and not complete homework. After further adjusting for co-occurring conditions, only IEP status remained statistically significant. Compared with children with mild TS, children with moderate or severe TS were more likely to have an IEP, repeat a grade, encounter school problems, and not care about doing well in school. Conclusion Tourette syndrome severity and co-occurring conditions are associated with school challenges and educational service needs. Awareness among health care providers, teachers and parents of the potential challenges related to both TS and co-occurring conditions would help to best support the child’s education. PMID:29432328

Internet Addiction Among Elementary and Middle School Students in China: A Nationally Representative Sample Study

Science.gov (United States)

Li, Yajun; Zhang, Xinghui; Lu, Furong; Zhang, Qin

2014-01-01

Abstract The purpose of this study was to examine the prevalence of Internet addiction in a nationally representative sample of Chinese elementary and middle school students and to investigate Internet addiction among Internet users with different usages. The data were from the National Children's Study of China (NCSC) in which 24,013 fourth- to ninth-grade students were recruited from 100 counties in 31 provinces in China. Only 54.2% of the students had accessed the Internet. According to the criteria of Young's Diagnostic Questionnaire (YDQ), an eight-item instrument, the prevalence of Internet addiction in the total sample was 6.3%, and among Internet users was 11.7%. Among the Internet users, males (14.8%) and rural students (12.1%) reported Internet addiction more than females (7.0%) and urban students (10.6%). The percentage of Internet addicts in elementary school students (11.5%) was not significantly lower than the percentage of middle school students (11.9%). There was no statistically significant difference between the four geographical regions (9.6%, 11.5%, 12.3%, 11.1%) characterized by different levels of economy, health, education, and social environment. As the frequency of Internet use and time spent online per week increased, the percentage of Internet addicts increased. When considering the location and purpose of Internet use, the percentage of Internet addicts was highest in adolescents typically surfing in Internet cafes (18.1%) and playing Internet games (22.5%). PMID:23971432

"It's the Parents": Re-Presenting Parents in School Bullying Research

Science.gov (United States)

Herne, Karen E.

2016-01-01

Public discourse about school bullying is frequently underscored by debates about the relative roles and responsibilities of parents and schools in preventing bullying. Such debates are often characterised by a sense of recrimination, with blame apportioned according to perceived negligence. In this article, I provide a critique of ways in which…

Contextualising diversity in TV drama: Policies, practices and discourses

Directory of Open Access Journals (Sweden)

Alexander Dhoest

2015-12-01

Full Text Available This paper discusses the representation of social minority groups in Flemish TV drama. After a brief review of academic literature on the topic, three questions are asked. First, 'How should diversity be represented?', discussing broadcasting policies on diversity as well as the opinions of minority groups. Second, 'How is diversity actually represented?' Beside quantitative data, this analysis includes a qualitative assessment of six recent TV drama productions on Flemish television. Third, 'Why is diversity represented this way' Here, production practices and discourses are analysed, using in-depth interviews with production staff in order to better understand their reasons and motivations. The findings show that diversity is addressed by public broadcasting policies, but that minority groups are unhappy about their portrayal. Indeed, quantitative research shows that they are generally under-represented, while qualitative research discloses a lack of diversity in these portrayals. Based on the interviews with producers, these representational patterns can be connected to a number of practical and dramatic considerations, which however do not excuse the lack of on screen diversity.

Representative process sampling - in practice

DEFF Research Database (Denmark)

Esbensen, Kim; Friis-Pedersen, Hans Henrik; Julius, Lars Petersen

2007-01-01

Didactic data sets representing a range of real-world processes are used to illustrate "how to do" representative process sampling and process characterisation. The selected process data lead to diverse variogram expressions with different systematics (no range vs. important ranges; trends and....../or periodicity; different nugget effects and process variations ranging from less than one lag to full variogram lag). Variogram data analysis leads to a fundamental decomposition into 0-D sampling vs. 1-D process variances, based on the three principal variogram parameters: range, sill and nugget effect...

School ethnic diversity and students' interethnic relations

NARCIS (Netherlands)

Thijs, Jochem; Verkuijten, Maykel

2014-01-01

Background and aims: School ethnic desegregation has been a topic of strong societal and educational concern. Research has examined the effects of ethnic school composition on students' interethnic relations with diverging outcomes and sometimes inconsistent results. In this review paper, we provide

Role of institutional climate in fostering diversity in biomedical research workforce: a case study.

Science.gov (United States)

Butts, Gary C; Hurd, Yasmin; Palermo, Ann-Gel S; Delbrune, Denise; Saran, Suman; Zony, Chati; Krulwich, Terry A

2012-01-01

This article reviews the barriers to diversity in biomedical research and describes the evolution of efforts to address climate issues to enhance the ability to attract, retain, and develop underrepresented minorities, whose underrepresentation is found both in science and medicine, in the graduate-school biomedical research doctoral programs (PhD and MD/PhD) at Mount Sinai School of Medicine. We also describe the potential beneficial impact of having a climate that supports diversity and inclusion in the biomedical research workforce. The Mount Sinai School of Medicine diversity-climate efforts are discussed as part of a comprehensive plan to increase diversity in all institutional programs: PhD, MD/PhD, and MD, and at the residency, postdoctoral fellow, and faculty levels. Lessons learned from 4 decades of targeted programs and activities at the Mount Sinai School of Medicine may be of value to other institutions interested in improving diversity in the biomedical science and academic medicine workforce. © 2012 Mount Sinai School of Medicine.

A Diversity 3.0 Update: Are We Moving the Needle Enough?

Science.gov (United States)

Nivet, Marc A

2015-12-01

Five years ago, in a previous Academic Medicine Commentary, the author asserted that the move toward health reform and a more equitable health system required a transformation of more than how we finance, deliver, and evaluate health care. It also required a new role for diversity and inclusion as a solution to our problems, rather than continuing to see it as just another problem to be fixed. In this update, the author assesses the collective progress made by the nation's medical schools and teaching hospitals in integrating diversity into their core strategic activities, as well as highlighting areas for continued improvement.The author identifies five new trends in diversity and inclusion within academic medicine: broader definitions of diversity to include lesbian, gay, bisexual, and transgender people and those who have disabilities; elevated roles for diversity leaders in medical school administration; growing use of a holistic approach to evaluating medical school applicants; recognition of diversity and inclusion as a core marker of excellence; and appreciation of the significance of subpopulations within minority and underrepresented groups.More work remains to be done, but institutional initiatives to foster and prioritize diversity and inclusion coupled with national efforts by organizations such as the Association of American Medical Colleges are working to build the capacity of U.S. medical schools and teaching hospitals to move diversity from a peripheral initiative to a core strategy for improving the education of medical students and, ultimately, the care delivered to all of our nation's people.

The Role of School Counselors in Addressing Sexual Orientation in Schools

Science.gov (United States)

DePaul, Jillian; Walsh, Mary E.; Dam, Uma C.

2009-01-01

Issues of sexual orientation are relevant to multiple levels of the school community, including students, school professionals, and schools as institutions. School counselors, with their developmental training, systems perspective, and commitment to diversity, are uniquely positioned to be leaders in efforts not only to provide support for…

School Leadership and Ethnic Diversity: Approaching the Challenge

Science.gov (United States)

Andersen, Fred Carlo; Ottesen, Eli

2011-01-01

In this article we explore school leaders' responses to challenges of inclusion in two Norwegian upper secondary schools. The empirical data are interviews with principals, deputies and social advisers in the two schools. We use multicultural education and inclusive leadership as theoretical lenses in the analysis. The results show that while the…

The Relations of a School's Organizational Climate to Adolescents' School Bond in Racially Diverse Schools

Science.gov (United States)

Min, Sookweon

2016-01-01

This study explores the extent to which a high school's organizational contexts and individual students' characteristics are related to adolescents' school bond in multiracial schools. It first examines how the racial heterogeneity of a school is associated with the levels of students' school bond, and then explores the roles school climate plays…

When Names and Schools Collide: Critically Analyzing Depictions of Culturally and Linguistically Diverse Children Negotiating Their Names in Picture Books

Science.gov (United States)

Keller, Tina; Franzak, Judith K.

2016-01-01

Names and experiences in schools are often tied together in a child's identity formation. This is true for all children, but becomes an increasingly important topic as classrooms in the United States are becoming more diverse. In this study, we seek to explore the idea of names as identity in picture books depicting minority children. In doing so,…

My House of Value: School Intervention Programme Investigating Aspects of Self-Knowing, Knowing of the Other, Identity, Diversity and Interaction

Science.gov (United States)

Hadjitheodoulou-Loizidou, Pavlina; Fokaidou, Marianna; Papamarkou, Stelios

2012-01-01

The project "My house of value" was implemented at a fourth grade primary school classroom for 10-year-old students in Nicosia, Cyprus. The main goal of the project was to examine how pupils realise identity and diversity in their broad sense, how they deal with stereotypical thoughts and how they understand interaction in both positive…

From Diversity to Identity: Schools Where Everyone Belongs.

Science.gov (United States)

Hodder, Janyne M.

Schools are an important source of personal identity and group integration. In Canada, schools are better equipped to contribute to both individual and group identities than they are to be agents of general social integration. The central goal of schools is to provide quality education, and part of this mission is being more confident and creative…

What Happens When Schools Become Magnet Schools? A Longitudinal Study of Diversity and Achievement

Science.gov (United States)

Kitmitto, Sami; Levin, Jesse; Betts, Julian; Bos, Johannes; Eaton, Marian

2016-01-01

In recent decades, magnet schools have become a way for districts to provide school choice. Magnet schools are one of the many options provided to parents so that they can select a school to meet their children's educational needs and interests. After a short gap in federal grants for magnet school implementation, Congress established the current…

Teaching Tolerance? Associational Diversity and Tolerance Formation

DEFF Research Database (Denmark)

Rapp, Carolin; Freitag, Markus

2015-01-01

, a closer look is taken at how associational diversity relates to the formation of tolerance and the importance of associations as schools of tolerance are evaluated. The main theoretical argument follows contact theory, wherein regular and enduring contact in diverse settings reduces prejudice and thereby...

Personality Traits Are Associated with Academic Achievement in Medical School: A Nationally Representative Study.

Science.gov (United States)

Sobowale, Kunmi; Ham, Sandra A; Curlin, Farr A; Yoon, John D

2018-06-01

This nationally representative study sought to identify personality traits that are associated with academic achievement in medical school. Third-year medical students, who completed an initial questionnaire in January 2011, were mailed a second questionnaire several months later during their fourth year. Controlling for sociodemographic characteristics and burnout, the authors used multivariate logistic regressions to determine whether Big Five personality traits were associated with receiving honors/highest grade in clinical clerkships, failing a course or rotation, and being selected for the Alpha Omega Alpha or Gold Humanism Honor Society. The adjusted response rates for the two surveys were 61 (n = 564/919) and 84% (n = 474/564). The personality trait conscientiousness predicted obtaining honors/highest grade in all clinical clerkships. In contrast, students high in neuroticism were less likely to do well in most specialties. Students with higher conscientiousness were more likely to be inducted into the Alpha Omega Alpha Honor Society, while students high in openness or agreeableness traits were more likely to be inducted into the Gold Humanism Honor Society. Burnout was not associated with any clinical performance measures. This study suggests the importance of personality traits, particularly conscientiousness, in predicting success during the clinical years of medical school. Medical educators should consider a nuanced examination of personality traits and other non-cognitive factors, particularly for psychiatry.

Representing Social Network and Research Diversity of Library and Information Science in Taiwan Using Thesis Advisory Network

Directory of Open Access Journals (Sweden)

董采維 Tsai-Wei Tung

2014-10-01

Full Text Available Drawing from thesis committee membership data, the study took a social analytical approach toanalyze the social and intellectual structure of the field of LIS (Library and Information Science inTaiwan. Specifically, the study attempt to study: firstly, the faculty collaboration network; andsecondly, the degree and nature of inter-disciplinary collaboration, as reflected in the compositionof the thesis committees. A total 751 Master’s theses published by the eight LIS in the periodsfrom 2006 to 2011 were analyzed. Data extracted included the composition of each committeemember-ship and research topics covered in these theses. Furthermore, data about the faculty’sbackground were also collected, including gender, seniority, department affiliation, highest degreereceived, with which the faculty’s degree of interdisciplinary collaboration, as reflected in the thesiscommittee they appeared, could be analyzed. With the theses committee composition data, networksof faculty collaboration were generated where each faulty member were represented by a node,and the strength of their collaboration was represented by the frequency of their co-appeared inthese committees. Various network measures, such as centrality, clustering coefficient, E-I indexwere used to study the cohesion of each department and the LIS filed as a whole. Three diversitymeasures: Shannon, Simpson, and Gini coefficient, were used to assess the degree of interdisciplinarityof each department and faculty. Regression analyses showed that the number of these advised,seniority, and thesis topic diversity were the significant predictor of a faculty’s centrality in the LISnetwork.

Diversity in Dermatology Residency Programs.

Science.gov (United States)

Van Voorhees, Abby S; Enos, Clinton W

2017-10-01

Given the change in our population to one that is more racially and ethnically diverse, the topic of diversity in dermatology residency programs has gained attention. In a field that has become highly competitive, diversity is lagging behind. What are the reasons for this? The existing diversity among medical school matriculants is reflective of the applicant pool, and although modest, there has been an increase in applications and acceptances from minority populations. However, these proportions do not carry through to the population applying to dermatology residency. Making sense of this and planning how to recruit a more diverse applicant pool will improve the quality and cultural competency of future dermatologists. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Critical Aspects of Cultural Diversity in Music Education: Examining the Established Practices and Cultural Forms in Minority Language Schools in Finland

Science.gov (United States)

Mansikka, Jan-Erik; Westvall, Maria; Heimonen, Marja

2018-01-01

This article addresses the role of general music education within the framework of cultural diversity. The empirical part of the article focuses on teachers in Swedish-speaking minority schools in Finland and their perceptions of the relationship between music and multicultural perspectives. The results showed that in some instances it took some…

Improving diversity through strategic planning: a 10-year (2002-2012) experience at theMedical University of South Carolina.

Science.gov (United States)

Deas, Deborah; Pisano, Etta D; Mainous, Arch G; Johnson, Natalie G; Singleton, Myra Haney; Gordon, Leonie; Taylor, Wanda; Hazen-Martin, Debra; Burnham, Willette S; Reves, J G

2012-11-01

The Medical University of South Carolina launched a systematic plan to infuse diversity among its students, resident physicians, and faculty in 2002. The dean and stakeholders of the College of Medicine (COM) embraced the concept that a more population-representative physician workforce could contribute to the goals of providing quality medical education and addressing health care disparities in South Carolina. Diversity became a central component of the COM's strategic plan, and all departments developed diversity plans consistent with the overarching plan of the COM. Liaisons from the COM diversity committee facilitated the development of the department's diversity plans. By 2011, the efforts resulted in a doubling of the number of underrepresented-in-medicine (URM, defined as African American, Latino, Native American) students (21% of student body); matriculation of 10 African American males as first-year medical students annually for four consecutive years; more than a threefold increase in URM residents/fellows; expansion of pipeline programs; expansion of mentoring programs; almost twice as many URM faculty; integration of cultural competency throughout the medical school curriculum; advancement of women and URM individuals into leadership positions; and enhanced learning for individuals from all backgrounds. This article reports the implementation of an institutional plan to create a more racially representative workforce across the academic continuum. The authors emphasize the role of the stakeholders in promoting diversity, the value of annual assessment to evaluate outcomes, and the positive benefits for individuals of all backgrounds.

Decision-Making by School Psychologists: Use of the Representativeness Heuristic and Importance of Assessment Data in Determination of Special Education Eligibility

Science.gov (United States)

Wilson, Sharise Mavis

2010-01-01

The purpose of this project was to explore the decision-making approach and types of data that school psychologists use in determining special education classification. There were three research objectives: (a) to investigate the types of conditions and measures needed to test the use of the representativeness heuristic and assessment data, (b) to…

Diversity of Journalisms

NARCIS (Netherlands)

Ramon Salavaria (ed.)

2011-01-01

These Proceedings gather the research works presented to the Conference “Diversity of Journalisms: Shaping Complex Media Landscapes”, held in Pamplona (Spain), the 4th and 5th of July, 2011. This event was co-organised by ECREA Journalism Studies Section and the School of Communication of the

Availability of Automated External Defibrillators in Public High Schools.

Science.gov (United States)

White, Michelle J; Loccoh, Emefah C; Goble, Monica M; Yu, Sunkyung; Duquette, Deb; Davis, Matthew M; Odetola, Folafoluwa O; Russell, Mark W

2016-05-01

To assess automated external defibrillator (AED) distribution and cardiac emergency preparedness in Michigan secondary schools and investigate for association with school sociodemographic characteristics. Surveys were sent via electronic mail to representatives from all public high schools in 30 randomly selected Michigan counties, stratified by population. Association of AED-related factors with school sociodemographic characteristics were evaluated using Wilcoxon rank sum test and χ(2) test, as appropriate. Of 188 schools, 133 (71%) responded to the survey and all had AEDs. Larger student population was associated with fewer AEDs per 100 students (P schools. Schools with >20% students from racial minority groups had significantly fewer AEDs available per 100 students than schools with less racial diversity (P = .03). Schools with more students eligible for free and reduced lunch were less likely to have a cardiac emergency response plan (P = .02) and demonstrated less frequent AED maintenance (P = .03). Although AEDs are available at public high schools across Michigan, the number of AEDs per student varies inversely with minority student population and school size. Unequal distribution of AEDs and lack of cardiac emergency preparedness may contribute to outcomes of sudden cardiac arrest among youth. Copyright © 2016 Elsevier Inc. All rights reserved.

From Diversity Management to Diversimilation

DEFF Research Database (Denmark)

Holck, Lotte; Muhr, Sara Louise

“Diversimilation” as a corporate response to diversity By PhD fellow Lotte Holck, Copenhagen Business School (IOA) Abstract Across the North Atlantic organizations struggle to harvest the perceived ’ fruits’ of diversity of enhanced organizational learning and requisite variety enriching task...... performance in response to globalized markets and customers – but by means of different approaches to organizing diversity (Klarsfeld 2012, Embrick 2011, Banting 2010, Holvino & Kamp 2009, Matten & Moon 2008, Risberg & Søderberg 2008, Campbell 2007, Boxenbaum 2007). The argument of this paper...... is that this is partly due to the history of diversity and maturity of the diversity agenda, where especially the US confrontation with and acknowledgement of a colonial past has made way for a more "advanced" approach valuing diversity, while in a Danish context - through distancing itself from having an explicit...

Addressing medical school diversity through an undergraduate partnership at Texas A&M Health Science Center: a blueprint for success.

Science.gov (United States)

Parrish, Alan R; Daniels, Dennis E; Hester, R Kelly; Colenda, Christopher C

2008-05-01

Imperative to increasing diversity in the physician workforce is increasing the pool of qualified underrepresented minority applicants to medical schools. With this goal in mind, the Texas A&M Health Science Center College of Medicine (A&M College of Medicine) has partnered with Prairie View A&M University (PVAMU), a historically black college and university that is a component of the Texas A&M university system, to develop the undergraduate medical academy (UMA). The UMA was established by legislative mandate in 2003 and is a state-funded program. The authors describe the development of partnership between the A&M College of Medicine and PVAMU, focusing on the key attributes that have been identified for success. The administrative structure of the UMA ensures that the presidents of the two institutions collaborate to address issues of program oversight and facilitates a direct relationship between the dean and associate dean for academic affairs of A&M College of Medicine and the director of the UMA to define the program objectives and structure. The authors delineate the admission process to the UMA, as well as the academic requirements of the program. Students attend lecture series during the academic year and participate in summer programs on the A&M College of Medicine campus in addition to receiving intensive academic counseling and opportunities for tutoring in several subjects. The authors also describe the initial success in medical school admissions for UMA students. This partnership provides a model blueprint that can be adopted and adapted by other medical schools focused on increasing diversity in medicine.

Engaging Diverse Students in Statistical Inquiry: A Comparison of Learning Experiences and Outcomes of Under-Represented and Non-Underrepresented Students Enrolled in a Multidisciplinary Project-Based Statistics Course

Science.gov (United States)

Dierker, Lisa; Alexander, Jalen; Cooper, Jennifer L.; Selya, Arielle; Rose, Jennifer; Dasgupta, Nilanjana

2016-01-01

Introductory statistics needs innovative, evidence-based teaching practices that support and engage diverse students. To evaluate the success of a multidisciplinary, project-based course, we compared experiences of under-represented (URM) and non-underrepresented students in 4 years of the course. While URM students considered the material more…

The State of Racial Diversity in the Educator Workforce

Science.gov (United States)

Office of Planning, Evaluation and Policy Development, US Department of Education, 2016

2016-01-01

Diversity is inherently valuable. Research shows that diversity in schools, including racial diversity among teachers, can provide significant benefits to students. While students of color are expected to make up 56 percent of the student population by 2024, the elementary and secondary educator workforce is still overwhelmingly white. The most…

Maintaining High Challenge and High Support for Diverse Learners

Science.gov (United States)

Athanases, Steven

2012-01-01

As teachers, schools and school leaders work to better prepare California's culturally and linguistically diverse students, methods for doing so vary widely. One approach prioritizes safe spaces, welcoming environments, well-structured routines--school and classroom culture features essential for students' well-being. A second key priority, often…

Associations among school characteristics and foodservice practices in a nationally representative sample of United States schools

Science.gov (United States)

Despite knowledge that the school food environment can have a significant impact on children’s nutritional health, few studies have taken a comprehensive approach to assessing this environment. The purpose of this study was to determine school characteristics that were associated with healthy and u...

Impact of holistic review on student interview pool diversity.

Science.gov (United States)

Grabowski, Christina J

2017-12-29

Diversity in the physician workforce lags behind the rapidly changing US population. Since the gateway to becoming a physician is medical school, diversity must be addressed in the admissions process. The Association of American Medical Colleges has implemented a Holistic Review Initiative aimed at assisting medical schools with broadening admission criteria to include relevant, mission-driven attributes and experiences in addition to academic preparation to identify applicants poised to meet the needs of a diverse patient population. More evidence is needed to determine whether holistic review results in a more diverse selection process. One of the keys to holistic review is to apply holistic principles in all stages of the selection process to ensure qualified applicants are not overlooked. This study examines whether the use of holistic review during application screening at a new medical school increased the diversity of applicants selected for interview. Using retrospective data from the first five application cycles at the Oakland University William Beaumont School of Medicine (OUWB), the author compared demographic and experiential differences between the applicants selected using holistic review, including experiences, attributes and academic metrics, to a test sample selected solely using academic metrics. The dataset consisted of the total group of applicants selected for interview in 2011 through 2015 using holistic review (n = 2773) and the same number of applicants who would have been selected for an interview using an academic-only selection model (n = 2773), which included 1204 applicants who were selected using both methods (final n = 4342). The author used a combination of cross-tabulation and analysis of variance to identify differences between applicants selected using holistic review and applicants in the test sample selected using only academics. The holistic review process yielded a significantly higher than expected percent of female

Comparison of the enrollment percentages of magnet and non-magnet schools in a large urban school district.

Directory of Open Access Journals (Sweden)

Emily Arcia

2006-12-01

Full Text Available Are magnet schools in a position to meet diversity ideals? As districts are declared unitary and released from court ordered desegregation, many are framing their commitments to fairness and equity in terms of diversity˜i.e., comparable rates of participation and comparable educational outcomes in all segments the student population. In this study, the enrollment statistics for magnet and contiguous non-magnet public schools in Miami-Dade County Public Schools, a large, urban district that had been released from court ordered desegregation, were compared to each other and to district enrollment averages at two time points: the year the district was declared unitary and four years hence. Findings indicated that within four years of being declared unitary, the gains that the magnet schools had made with regards to Black/non-Black desegregation had eroded substantially. Also, in the four year span, magnet schools had not made significant strides in meeting the diversity ideals adopted by the district at being released from supervision by the court. These findings highlight the difficulty of attaining diversity in student enrollment characteristics when quotas are not used and suggest that recruitment and enrollment policies must be crafted with care if districts are to achieve diversity goals.

High burden of homelessness among sexual-minority adolescents: findings from a representative Massachusetts high school sample.

Science.gov (United States)

Corliss, Heather L; Goodenow, Carol S; Nichols, Lauren; Austin, S Bryn

2011-09-01

We compared the prevalence of current homelessness among adolescents reporting a minority sexual orientation (lesbian/gay, bisexual, unsure, or heterosexual with same-sex sexual partners) with that among exclusively heterosexual adolescents. We combined data from the 2005 and 2007 Massachusetts Youth Risk Behavior Survey, a representative sample of public school students in grades 9 though 12 (n = 6317). Approximately 25% of lesbian/gay, 15% of bisexual, and 3% of exclusively heterosexual Massachusetts public high school students were homeless. Sexual-minority males and females had an odds of reporting current homelessness that was between 4 and 13 times that of their exclusively heterosexual peers. Sexual-minority youths' greater likelihood of being homeless was driven by their increased risk of living separately from their parents or guardians. Youth homelessness is linked with numerous threats such as violence, substance use, and mental health problems. Although discrimination and victimization related to minority sexual orientation status are believed to be important causal factors, research is needed to improve our understanding of the risks and protective factors for homelessness and to determine effective strategies to prevent homelessness in this population.

Emotional and behavioral problems among adolescent students: the role of immigrant, racial/ethnic congruence and belongingness in schools.

Science.gov (United States)

Georgiades, Katholiki; Boyle, Michael H; Fife, Kelly A

2013-09-01

As levels of immigration and ethnic diversity continue to rise in most Western societies, the social demography of schools is changing rapidly. Although schools represent a prominent developmental context, relatively little is known about the extent to which the racial/ethnic composition of schools influences mental health outcomes in students. The objective of the present study is to examine the association between immigrant and racial/ethnic congruence in school-the numerical representation of a student's immigrant generational status and race/ethnicity in the student body-and levels of emotional and behavioral problems. This study also examines the extent to which the association between congruence and emotional-behavioral problems differs across racial/ethnic immigrant sub-groups and is accounted for by individual perceptions of school belonging. Data come from the in-school survey of the Longitudinal Study of Adolescent Health (Add Health) conducted in the United States. The sample is nationally representative, and includes 128 schools and 77,150 adolescents in grades 7-12 (50 % female, M age = 14.9 years, SD = 1.78). After controlling for school and family socio-demographic characteristics, immigrant and racial/ethnic congruence in school exhibited a negative association with emotional and behavioral problems for most sub-groups examined. School belonging was associated negatively with emotional and behavioral problems, and partially accounted for the effects linked to congruence in schools. The immigrant and racial/ethnic composition of schools and perceptions of belonging have strong links with emotional and behavioral problems and may represent important targets for intervention.

Calls to Teen Line: Representative Concerns of Adolescents.

Science.gov (United States)

Boehm, Kathryn E.; Schondel, Connie K.; Ivoska, William J.; Marlowe, Alison L.; Manke-Mitchell, Laurie

1998-01-01

Study examines whether the concerns of teenagers calling a peer listening service are representative of the concerns of teenagers in the area served. Results indicate that students' biggest concerns involve family problems, peer relationships, self-esteem, and school problems. Concludes that calls to the teen line are representative. (Author/GCP)

Changing the culture of academic medicine: the C-Change learning action network and its impact at participating medical schools.

Science.gov (United States)

Krupat, Edward; Pololi, Linda; Schnell, Eugene R; Kern, David E

2013-09-01

The culture of academic medicine has been described as hierarchical, competitive, and not highly supportive of female or minority faculty. In response to this, the authors designed the Learning Action Network (LAN), which was part of the National Initiative on Gender, Culture and Leadership in Medicine (C-Change). The LAN is a five-school consortium aimed at changing the organizational culture of its constituent institutions. The authors selected LAN schools to be geographically diverse and representative of U.S. medical schools. Institutional leaders and faculty representatives from constituent schools met twice yearly for four years (2006-2010), forming a cross-institutional learning community. Through their quarterly listing of institutional activities, schools reported a wide array of actions. Most common were increased faculty development and/or mentoring, new approaches to communication, and adoption of new policies and procedures. Other categories included data collection/management, engagement of key stakeholders, education regarding gender/diversity, and new/expanded leadership positions. Through exit interviews, most participants reported feeling optimistic about maintaining the momentum of change. However, some, especially in schools with leadership changes, expressed uncertainty. Participants reported that they felt that the LAN enabled, empowered, facilitated, and/or caused the reported actions.For others who might want to work toward changing the culture of academic medicine, the authors offer several lessons learned from their experiences with C-Change. Most notably, people, structures, policies, and reward systems must be put into place to support cultural values, and broad-based support should be created in order for changes to persist when inevitable transitions in leadership occur.

Commentary: Diversity 3.0: a necessary systems upgrade.

Science.gov (United States)

Nivet, Marc A

2011-12-01

This is a defining moment for health and health care in the United States, and medical schools and teaching hospitals have a critical role to play. The combined forces of health care reform, demographic shifts, continued economic woes, and the projected worsening of physician shortages portend major challenges for the health care enterprise in the near future. In this commentary, the author employs a diversity framework implemented by IBM and argues that this framework should be adapted to an academic medicine setting to meet the challenges to the health care enterprise. Using IBM's diversity framework, the author explores three distinct phases in the evolution of diversity thinking within the academic medicine community. The first phase included isolated efforts aimed at removing social and legal barriers to access and equality, with institutional excellence and diversity as competing ends. The second phase kept diversity on the periphery but raised awareness about how increasing diversity benefits everyone, allowing excellence and diversity to exist as parallel ends. In the third phase, which is emerging today and reflects a growing understanding of diversity's broader relevance to institutions and systems, diversity and inclusion are integrated into the core workings of the institution and framed as integral for achieving excellence. The Association of American Medical Colleges, a leading voice and advocate for increased student and faculty diversity, is set to play a more active role in building the capacity of the nation's medical schools and teaching hospitals to move diversity from a periphery to a core strategy.

Leading increasingly linguistically diverse London schools

Directory of Open Access Journals (Sweden)

Dina Mehmedbegović

2008-10-01

Full Text Available Engaging with bilingual parents, students and teachers with little awareness of the benefits of bilingualism has initiated a search for factors resulting in the low value attached to certain types of bilingualism. Working on the hypothesis that prevalent practice is influenced more by attitudes to bilingualism rather than relevant research and pedagogical theory, this research focuses on attitudes. This small-scale qualitative study conducted with a group of London headteachers provides an insight into the attitudes to bilingualism and how they impact on policy and practice in schools with significant proportions of multilingual learners. It also raises the question if schools which claim to support multilingual students in realising their full potential can achieve that without including home languages as an integral part of learning.

The contribution of the representatives of the Siberian (Tomsk mining and geological school to the developmet of mineral raw material base in Russia and Abroad

Directory of Open Access Journals (Sweden)

П. С. Чубик

2017-12-01

Full Text Available This paper is devoted to the maturation and development of Siberian (Tomsk mining and geological school - one of the leading schools in Russia, which was created in the first third of the 20th century in Tomsk Technological Institute by V.A.Obruchev and M.A.Usov known to be outstanding Russian and Soviet geoscientists and members of the Russian Academy of Science. The article touches upon the participation of representatives of Siberian (Tomsk mining and geological school to the exploration and development of mineral and raw material base of Siberia, Russia’s Far East, Central Asia. The information about the most important geological discoveries made by nurslings of Siberian (Tomsk mining and geological school is provided.

A user's guide to functional diversity indices

OpenAIRE

Schleuter, D.; Daufresne, M.; Massol, F.; Argillier, C.

2010-01-01

Functional diversity is the diversity of species traits in ecosystems. This concept is increasingly used in ecological research, yet its formal definition and measurements are currently under discussion. As the overall behaviour and consistency of functional diversity indices have not been described so far, the novice user risks choosing an inaccurate index or a set of redundant indices to represent functional diversity. In our study we closely examine functional diversity indices to clari...

How diversity gets lost

DEFF Research Database (Denmark)

Oudshoorn, Nelly; Neven, Louis; Stienstra, M.

2016-01-01

This article adopts an intersectional approach to investigate how age, gender, and diversity are represented, silenced, or prioritized in design. Based on a comparative study of design practices of information and communication technologies (ICTs) for young girls and older people, this article...... describes differences and similarities in the ways in which designers tried to cope with diversity. Ultimately diversity was neglected, and the developers relied on hegemonic views of gender and age, constructed older people and young girls as an “other,” and consequently their input was neglected...

Latinos' Changing Ethnic Group Representation From Elementary to Middle School: Perceived Belonging and Academic Achievement.

Science.gov (United States)

Morales-Chicas, Jessica; Graham, Sandra

2017-09-01

This study examined the association between change in ethnic group representation from elementary to middle school and Latino students' school belonging and achievement. The ethnic diversity of students' middle school was examined as a moderator. Participants were 1,825 Latino sixth graders from 26 ethnically diverse urban middle schools. Hierarchical regression analyses showed that a change in ethnic representation toward fewer Latinos in middle school than elementary school was related to less perceived belonging and lower achievement in schools with low ethnic diversity. There were no mean differences as a function of declining representation in more diverse middle schools, suggesting that greater school diversity was protective. Findings highlight the importance of examining school ethnic context, especially across the middle school transition. © 2016 The Authors. Journal of Research on Adolescence © 2016 Society for Research on Adolescence.

Community and Diversity: Administration in a Democratic Context.

Science.gov (United States)

Crow, Gary M.

1994-01-01

Defining community politically (as a flexible arena for debating perspectives and achieving purpose) provides different ways to consider diversity. Diversity becomes not an anomaly but an integral part of the community process; conflict is legitimized as appropriate and inevitable in achieving school purposes. Administrators must mediate conflict,…

Cultural Diversity and Teamwork. ERIC Digest No. 152.

Science.gov (United States)

Lankard, Bettina A.

In today's society, when increasing numbers of employees are being expected to work in teams and when cultural diversity is becoming commonplace in schools and workplaces, it is imperative that vocational and career educators prepare students for future interactions in a culturally diverse workplace. Communication differences between generations,…

Math Achievement and Self-Efficacy of Linguistically and Ethnically Diverse High School Students: Their Relationships with English Reading and Native Language Proficiency

Science.gov (United States)

Son, Elena

2015-01-01

The under-preparation in math at the high school and college levels, as well as the low participation of ethnically and linguistically diverse individuals in STEM fields are concerning because their preparation for work in these areas is essential for the U.S. to remain competitive in the innovative knowledge economy. While there is now a…

Crisis Relocation Workshops for Transportation Industry Representatives

Science.gov (United States)

1979-12-01

executive, two National Guard members, one Air Force transporta- _a ,tion representative, two Red Cross representatives, one school bus z coordinators...manaaers, local transitCD operator, and miiltary busingA authorityA Local Governa-ient 2 Fire chief, assistantI Air Force 3 Liaison Support D CPA :z...to attend the workshop. Majur trans- portation problems anticipated during crisis relocation include: 1. Transportation of carless residents; 2. The

International Field School on Permafrost, Polar Urals, 2012

Science.gov (United States)

Streletskiy, D. A.; Grebenets, V.; Ivanov, M.; Sheinkman, V.; Shiklomanov, N. I.; Shmelev, D.

2012-12-01

The international field school on permafrost was held in the Polar Urals region from June, 30 to July 9, 2012 right after the Tenth International Conference on Permafrost which was held in Salekhard, Russia. The travel and accommodation support generously provided by government of Yamal-Nenets Autonomous Region allowed participation of 150 permafrost young research scientists, out of which 35 students from seven countries participated in the field school. The field school was organized under umbrella of International Permafrost Association and Permafrost Young Research Network. The students represented diverse educational backgrounds including hydrologists, engineers, geologists, soil scientists, geocryologists, glaciologists and geomorphologists. The base school camp was located near the Harp settlement in the vicinity of Polar Urals foothills. This unique location presented an opportunity to study a diversity of cryogenic processes and permafrost conditions characteristic for mountain and plain regions as well as transition between glacial and periglacial environments. A series of excursions was organized according to the following topics: structural geology of the Polar Urals and West Siberian Plain (Chromite mine "Centralnaya" and Core Storage in Labitnangy city); quaternary geomorphology (investigation of moraine complexes and glacial conditions of Ronamantikov and Topographov glaciers); principles of construction and maintains of structures built on permafrost (Labitnangy city and Obskaya-Bovanenkovo Railroad); methods of temperature and active-layer monitoring in tundra and forest-tundra; cryosols and soil formation in diverse landscape condition; periglacial geomorphology; types of ground ice, etc. Every evening students and professors gave a series of presentations on climate, vegetation, hydrology, soil conditions, permafrost and cryogenic processes of the region as well as on history, economic development, endogenous population of the Siberia and the

Diversity in the dermatology workforce.

Science.gov (United States)

Hinojosa, Jorge A; Pandya, Amit G

2016-12-01

The United States is becoming increasingly diverse, and minorities are projected to represent the majority of our population in the near future. Unfortunately, health disparities still exist for these groups, and inequalities have also become evident in the field of dermatology. There is currently a lack of diversity within the dermatology workforce. Potential solutions to these health care disparities include increasing cultural competence for all physicians and improving diversity in the dermatology workforce. ©2016 Frontline Medical Communications.

Gay Youth in American Public High Schools: Invisible Diversity.

Science.gov (United States)

Reed, Donald B.

Gay youth enter high school with the knowledge that they are different and with the belief that heterosexuality is normal and that homosexuality is not normal. Also, gay youth enter high school with the belief that honesty and integrity are important personal values. Additionally, the gay youth enter high school without family knowledge of their…

Institutional Evaluation in Basic Education Schools: a participation-oriented approach

Directory of Open Access Journals (Sweden)

Adilson Dalben

2010-07-01

Full Text Available The present work is a synthesis of my Master’s Degree dissertation in which I tried toidentify the factors that have influenced the implementation of Participatory InstitutionalEvaluation in a public primary school of the periphery of Campinas, a Brazilianmunicipality in the state of Sao Paulo. Based on the concept of negotiated quality, theenactment of the institutional evaluation model proposed required the constitution ofan Evaluation Commission by representatives of diverse actors of the school community.The research consisted of a qualitative case study, using data collected from October2005 to December 2006, when I entered the school environment in order to support theschool to develop its evaluation process. Four categories of analysis were constructedto reflect on the school political pedagogical project, the educational culture of theschool principal, the nuances of participation and the potentialities of participativeinstitutional evaluation. The results acknowledge the potential of participative institutionalevaluation as a means for democratic management and for technical and politicalcapacity building at the school level aimed at overcoming problems faced by theschool.

Recommendations for Policy and Practice of Physical Education in Culturally and Linguistically Diverse Australian Secondary Schools Based on a Two-Year Prospective Cohort Study

Science.gov (United States)

Dudley, Dean A.; Pearson, Phil; Okely, Anthony D.; Cotton, Wayne G.

2015-01-01

Physical activity affords a host of physical and cognitive benefits for children. Physical education classes are one such venue where children can reap recommended amounts of physical activity. However, little research has explored evidence-based physical education instruction, particularly in culturally and linguistically diverse schools. No…

The classroom, an inadequate mechanism for advancing diversity ...

African Journals Online (AJOL)

In the interest of instilling a respect for diversity in learners, the South African policy on religion and education (DoE 2003) aims to recognise religion in teaching and learning in public schools. The policy provides one mechanism for advancing diversity via religion education; Life Orientation in the classroom. Research ...

History Lessons: Inequality, Diversity and the National Curriculum

Science.gov (United States)

Alexander, Claire; Weekes-Bernard, Debbie

2017-01-01

This article explores the continued importance of teaching a diverse curriculum at a time when issues of racial and ethnic equality and diversity have been increasingly sidelined in the political discussion around "British" values and identities, and how these should be taught in schools. The 2014 History National curriculum, in…

Cooking up diversity. Impact of a multicomponent, multicultural, experiential intervention on food and cooking behaviors among elementary-school students from low-income ethnically diverse families.

Science.gov (United States)

Chen, Qiong; Goto, Keiko; Wolff, Cindy; Bianco-Simeral, Stephanie; Gruneisen, Kristin; Gray, Katharine

2014-09-01

This study evaluated the impact of a pilot intervention promoting ethnic produce through classroom food demonstrations, tastings and home cooking activities among ethnically diverse elementary-school children ages 5-8 years old and their family members in Northern California. A total of 604 intervention students from four schools participated in classroom food demonstrations and tasting activities using seven food recipes. The control group included 600 students from two additional schools. Each recipe featured one vegetable from Latino, Hmong, or mainstream American cultures. Intervention students also received food kits containing ingredients to take home for each recipe. Mixed methods of quantitative student and parent pre-post surveys, parent feedback surveys, and qualitative focus groups were used to evaluate the intervention. Generalized estimating equations were used for survey data analysis. Qualitative data from parent focus groups were analyzed based on the principles of grounded theory. Both quantitative and qualitative results revealed that intervention students increased familiarity, preferences, and consumption of the featured vegetables and significantly increased their involvement in food preparation at home. Qualitative results showed that children were actively involved in food preparation at home. In addition, the intervention helped parents increase their appreciation for new foods and recipes. The results suggest that promoting locally grown ethnic produce to children is effective in increasing their consumption of a variety of vegetables and their involvement in food preparation at home. Copyright © 2014 Elsevier Ltd. All rights reserved.

Incentives for Innovation in the Public Schools

Science.gov (United States)

Pincus, John

1974-01-01

Analysis of bureaucratic structure and the incentive systems of the public schools reveals access points for enhancing the school's ability to adopt and implement innovative education. Research and development coordinated to those points can provide a greater diversity of educational possibilities, assuming such diversity to be a positive…

School Consolidation and the Politics of School Closure across Communities

Science.gov (United States)

Karanxha, Zorka; Agosto, Vonzell; Black, William R.; Effiom, Claudius B.

2013-01-01

This case involves dilemmas for educational leaders who may face the process of school consolidation brought on by decreased funding and demands for accountability. We highlight the challenges and opportunities to collaborate within and across diverse communities and schools with varying expressions of cultural, political, ethical, and…

Religion and Primary School Choice in Ireland: School Institutional Identities and Student Profile

Science.gov (United States)

Darmody, Merike; Smyth, Emer

2018-01-01

Ireland's demographic profile has changed significantly in the past 20 years, being now characterised by increasing cultural, ethnic and religious diversity. However, primary schooling in Ireland has remained highly denominational, mostly Roman Catholic, in nature, with a small number of minority faith schools and multi-denominational schools.…

"It Makes You Think Anything Is Possible": Representing Diversity in Music Theory Pedagogy

Science.gov (United States)

Davidson, Robert; Lupton, Mandy

2016-01-01

This paper critiques a traditional approach to music theory pedagogy. It argues that music theory courses should draw on pedagogies that reflect the diversity and pluralism inherent in 21st century music making. It presents the findings of an action research project investigating the experiences of undergraduate students undertaking an innovative…

The impact of cross-cultural interactions on medical students' preparedness to care for diverse patients.

Science.gov (United States)

Niu, Nina N; Syed, Zeba A; Krupat, Edward; Crutcher, Betty N; Pelletier, Stephen R; Shields, Helen M

2012-11-01

Medical students who graduate from schools with diverse student populations are more likely to rate themselves as prepared to care for diverse patients compared with students who graduate from more homogenous schools. This study aimed to identify the types of cross-cultural interactions associated with students' self-rated preparedness. In 2010, the authors developed and administered a Web-based survey that queried Harvard Medical School students about their voluntary interethnic interactions (studying, socializing), participation in diversity-related extracurricular activities, and self-rated preparedness to care for diverse patients. The authors separated students' responses regarding interethnic interactions and participation in diversity-related extracurricular activities into high and low participation, then determined the association between these responses and those to questions about students' self-rated preparedness to care for diverse patients. They used ANOVA and Z tests of proportion to analyze their data. Of 724 eligible students, 460 completed the survey (64%). Seventy-five percent (324/433) believed they were prepared to care for patients from backgrounds different from their own. Students who spent >75% of their study time with students from different backgrounds or who participated in a greater number of diversity-related extracurricular activities were more likely to rate themselves as prepared to care for diverse patients overall and to perform seven other skills. Voluntary cross-cultural interactions, both studying and socializing, are associated with higher self-rated preparedness to care for patients from diverse backgrounds. Medical schools should continue to support multicultural pursuits to prepare students to become physicians sensitive to the needs of diverse patients.

Transformation, diversity and organisational change within ...

African Journals Online (AJOL)

lynette

ment of diversity, and organisational changes within our institutions of higher education. ..... international recognition of South African qualifications, has led to the .... restore the culture of learning and teaching (COLT) in schools with the.

Data mining a small molecule drug screening representative subset from NIH PubChem.

Science.gov (United States)

Xie, Xiang-Qun; Chen, Jian-Zhong

2008-03-01

PubChem is a scientific showcase of the NIH Roadmap Initiatives. It is a compound repository created to facilitate information exchange and data sharing among the NIH Roadmap-funded Molecular Library Screening Center Network (MLSCN) and the scientific community. However, PubChem has more than 10 million records of compound information. It will be challenging to conduct a drug screening of the whole database of millions of compounds. Thus, the purpose of the present study was to develop a data mining cheminformatics approach in order to construct a representative and structure-diverse sublibrary from the large PubChem database. In this study, a new chemical diverse representative subset, rePubChem, was selected by whole-molecule chemistry-space matrix calculation using the cell-based partition algorithm. The representative subset was generated and was then subjected to evaluations by compound property analyses based on 1D and 2D molecular descriptors. The new subset was also examined and assessed for self-similarity analysis based on 2D molecular fingerprints in comparing with the source compound library. The new subset has a much smaller library size (540K compounds) with minimum similarity and redundancy without loss of the structural diversity and basic molecular properties of its parent library (5.3 million compounds). The new representative subset library generated could be a valuable structure-diverse compound resource for in silico virtual screening and in vitro HTS drug screening. In addition, the established subset generation method of using the combined cell-based chemistry-space partition metrics with pairwised 2D fingerprint-based similarity search approaches will also be important to a broad scientific community interested in acquiring structurally diverse compounds for efficient drug screening, building representative virtual combinatorial chemistry libraries for syntheses, and data mining large compound databases like the PubChem library in general.

Evaluating human genetic diversity

National Research Council Canada - National Science Library

This book assesses the scientific value and merit of research on human genetic differences--including a collection of DNA samples that represents the whole of human genetic diversity--and the ethical...

Building a Network of Internships for a Diverse Geoscience Community

Science.gov (United States)

Sloan, V.; Haacker-Santos, R.; Pandya, R.

2011-12-01

Individual undergraduate internship programs, however effective, are not sufficient to address the lack of diversity in the geoscience workforce. Rather than competing with each other for a small pool of students from historically under-represented groups, REU and internship programs might share recruiting efforts and application processes. For example, in 2011, the RESESS program at UNAVCO and the SOARS program at UCAR shared recruiting websites and advertising. This contributed to a substantial increase in the number of applicants to the RESESS program, the majority of which were from historically under-represented groups. RESESS and SOARS shared qualified applications with other REU/internship programs and helped several additional minority students secure summer internships. RESESS and SOARS also leveraged their geographic proximity to pool resources for community building activities, a two-day science field trip, a weekly writing workshop, and our final poster session. This provided our interns with an expanded network of peers and gave our staff opportunities to work together on planning. Recently we have reached out to include other programs and agencies in activities for our interns, such as mentoring high-school students, leading outreach to elementary school students, and exposing our interns to geoscience careers options and graduate schools. Informal feedback from students suggests that they value these interactions and appreciate learning with interns from partner programs. Through this work, we are building a network of program managers who support one another professionally and share effective strategies. We would like to expand that network, and future plans include a workshop with university partners and an expanded list of REU programs to explore further collaborations.

Immigrant children and school interculturality in northern Chihuahua

Directory of Open Access Journals (Sweden)

Tamara Segura Herrera

2018-09-01

Full Text Available In the Mexican context, interculturality represents a discourse of recognition and respect for cultural diversity, in particular of indigenous peoples. The purpose of this article is to explore how interculturality among immigrant children of indigenous and mixed-race origins is constructed. The starting premise is that interculturality is also an interactive process of communication between individuals of different cultures. The methodology is based on the results of an anthropological study carried out at the Center for Comprehensive Attention to Migrant Children, in Ascension, Chihuahua. Based on observations and interviews, it was found that immigrant children construct interculturality in the classrooms, in the recreation areas, and during the journey to school. Therefore, the conclusion is that they do so in these school spaces, through relationships and meanings, sometimes in dispute, which they establish among themselves and with the teaching staff.

What Do I Lose if I Lose My Bilingual School? Students' and Teachers' Perceptions of the Value of a Slovene Language Maintenance Program in Italy

Science.gov (United States)

Paciotto, Carla

2009-01-01

The Italian-Slovenian border represents a dynamic vantage point from which to observe how cultural and linguistic contact takes place and how minority groups have created educational strategies to preserve their cultural and linguistic diversity while striving for respectful coexistence with the dominant society. Slovene-medium schools have been…

Teachers' Work and Innovation in Alternative Schools

Science.gov (United States)

Bascia, Nina; Maton, Rhiannon

2016-01-01

Toronto boasts a large and diverse system of public alternative schools: schools where democratic practices, student access and a commitment to public education are fundamental. There are academic schools; schools with thematically focused curricula; schools driven by social movement principles such as antiracism and global education; schools for…

On the representativeness of behavior observation samples in classrooms.

Science.gov (United States)

Tiger, Jeffrey H; Miller, Sarah J; Mevers, Joanna Lomas; Mintz, Joslyn Cynkus; Scheithauer, Mindy C; Alvarez, Jessica

2013-01-01

School consultants who rely on direct observation typically conduct observational samples (e.g., 1 30-min observation per day) with the hopes that the sample is representative of performance during the remainder of the day, but the representativeness of these samples is unclear. In the current study, we recorded the problem behavior of 3 referred students for 4 consecutive school days between 9:30 a.m. and 2:30 p.m. using duration recording in consecutive 10-min sessions. We then culled 10-min, 20-min, 30-min, and 60-min observations from the complete record and compared these observations to the true daily mean to assess their accuracy (i.e., how well individual observations represented the daily occurrence of target behaviors). The results indicated that when behavior occurred with low variability, the majority of brief observations were representative of the overall levels; however, when behavior occurred with greater variability, even 60-min observations did not accurately capture the true levels of behavior. © Society for the Experimental Analysis of Behavior.

Key Strategies for Improving School Nutrition: A Case Study of Three School Nutrition Program Innovators

Science.gov (United States)

Sacheck, Jennifer M.; Morgan, Emily H.; Wilde, Parke; Griffin, Timothy; Nahar, Elizabeth; Economos, Christina D.

2012-01-01

Purpose/Objective: This case study identified common elements of three diverse New England school districts that were real-world models of improving school meals. Methods: School districts that had greater than 1,000 students, [greater than or equal to]3 schools, and [greater than or equal to]40% of students who qualified for free- or…

Intergroup Relations in Integrated Schools: A Glimpse inside Interdistrict Magnet Schools

Science.gov (United States)

Bifulco, Robert; Buerger, Christian; Cobb, Casey

2012-01-01

The frequency and quality of intergroup contact within racially and ethnically diverse schools has potentially important implications for the achievement of desegregation goals. The analyses presented here use survey data to assess intergroup contact within a sample of ten interdistrict magnet schools in Connecticut. Findings indicate frequent…

Leadership Diversity: A Study of Urban Public Libraries

Science.gov (United States)

Winston, Mark; Li, Haipeng

2007-01-01

Diversity has been identified as a priority in library and information services for some time. The limited published research on diversity programs in libraries, though, has focused on academic libraries. This article represents the results of a study of leadership diversity in large, urban public libraries. In the study of members of the Urban…

Reflections of Young Language Learners on Diversity Dimensions in EFL Classrooms

Science.gov (United States)

Bozdogan, Derya

2016-01-01

Despite the proclaimed mono-cultural and mono-linguistic profile, in reality, diversity lies at the core of classrooms. This paper outlines the literature on diversity in young learners' classrooms followed by student and teacher reflections on diversity issues in the EFL context. Sixty-two primary school students studying at the 4th and 5th grade…

Diverse Housing, Diverse Schooling: How Policy Can Stabilize Racial Demographic Change in Cities and Suburbs

Science.gov (United States)

Wells, Amy Stuart

2015-01-01

This policy brief provides a review of the social science evidence on the housing-school nexus, highlighting the problem of reoccurring racial segregation and inequality absent strong, proactive federal or state integration policies. Three areas of research are covered: (a) the nature of the housing-school nexus; (b) the impact of school…

Building diversity in a complex academic health center.

Science.gov (United States)

South-Paul, Jeannette E; Roth, Loren; Davis, Paula K; Chen, Terence; Roman, Anna; Murrell, Audrey; Pettigrew, Chenits; Castleberry-Singleton, Candi; Schuman, Joel

2013-09-01

For 30 years, the many diversity-related health sciences programs targeting the University of Pittsburgh undergraduate campus, school of medicine, schools of the health sciences, clinical practice plan, and medical center were run independently and remained separate within the academic health center (AHC). This lack of coordination hampered their overall effectiveness in promoting diversity and inclusion. In 2007, a group of faculty and administrators from the university and the medical center recognized the need to improve institutional diversity and to better address local health disparities. In this article, the authors describe the process of linking the efforts of these institutions in a way that would be successful locally and applicable to other academic environments. First, they engaged an independent consultant to conduct a study of the AHC's diversity climate, interviewing current and former faculty and trainees to define the problem and identify areas for improvement. Next, they created the Physician Inclusion Council to address the findings of this study and to coordinate future efforts with institutional leaders. Finally, they formed four working committees to address (1) communications and outreach, (2) cultural competency, (3) recruitment, and (4) mentoring and retention. These committees oversaw the strategic development and implementation of all diversity and inclusion efforts. Together these steps led to structural changes within the AHC and the improved allocation of resources that have positioned the University of Pittsburgh to achieve not only diversity but also inclusion and to continue to address the health disparities in the Pittsburgh community.

Educational Achievement and Effective Schools: Examples of Best Practice

Science.gov (United States)

Suarez-Ortega, Magdalena; Ballesteros-Velazquez, Belen; Malik-Lievano, Beatriz

2012-01-01

In this article, we present key aspects of a research project entitled "Students' Cultural Diversity and School Efficacy: A Repertory of Best Practice in Compulsory Learning Centers." First, we present our concept of cultural diversity and a reflection regarding "best school practices" and the notion of "student…

How Are African Americans Currently Represented in Various Social Work Venues?

Science.gov (United States)

Briggs, Harold E.; Holosko, Michael J.; Banks, Leon; Huggins-Hoyt, Kimberly Y.; Parker, Jessica

2018-01-01

Purpose: This study explored how African Americans are currently represented in social work journals, research, and schools. Method: Journal publication content and editorship, research methods and designs, and school mission statements and course titles were examined. Results: Only 14% of publications in the top 5 social work journals targeted…

Evaluating β Diversity as a Surrogate for Species Representation at Fine Scale.

Directory of Open Access Journals (Sweden)

Paul Beier

Full Text Available Species turnover or β diversity is a conceptually attractive surrogate for conservation planning. However, there has been only 1 attempt to determine how well sites selected to maximize β diversity represent species, and that test was done at a scale too coarse (2,500 km2 sites to inform most conservation decisions. We used 8 plant datasets, 3 bird datasets, and 1 mammal dataset to evaluate whether sites selected to span β diversity will efficiently represent species at finer scale (sites sizes < 1 ha to 625 km2. We used ordinations to characterize dissimilarity in species assemblages (β diversity among plots (inventory data or among grid cells (atlas data. We then selected sites to maximize β diversity and used the Species Accumulation Index, SAI, to evaluate how efficiently the surrogate (selecting sites for maximum β diversity represented species in the same taxon. Across all 12 datasets, sites selected for maximum β diversity represented species with a median efficiency of 24% (i.e., the surrogate was 24% more effective than random selection of sites, and an interquartile range of 4% to 41% efficiency. β diversity was a better surrogate for bird datasets than for plant datasets, and for atlas datasets with 10-km to 14-km grid cells than for atlas datasets with 25-km grid cells. We conclude that β diversity is more than a mere descriptor of how species are distributed on the landscape; in particular β diversity might be useful to maximize the complementarity of a set of sites. Because we tested only within-taxon surrogacy, our results do not prove that β diversity is useful for conservation planning. But our results do justify further investigation to identify the circumstances in which β diversity performs well, and to evaluate it as a cross-taxon surrogate.

Strengthening a Principal Preparation Internship by Focusing on Diversity Issues

Science.gov (United States)

Figueiredo-Brown, Regina; Ringler, Marjorie Campo; James, Mandi

2015-01-01

This study discusses East Carolina University's (ECU) preparation program and its emphasis on the study and application of diversity throughout the internship. ECU's comprehensive internship provided candidates time to apply theory and knowledge about school leadership and diversity topics addressed on a monthly basis at internship seminars. A…

The Changing Experiences of Primary Teachers: Responding to Scenarios Involving Diverse Sexualities

Science.gov (United States)

van Leent, Lisa; Ryan, Mary

2016-01-01

Sex education and diverse sexualities are controversial topics within the primary school arena. Concepts of childhood innocence have influenced sex education curriculum, policy development and teaching practices within schools. However, research shows that primary school-aged students are aware of and talk about sexualities. The aim of this…

Review of the book: Scholar harassment, cyberbullying and discrimination. To educate in diversity and coexistence.

Directory of Open Access Journals (Sweden)

María González-Blanco

2017-12-01

Full Text Available Diversity and pluriculturalism in current schools require educational strategies for prevention and intervention in the face of possible problems of school coexistence that may arise at different educational stages. This book is focused on the issue of bullying, offering in its different chapters a diverse perspective of situations in which this problem manifests itself, the challenges it poses for the school and some strategies that can help the teachers or the families to prevent or to face this problematic.

The impact of student diversity in secondary schools: An analysis of the international PISA data and implications for the German education system

OpenAIRE

Michaelowa, Katharina; Bourdon, Jean

2006-01-01

While increased heterogeneity in schools (diversity) leads to reduced segregation and greater equity for students from different family backgrounds, it is often expected to have a negative impact on overall performance, and on student well-being and motivation. In this study, neither cross-country comparisons nor student-level analysis confirm this hypothesis. In some countries, students' overall achievement as well as their interest and engagement even appear to be positively influenced by d...

Education and diversity in the Netherlands

NARCIS (Netherlands)

Leeman, Y.

2008-01-01

This article sets out the Dutch approach to the multicultural question. It focuses on how national policies, schools, teachers and teacher educators are addressing and making sense of questions of cultural and religious diversity. The article shows how the Netherlands has partly accommodated itself

School Trouble: A Mother's Burden.

Science.gov (United States)

Dudley-Marling, Curt

2001-01-01

Used interviews with a diverse group of parents of children who struggled academically in school to examine the effects of school troubles on mothers. Overall, the material and emotional burden for children's schoolwork fell to the mothers, many of whom felt overwhelmed and believed that the demands of schooling had diminished their quality of…

"Knowing Your Students" in the Culturally and Linguistically Diverse Classroom

Science.gov (United States)

Moloney, Robyn; Saltmarsh, David

2016-01-01

The population movement of globalization brings greater cultural and linguistic diversity (CALD) to communities and education systems. To address the growing diversity in school classrooms, beginning teachers need an expanded set of skills and attitudes to support effective learning. It is an expectation today that teachers know their students and…

Sexual diversity in the United States: Results from a nationally representative probability sample of adult women and men.

Directory of Open Access Journals (Sweden)

Debby Herbenick

Full Text Available In 2015, we conducted a cross-sectional, Internet-based, U.S. nationally representative probability survey of 2,021 adults (975 men, 1,046 women focused on a broad range of sexual behaviors. Individuals invited to participate were from the GfK KnowledgePanel®. The survey was titled the 2015 Sexual Exploration in America Study and survey completion took about 12 to 15 minutes. The survey was confidential and the researchers never had access to respondents' identifiers. Respondents reported on demographic items, lifetime and recent sexual behaviors, and the appeal of 50+ sexual behaviors. Most (>80% reported lifetime masturbation, vaginal sex, and oral sex. Lifetime anal sex was reported by 43% of men (insertive and 37% of women (receptive. Common lifetime sexual behaviors included wearing sexy lingerie/underwear (75% women, 26% men, sending/receiving digital nude/semi-nude photos (54% women, 65% men, reading erotic stories (57% of participants, public sex (≥43%, role-playing (≥22%, tying/being tied up (≥20%, spanking (≥30%, and watching sexually explicit videos/DVDs (60% women, 82% men. Having engaged in threesomes (10% women, 18% men and playful whipping (≥13% were less common. Lifetime group sex, sex parties, taking a sexuality class/workshop, and going to BDSM parties were uncommon (each <8%. More Americans identified behaviors as "appealing" than had engaged in them. Romantic/affectionate behaviors were among those most commonly identified as appealing for both men and women. The appeal of particular behaviors was associated with greater odds that the individual had ever engaged in the behavior. This study contributes to our understanding of more diverse adult sexual behaviors than has previously been captured in U.S. nationally representative probability surveys. Implications for sexuality educators, clinicians, and individuals in the general population are discussed.

Sexual diversity in the United States: Results from a nationally representative probability sample of adult women and men

Science.gov (United States)

Herbenick, Debby; Bowling, Jessamyn; Fu, Tsung-Chieh (Jane); Guerra-Reyes, Lucia; Sanders, Stephanie

2017-01-01

In 2015, we conducted a cross-sectional, Internet-based, U.S. nationally representative probability survey of 2,021 adults (975 men, 1,046 women) focused on a broad range of sexual behaviors. Individuals invited to participate were from the GfK KnowledgePanel®. The survey was titled the 2015 Sexual Exploration in America Study and survey completion took about 12 to 15 minutes. The survey was confidential and the researchers never had access to respondents’ identifiers. Respondents reported on demographic items, lifetime and recent sexual behaviors, and the appeal of 50+ sexual behaviors. Most (>80%) reported lifetime masturbation, vaginal sex, and oral sex. Lifetime anal sex was reported by 43% of men (insertive) and 37% of women (receptive). Common lifetime sexual behaviors included wearing sexy lingerie/underwear (75% women, 26% men), sending/receiving digital nude/semi-nude photos (54% women, 65% men), reading erotic stories (57% of participants), public sex (≥43%), role-playing (≥22%), tying/being tied up (≥20%), spanking (≥30%), and watching sexually explicit videos/DVDs (60% women, 82% men). Having engaged in threesomes (10% women, 18% men) and playful whipping (≥13%) were less common. Lifetime group sex, sex parties, taking a sexuality class/workshop, and going to BDSM parties were uncommon (each <8%). More Americans identified behaviors as “appealing” than had engaged in them. Romantic/affectionate behaviors were among those most commonly identified as appealing for both men and women. The appeal of particular behaviors was associated with greater odds that the individual had ever engaged in the behavior. This study contributes to our understanding of more diverse adult sexual behaviors than has previously been captured in U.S. nationally representative probability surveys. Implications for sexuality educators, clinicians, and individuals in the general population are discussed. PMID:28727762

Discussion Paper - Does diversity in society inevitably lead to a rise in xenophobia among children and young people?

Directory of Open Access Journals (Sweden)

Helen Cowie

2017-11-01

Full Text Available Across Europe, and in the context of a post-BREXIT situation, society is having to accommodate to large numbers of people from diverse cultures. There is a reported increase in xenophobic incidents, bullying and social exclusion, indicating that diversity runs the risk of intolerance and prejudice. This is played out in all manner of social situations in schools and universities, in the community and in the workplace. This discussion paper, written by three U.K. Social Scientists representing the disciplines of psychology, criminology, education and sociology, focuses on the legal and moral aspects of the issue as well as on interventions that promote tolerance and xenophilia in a range of social contexts. It concludes with recommendations to social scientists in all European countries to enter the debate and carry out research in this challenging and highly topical field.

Measures of School Integration: Comparing Coleman's Index to Measures of Species Diversity.

Science.gov (United States)

Mercil, Steven Bray; Williams, John Delane

This study used species diversity indices developed in ecology as a measure of socioethnic diversity, and compared them to Coleman's Index of Segregation. The twelve indices were Simpson's Concentration Index ("ell"), Simpson's Index of Diversity, Hurlbert's Probability of Interspecific Encounter (PIE), Simpson's Probability of…

Barriers and facilitators to uptake of the school-based HPV vaccination programme in an ethnically diverse group of young women.

Science.gov (United States)

Batista Ferrer, Harriet; Trotter, Caroline L; Hickman, Matthew; Audrey, Suzanne

2016-09-01

To identify the barriers and facilitators to uptake of the HPV vaccine in an ethnically diverse group of young women in the south west of England. Three school-based vaccination sessions were observed. Twenty-three young women aged 12 to 13 years, and six key informants, were interviewed between October 2012 and July 2013. Data were analysed using thematic analysis and the Framework method for data management. The priority given to preventing cervical cancer in this age group influenced whether young women received the HPV vaccine. Access could be affected by differing levels of commitment by school staff, school nurses, parents and young women to ensure parental consent forms were returned. Beliefs and values, particularly relevant to minority ethnic groups, in relation to adolescent sexual activity may affect uptake. Literacy and language difficulties undermine informed consent and may prevent vaccination. The school-based HPV vaccination programme successfully reaches the majority of young women. However, responsibility for key aspects remain unresolved which can affect delivery and prevent uptake for some groups. A multi-faceted approach, targeting appropriate levels of the socio-ecological model, is required to address procedures for consent and cultural and literacy barriers faced by minority ethnic groups, increase uptake and reduce inequalities. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health.

School Variables as Mediators of Personal and Family Factors on School Violence in Taiwanese Junior High Schools

Science.gov (United States)

Chen, Ji-Kang; Astor, Ron Avi

2012-01-01

Using a nationally representative sample of 3,058 junior high school students in Taiwan, this study examines a model of how personal traits, family factors, and school dynamics influence school violence committed by students against students and teachers. This model proposed that school violence is directly influenced by personal traits,…

Diverse Image Annotation

KAUST Repository

Wu, Baoyuan

2017-11-09

In this work we study the task of image annotation, of which the goal is to describe an image using a few tags. Instead of predicting the full list of tags, here we target for providing a short list of tags under a limited number (e.g., 3), to cover as much information as possible of the image. The tags in such a short list should be representative and diverse. It means they are required to be not only corresponding to the contents of the image, but also be different to each other. To this end, we treat the image annotation as a subset selection problem based on the conditional determinantal point process (DPP) model, which formulates the representation and diversity jointly. We further explore the semantic hierarchy and synonyms among the candidate tags, and require that two tags in a semantic hierarchy or in a pair of synonyms should not be selected simultaneously. This requirement is then embedded into the sampling algorithm according to the learned conditional DPP model. Besides, we find that traditional metrics for image annotation (e.g., precision, recall and F1 score) only consider the representation, but ignore the diversity. Thus we propose new metrics to evaluate the quality of the selected subset (i.e., the tag list), based on the semantic hierarchy and synonyms. Human study through Amazon Mechanical Turk verifies that the proposed metrics are more close to the humans judgment than traditional metrics. Experiments on two benchmark datasets show that the proposed method can produce more representative and diverse tags, compared with existing image annotation methods.

Diverse Image Annotation

KAUST Repository

Wu, Baoyuan; Jia, Fan; Liu, Wei; Ghanem, Bernard

2017-01-01

In this work we study the task of image annotation, of which the goal is to describe an image using a few tags. Instead of predicting the full list of tags, here we target for providing a short list of tags under a limited number (e.g., 3), to cover as much information as possible of the image. The tags in such a short list should be representative and diverse. It means they are required to be not only corresponding to the contents of the image, but also be different to each other. To this end, we treat the image annotation as a subset selection problem based on the conditional determinantal point process (DPP) model, which formulates the representation and diversity jointly. We further explore the semantic hierarchy and synonyms among the candidate tags, and require that two tags in a semantic hierarchy or in a pair of synonyms should not be selected simultaneously. This requirement is then embedded into the sampling algorithm according to the learned conditional DPP model. Besides, we find that traditional metrics for image annotation (e.g., precision, recall and F1 score) only consider the representation, but ignore the diversity. Thus we propose new metrics to evaluate the quality of the selected subset (i.e., the tag list), based on the semantic hierarchy and synonyms. Human study through Amazon Mechanical Turk verifies that the proposed metrics are more close to the humans judgment than traditional metrics. Experiments on two benchmark datasets show that the proposed method can produce more representative and diverse tags, compared with existing image annotation methods.

Accounting for Independent Schools.

Science.gov (United States)

Sonenstein, Burton

The diversity of independent schools in size, function, and mode of operation has resulted in a considerable variety of accounting principles and practices. This lack of uniformity has tended to make understanding, evaluation, and comparison of independent schools' financial statements a difficult and sometimes impossible task. This manual has…

The Family-School Relationships in Europe: A Research Review

Directory of Open Access Journals (Sweden)

Paola Dusi

2012-01-01

Full Text Available The literature on research carried out in the field and parents’ and teachers’ declarations all point in the same direction: good collaboration between home and school is useful to the child-student for his education and learning. Despite this, parent-teacher relationships in Europe (and elsewhere, from Spain to Sweden, from Ireland to Greece, and from Italy to the Czech Republic, represent an unresolved issue. This is a complex relationship that calls into play various social spheres: macro (social, intermediary (institutional and micro (relational; in fact, there are as many diverse realities as there are schools. In Europe, the relationship between individual behaviours (parents vs. teachers, social orientations (neoliberalism and institutional frameworks (school marketsappears significant: scarce parental participation, lack of adequate forms of home-school communications, and the need to make investments in parent and teacher training. Nevertheless, family and school are called on to create a dialogue in order to contribute to the processes of training new generations. They both need each other in order to carry out that task in the best way. This paper presents and discusses the results of a theoretical analysis conducted on the basis of the international literature concerning research on the school-family relationship, with particular attention on the situation of different European countries, and concludes with suggestions for some practical improvements.

The Needs for Multicultural Knowledge in Instructional Material on Theme 7 "Beautiful Diversity in My Country" Grade 4th Elementary School

Directory of Open Access Journals (Sweden)

Latifatul Jannah

2017-08-01

Full Text Available The aims of research consist of the following (1 to know need analysis of Curriculum 2013 instructional materials in elementary school (2 to develop instructional material based on multicultural values.The study employs descriptive qualitative method which the data are collected by interview,  observation, and document analysis.The observation and interview results about instructional materials of Curriculum 2013 in some elementary school in Surakarta consist of the following (1 teachers need additional materials in order to deliver suitable material of Curriculum2013 for students. (2 teachers get difficulties in selecting suitable additional material. (3 teachers need additional material which can develop students good characters by adding Indonesian multicultural knowledge in all subjects. By enriching and developing multicultural values for students so it can be integrated in instructional materials such as tolerance, nationalism, and spirit of unity in diversities.

Democratic School Leadership in Canada's Public School Systems: Professional Value and Social Ethic

Science.gov (United States)

Begley, Paul T.; Zaretsky, Lindy

2004-01-01

Democratic leadership processes are desirable for schools not only because they reflect socially mandated ethical commitments to collective process. They can be professionally justified as a necessary approach to leading schools effectively in the increasingly culturally diverse communities and a world transformed by the effects of technology and…

A Response to Intervention Model to Promote School Attendance and Decrease School Absenteeism

Science.gov (United States)

Kearney, Christopher A.; Graczyk, Patricia

2014-01-01

Background: Regular school attendance is foundational to children's success but school absenteeism is a common, serious, and highly vexing problem. Researchers from various disciplines have produced a rich yet diverse literature for conceptualizing problematic absenteeism that has led to considerable confusion and lack of consensus about a…

School Construction Management: Expert Administrators Speak.

Science.gov (United States)

Fickes, Michael

2001-01-01

Presents expert opinion on school construction management communication concerning educational needs, obtaining consensus among diverse groups, and envisioning what schools must offer in the future. Why furniture issues are also important is highlighted. (GR)

Graduate entry to medicine: widening psychological diversity

Directory of Open Access Journals (Sweden)

Munro Don

2009-11-01

Full Text Available Abstract Background At Nottingham University more than 95% of entrants to the traditional 5-year medical course are school leavers. Since 2003 we have admitted graduate entrants (GEM to a shortened (4-year course to 'widen access to students from more disadvantaged backgrounds'. We have recently shown that the GEM course widens academic and socio-demographic diversity of the medical student population. This study explored whether GEM students also bring psychological diversity and whether this could be beneficial. Methods We studied: a 217 and 96 applicants to the Nottingham 5- and 4-year courses respectively, applying in the 2002-3 UCAS cycle, and, b 246 school leavers starting the 5-year course and 39 graduate entrants to the 4-year course in October 2003. The psychological profiles of the two groups of applicants and two groups of entrants were compared using their performance in the Goldberg 'Big 5' Personality test, the Personal Qualities Assessment (PQA; measuring interpersonal traits and interpersonal values, and the Lovibond and Lovibond measure of depression, anxiety and stress. For the comparison of the Entrants we excluded the 33 school leavers and seven graduates who took the tests as Applicants. Statistical analyses were undertaken using SPSS software (version 16.0. Results Graduate applicants compared to school leaver applicants were significantly more conscientious, more confident, more self controlled, more communitarian in moral orientation and less anxious. Only one of these differences was preserved in the entrants with graduates being less anxious. However, the graduate entrants were significantly less empathetic and conscientious than the school leavers. Conclusion This study has shown that school leaver and graduate entrants to medical school differ in some psychological characteristics. However, if confirmed in other studies and if they were manifest in the extreme, not all the traits brought by graduates would be

Facetas da democratização: uma escola exigente Facets of schooling democratization: an exigent school

Directory of Open Access Journals (Sweden)

Fátima Antunes

2009-08-01

Full Text Available Este estudo, realizado em uma escola portuguesa, identifica uma constelação de orientações, práticas e experiências em que a performatividade e a diversidade parecem ser temas polarizadores dos sentidos de testemunhos de professores e alunos. Procurando interpretar os processos relatados, sugere-se que a edificação de uma escola exigente, segundo os referentes salientados pelos atores no caso estudado, é suscetível de representar uma negociação em presença e uma resposta encontrada, no quadro da performatividade exigida e das condições de diversidade dos públicos acolhidos, face ao processo de democratização da educação vivido naquele contexto. Nas diversas dimensões apreendidas, aquela construção identitária (uma escola exigente testemunha ângulos particulares de facetas atuais do processo de democratização da instituição escolar vivido ao longo das últimas três décadas. A pesquisa constitui-se como o estudo de um caso, que decorreu entre 2003 e 2005, e procurou recolher uma ampla gama de informações de proveniência diversa: dados estatísticos, documentos internos à escola, entrevistas semiestruturadas e notas de observação não-participante.This study, developed in a Portuguese school, identifies several guidelines, practices and experiences in which performance and diversity seem to be polarizing topics of the meanings of teachers and students' testimonies. Trying to interpret the reported processes, it is suggested that the edification of an exigent school? according to the referents underscored by the actors of the case under study ? seems to represent a negotiation in presence and an answer found by that school, taking into account the capacity of performance required and the conditions of diversity of the public attended by the school, in face of the scholar institution democratization, as it has occurred in that context. On the dimensions approached, that identity construction (an exigent school

A Collaboration of School Administrators and a University Faculty to Advance School Administrator Practices Using Appreciative Inquiry

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Calabrese, Raymond

2015-01-01

Purpose: An appreciative inquiry (AI) collaborative study with 11 school administrators in a highly diverse suburban school district sought to understand if observing and sharing successful school practices/events in a whole group setting led to change in their perceptions, attitudes, and administrative practice. The paper aims to discuss these…

Attributes Heeded When Representing an Osmosis Problem.

Science.gov (United States)

Zuckerman, June Trop

Eighteen high school science students were involved in a study to determine what attributes in the problem statement they need when representing a typical osmosis problem. In order to realize this goal students were asked to solve problems aloud and to explain their answers. Included as a part of the results are the attributes that the students…

Does elementary school alcohol, tobacco, and marijuana use increase middle school risk?

Science.gov (United States)

Wilson, Nance; Battistich, Victor; Syme, S Leonard; Boyce, W Thomas

2002-06-01

To assess whether alcohol, tobacco, and other drug (ATOD) use in elementary school may have serious implications for continued ATOD use in middle school and beyond. Longitudinal analyses were conducted on questionnaire data from 331 middle school students who had previously provided ATOD-use data during elementary school. Non-school personnel administered questionnaires in three participating school districts in three different states. The sample of students was ethnically and geographically diverse, including students from a range of low socioeconomic status backgrounds living in rural, urban or inner-city environments. Middle school alcohol use was almost three times as likely to occur if alcohol use had occurred in elementary school (OR = 2.94, p Elementary school use of tobacco and marijuana also greatly increased the likelihood of middle school use (OR = 5.35, p elementary school, during the middle childhood years.

School climate and bullying victimization: a latent class growth model analysis.

Science.gov (United States)

Gage, Nicholas A; Prykanowski, Debra A; Larson, Alvin

2014-09-01

Researchers investigating school-level approaches for bullying prevention are beginning to discuss and target school climate as a construct that (a) may predict prevalence and (b) be an avenue for school-wide intervention efforts (i.e., increasing positive school climate). Although promising, research has not fully examined and established the social-ecological link between school climate factors and bullying/peer aggression. To address this gap, we examined the association between school climate factors and bullying victimization for 4,742 students in Grades 3-12 across 3 school years in a large, very diverse urban school district using latent class growth modeling. Across 3 different models (elementary, secondary, and transition to middle school), a 3-class model was identified, which included students at high-risk for bullying victimization. Results indicated that, for all students, respect for diversity and student differences (e.g., racial diversity) predicted within-class decreases in reports of bullying. High-risk elementary students reported that adult support in school was a significant predictor of within-class reduction of bullying, and high-risk secondary students report peer support as a significant predictor of within-class reduction of bullying. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Teacher Diversity in Canada: Leaky Pipelines, Bottlenecks, and Glass Ceilings

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Ryan, James; Pollock, Katina; Antonelli, Fab

2009-01-01

This article examines the racial diversity of the teacher population in Canada. In particular, we compare the number of teachers of colour in Canadian elementary and secondary schools from the 2001 and 2006 Census data with the diversity of the student and general populations. We also explore ways to understand the gap between the proportion of…

Diversity of Poissonian populations.

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Eliazar, Iddo I; Sokolov, Igor M

2010-01-01

Populations represented by collections of points scattered randomly on the real line are ubiquitous in science and engineering. The statistical modeling of such populations leads naturally to Poissonian populations-Poisson processes on the real line with a distinguished maximal point. Poissonian populations are infinite objects underlying key issues in statistical physics, probability theory, and random fractals. Due to their infiniteness, measuring the diversity of Poissonian populations depends on the lower-bound cut-off applied. This research characterizes the classes of Poissonian populations whose diversities are invariant with respect to the cut-off level applied and establishes an elemental connection between these classes and extreme-value theory. The measures of diversity considered are variance and dispersion, Simpson's index and inverse participation ratio, Shannon's entropy and Rényi's entropy, and Gini's index.

Seasonality affects dietary diversity of school-age children in northern Ghana

NARCIS (Netherlands)

Abizari, Abdul Razak; Azupogo, Fusta; Nagasu, Miwako; Creemers, Noortje; Brouwer, Inge D.

2017-01-01

Background and objectives: Dietary diversity score (DDS) is relatively easy to measure and is shown to be a very useful indicator of the probability of adequate micronutrient intake. Dietary diversity, however, is usually assessed during a single period and little is known about the effect of

Designing for dynamic diversity: Representing various senior citizens in digital information sources

NARCIS (Netherlands)

Loos, E.

2013-01-01

This article discusses how we can ensure that various senior citizens (women and men, living alone or together, full of vitality or in fragile health, coming from different cultural backgrounds) can identify with images representing themselves so they continue to have access to information sources

Children's Friendships in Culturally Diverse Classrooms.

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Deegan, James G.

1993-01-01

Draws attention to the potentially harmful effects of evaluating children's friendships on what are often negative outcomes, rather than on the efforts that children make to effectively negotiate their friendships. Describes a study of children's friendships in a fifth-grade, culturally diverse class in a large urban elementary school, revealing…

Dressing Diversity: Politics of Difference and the Case of School Uniforms

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Deane, Samantha

2015-01-01

Through an analysis of school uniform policies and theories of social justice, Samantha Deane argues that school uniforms and their foregoing policies assume that confronting strangers--an imperative of living in a democratic polity--is something that requires seeing sameness instead of recognizing difference. Imbuing schooling with a directive…

Learning Science and English: How School Reform Advances Scientific Learning for Limited English Proficient Middle School Students

OpenAIRE

Minicucci, Catherine

1996-01-01

This article presents findings from the School Reform and Student Diversity Study, a 4-year project to locate and analyze schools offering exemplary science and mathematics programs to middle school students with limited proficiency in English. In contrast to the vast majority of schools, the four schools described in this article give these students access to stimulating science and mathematics curricula by instructing them either in the students' primary language or in English using shelter...

Parental coping, depressive symptoms, and children's asthma control and school attendance in low-income, racially, and ethnically diverse urban families.

Science.gov (United States)

Rodríguez, Erin M; Kumar, Harsha; Alba-Suarez, Juliana; Sánchez-Johnsen, Lisa

2017-10-01

Low-income urban children of color are at elevated risk for poor asthma control. This cross-sectional study examined associations among parents' coping (primary control, secondary control, and disengagement), parental depressive symptoms, and children's asthma outcomes (asthma control and school attendance) in a predominantly low-income, racially/ethnically diverse sample of families. Parents (N = 78; 90% female) of children (33% female; 46% Black; 38% Latino) aged 5-17 years (M = 9.5 years) reported on their own coping and depressive symptoms, their child's asthma control, and full and partial days of school missed due to asthma. Parents' secondary control coping (i.e., coping efforts to accommodate/adapt to asthma-related stressors) was negatively correlated, and disengagement coping (i.e. coping efforts to avoid/detach from stressors) was positively correlated, with their depressive symptoms. Secondary control coping was also correlated with fewer partial days of school missed. Primary control coping (i.e., coping efforts to change stressors) was not associated with depressive symptoms or asthma outcomes. Parents' depressive symptoms were also positively correlated with poorer asthma control and partial days of school missed. Regression models showed direct and indirect effects of secondary control and disengagement coping on asthma outcomes via depressive symptoms, after controlling for demographic factors. Parents' secondary control and disengagement coping are related to children's asthma outcomes. Secondary control coping may support parents' mental health and children's asthma control in low-income urban families.

Finding Balance in a Mix of Culture: Appreciation of Diversity through Multicultural Music Education

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Nethsinghe, Rohan

2012-01-01

This study explores the understandings of cultural diversity as enacted in multicultural music education and is located in Victoria, which is identified as the most culturally diverse state in Australia with a population that comes from various countries and speaks many languages. This cultural diversity is reflected in the schools. This…

High Hopes and Harsh Realities: The Real Challenges to Building a Diverse Workforce

Science.gov (United States)

Putman, Hannah; Hansen, Michael; Walsh, Kate; Quintero, Diana

2016-01-01

Public schools are suffering from a well-publicized diversity problem. Minority students make up nearly half of all public school students, yet minority teachers comprise just 18 percent of the teacher workforce. In an effort to address what Slate has described as "the one cause in education everyone supports," school districts across…

Maximizing the phylogenetic diversity of seed banks.

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Griffiths, Kate E; Balding, Sharon T; Dickie, John B; Lewis, Gwilym P; Pearce, Tim R; Grenyer, Richard

2015-04-01

Ex situ conservation efforts such as those of zoos, botanical gardens, and seed banks will form a vital complement to in situ conservation actions over the coming decades. It is therefore necessary to pay the same attention to the biological diversity represented in ex situ conservation facilities as is often paid to protected-area networks. Building the phylogenetic diversity of ex situ collections will strengthen our capacity to respond to biodiversity loss. Since 2000, the Millennium Seed Bank Partnership has banked seed from 14% of the world's plant species. We assessed the taxonomic, geographic, and phylogenetic diversity of the Millennium Seed Bank collection of legumes (Leguminosae). We compared the collection with all known legume genera, their known geographic range (at country and regional levels), and a genus-level phylogeny of the legume family constructed for this study. Over half the phylogenetic diversity of legumes at the genus level was represented in the Millennium Seed Bank. However, pragmatic prioritization of species of economic importance and endangerment has led to the banking of a less-than-optimal phylogenetic diversity and prioritization of range-restricted species risks an underdispersed collection. The current state of the phylogenetic diversity of legumes in the Millennium Seed Bank could be substantially improved through the strategic banking of relatively few additional taxa. Our method draws on tools that are widely applied to in situ conservation planning, and it can be used to evaluate and improve the phylogenetic diversity of ex situ collections. © 2014 Society for Conservation Biology.

Identifying School Psychologists' Intercultural Sensitivity

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Puyana, Olivia E.; Edwards, Oliver W.

2016-01-01

School psychologists are encouraged to analyze their intercultural sensitivity because they may be subject to personal attitudes and beliefs that pejoratively influence their work with students and clients who are culturally and linguistically diverse (CLD). However, gaps remain in the literature regarding whether school psychologists are prepared…

The Danish School Acts of 1814 and the Emergence of Mass Schooling in Denmark

DEFF Research Database (Denmark)

Larsen, Christian

, the absolutist state sought the principle seriously implemented. In 1814, the Danish King Frederik VI enacted a set of schools laws. The acts of 1814 set out the framework for children’s education in the Danish monarchy, but the laws did not create schools; they primarily regulated diversity and confirmed...

Developing a Critical Consciousness for Diversity and Equity among Preservice Music Teachers

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Robinson, Nicole R.

2017-01-01

For approximately 50 years, music education scholars have purported the need for more diversity training among preservice music teachers. This call has become increasingly urgent as contemporary preservice music teachers encounter the most ethnically and culturally diverse classrooms in public school history. Although preservice music teachers may…

Diversification of School Psychology: Developing an Evidence Base from Current Research and Practice

Science.gov (United States)

Blake, Jamilia J.; Graves, Scott; Newell, Markeda; Jimerson, Shane R.

2016-01-01

Why is there a need to increase the racial/ethnic diversity of faculty in school psychology? Chiefly, school psychologists serve the most racially/ethnically diverse population: children in US schools. Therefore, developing a knowledge base that is inclusive of this wide range of perspective as well as growing a workforce that is reflective of…

Fostering Under-represented Minority Student Success and Interest in the Geosciences: Outcomes of the UNC-Chapel Hill Increasing Diversity and Enhancing Academia (IDEA) Program

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Hughes, M. H.; Gray, K.; Drostin, M.

2016-12-01

For under-represented minority (URM) students, opportunities to meaningfully participate in academic communities and develop supportive relationships with faculty and peers influence persistence in STEM majors (Figueroa, Hurtado, & Wilkins, 2015; PCAST, 2012; Tsui, 2007). Creating such opportunities is even more important in the geosciences, where a lower percentage of post-secondary degrees are awarded to URM students than in other STEM fields (NSF, 2015; O'Connell & Holmes, 2011; NSF, 2011). Since 2011, Increasing Diversity and Enhancing Academia (IDEA), a program of the UNC-Chapel Hill Institute for the Environment (UNC-IE), has provided 39 undergraduates (predominantly URM and female students) with career-relevant research experiences and professional development opportunities, including a culminating experience of presenting their research at a campus-wide research symposium. External evaluation data have helped to characterize the effectiveness of the IDEA program. These data included pre- and post-surveys assessing students' interest in geosciences, knowledge of career pathways, and perceptions of their abilities related to a specific set of scientific research skills. Additionally, progress towards degrees and dissemination outcomes were tracked. In this presentation, we will share quantitative and qualitative data that demonstrate that participation in the IDEA program has influenced students' interest and persistence in geosciences research and careers. These data range from self-reported competencies in a variety of scientific skills (such as organizing and interpreting data and reading and interpreting science literature) to documentation of student participation in geoscience study and professions. About 69% of participants continued research begun during their internships beyond the internship; and about 38% pursued graduate degrees and secured jobs in geoscience and other STEM fields. (Nearly half are still in school.) Overall, these evaluation data

Social Justice in India: Perspectives from School Leaders in Diverse Contexts

Science.gov (United States)

Richardson, Jayson W.; Sauers, Nicholas J.

2014-01-01

This study focuses on social justice from the perspective of five school leaders in Delhi, India. Four of the schools in the study are affluent. One school serves primarily students who live in extreme poverty. Through interviewing these leaders, two major themes were identified. First, these leaders tended to view human rights as a driver of a…

Dental school finances: current status.

Science.gov (United States)

Crawford, W H

1986-05-01

Total expenditures and revenues of 58 US dental school were derived from reports of the ADA Division of Educational Measurements. These financial data were studied by type of dental school (public, state-related private, and private) and by expenditure/revenue categories. Dental schools showed little diversity in expenditures: most were directed toward instruction; few were directed toward research or continuing education. Several distinctive patterns among the three types of dental schools in revenues were observed. Two configurations emerged: public and state-related private dental schools receive more than 75% of their revenues from government and tuition, and private dental schools, more than 50%.

Cultural Diversity among Heads of International Schools: Potential Implications for International Education

Science.gov (United States)

Slough-Kuss, Yvonne

2014-01-01

This article considers the influence that regional associations of international schools have on individual school members. The role of heads of international schools is explored in terms of their collective regional community influence on the fundamental school level. A revision of Thompson's model of international education is proposed…

PENN PASS: a program for graduates of foreign dental schools.

Science.gov (United States)

Berthold, P; Lopez, N

1994-01-01

An increasing number of graduates of foreign dental schools who enroll in advanced standing programs to qualify for licensure calls for dental schools to be prepared to handle not only the curricular demands but also the growing cultural diversity among its student population. The "reeducation" of this student group not only meets the need of foreign dentists for an American degree but may also provide health professionals to service various ethnic populations whose language and culture they are able to understand and identify with. A survey of students and graduates of a two-year Program for Advanced Standing Students (PASS) for graduates of foreign dental schools representing 34 countries aimed to arrive at an understanding of this student group through characterization of the foreign dentists and identification of their attitudes and feelings toward various aspects of the program, the school and faculty and their experience of stress. This report includes description of the distinctive features of the program which cater to specific needs and concerns of this non-traditional group of dental students. PASS students are accepted on the basis of their grades in dental school in home country, scores in the National Dental Board Examination Part I, Test of English as Foreign Language (TOEFL), and ratings in personal interviews. They complete an intensive summer program consisting of didactic and laboratory courses which prepares them for integration with four-year students for the last two years of didactic and clinical curriculum. Cultural diversity seminars, a special English class, PASS class meetings and seminars are unique additions to their program and aim to assist them adjust to the educational, social and cultural systems in an American school. Results of the survey show a majority of the PASS students feel that they are part of the school and that there is someone in the school whom they can approach for problems. An understanding of their ethnic and

"It's Like Spiderman … with Great Power Comes Great Responsibility": School Autonomy, School Context and the Audit Culture

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Keddie, Amanda

2014-01-01

This paper explores issues of school autonomy within the context of the performative demands of the audit culture. The focus is on a case study of Clementine Academy, a large and highly diverse English secondary school. Specific situated, professional, material and external factors at the school were significant in shaping Clementine's response to…

Illicit drug use among rave attendees in a nationally representative sample of US high school seniors.

Science.gov (United States)

Palamar, Joseph J; Griffin-Tomas, Marybec; Ompad, Danielle C

2015-07-01

The popularity of electronic dance music and rave parties such as dance festivals has increased in recent years. Targeted samples of party-goers suggest high rates of drug use among attendees, but few nationally representative studies have examined these associations. We examined sociodemographic correlates of rave attendance and relationships between rave attendance and recent (12-month) use of various drugs in a representative sample of US high school seniors (modal age: 18) from the Monitoring the Future study (2011-2013; Weighted N=7373). One out of five students (19.8%) reported ever attending a rave, and 7.7% reported attending at least monthly. Females and highly religious students were less likely to attend raves, and Hispanics, students residing in cities, students with higher income and those who go out for fun multiple times per week were more likely to attend. Rave attendees were more likely than non-attendees to report use of an illicit drug other than marijuana (35.5% vs. 15.6%, p<0.0001). Attendees were more likely to report use of each of the 18 drugs assessed, and attendees were more likely to report more frequent use (≥6 times) of each drug (ps<0.0001). Controlling for sociodemographic covariates, frequent attendance (monthly or more often) was associated with higher odds of use of each drug (ps<0.0001). Frequent attendees were at highest risk for use of "club drugs." Findings from this study can help inform prevention and harm reduction among rave attendees at greatest risk for drug use. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Urban Adolescents' Out-of-School Activity Profiles: Associations with Youth, Family, and School Transition Characteristics

Science.gov (United States)

Pedersen, Sara

2005-01-01

This study applied individual growth trajectory analyses and person-oriented analysis to identify common profiles of out-of-school activity engagement trajectories among racially and ethnically diverse inner city teens (N = 1,430). On average, teens exhibited declining trajectories of participation in school-based and team sports activities and…

Including Fathers in School Psychology Literature: A Review of Four School Psychology Journals

Science.gov (United States)

Greif, Jennifer L.; Greif, Geoffrey L.

2004-01-01

It is well documented that fathers have a significant influence on their children's success in school. To examine the ways in which fathers have been represented in school psychology literature, the authors searched over 1,000 recent articles published in four leading U.S. school psychology journals ("Psychology in the Schools," "School Psychology…

Diversity of what? Multifaceted Boards and Directors

OpenAIRE

A. Hillman; S. Nielsen; A. Zattoni

2012-01-01

Board diversity has long intrigued practitioners and scholars. Constituents encourage companies to vary of director characteristics, but companies often resist. Academics debate whether diversity is beneficial for board decision-making and the empirical evidence is mixed, partly because “diversity” is treated as a singular construct despite representing many different forms (e.g. demographic, human capital and social capital). We propose a theoretical model of board diversit...

Schools and Social Emotional Learning

Science.gov (United States)

Usakli, Hakan; Ekici, Kubra

2018-01-01

In classrooms, the students spend lots of time by interacting each other. This paper debates the role of importance of the schools for rising students' social relations. Interaction between students is inevitable. That is because, they are together in projects, class discussion and peer working groups. Multicultural diverse school climates demand…

School Boundaries: Finding Solutions While Gaining Community Support

Science.gov (United States)

Lazarus, William

2010-01-01

Some of the most complicated issues facing school districts across the country revolve around resource allocation and student assignment planning. Determining school attendance boundaries, selecting sites for new schools, closing existing ones, balancing seat utilization while minimizing travel costs, and achieving socioeconomic diversity are all…

Mouthguard usage by middle and high school student-athletes in Houston, Texas.

Science.gov (United States)

Miller, Michael B; Johnson, Cleverick D; Cooley, Ralph A; Sharp, Holly; Servos, Thomas A

2016-01-01

This survey recorded utilization levels of stock and custom mouthguards among middle and high school athletes in a US metropolitan area and gathered data on the prevalence of traumatic injuries that have occurred as a consequence of school-based athletic competition. The data also included reasons for the athletes' noncompliance. A 23-question, online survey form was developed. A geographically diverse list of public and private schools in the Houston metropolitan area was identified and included 30 public middle schools, 32 public high schools, 8 private middle schools, and 10 private high schools. The sports surveyed were baseball, basketball, field hockey, football, lacrosse, soccer, softball, volleyball, and wrestling. Only 1 private middle school participated. Only 5 of 32 public high schools and 1 private high school participated, representing response rates of 16% and 10%, respectively. Overall, there were 503 responses, and 56% of the respondents did not have a mouthguard. Among athletes who owned a mouthguard, most (70%) had stock versions purchased in a retail store, while 11% had a custom mouthguard fabricated by a dentist, and 19% had both types. The most frequent reasons cited for not wearing a mouthguard were forgetting to use it and a lack of comfort. The injury rates reported by respondents in the stock and custom mouthguard groups were 26% and 9%, respectively. A consistent, concerted effort by local dental societies should be aimed at school administrators and coaches to encourage enforcement or reinforcement of mouthguard usage policies among high school athletes, but, ultimately, parents need to step up to protect their children.

School Climate and Dropping Out of School in the Era of Accountability

Science.gov (United States)

Kotok, Stephen; Ikoma, Sakiko; Bodovski, Katerina

2016-01-01

Using data from the High School Longitudinal Study of 2009 (HSLS:09)--a large nationally representative sample of US high school students--we employed multilevel structural equation modeling (SEM) to examine the relationship between school characteristics and the likelihood that a student will drop out of high school. We used a multifaceted…

More Heads Are Better than One: School-Based Decision-Making in Varied School Environments

Science.gov (United States)

Mokoena, Sello; Machaisa, Rebotile

2018-01-01

In this multi-case qualitative study the degree to which school-based decision-making (SBDM) is understood and conceptualised by the members of school governing bodies (SGBs)--educators, chairpersons of SGBs, principals, and learner representative councils-as well the extent to which decisions were shared among the various groups represented on…

Cultural Diversity in Compulsory Education: An Overview of the Context of Madrid (Spain)

Science.gov (United States)

Jaurena, Ines Gil

2010-01-01

This paper examines educational practices in Spain and in particular Madrid. With this contextual frame as the starting point the following issues are discussed: the "official" conceptualization of cultural diversity, educational policies and resolutions related to cultural diversity, and school programs and resources facilitated by…

Leading Multi-Ethnic Schools: Adjustments in Concepts and Practices for Engaging with Diversity

Science.gov (United States)

Shah, Saeeda

2008-01-01

The student population across world is increasingly reflective of diverse cultures, religions and ethnicities. This rich diversity may become a challenge for educational leaders, teachers, and policy-makers in the absence of an understanding of diverse sources of knowledge people draw on for directing their beliefs and daily practices. This paper…

Diversity Management in the Workplace

Directory of Open Access Journals (Sweden)

Hana Urbancová

2016-01-01

Full Text Available Diversity is a phenomenon which is increasingly manifesting itself in the globalized society; therefore, it is observable in various areas of human activity, and thus also in the labour market and work teams. Age, sex, ethnicity and nationality, creed or disabilities are among the parameters of diversity. The aim of the article is to identify and evaluate the implementation of Diversity Management in workplaces, whilst bearing in mind researched factors of diversity. The results were gained by conducting a primary survey by questionnaire in organizations (n = 315. The results showed that a total of 41.9% of selected organizations operating in the Czech Republic implement Diversity Management. The largest part of organizations operate in the tertiary sector (69.7%. The survey results show the situation concerning Diversity Management in the selected organizations and support the oppinion that Diversity Management is a current global matter and its concerns all organizations. The research parameters influenced the application of Diversity Management in organizations (Cramer’s V is from 0.176 to 0.430. One of the recommendations for organizations is that they devote more attention to this phenomenon, as qualified human resources is on the decline and adequate attention will once again need to be devoted to groups of potential workers who have hitherto been overlooked. Diversity Management represents a new opportunity for organizations to build the employer’s good brand and attract knowledge workers.

Gender and Ethnic Diversity in Academic PM&R Faculty: National Trend Analysis of Two Decades.

Science.gov (United States)

Hwang, Jaeho; Byrd, Kia; Nguyen, Michael O; Liu, Michael; Huang, Yuru; Bae, Gordon H

2017-08-01

Over the years, a number of studies have demonstrated an increase in gender and ethnic diversity among US physicians. Despite substantial progress in eliminating gender and racial inequities in the field of medicine, women and ethnic minorities are still underrepresented among medical faculty at academic institutions. This study aims to describe the trends in gender and ethnic diversity among Physical Medicine and Rehabilitation (PM&R) faculty through statistical analysis of data describing gender and ethnicity of full-time academic faculty gathered from the Association of American Medical Colleges Faculty Roster from 1994 to 2014. Proportions representing the percentages of females and ethnic minorities of a given faculty position in medical schools were compared across each of the other faculty ranks. Results showed that the average yearly percent increases in the proportion of female PM&R faculty in associate professor (0.68%) and full professor (0.54%) positions were greater than those in instructor (0.30%) and assistant professor (0.35%) positions. In contrast, the average yearly percent increase in the proportion of non-Caucasian PM&R faculty in full professor positions (0.19%) was less than those in instructor (0.84%), assistant (0.93%), and associate professor (0.89%) positions. Overall, trends among faculty exhibit a steady increase in gender and ethnic diversity, although promotion disparity continues to exist among specific academic positions for some groups. This study provides a current perspective on recent changes in diversity among faculty in PM&R and may prove useful when defining strategies to improve workforce diversity.

Urban Middle School Students' Perceptions of Bullying, Cyberbullying, and School Safety

Science.gov (United States)

Varjas, Kris; Henrich, Christopher C.; Meyers, Joel

2009-01-01

This study examined 427 urban middle school students' perceptions of bullying, cyberbullying, and school safety utilizing the Student Survey of Bullying Behavior-Revised 2 (Varjas, Meyers, & Hunt, 2006). A unique finding is that cyberbullying may represent a unique modality of victimization and bullying compared with other school-based…

Children Prefer Diverse Samples for Inductive Reasoning in the Social Domain

Science.gov (United States)

Noyes, Alexander; Christie, Stella

2016-01-01

Not all samples of evidence are equally conclusive: Diverse evidence is more representative than narrow evidence. Prior research showed that children did not use sample diversity in evidence selection tasks, indiscriminately choosing diverse or narrow sets (tiger-mouse; tiger-lion) to learn about animals. This failure is not due to a general…

National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services

Science.gov (United States)

School Psychology Review, 2010

2010-01-01

The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists to enhance the learning and mental health of all children and youth. "School psychologists" provide effective services to help children and youth succeed academically, socially, behaviorally, and emotionally.…

A nursing career lattice pilot program to promote racial/ethnic diversity in the nursing workforce.

Science.gov (United States)

Sporing, Eileen; Avalon, Earlene; Brostoff, Marcie

2012-03-01

The nursing career lattice program (NCLP) at Children's Hospital Boston has provided employees with social, educational, and financial assistance as they begin or advance their nursing careers. At the conclusion of a pilot phase, 35% of employees in the NCLP were enrolled in nursing school and 15% completed nursing school. The NCLP exemplifies how a workforce diversity initiative can lead to outcomes that support and sustain a culture rich in diversity and perpetuate excellence in nursing in one organization.

Perceptions of School Conflict by Nebraska Superintendents

Science.gov (United States)

DeTurk, Theodore J.

2010-01-01

Conflict is a natural and pervasive, but often misunderstood, force that thrives in all human societies. Conflict is an inherent part of the school environment because of the labor-intensive nature of the school setting. As district leaders, school superintendents are surrounded daily by diverse groups of people who have their own needs and…

Closing School for the Holidays--Whose Holidays?

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Purinton, Ted; Gunther, Vicki

2011-01-01

How educators, school board members, taxpayers, voters, parents, and students design a school calendar, in terms of both process and product, should be a reflection of how we desire to accommodate and conform diverse faiths within our communities. If, according to Dewey, the school is a reflection of society, then what does the inability to…

Material conditions of kindergartens as producers of experiences: uses of diversity and unequal relationships

Directory of Open Access Journals (Sweden)

Lucía Petrelli

2017-09-01

Full Text Available This article presents preliminary results of socio-anthropological research that took place in Early Education schools of the City of Buenos Aires. It focuses on the uses of sociocultural diversity and unequal relationships and their articulation with the materiality of everyday life conditions of the institutions in which fieldwork took place. It includes the analytical description of a social situation —the visit of an officer of the Ministry of Education to one of these Initial Schools in which research was carried on. This descriptions show the ways in which the different institutional subjects —teachers, parents, school directors, the staff member— refer to and produce the spaces in which their practices take place, and simultaneously, struggle for their places and put  under strain their diverse and unequal relationships. Afterwards, taking into account the Initial Education schools of a whole Educational District of the City, we analyze the features of the “educational offer” for Initial Schooling, the incorporation of devices  as cell phones  to everyday educational work of the kindergartens, as an aide to the teacher’s work, and the beginnings of the online school enrolment. These issues permit us to highlight the recent history of Argentina´s Initial Level teaching. The article accounts  that materiality, as the ethnographic descriptions evidence, permits to understand how, nowadays, relations of diversity and inequality come together.

Meet Cover Directors--Steve Albert, Rainbow School, Kahuku, Hawaii; Chuck Larson, Seagull Schools, Honolulu, Hawaii.

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Child Care Information Exchange, 1994

1994-01-01

Profiles Chuck Larson and Steve Albert, each of whom directs a multi-site child care organization in Hawaii. Larson directs Rainbow School, dedicated to the idea that learning is a natural, joyful accomplishment of living. Albert directs Seagull School, responding to the early educational needs of Hawaii's diverse community by offering affordable,…

Diversity of United States medical students by region compared to US census data

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Smith MM

2015-05-01

Full Text Available Mark M Smith,1 Steven H Rose,1 Darrell R Schroeder,2 Timothy R Long1 1Department of Anesthesiology, Mayo Clinic College of Medicine, Rochester, MN, USA; 2Division of Biomedical Statistics and Informatics, Mayo Clinic College of Medicine, Rochester, MN, USA Purpose: Increasing the diversity of the United States (US physician workforce to better represent the general population has received considerable attention. The purpose of this study was to compare medical student race data to that of the US general population. We hypothesized that race demographics of medical school matriculants would reflect that of the general population. Patients and methods: Published race data from the United States Census Bureau (USCB 2010 census and the 2011 Association of American Medical Colleges (AAMC allopathic medical school application and enrollment by race and ethnicity survey were analyzed and compared. Race data of enrolled medical students was compared to race data of the general population within geographic regions and subregions. Additionally, race data of medical school applicants and matriculants were compared to race data of the overall general population. Results: Race distribution within US medical schools was significantly different than race distribution for the overall, regional, and subregional populations of the US (P<0.001. Additionally, the overall race distribution of medical school applicants differed significantly to the race distribution of the general population (P<0.001. Conclusion: This study demonstrated that race demographics of US medical school applicants and matriculants are significantly different from that of the general population, and may be resultant of societal quandaries present early in formal education. Initiatives targeting underrepresented minorities at an early stage to enhance health care career interest and provide academic support and mentorship will be required to address the racial disparity that exists in US

Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society.

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Banks, James A.; Cookson, Peter; Gay, Geneva; Hawley, Willis D.; Irvine, Jacqueline Jordan; Nieto, Sonia; Schofield, Janet Ward; Stephen, Walter G.

2001-01-01

Discusses 12 essential principles to help schools teach democratic values in a multicultural society. Derived from findings of the Multicultural Education Consensus Panel to review and synthesize research on diversity, principles are organized into five categories: Teacher learning; student learning; intergroup relations; school governance,…

Plant Growth Promotion Potential Is Equally Represented in Diverse Grapevine Root-Associated Bacterial Communities from Different Biopedoclimatic Environments

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Ramona Marasco

2013-01-01

Full Text Available Plant-associated bacteria provide important services to host plants. Environmental factors such as cultivar type and pedoclimatic conditions contribute to shape their diversity. However, whether these environmental factors may influence the plant growth promoting (PGP potential of the root-associated bacteria is not widely understood. To address this issue, the diversity and PGP potential of the bacterial assemblage associated with the grapevine root system of different cultivars in three Mediterranean environments along a macrotransect identifying an aridity gradient were assessed by culture-dependent and independent approaches. According to 16S rRNA gene PCR-DGGE, the structure of endosphere and rhizosphere bacterial communities was highly diverse (P=0.03 and was associated with a cultivar/latitudinal/climatic effect. Despite being diverse, the bacterial communities associated with Egyptian grapevines shared a higher similarity with the Tunisian grapevines than those cultivated in North Italy. A similar distribution, according to the cultivar/latitude/aridity gradients, was observed for the cultivable bacteria. Many isolates (23% presented in vitro multiple stress resistance capabilities and PGP activities, the most frequent being auxin synthesis (82%, insoluble phosphate solubilisation (61%, and ammonia production (70%. The comparable numbers and types of potential PGP traits among the three different environmental settings indicate a strong functional homeostasis of beneficial bacteria associated with grape root.

THE EVALUATION OF DIVERSITY OF EDUCATIONAL ENVIRONMENTAL MODELS OF LATVIAN RURAL SCHOOLS

OpenAIRE

Katane, Irēna; Laizāne, Anna

2015-01-01

Under conditions of changes and instability in any state rural schools are faced to look for different directions of development in order to manage in the rural areas. Thus the inner structure of rural schools becomes complex and causes formation of new educational environmental models of Latvian rural schools. The aims of the article: 1) to give substantiation of the concept model; 2) to give classification of educational environmental models of rural schools; 3) to emphasize the advantages ...

An Ethnography of Children's Friendships in a Fifth-Grade Culturally Diverse Class.

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Deegan, James G.

The purpose of this ethnographic study was to examine friendships of early adolescents in a culturally diverse fifth grade class in an urban elementary school in the southeastern United States. The study described and interpreted the experiences of being a friend and having a friend in a culturally diverse classroom. The approach was grounded in…

Boys II Men: A Culturally-Responsive School Counseling Group for Urban High School Boys of Color

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Pérez-Gualdrón, Leyla; Yeh, Christine; Russell, LyRyan

2016-01-01

Using a participatory and collaborative approach, we developed, implemented, and evaluated a culturally responsive school counseling group, "Boys II Men," for 11 low-income diverse male students of color at an urban public school. The content of the group focused on five areas: social connections and support, exploring gender roles,…

The linguistics in othering: Teacher educators’ talk about cultural diversity

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Anne Birgitta Nilsen

2017-05-01

Full Text Available ‘Othering’ can be conceptually defined as the manner in which social group dichotomies are represented in language via binary oppositions of ‘us’ and ‘them’. The article aims to contribute to a methodological approach for differentiating the concept of othering in educational settings. We will introduce new ways of conceptualising othering based on findings from an empirical critical discourse analytical study of how teacher educators talk about the term ‘cultural diversity’. The study is based on transcriptions of interviews with Norwegian teacher educators. The findings illustrate that teacher educators talk about cultural diversity using seven different ways of othering. These ways of othering are important because teacher educators’ discourses influence preservice teachers, in turn, influencing their future teaching in schools. We argue that a critical linguistic awareness of the ways in which pupils are ‘othered’ is an important tool in counteracting social exclusion and promoting social justice and equity.

Flipping the Script from Talking to Teens about "Celebrating Diversity" to Promoting Equity through Embracing Vulnerability and Enacting Courage

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Bettez, Silvia

2017-01-01

Diversity and inclusion are popular, yet often challenging, topics for youth in schools. A common approach to address the issues is to invite outside speakers to discuss ways to "celebrate diversity." After being invited to give such a talk, I created and enacted a presentation at an affluent high school on this topic that is grounded in…

Raw Sewage Harbors Diverse Viral Populations

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Cantalupo, Paul G.; Calgua, Byron; Zhao, Guoyan; Hundesa, Ayalkibet; Wier, Adam D.; Katz, Josh P.; Grabe, Michael; Hendrix, Roger W.; Girones, Rosina; Wang, David; Pipas, James M.

2011-01-01

ABSTRACT At this time, about 3,000 different viruses are recognized, but metagenomic studies suggest that these viruses are a small fraction of the viruses that exist in nature. We have explored viral diversity by deep sequencing nucleic acids obtained from virion populations enriched from raw sewage. We identified 234 known viruses, including 17 that infect humans. Plant, insect, and algal viruses as well as bacteriophages were also present. These viruses represented 26 taxonomic families and included viruses with single-stranded DNA (ssDNA), double-stranded DNA (dsDNA), positive-sense ssRNA [ssRNA(+)], and dsRNA genomes. Novel viruses that could be placed in specific taxa represented 51 different families, making untreated wastewater the most diverse viral metagenome (genetic material recovered directly from environmental samples) examined thus far. However, the vast majority of sequence reads bore little or no sequence relation to known viruses and thus could not be placed into specific taxa. These results show that the vast majority of the viruses on Earth have not yet been characterized. Untreated wastewater provides a rich matrix for identifying novel viruses and for studying virus diversity. Importance At this time, virology is focused on the study of a relatively small number of viral species. Specific viruses are studied either because they are easily propagated in the laboratory or because they are associated with disease. The lack of knowledge of the size and characteristics of the viral universe and the diversity of viral genomes is a roadblock to understanding important issues, such as the origin of emerging pathogens and the extent of gene exchange among viruses. Untreated wastewater is an ideal system for assessing viral diversity because virion populations from large numbers of individuals are deposited and because raw sewage itself provides a rich environment for the growth of diverse host species and thus their viruses. These studies suggest that

Is Opportunity Knocking or Slipping Away? Racial Diversity and Segregation in Pennsylvania

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Kotok, Stephen; Reed, Katherine

2015-01-01

Historically, Pennsylvania has struggled to integrate its public schools, especially with much of the racial diversity concentrated in urban regions. Starting in the 1960s, the Pennsylvania Human Relations Commission (PHRC) was the state's enforcing body to combat school desegregation, but since the early 1980s, when it comes to education, the…

Exploring Culturally and Linguistically Diverse Students' Identities in an Afterschool Book Club

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Wang, Yu-Chi

2016-01-01

This qualitative research aims to investigate identity positions of elementary school students with culturally and linguistically diverse (CLD) background in an afterschool book club. The increasing population of CLD students and their learning needs have become a national focus in American schools. Scholars have highlighted that understanding…

Department-Head Leadership for School Improvement

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Leithwood, Kenneth

2016-01-01

This review of research was prompted by the widespread belief that at least in a significant number of secondary schools, department heads are an underutilized, if not untapped, source of instructional leadership, the type of leadership critical to secondary-school improvement initiatives. Forty-two methodologically diverse empirical studies were…

The role of cultural diversity climate in recruitment, promotion, and retention of faculty in academic medicine.

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Price, Eboni G; Gozu, Aysegul; Kern, David E; Powe, Neil R; Wand, Gary S; Golden, Sherita; Cooper, Lisa A

2005-07-01

Ethnic diversity among physicians may be linked to improved access and quality of care for minorities. Academic medical institutions are challenged to increase representation of ethnic minorities among health professionals. To explore the perceptions of physician faculty regarding the following: (1) the institution's cultural diversity climate and (2) facilitators and barriers to success and professional satisfaction in academic medicine within this context. Qualitative study using focus groups and semi-structured interviews. Nontenured physicians in the tenure track at the Johns Hopkins University School of Medicine. Focus groups and interviews were audio-taped, transcribed verbatim, and reviewed for thematic content in a 3-stage independent review/adjudication process. Study participants included 29 faculty representing 9 clinical departments, 4 career tracks, and 4 ethnic groups. In defining cultural diversity, faculty noted visible (race/ethnicity, foreign-born status, gender) and invisible (religion, sexual orientation) dimensions. They believe visible dimensions provoke bias and cumulative advantages or disadvantages in the workplace. Minority and foreign-born faculty report ethnicity-based disparities in recruitment and subtle manifestations of bias in the promotion process. Minority and majority faculty agree that ethnic differences in prior educational opportunities lead to disparities in exposure to career options, and qualifications for and subsequent recruitment to training programs and faculty positions. Minority faculty also describe structural barriers (poor retention efforts, lack of mentorship) that hinder their success and professional satisfaction after recruitment. To effectively manage the diversity climate, our faculty recommended 4 strategies for improving the psychological climate and structural diversity of the institution. Soliciting input from faculty provides tangible ideas regarding interventions to improve an institution's diversity

The Challenge of Joining Theory and Practice Across Collaborative Research: The Experience of the Group "School, Diversity and Immigration" from the University of Barcelona

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Carmen Oliver Vera

2009-01-01

Full Text Available We want to share our experience in the constitution of an interdisciplinary and collaborative research group on the relationship between school, diversity and immigration in Catalunya, Spain. Our main purpose is to relate the perceptions and experiences based on our different educational experiences. Firstly teachers who work at the so called "aulas de acogida"—special resources directed to students of immigrant parents; secondly university researchers from pedagogy and psychology fields, thirdly, administrative staff who are mediating between educational policies and the practical reality of the schools, and finally the university and PhD students involved in our project. These different voices allow us to interlace theoretical analyses with more practical others, as well as to delimit what kind of needs emerge from professional practice, and what tools seem to usefully facilititate our process. We believe that establishing bridges between university and schools is a fundamental aspect to promote a fruitful dialectical exchange. Therefore, we want to report our group's process and share our experiences in the analysis of these questions. URN: urn:nbn:de:0114-fqs0901469

Why diversity means more than just gender

CERN Multimedia

2016-01-01

In this, my first message to the personnel, I’d like to focus on diversity. In all my time representing Switzerland in Council bodies, and looking at CERN from the outside, I was always impressed by the way in which the Organization deals with this issue. Fairness is intrinsic to a place like CERN, as it is to science, and I think that’s the key, because fairness is at the heart of nurturing diversity.   Whether we’re talking about the biosphere, what we eat or the place where we work, diversity is key. But in all these cases, nurturing diversity requires effort, and that’s as true for CERN as it is for anywhere else. That’s why we have a diversity office to help us. It’s why we have policies that promote diversity, and it’s one of the reasons why we have a code of conduct to guide us in our working relationships. People often equate diversity with visible aspects such as gender and ethnicity, but there’s a l...

The use of indicator taxa as representatives of communities in bioassessment

NARCIS (Netherlands)

Nijboer, R.C.; Verdonschot, P.F.M.; Werf, van der D.C.

2005-01-01

1. Sampling and processing of benthic macroinvertebrate samples is time consuming and expensive. Although a number of cost-cutting options exist, a frequently asked question is how representative a subset of data is of the whole community, in particular in areas where habitat diversity is high (like

High Hopes and Harsh Realities: The Real Challenges to Building a Diverse Workforce. Technical Appendix

Science.gov (United States)

Putman, Hannah; Hansen, Michael; Walsh, Kate; Quintero, Diana

2016-01-01

Public schools are suffering from a well-publicized diversity problem. Minority students make up nearly half of all public school students, yet minority teachers comprise just 18 percent of the teacher workforce. In an effort to address what Slate has described as "the one cause in education everyone supports," school districts across…

The relationship between school multiculturalism and interpersonal violence: an exploratory study.

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Le, Thao N; Johansen, Samantha

2011-11-01

Multiculturalism has been purported to be supportive of positive youth development and outcomes. This study examined the relationship between perceived school multiculturalism-whether youth felt and thought that their school and teachers supported and provided activities for diverse intergroup interactions-and serious interpersonal violence, and explored whether this relation was mediated by civic engagement, ethnic identity, ethnocultural empathy, and positive peers. An ethnically diverse sample of 324 middle-school youth (mean age: 12.5 years; range: 11-15 years; sex: 50% female) from a city in northern California participated in the study. Analyses consisted of structural equation modeling with bootstrapping. The results revealed a negative association between school multiculturalism and interpersonal violence that was fully mediated by positive peers and civic engagement. Although school multiculturalism was positively associated with ethnic identity, ethnic identity, in turn, was not significantly associated with interpersonal violence. School multiculturalism is an important protective factor against youth violence by facilitating positive peer relationships and community engagement among youth. Teachers, administrators, and health officials need to consider the ways in which they can facilitate and encourage greater understanding, openness, and respect for diversity, and promote harmonious interactions among different groups at schools. Greater institutional support for school multiculturalism through implementation of tolerance curriculum and activities, for example, could in turn facilitate favorable youth outcomes. © 2011, American School Health Association.

The Food Costs of Healthier School Lunches

OpenAIRE

Newman, Constance

2012-01-01

The U.S. Department of Agriculture proposed and adopted a new set of meal pattern requirements for the National School Lunch Program that will allow schools to claim 6 cents more in lunch reimbursement rates. This study analyzes the food costs of school menus in 2005 that met many of the proposed requirements. Overall, schools that served more, and more diverse, non-starchy vegetables had higher average food costs, and schools that served menus with lower calories had lower food costs. The fo...

"Diverse Providers" in Action: School Restructuring in Hawaii. Education Outlook. No. 8

Science.gov (United States)

Hess, Frederick M.; Squire, Juliet P.

2009-01-01

What to do about persistently low-performing schools is a pressing challenge for policymakers and educators across the nation. Schools that fail to make "adequate yearly progress" (AYP) for five consecutive years under No Child Left Behind (NCLB) must be "restructured." The 3,500 schools in the United States currently in…

"Diverse Providers" in Action: School Restructuring in Hawaii. Working Paper 2009-03

Science.gov (United States)

Hess, Frederick M.; Squire, Juliet P.

2009-01-01

What to do about persistently low-performing schools is a pressing challenge for policymakers and educators across the nation. Schools that fail to make "adequate yearly progress" (AYP) for five consecutive years under No Child Left Behind (NCLB) must be "restructured". The 3,500 schools in the United States currently in…

Inclusive Education for Students with Refugee Experience: Whole School Reform in a South Australian Primary School

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Pugh, Karen; Every, Danielle; Hattam, Robert

2012-01-01

In recent years, there has been an increase in students with refugee experience in the UK, the US, Europe and Australia. These students face many barriers to education, and appropriately educating this diverse student population presents many challenges to schools and education departments. We argue that a whole of school approach that includes…

The CSI Academy: Encouraging Diverse Students to Consider Science Careers and Science Teaching

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Kaye, Karen; Turner, John F.; Emigh, James

2011-01-01

The CSI academies employed a multi-layered, collaborative approach to encourage diverse students to consider STEM careers, including science teaching. The academies recruited a diverse group of high school students. This was due, in large part, to the creation of a unique selection process that identified students with unrealized potential. The…

GLOBE-al Impact through Diversity Bootcamps and Student Research Symposia

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Bourgeault, J.; Murphy, T.; Johnson, J.; Sparrow, E. B.; Czajkowski, K. P.; Herron, S.; Falcon, P.

2016-12-01

Inclusion, diversity, underrepresented groups, underserved populations...the key words and phrases that represent the students, we, as science education professionals, want to reach and encourage to enter the geoscience pipeline. Wanting to do this is one thing and having the skills to succeed is very different. It is also one that the GLOBE Program, an international science and education program, is working on as a community. GLOBE encourages students from around the world to participate in authentic scientific research of the Earth system. Students use scientific protocols to explore their local environments, compare their findings with other GLOBE schools both in the U.S. and in other participating countries, and then share their findings via the GLOBE.gov website. In the last year, two initiatives, six face-to-face Student Research Symposia and two diversity-focused GLOBE Partner Bootcamps, set the GLOBE community of Partners, teachers and students on the path to being able to address this challenge. This presentation will include the framework for the student research symposia, the barriers the leadership team faced when recruiting and getting students there and the lessons learned. Agendas for the GLOBE Partner Bootcamps will be shared to demonstrate how facilitators supplemented a standard GLOBE Partner workshop to model a more inclusive environment, along with future improvements to the format.

Prosocial Conduct in Urban Middle Schools: Do Young Adolescents' Experiences of the School Context Matter?

OpenAIRE

White, Samantha Jane Almaraz Simmons

2013-01-01

Young adolescents spend the majority of their time in school, yet little is known about how the school context is associated with their prosocial conduct. The current study focused on 1) the extent to which individual students were teamed with their classmates and 2) their exposure to ethnically diverse peers, and examined the processes by which these aspects of the school context were associated with their prosocial conduct. Multilevel mediation models were fit to multiply imputed question...

A 12-year comparison of students' perspectives on diversity at a Jesuit Medical School.

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Mujawar, Imran; Sabatino, Matt; Ray Mitchell, Stephen; Walker, Benjamin; Weissinger, Peggy; Plankey, Michael

2014-01-01

Many studies have assessed perspectives of medical students toward institutional diversity, but few of them have attempted to map changes in diversity climate over time. This study aims to investigate changes in diversity climate at a Jesuit medical institution over a 12-year period. In 1999, 334 medical students completed an anonymous self-administered online survey, and 12 years later, 406 students completed a comparable survey in 2011. Chi-square tests assessed the differences in percent responses to questions of the two surveys, related to three identities: gender, race, and sexual orientation. The 1999 versus 2011 samples were 46% versus 49% female, 61% versus 61% Caucasian, and 41% vs. 39% aged 25 years or older. Findings suggested improvements in medical students' perceptions surrounding equality 'in general' across the three identities (pequality and diversity over the past 12 years may have been influenced by a generational acceptance of cultural diversity and, the inclusion of diversity training courses within the medical curriculum. Diversity training related to race and sexual orientation should be expanded, including a follow-up survey to assess the effectiveness of any intervention.

Co-Constructing Community, School, University Partnerships for Urban School Transformation

Science.gov (United States)

Gillenwaters, Jamila Najah

2009-01-01

University-school-community partnerships represent a collaborative model of urban educational reformation inclusive of all the organizations that impact urban education. Co-constructed relationships among communities, schools, and universities have the potential for redistributing hierarchical power, thereby enabling all partners to contribute to…

Language and social status differences in two urban schools

DEFF Research Database (Denmark)

Nørreby, Thomas Rørbeck

This dissertation is about distinctions, social status differences and contemporary pupil diversity. It addresses how Copenhagen school children in two different schools use language to handle their social everyday lives and how this organizing involves constructions and ascriptions of identities...... and social stereotypes. My research is driven by an interest in learning more about the experience of being part of today´s diverse school environments. Therefore, I approach my data with an emphasis on the participant perspective and focus analytically on the ways in which the participants in my study enact...... of a connection between the prevalent focus on ethnicity in public debates on schooling and social class relations and then the interplay between these relations of power and prestige and the practices that I analyze. Key words: School children, youth, social interaction, linguistic and social difference, social...

Fewer but not smaller schools in declining fish and krill populations.

Science.gov (United States)

Brierley, Andrew S; Cox, Martin J

2015-01-05

Many pelagic species (species that live in the water column), including herring and krill, aggregate to form schools, shoals, or swarms (hereafter simply "schools," although the words are not synonyms). Schools provide benefits to individual members, including locomotory economy and protection from predators that prey on individuals, but paradoxically make schooling species energetically viable and commercially attractive targets for predators of groups and for fishers. Large schools are easier to find and yield greater prey/catch than small schools, and there is a requirement from fields as diverse as theoretical ecology and fisheries management to understand whether and how aggregation sizes change with changing population size. We collated data from vertical echosounder surveys of taxonomically diverse pelagic stocks from geographically diverse ecosystems. The data contain common significant positive linear stock-biomass to school-number relationships. They show that the numbers of schools in the stocks change with changing stock biomass and suggest that the distributions of school sizes do not change with stock biomass. New data that we collected using a multibeam sonar, which can image entire schools, contained the same stock-biomass to school-number relationship and confirm that the distribution of school sizes is not related to changing stock size: put simply, as stocks decline, individuals are distributed among fewer schools, not smaller schools. Since school characteristics affect catchability (the ease or difficulty with which fishers can capture target species) and availability of prey to predators, our findings have commercial and ecological implications, particularly within the aspirational framework of ecosystem-based management of marine systems. Copyright © 2015 Elsevier Ltd. All rights reserved.

Current and Future Status of Diversity in Ophthalmologist Workforce.

Science.gov (United States)

Xierali, Imam M; Nivet, Marc A; Wilson, M Roy

2016-09-01

Increasing the level of diversity among ophthalmologists may help reduce disparities in eye care. To assess the current and future status of diversity among ophthalmologists in the workforce by sex, race, and ethnicity in the context of the available number of medical students in the United States. Data from the Association of American Medical Colleges, the American Medical Association, and US Census were used to evaluate the differences and trends in diversity among ophthalmologists, all full-time faculty except ophthalmology, ophthalmology faculty, ophthalmology residents, medical school students, and the US population between 2005 and 2015. For 2014, associations of sex, race, and ethnicity with physician practice locations were assessed. Proportions of ophthalmologists stratified by sex, race, and ethnicity between 2005 and 2015. Women and minority groups traditionally underrepresented in medicine (URM)-black, Hispanic, American Indian, Alaskan Native, Native Hawaiian, and Pacific Islander-were underrepresented as practicing ophthalmologists (22.7% and 6%, respectively), ophthalmology faculty (35.1% and 5.7%, respectively), and ophthalmology residents (44.3% and 7.7%, respectively), compared with the US population (50.8% and 30.7%, respectively). During the past decade, there had been a modest increase in the proportion of female practicing ophthalmologists who graduated from US medical schools in 1980 or later (from 23.8% to 27.1%; P workforce despite an available pool of medical students. Given the prevalent racial and ethnic disparities in eye care and an increasingly diverse society, future research and training efforts that increase the level of diversity among medical students and residents seems warranted.

Dietary diversity scores: an indicator of micronutrient inadequacy instead of obesity for Chinese children.

Science.gov (United States)

Zhao, Wenzhi; Yu, Kai; Tan, Shengjie; Zheng, Yingdong; Zhao, Ai; Wang, Peiyu; Zhang, Yumei

2017-05-12

Micronutrient malnutrition affects the well-being of both adults and children. Dietary diversity score (DDS) is a useful evaluation index with a relatively well-developed guideline by FAO. It's meaningful to assess and predict inadequate micronutrient intakes using DDS in Chinese children, after ruling out the risk of obesity coming with more dietary diversity. Data for evaluation were extracted from the Nutrition Study of Preschool Children and School Children, which is a cross-sectional study covering 8 cities of China, including 1694 children in kindergartens and primary schools. This study applied DDS to Chinese children to test the validity for micronutrient inadequacy, and then explored the relationship between dietary diversity and obesity. It reveals that dietary diversity varied with age and place of residence; the older ones and the ones living in rural areas tend to have poorer dietary diversity. Another discovery is that DDS is positively correlated with indicators of micronutrient adequacy, with a score of 6-8 indicating the lowest risk of micronutrient inadequacy in different groups of children. In our study population, dietary diversity is not related with obesity. Dietary diversity score is a valid indicator to evaluate micronutrient inadequacy in Chinese children, though there is still room for improvement of the method. Besides, the relationship between increase of dietary diversity and risk of obesity should be treated circumspectly.

On the origin of sweet potato (Ipomoea batatas (L.) Lam.) genetic diversity in New Guinea, a secondary centre of diversity.

Science.gov (United States)

Roullier, C; Kambouo, R; Paofa, J; McKey, D; Lebot, V

2013-06-01

New Guinea is considered the most important secondary centre of diversity for sweet potato (Ipomoea batatas). We analysed nuclear and chloroplast genetic diversity of 417 New Guinea sweet potato landraces, representing agro-morphological diversity collected throughout the island, and compared this diversity with that in tropical America. The molecular data reveal moderate diversity across all accessions analysed, lower than that found in tropical America. Nuclear data confirm previous results, suggesting that New Guinea landraces are principally derived from the Northern neotropical genepool (Camote and Batata lines, from the Caribbean and Central America). However, chloroplast data suggest that South American clones (early Kumara line clones or, more probably, later reintroductions) were also introduced into New Guinea and then recombined with existing genotypes. The frequency distribution of pairwise distances between New Guinea landraces suggests that sexual reproduction, rather than somaclonal variation, has played a predominant role in the diversification of sweet potato. The frequent incorporation of plants issued from true seed by farmers, and the geographical and cultural barriers constraining crop diffusion in this topographically and linguistically heterogeneous island, has led to the accumulation of an impressive number of variants. As the diversification of sweet potato in New Guinea is primarily the result of farmers' management of the reproductive biology of their crop, we argue that on-farm conservation programmes that implement distribution of core samples (clones representing the useful diversity of the species) and promote on-farm selection of locally adapted variants may allow local communities to fashion relatively autonomous strategies for coping with ongoing global change.

Multilingual School Population: Ensuring School Belonging by Tolerating Multilingualism

Science.gov (United States)

Van Der Wildt, Anouk; Van Avermaet, Piet; Van Houtte, Mieke

2017-01-01

Societies have become super-diverse due to migration and globalization. Many mainstream classroom teachers feel managing the linguistic variety children bring to school is challenging. This often leads to restrictive language policies. Research on multilingualism has given us insight into the multilingual realities of pupils, which allows us to…

More Willingly to School : Tools for teachers to cope with linguistically diverse classrooms

NARCIS (Netherlands)

Broeder, Peter; Kistemaker, Mariska

2015-01-01

Students’ lack of school success often lies in the differences between the language used at home and the ‘school language’ they are required to use at school. A better insight into the domains in which the school language register is used can yield important information for classroom practice. A

School Leadership Actions to Support Differentiated Instruction

Science.gov (United States)

Byars, Jennifer Pallon

2011-01-01

Schools are required to meet a range of students' learning needs and effective school leadership is needed for the implementation of pedagogical practices responsive to the challenges of increasing student diversity and academic accountability. Literature on differentiated instruction and its constituent elements suggests differentiation results…

LIKE TURTLES IN THEIR SHELLS?: CIVIC WITHDRAWAL AMONG YOUNG PEOPLE IN DIVERSE SMALL TOWNS

Directory of Open Access Journals (Sweden)

J. Celeste Lay

2012-04-01

Full Text Available Robert Putnam has argued that ethnic diversity is associated with declines in civic engagement because when faced with diversity, a natural reaction is to retreat into oneself. Goals: This paper tests this proposition by looking at adolescents in small towns that have recently undergone “rapid ethnic diversification”. Immigrants and refugees from Latin America and Southeast Asia have migrated to these small, ethnically homogeneous towns. Methods: I utilize a panel study in which adolescents in five small Iowa public high schools were surveyed at the beginning and the end of an academic year. Conclusions: This paper shows very little evidence of a lasting negative effect of ethnic diversity on civic engagement. In the first wave, young people in the diverse towns have lower levels of political knowledge and trust than those in predominantly-White towns, but they also have higher levels of participation in school activities. At the end of the year, these differences have been alleviated.

Group Counseling in the Schools: Legal, Ethical, and Treatment Issues in School Practice

Science.gov (United States)

Crespi, Tony D.

2009-01-01

School psychologists are interested in providing effective and efficient direct services to children. With a wide spectrum of psychological problems impacting children, group counseling represents one viable and valuable intervention. Given the complexity of group counseling, many schools and school psychologists are interested in legal and…

Racial Microaggressions and School Psychology Students: Who Gets Targeted and How Intern Supervisors Can Facilitate Racial Justice

Science.gov (United States)

Proctor, Sherrie L.; Kyle, Jennifer; Lau, Cindy; Fefer, Keren; Fischetti, Jessica

2016-01-01

The purpose of this study was to investigate ethnically and racially diverse school psychology students' experiences with racial microaggressions in school psychology graduate training. Through a national survey of ethnically and racially diverse school psychology students (N = 228), the study examined if level of graduate training (i.e., interns…

Agricultural technologies bring healthy diversity to school meals ...

International Development Research Centre (IDRC) Digital Library (Canada)

2018-01-03

Jan 3, 2018 ... Caribbean countries have paid limited attention to local food production, ... local produce comprises less than 10% of school meals, with local ... of fresh fruit and vegetables, and new sources of year-round forage for sheep and goats. ... than 100% compared to imported materials, while reducing the cost of ...

A 12-year comparison of students’ perspectives on diversity at a Jesuit Medical School

Science.gov (United States)

Mujawar, Imran; Sabatino, Matt; Mitchell, Stephen Ray; Walker, Benjamin; Weissinger, Peggy; Plankey, Michael

2014-01-01

Background Many studies have assessed perspectives of medical students toward institutional diversity, but few of them have attempted to map changes in diversity climate over time. Objective This study aims to investigate changes in diversity climate at a Jesuit medical institution over a 12-year period. Methods In 1999, 334 medical students completed an anonymous self-administered online survey, and 12 years later, 406 students completed a comparable survey in 2011. Chi-square tests assessed the differences in percent responses to questions of the two surveys, related to three identities: gender, race, and sexual orientation. Results The 1999 versus 2011 samples were 46% versus 49% female, 61% versus 61% Caucasian, and 41% vs. 39% aged 25 years or older. Findings suggested improvements in medical students’ perceptions surrounding equality ‘in general’ across the three identities (pequality and diversity over the past 12 years may have been influenced by a generational acceptance of cultural diversity and, the inclusion of diversity training courses within the medical curriculum. Diversity training related to race and sexual orientation should be expanded, including a follow-up survey to assess the effectiveness of any intervention. PMID:24581334

Homogeneity and Diversity: Comparing Japanese and American Perspectives on Harmony and Disagreement

Science.gov (United States)

Thayer-Bacon, Barbara J.

2009-01-01

My article aims to develop a relational, pluralistic political theory that moves beyond standard theories of liberal democracy, and to consider how such a theory translates into our public school settings. I use a narrative style argument to share stories that focus on homogeneity and diversity from my visit to a Japanese elementary school, as I…

Religious Education as a Tool for Enhancing Diversity

DEFF Research Database (Denmark)

Andersen, Peter Birkelund; Laudrup, Carin

2010-01-01

Over the past 30 years or so scholars in the social sciences and politicians alike have increasingly focused their attention on the effect of migration in European societies. This has resulted in theories of multiculturalism and more recently theories of cultural, ethnic, and religious diversity....... This paper raises the question of how such theories are reflected in religious education in the Danish school system. Based on analyses of a survey among pupils in their final year in upper secondary schools, it is argued that non-confessional religious education is one way of enhancing religious tolerance....

Multicultural Leadership, Sustainable Total School Environment

Science.gov (United States)

Yeung, See-Wai Alison; Lee, Yeung; Yue, K. W. Ryan

2006-01-01

Banks (2002) stated that to implement multicultural education successfully, we must think of the school as a social system. Therefore, if educational equity and excellence are to be provided to all students, a systemic Total School Environment [Banks (2001) "Cultural diversity and education: Foundations curriculum and teaching, 4th ed." Allyn and…

Advanced Energy Retrofit Guide: Practical Ways to Improve Energy Performance, K-12 Schools (Book)

Energy Technology Data Exchange (ETDEWEB)

2013-12-01

The U.S. Department of Energy developed the Advanced Energy Retrofit Guides (AERGs) to provide specific methodologies, information, and guidance to help energy managers and other stakeholders plan and execute energy efficiency improvements. Detailed technical discussion is fairly limited. Instead, we emphasize actionable information, practical methodologies, diverse case studies, and unbiased evaluations of the most promising retrofit energy efficiency measures for each building type. A series of AERGs is under development, addressing key segments of the commercial building stock. K-12 schools were selected as one of the highest priority building sectors, because schools affect the lives of most Americans. They also represent approximately 8% of the energy use and 10% of the floor area in commercial buildings nationwide. U.S. K-12 school districts spend more than $8 billion each year on energy - more than they spend on computers and textbooks combined. Most occupy older buildings that often have poor operational performance - more than 30% of schools were built before 1960. The average age of a school is about 42 years - which is nearly the expected serviceable lifespan of the building. K-12 schools offer unique opportunities for deep, cost-effective energy efficiency improvements, and this guide provides convenient and practical guidance for exploiting these opportunities in the context of public, private, and parochial schools.

An Attempt to Determine the Construct Validity of Measures Hypothesized to Represent an Orientation to Right, Left, or Integrated Hemispheric Brain Function for a Sample of Primary School Children.

Science.gov (United States)

Dumbrower, Jule; And Others

1981-01-01

This study attempts to obtain evidence of the construct validity of pupil ability tests hypothesized to represent orientation to right, left, or integrated hemispheric function, and of teacher observation subscales intended to reveal behaviors in school setting that were hypothesized to portray preference for right or left brain function. (Author)

Household food production is positively associated with dietary diversity and intake of nutrient-dense foods for older preschool children in poorer families: Results from a nationally-representative survey in Nepal.

Science.gov (United States)

Mulmi, Prajula; Masters, William A; Ghosh, Shibani; Namirembe, Grace; Rajbhandary, Ruchita; Manohar, Swetha; Shrestha, Binod; West, Keith P; Webb, Patrick

2017-01-01

Nutrition-sensitive interventions supporting enhanced household food production have potential to improve child dietary quality. However, heterogeneity in market access may cause systematic differences in program effectiveness depending on household wealth and child age. Identifying these effect modifiers can help development agencies specify and target their interventions. This study investigates mediating effects of household wealth and child age on links between farm production and child diets, as measured by production and intake of nutrient-dense food groups. Two rounds (2013 and 2014) of nationally representative survey data (n = 5,978 observations) were used to measure production and children's dietary intake, as well as a household wealth index and control variables, including breastfeeding. Novel steps used include measuring production diversity in terms of both species grown and food groups grown, as well as testing for mediating effects of family wealth and age of child. We find significant associations between child dietary diversity and agricultural diversity in terms of diversity of food groups and of species grown, especially for older children in poorer households, and particularly for fruits and vegetables, dairy and eggs. With each additional food group produced, log-odds of meeting minimum dietary diversity score (≥4) increase by 0.25 (p = 0.01) for children aged 24-59 months. For younger children aged 18-23 months there is a similar effect size but only in the poorest two quintiles of household wealth, and for infants 6-18 months we find no correlation between production and intake in most models. Child dietary intake is associated with the composition of farm production, most evident among older preschool children and in poorer households. To improve the nutrition of infants, other interventions are needed; and for relatively wealthier households, own farm production may displace market purchases, which could attenuate the impact of household

Household food production is positively associated with dietary diversity and intake of nutrient-dense foods for older preschool children in poorer families: Results from a nationally-representative survey in Nepal.

Directory of Open Access Journals (Sweden)

Prajula Mulmi

Full Text Available Nutrition-sensitive interventions supporting enhanced household food production have potential to improve child dietary quality. However, heterogeneity in market access may cause systematic differences in program effectiveness depending on household wealth and child age. Identifying these effect modifiers can help development agencies specify and target their interventions.This study investigates mediating effects of household wealth and child age on links between farm production and child diets, as measured by production and intake of nutrient-dense food groups.Two rounds (2013 and 2014 of nationally representative survey data (n = 5,978 observations were used to measure production and children's dietary intake, as well as a household wealth index and control variables, including breastfeeding. Novel steps used include measuring production diversity in terms of both species grown and food groups grown, as well as testing for mediating effects of family wealth and age of child.We find significant associations between child dietary diversity and agricultural diversity in terms of diversity of food groups and of species grown, especially for older children in poorer households, and particularly for fruits and vegetables, dairy and eggs. With each additional food group produced, log-odds of meeting minimum dietary diversity score (≥4 increase by 0.25 (p = 0.01 for children aged 24-59 months. For younger children aged 18-23 months there is a similar effect size but only in the poorest two quintiles of household wealth, and for infants 6-18 months we find no correlation between production and intake in most models.Child dietary intake is associated with the composition of farm production, most evident among older preschool children and in poorer households. To improve the nutrition of infants, other interventions are needed; and for relatively wealthier households, own farm production may displace market purchases, which could attenuate the impact

Child Maltreatment and School Performance Declines: An Event-History Analysis.

Science.gov (United States)

Leiter, Jeffrey; Johnsen, Matthew C.

1997-01-01

Presents a longitudinal analysis of school performance declines among neglected and abused children, using the maltreatment and school histories of 1,369 children in Mecklenburg County, North Carolina. Significant relationships between maltreatment and declines in performance were found in diverse school outcomes. (SLD)

The relationship between school type and academic performance at medical school: a national, multi-cohort study.

Science.gov (United States)

Kumwenda, Ben; Cleland, Jennifer A; Walker, Kim; Lee, Amanda J; Greatrix, Rachel

2017-08-31

Differential attainment in school examinations is one of the barriers to increasing student diversity in medicine. However, studies on the predictive validity of prior academic achievement and educational performance at medical school are contradictory, possibly due to single-site studies or studies which focus only on early years' performance. To address these gaps, we examined the relationship between sociodemographic factors, including school type and average educational performance throughout medical school across a large number of diverse medical programmes. This retrospective study analysed data from students who graduated from 33 UK medical schools between 2012 and 2013. We included candidates' demographics, pre-entry grades (adjusted Universities and Colleges Admissions Service tariff scores) preadmission test scores (UK Clinical Aptitude Test (UKCAT) and Graduate Medical School Admissions Test (GAMSAT)) and used the UK Foundation Programme's educational performance measure (EPM) decile as an outcome measure. Logistic regression was used to assess the independent relationship between students' background characteristics and EPM ranking. Students from independent schools had significantly higher mean UKCAT scores (2535.1, SD=209.6) than students from state-funded schools (2506.1, SD=224.0, pschools came into medical school with significantly higher mean GAMSAT scores (63.9, SD=6.9) than students from state-funded schools (60.8, SD=7.1, pschools were almost twice as likely (OR=2.01, 95% CI 1.49 to 2.73) to finish in the highest rank of the EPM ranking than those who attended independent schools. This is the first large-scale study to examine directly the relationship between school type and overall performance at medical school. Our findings provide modest supportive evidence that, when students from independent and state schools enter with similar pre-entry grades, once in medical school, students from state-funded schools are likely to outperform students

The School Mummy.

Science.gov (United States)

Parent, Ronald G.

1983-01-01

To introduce a secondary school sculpture class to art history, the students created a modern version of an Egyptian mummy of Pariscraft. The mummy was painted in traditional Egyptian colors, but the symbols represented the high school where it was produced. (IS)

Multicultural Books in Schools: Collection Development Aids.

Science.gov (United States)

Williams, Helen E., Comp.

1991-01-01

Presents an annotated bibliography of 16 bibliographic sources and journals to help school library media specialists identify multicultural books and materials for their collections. The ethnic and cultural diversity of public schools' student populations is described, and benefits of multicultural literature are discussed. (nine references) (LRW)

Evaluation of the Truancy Court Diversion Program in the District of Columbia, 2011-12

Science.gov (United States)

Cahill, Meagan; Liberman, Akiva

2012-01-01

An evaluation of the Truancy Court Diversion Program (TCDP) found that despite significant implementation challenges, parent-child communication and youths' attitudes towards school both improved. A voluntary program for middle school students at risk for chronic truancy, TCDP involves judicially-led sessions that address student attitudes…

28 May 2010 - Representatives of the Netherlands School of Public Administration guided in the ATLAS visitor centre by ATLAS Collaboration Member and NIKHEF G. Bobbink and ATLAS Magnet Project Leader H.ten Kate.

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Maximilien Brice

2010-01-01

28 May 2010 - Representatives of the Netherlands School of Public Administration guided in the ATLAS visitor centre by ATLAS Collaboration Member and NIKHEF G. Bobbink and ATLAS Magnet Project Leader H.ten Kate.

Voices of successful science teachers in an urban diverse single gender girls' school

Science.gov (United States)

Malhan, Jyoti

This research study was conducted as a qualitative case study of four successful science teachers of female students in a diverse, title 1, urban, public girls' school. The study was designed to hear the 'muted' voices of successful science teachers concerning their beliefs and practices when they effectively provide learning opportunities for female students of color in their classrooms. Ethic of Care, equity pedagogy and culturally responsive pedagogy, created the theoretical framework for interpretation of the powerful narratives and storytelling that influenced this group of successful teachers. Data were collected by conducting in-depth, semi-structured interviews. Constant comparative method and narrative analysis were used to code and categorize the data. Analysis was conducted after each interview to discover emergent themes. Teachers conducted member checks throughout the process. The findings from the study yielded the following: (1) teachers had a passion for science and incorporated ongoing scientific developments and real-life examples and applications in their teaching, (2) teachers adopted a caring, concerned, and student-centered approach to teaching, (3) teachers acknowledged certain benefits to a single-sex girls education which included fewer distractions, increased confidence and comfort level of students, (5) teachers built relationships with students that encouraged students to engage with rigorous course content and meet higher expectations for performance. Themes that emerged included: care, culturally responsive pedagogy and culturally relevant curriculum.

An analysis of cultural diversity in spanish educational legislation: a historical overview

Directory of Open Access Journals (Sweden)

Alicia Peñalva Vélez

2014-10-01

Full Text Available In this paper we analyze the Educational Laws approved in Spain since 1990, with the aim of identifying any references about cultural diversity. All these laws have come into force within a new multicultural Spanish reality, which has already been existing in other European countries for decades. However, the Spanish legal system (including educational law still focuses on cultural differences of those migrants that are non EU members. Our Social Imaginary is composed of distorted images of what cultural diversity is, and what it means. We should introduce intercultural educational model at schools, as interculturality pursues the renovation of monocultural scholar curricula. Its objective is to promote the diverse cultural groups at schools, apart from trying to achieve cultural feedback within society. The most important problem we have currently faced in the educational system is that cultures, far from being clearly defined as global, dynamic and open, are being constrained to ethnic, geographical or religious features

The Independent School Experience: Aspects of the Normative Environments of Single-Sex and Coed Secondary Schools.

Science.gov (United States)

Trickett, Edison J.; And Others

1982-01-01

The normative environments of single-sex independent schools were found to be more academic, with greater task and competition orientation, than coeducational independent schools. Representative independent schools were compared to each other and to public schools with a discussion of learning involvement, function, purpose, and student and…

Multiracial in Middle School: The Influence of Classmates and Friends on Changes in Racial Self-Identification.

Science.gov (United States)

Echols, Leslie; Ivanich, Jerreed; Graham, Sandra

2017-11-27

In the present research, the influence of racial diversity among classmates and friends on changes in racial self-identification among multiracial youth was examined (n = 5,209; M age  = 10.56 years at the beginning of sixth grade). A novel individual-level measure of diversity among classmates based on participants' course schedules was utilized. The findings revealed that although there was some fluidity in multiracial identification at the beginning of middle school, changes in multiracial identification were more evident later in middle school. In addition, although diversity among classmates and friends both increased the likelihood of multiracial identification in the beginning of middle school, only diversity among friends mattered later in middle school, when fluidity in multiracial identification was at its peak. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Students of Color and Public Montessori Schools: A Review of the Literature

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Mira Debs

2017-05-01

Full Text Available Students of color comprise a majority in public Montessori school enrollments around the United States, and practitioners are often asked for evidence of the Montessori Method’s benefits for these students. This article examines the relevant literature related to the experiences of students of color in public Montessori schools. Research finds Montessori education offers both opportunities and limitations for students of color in attending diverse schools, developing executive functions, achieving academically, accessing early childhood education and culturally responsive education, minimizing racially disproportionate discipline, and limiting overidentification for special education. Public Montessori education’s efficacy with students of color may be limited by several factors: the lack of diversity of the teaching staff and culturally responsive teacher education, schools that struggle to maintain racially diverse enrollments, and the challenge of communicating Montessori’s benefits to families with alternative views of education. The review concludes with directions for future research.

The Role of Nostalgia in School Choice.

Science.gov (United States)

Gorard, Stephen

1998-01-01

Examines factors influencing choice of a new school, using data from a large-scale study in Wales. The "domino effect" sometimes covers three generations; decisions made today reflect, but are not identical to, past decisions. Simple reproduction cannot explain this diversity. Consumer nostalgia may lead schools to conservatism and…

Parents' views on sex education in schools: How much do Democrats and Republicans agree?

Science.gov (United States)

Kantor, Leslie; Levitz, Nicole

2017-01-01

More than 93 percent of parents place high importance on sex education in both middle and high school. Sex education in middle and high school is widely supported by parents regardless of their political affiliation. Using data from a large diverse sample of 1,633 parents of children aged 9 to 21 years, we examined whether views on sex education differed by parents' political affiliation. More than 89 percent of parents that identified as Republicans or Democrats support including a wide range of topics in sex education including puberty, healthy relationships, abstinence, sexually transmitted diseases (STDs) and birth control in high school. In middle school, 78 percent or more of both parents that identified as Republicans and Democrats support the inclusion of those topics. Controlling for key demographic factors, parents that identified as Democrats are more likely than those that identified as Republicans to support the inclusion of the topics of healthy relationships, birth control, STDs, and sexual orientation in both middle and high school. However, a strong majority of Republican parents want all these topics included in sex education. Sex education which includes a broad set of topics represents an area of strong agreement between parents of both political parties.

Parents' views on sex education in schools: How much do Democrats and Republicans agree?

Directory of Open Access Journals (Sweden)

Leslie Kantor

Full Text Available More than 93 percent of parents place high importance on sex education in both middle and high school. Sex education in middle and high school is widely supported by parents regardless of their political affiliation. Using data from a large diverse sample of 1,633 parents of children aged 9 to 21 years, we examined whether views on sex education differed by parents' political affiliation. More than 89 percent of parents that identified as Republicans or Democrats support including a wide range of topics in sex education including puberty, healthy relationships, abstinence, sexually transmitted diseases (STDs and birth control in high school. In middle school, 78 percent or more of both parents that identified as Republicans and Democrats support the inclusion of those topics. Controlling for key demographic factors, parents that identified as Democrats are more likely than those that identified as Republicans to support the inclusion of the topics of healthy relationships, birth control, STDs, and sexual orientation in both middle and high school. However, a strong majority of Republican parents want all these topics included in sex education. Sex education which includes a broad set of topics represents an area of strong agreement between parents of both political parties.

Addressing Student Burnout: What Medical Schools Can Learn From Business Schools.

Science.gov (United States)

Pathipati, Akhilesh S; Cassel, Christine K

2018-03-13

Although they enter school with enthusiasm for a career in medicine, medical students in the United States subsequently report high levels of burnout and disillusionment. As medical school leaders consider how to address this problem, they can look to business schools as one source of inspiration. In this Commentary, the authors argue-based on their collective experience in both medical and business education-that medical schools can draw three lessons from business schools that can help reinvigorate students. First, medical schools should offer more opportunities and dedicated time for creative work. Engaging with diverse challenges promotes intellectual curiosity and can help students maintain perspective. Second, schools should provide more explicit training in resiliency and the management of stressful situations. Many business programs include formal training in how to cope with conflict and how to make high-stakes decisions whereas medical students are typically expected to learn those skills on the job. Finally, medical schools should provide better guidance on practical career considerations like income, lifestyle, and financial skills. Whether in medicine or business, students benefit from open discussions about their personal and professional goals. Medical schools must ensure students have an outlet for those conversations.

EnergySmart Schools National Financing Roundtable II—Key Outcomes

Energy Technology Data Exchange (ETDEWEB)

None

2009-11-01

As a follow-up to the release of its Guide to Financing EnergySmart Schools, the the National Financing Roundtable brought together individuals with diverse knowledge of school building programs and projects to discuss financing issues and options that build upon those described in the first Guide to Financing EnergySmart Schools.

Our 1% Problem: Independent Schools and the Income Gap

Science.gov (United States)

Bartels, Fred

2012-01-01

The subject of independent schools and inequality is rife with contradictions. In some ways, independent schools work to ameliorate inequities. In other ways, they reinforce and exacerbate them. Those in independent schools who work on social justice, equity, and diversity issues deal with these contradictions every day. Most believe, most of the…

Book Review: Diversity in European Marketing

OpenAIRE

Hana Machková

2012-01-01

The case book “Diversity in European Marketing” is the result of the scientific cooperation of the CEMS Marketing Faculty Group. Prestigious Central European Universities - Corvinius University of Budapest and University of Economic, Prague - are members of CEMS - the Global Alliance in Management Education of 26 leading business schools and 70 multinational companies. Four authors from these two Universities share in this book their experience of Central European Marketing specifics.

Active Seattle: achieving walkability in diverse neighborhoods.

Science.gov (United States)

Deehr, Rebecca C; Shumann, Amy

2009-12-01

The Active Living by Design project based in Seattle (Active Seattle) advocated for policies and projects in diverse communities supporting a more walkable city, while using social marketing and education to get more people walking more often. Walking audits were carried out in select diverse neighborhoods, resulting in recommendations for policy change and built-environment improvements. Advocacy for city-scale policies also occurred. Walking maps and other social-marketing products promoted behavior change. Major Safe Routes to School activities occurred and were made possible by separate funding sources. Positive results of Active Seattle included an increase in funding for pedestrian infrastructure, a pedestrian master plan, a Complete Streets policy, substantial increase in Safe Routes to School activity, and institutionalization of active living and active transportation within partner agencies. Challenges included institutional prioritization for improving pedestrian infrastructure, funding inequity, and a community need that was greater than could be fulfilled. Efforts to overcome funding inequities or other resistance to pedestrian-oriented physical projects will benefit from high-visibility campaigns that have a lasting impact on public perception and decision makers' political will. To reach vulnerable populations that have substantial barriers to increasing walking frequency, extensive staff time for outreach is needed. Changing the built environment to encourage walking may be a long-term solution in communities with diverse populations. Influencing and educating local government officials to make active living projects and policies a high budgetary priority is essential for large-scale impact and long-term change.

Academic Differentiation, School Achievement and School Violence in the USA and South Korea

Science.gov (United States)

Akiba, Motoko; Han, Seunghee

2007-01-01

Whilst school violence is a major public concern and a focus of educational reforms both in the USA and South Korea, few studies have comparatively examined the rates of school violence and school factors associated with them. Analysing nationally-representative data from eighth graders, their mathematics teachers and principals in 150 South…

Rural Schools and Traditional Knowledge: Representing Alternatives to a Consumer-Dependent Existence

Science.gov (United States)

Barter, Barbara

2014-01-01

Given the present pace of educational globalization, educators--especially in rural schools--will benefit from an awareness of traditional knowledge as a significant contributor to sustainability. Many countries operate through a system whereby major decision making, especially in such areas as education and health, emanate from state levels of…

Promoting Multicultural Competence: Diversity Training for Transition Professionals

Science.gov (United States)

Lichtenstein, David; Lindstrom, Lauren; Povenmire-Kirk, Tiana

2008-01-01

As post-school outcomes for diverse students with disabilities continue to fall short of those of their majority-culture peers, there is an increasingly urgent need to increase multicultural competence among transition professionals. This study used a pre-/post-test measure to assess changes in multicultural competence for a statewide group of…

What Happened to the Beacon Schools? Policy Reform and Educational Equity

Science.gov (United States)

Smith, Emma

2015-01-01

This paper considers the impact of the Beacon schools initiative on the social and academic characteristics of secondary schools in England. The Beacon schools programme ran from 1998 to 2004 and epitomised the (then) Labour government's focus on school improvement through diversity, collaboration and partnership. This paper looks at variation in…

The Attitudes of Croatian Citizens toward Cultural Diversities

OpenAIRE

Milan Mesić; Dragan Bagić

2011-01-01

The paper is based on part of results of a representative national examination of Croatian citizens’ attitudes about cultural diversities in Croatian society. A field survey was conducted by using the personal interview method in the respondent’s household, within the framework of an omnibus research. By cultural diversities, the authors mean national and religious communities. In this respect, Croatia is culturally a heterogeneous political community like most countries of the contemporary w...

Neighborhood, Family and Individual Influences on School Physical Victimization

OpenAIRE

Foster, Holly; Brooks-Gunn, Jeanne

2012-01-01

Few studies on the correlates of school violence include school and neighborhood influences. We use ecological systems theory and social disorganization theory to simultaneously incorporate neighborhood (e.g., concentrated poverty, residential instability, and immigrant concentration), school, family, and individual predictors of physical school victimization longitudinally among a large socio-economically and ethnically diverse (49% Hispanic; 34% African American) sample of 6 and 9 year olds...

American Indian/Alaska Native Voices in the Model of Institutional Adaptation to Student Diversity

Science.gov (United States)

Guillory, Raphael; Wolverton, Mimi; Appleton, Valerie

2008-01-01

Richardson and Skinner (1991) in their Model of Institutional Adaptation to Student Diversity (MIASD) assert that state higher education boards have significant influence on the degree to which institutions respond to student diversity. The purpose of the study (conducted in the 2001-2002 school year) reported in this article was to determine…

Measuring Diversity and Inclusion in Academic Medicine: The Diversity Engagement Survey (DES)

Science.gov (United States)

Person, Sharina D.; Jordan, C. Greer; Allison, Jeroan J.; Fink Ogawa, Lisa M.; Castillo-Page, Laura; Conrad, Sarah; Nivet, Marc A.; Plummer, Deborah L.

2018-01-01

Purpose To produce a physician and scientific workforce capable of delivering high quality, culturally competent health care and research, academic medical centers must assess their capacity for diversity and inclusion and respond to identified opportunities. Thus, the Diversity Engagement Survey (DES) is presented as a diagnostic and benchmarking tool. Method The 22-item DES connects workforce engagement theory with inclusion and diversity constructs. Face and content validity were established based on decades of previous work to promote institutional diversity. The survey was pilot tested at a single academic medical center and subsequently administered at 13 additional academic medical centers. Cronbach alphas assessed internal consistency and Confirmatory Factor Analysis (CFA) established construct validity. Criterion validity was assessed by observed separation in scores for groups traditionally recognized to have less workforce engagement. Results The sample consisted of 13,694 individuals at 14 medical schools from across the U.S. who responded to the survey administered between 2011– 2012. The Cronbach alphas for inclusion and engagement factors (range: 0.68 to 0.85), CFA fit indices, and item correlations with latent constructs, indicated an acceptable model fit and that questions measured the intended concepts. DES scores clearly distinguished higher and lower performing institutions. The DES detected important disparities for black, women, and those who did not have heterosexual orientation. Conclusions This study demonstrated that the DES is a reliable and valid instrument for internal assessment and evaluation or external benchmarking of institutional progress in building inclusion and engagement. PMID:26466376

Cultural Diversity: "Reports from Brazil and Argentina"

Directory of Open Access Journals (Sweden)

Célia Regina Rossi

2007-06-01

Full Text Available This article tells two experiences of projects carried through in schools of basic education whose thematic it was the work with the cultural diversity, the valuation of other cultures and reflections on the proper culture The work was carried through in two schools: one in the state of São Paulo, the city of Rio Claro where as the thematic one worked was the Hip-Hop and cultural manifestations local Brazilians the second in the capital of a Argentina province, in the city of Paraná where it worked the contact and the relation enter the cultural manifestations of Brazil and Argentina The central objective of this work was to think ways that could lead to the construction of a school that it considered the differences and the learning that happens when these (the differences they are in relation.

Performing Our World: Affirming Cultural Diversity through Music Education

Science.gov (United States)

Hoffman, Adria R.

2012-01-01

This article describes a culturally responsive music curriculum through which students and teachers affirmed diverse stories of individuals present in our public school community. An arts-integrated curriculum project helped make learning more meaningful while concurrently creating a safe learning space for students. This grant-funded project…

Teaching cultural diversity: current status in U.K., U.S., and Canadian medical schools.

Science.gov (United States)

Dogra, Nisha; Reitmanova, Sylvia; Carter-Pokras, Olivia

2010-05-01

In this paper we present the current state of cultural diversity education for undergraduate medical students in three English-speaking countries: the United Kingdom (U.K.), United States (U.S.) and Canada. We review key documents that have shaped cultural diversity education in each country and compare and contrast current issues. It is beyond the scope of this paper to discuss the varied terminology that is immediately evident. Suffice it to say that there are many terms (e.g. cultural awareness, competence, sensitivity, sensibility, diversity and critical cultural diversity) used in different contexts with different meanings. The major issues that all three countries face include a lack of conceptual clarity, and fragmented and variable programs to teach cultural diversity. Faculty and staff support and development, and ambivalence from both staff and students continue to be a challenge. We suggest that greater international collaboration may help provide some solutions.

Environmental barcoding reveals massive dinoflagellate diversity in marine environments.

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Rowena F Stern

2010-11-01

Full Text Available Dinoflagellates are an ecologically important group of protists with important functions as primary producers, coral symbionts and in toxic red tides. Although widely studied, the natural diversity of dinoflagellates is not well known. DNA barcoding has been utilized successfully for many protist groups. We used this approach to systematically sample known "species", as a reference to measure the natural diversity in three marine environments.In this study, we assembled a large cytochrome c oxidase 1 (COI barcode database from 8 public algal culture collections plus 3 private collections worldwide resulting in 336 individual barcodes linked to specific cultures. We demonstrate that COI can identify to the species level in 15 dinoflagellate genera, generally in agreement with existing species names. Exceptions were found in species belonging to genera that were generally already known to be taxonomically challenging, such as Alexandrium or Symbiodinium. Using this barcode database as a baseline for cultured dinoflagellate diversity, we investigated the natural diversity in three diverse marine environments (Northeast Pacific, Northwest Atlantic, and Caribbean, including an evaluation of single-cell barcoding to identify uncultivated groups. From all three environments, the great majority of barcodes were not represented by any known cultured dinoflagellate, and we also observed an explosion in the diversity of genera that previously contained a modest number of known species, belonging to Kareniaceae. In total, 91.5% of non-identical environmental barcodes represent distinct species, but only 51 out of 603 unique environmental barcodes could be linked to cultured species using a conservative cut-off based on distances between cultured species.COI barcoding was successful in identifying species from 70% of cultured genera. When applied to environmental samples, it revealed a massive amount of natural diversity in dinoflagellates. This highlights

Building Place: Students' Negotiation of Spaces and Citizenship in Schools

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Tupper, Jennifer A.; Carson, Terry; Johnson, Ingrid; Mangat, Jyoti

2008-01-01

This study explored how high school students negotiate school spaces beyond the classroom within a broader context of citizenship education and identity construction. Using visual hermeneutics, researchers worked over three years with students and staff in a large, diverse, urban, public high school. Through student-produced photographs of school…

School Building Maintenance Procedures. School Plant Management Series. Bulletin, 1964, No. 17. OE-21027

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Finchum, R. N.

1964-01-01

Adequate maintenance of school buildings representing a public investment of billions of dollars is a problem of grave concern to both taxpayers and school officials. This publication, one of a series dealing with school plant management problems, identifies, describes, shows the function of, and outlines maintenance procedures for many components…

Promoting motor skills in low-income, ethnic children: The Physical Activity in Linguistically Diverse Communities (PALDC) nonrandomized trial.

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Okely, Anthony D; Hardy, Louise L; Batterham, Marijka; Pearson, Phillip; McKeen, Kim; Puglisi, Lauren

2017-11-01

This study reports the long-term effects of a professional learning program for classroom teachers on fundamental motor skill (FMS) proficiency of primary school students from ethnically diverse backgrounds. A cluster non-randomized trial using a nested cross-sectional design. The study was conducted in 8 primary schools located in disadvantaged and culturally diverse areas in Sydney, Australia. The intervention used an action learning framework, with each school developing and implementing an action plan for enhancing the teaching of FMS in their school. School teams comprised 4-5 teachers and were supported by a member of the research team. The primary outcome was total proficiency score for 7 FMS (run, jump, catch, throw, kick, leap, side gallop). Outcome data were analyzed using mixed effects models. Eight-hundred and sixty-two students (82% response rate) were assessed at baseline in 2006 and 830 (82%) at follow-up in 2010. Compared with students in the control schools, there was a significantly greater increase in total motor skill proficiency among children in the intervention schools at follow-up (adjusted difference=5.2 components, 95%CI [1.65, 8.75]; p=0.01) and in four of the seven motor skills. Training classroom teachers to develop and implement units of work based around individual FMS is a promising strategy for increasing FMS among ethnically diverse children over an extended period of time. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Measuring School Contexts

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Chandra L. Muller PhD

2015-11-01

Full Text Available This article describes issues in measuring school contexts with an eye toward understanding students’ experiences and outcomes. I begin with an overview of the conceptual underpinnings related to measuring contexts, briefly describe the initiatives at the National Center for Education Statistics to measure school contexts, and identify possible gaps in those initiatives that if filled could provide valuable new data for researchers. Next, I discuss new approaches and opportunities for measurement, and special considerations related to diverse populations and youth development. I conclude with recommendations for future priorities.

Organization Features and School Performance

OpenAIRE

Atkins, Lois Major

2005-01-01

The purpose of this study was to determine the odds of school organization features predicting schools meeting district or state performance goals. The school organization features were organizational complexity, shared decision making, and leadership behavior. The dependent variable was school performance, operationally defined as a principalâ s yes response or no response to the question, â did your school meet district or state performance goals.â The independent variables representing...

education in the school

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Juan José Leiva Olivencia

2013-05-01

Full Text Available This paper focuses its gaze on the participation of immigrant families in the school context, analyzing this participation as a key initiative in the generation and development of intercultural educational coexistence within the framework of educational institutions seeking to be inclusive. In this sense, we argue that multiculturalism requires active and democratic practices as the school community participation in educational settings of cultural diversity, and enabling more young people to learn models of relationships and positive social values. Indeed, a recent research study conducted in public schools Primary and Secondary Education in the province of Malaga, confirms the growing tendency to consider the importance of promoting intercultural and the involvement of immigrant families to improve the construction of a school life intercultural and inclusive.

TOWARDS AN INCLUSIVE SCHOOL

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Lucía López Menéndez

2015-06-01

Full Text Available Nowadays schools have to direct all efforts towards the comprehensive development of all students whatever their individual characteristics and their environment; they have to give a quality educational attention a qualified educational attention to the diversity in all their schools. This article presents an approach on the possibilities of developing a self-assessment using the Guide: "Index for Inclusion": “Index for Inclusion” published in the United kingdom by Centre for Studies on Inclusive Education (CSIE Tony Booth - Mel Ainscow (2002. This guide is a simple tool intended for schools to evaluate their reality in relation to important aspects of school organization and teaching-learning from the perspective of inclusion. From this self-assessment they can design specific programs to guide their educacional practice.

A Dedicated Diversity Course or an Infusion Model? Exploring Which Strategy Is More Effective in Social Work Pedagogy

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Pitner, Ronald O.; Priester, Mary Ann; Lackey, Richard; Duvall, Deborah

2018-01-01

The Council on Social Work Education requires schools of social work to meet diversity and social justice competencies. Many MSW programs meet these standards by having either a dedicated diversity and social justice course, or by using some form of diversity and social justice curricular infusion. The current study explored which of these…

Students' Personal Traits, Violence Exposure, Family Factors, School Dynamics and the Perpetration of Violence in Taiwanese Elementary Schools

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Chen, Ji-Kang; Astor, Ron Avi

2011-01-01

School violence has become an international problem affecting the well-being of students. To date, few studies have examined how school variables mediate between personal and family factors and school violence in the context of elementary schools in Asian cultures. Using a nationally representative sample of 3122 elementary school students in…

Making the connection: The role of social and academic school experiences in students' emotional engagement with school in post-secondary vocational education

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Elffers, L.; Oort, F.J.; Karsten, S.

2012-01-01

This study examines the emotional engagement with school of a diverse sample of 909 students in post-secondary vocational education in the Netherlands. Using multilevel regression analysis, we assess the role of students' background characteristics and school experiences, and their interaction, in

Mapping strategic diversity: strategic thinking from a variety of perspectives

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Jacobs, D.

2010-01-01

In his influential work, Strategy Safari, Henry Mintzberg and his colleagues presented ten schools of strategic thought. In this impressive book, Dany Jacobs demonstrates that the real world of strategic management is much wider and richer. In Mapping Strategic Diversity, Jacobs distinguishes

Zimbabwean fourth social workers conference and winter school ...

African Journals Online (AJOL)

Such steps include running the Annual Social Workers Conference & Winter School. This annual observance creates a platform to showcase the goals and accomplishments of diverse social work professionals in the country, give a report on progress and convening a social work winter school for exchanging professional ...

A Contextual Consideration of Culture and School-Wide Positive Behavior Support

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Sugai, George; O'Keeffe, Breda V.; Fallon, Lindsay M.

2012-01-01

Students from culturally and linguistically diverse backgrounds have historically experienced poor outcomes related to academic achievement, special education, school discipline and climate, and juvenile justice. Differences between home and school cultures likely contribute to these outcomes. Evidence-based practices in schools are promoted to…

Walking school bus programs in U.S. public elementary schools.

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Turner, Lindsey; Chriqui, Jamie F; Chaloupka, Frank J

2013-07-01

Active transportation to school provides an important way for children to meet physical activity recommendations. The "walking school bus" (WSB) is a strategy whereby adults walk with a group of children to and from school along a fixed route. This study assessed whether school-organized WSB programs varied by school characteristics, district policies, and state laws. School data were gathered by mail-back surveys in nationally representative samples of U.S. public elementary schools during the 2008-2009 and 2009-2010 school years (n = 632 and 666, respectively). Corresponding district policies and state laws were obtained. Nationwide, 4.2% of schools organized a WSB program during 2008-2009, increasing to 6.2% by 2009-2010. Controlling for demographic covariates, schools were more likely to organize a WSB program where there was a strong district policy pertaining to safe active routes to school (OR = 2.14, P law requiring crossing guards around schools (OR = 2.72, P laws are associated with an increased likelihood of elementary schools organizing these programs. Policymaking efforts may encourage schools to promote active transportation.

Application of the Nutrition Functional Diversity indicator to assess food system contributions to dietary diversity and sustainable diets of Malawian households.

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Luckett, Brian G; DeClerck, Fabrice A J; Fanzo, Jessica; Mundorf, Adrienne R; Rose, Donald

2015-09-01

Dietary diversity is associated with nutrient adequacy and positive health outcomes but indicators to measure diversity have focused primarily on consumption, rather than sustainable provisioning of food. The Nutritional Functional Diversity score was developed by ecologists to describe the contribution of biodiversity to sustainable diets. We have employed this tool to estimate the relative contribution of home production and market purchases in providing nutritional diversity to agricultural households in Malawi and examine how food system provisioning varies by time, space and socio-economic conditions. A secondary analysis of nationally representative household consumption data to test the applicability of the Nutritional Functional Diversity score. The data were collected between 2010 and 2011 across the country of Malawi. Households (n 11 814) from predominantly rural areas of Malawi. Nutritional Functional Diversity varied demographically, geographically and temporally. Nationally, purchased foods contributed more to household nutritional diversity than home produced foods (mean score=17·5 and 7·8, respectively). Households further from roads and population centres had lower overall diversity (PFunctional Diversity score is an effective indicator for identifying populations with low nutritional diversity and the relative roles that markets, agricultural extension and home production play in achieving nutritional diversity. This information may be used by policy makers to plan agricultural and market-based interventions that support sustainable diets and local food systems.

A 12-year comparison of students’ perspectives on diversity at a Jesuit Medical School

OpenAIRE

Mujawar, Imran; Sabatino, Matt; Mitchell, Stephen Ray; Walker, Benjamin; Weissinger, Peggy; Plankey, Michael

2014-01-01

Background: Many studies have assessed perspectives of medical students toward institutional diversity, but few of them have attempted to map changes in diversity climate over time.Objective: This study aims to investigate changes in diversity climate at a Jesuit medical institution over a 12-year period.Methods: In 1999, 334 medical students completed an anonymous self-administered online survey, and 12 years later, 406 students completed a comparable survey in 2011. Chi-square tests assesse...

Children Colouring: Speaking "Colour Difference" with Diversity Dolls

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Srinivasan, Prasanna; Cruz, Merlyne

2015-01-01

This article draws on data from qualitative research that was conducted with children between 6 and 13?years of age as a part of an 18-month project that explored respectfully engaging with cultural diversity in Australian primary schools. We used persona dolls as a research tool to enable children to explore and articulate their knowledge of…

Inorganic pyrophosphatases: structural diversity serving the function

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Samygina, V. R.

2016-05-01

The review is devoted to ubiquitous enzymes, inorganic pyrophosphatases, which are essential in all living organisms. Despite the long history of investigations, these enzymes continue to attract interest. The review focuses on the three-dimensional structures of various representatives of this class of proteins. The structural diversity, the relationship between the structure and some properties of pyrophosphatases and various mechanisms of enzyme action related to the structural diversity of these enzymes are discussed. Interactions of pyrophosphatase with other proteins and possible practical applications are considered. The bibliography includes 56 references.

High phylogenetic diversity is preserved in species-poor high-elevation temperate moth assemblages

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Zou, Yi; Sang, Weiguo; Hausmann, Axel; Axmacher, Jan Christoph

2016-01-01

Understanding the diversity and composition of species assemblages and identifying underlying biotic and abiotic determinants represent great ecological challenges. Addressing some of these issues, we investigated the α-diversity and phylogenetic composition of species-rich geometrid moth

Variation in obesity among American secondary school students by school and school characteristics.

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O'Malley, Patrick M; Johnston, Lloyd D; Delva, Jorge; Bachman, Jerald G; Schulenberg, John E

2007-10-01

Body mass index (BMI) is known to vary by individual characteristics, but little is known about whether BMI varies by school and by school characteristics. Nationally representative samples of United States schools and students are used to determine the extent to which BMI and percent of students at or above the 85th percentile of BMI vary by school and by school characteristics. Data from the 1991-2004 Monitoring the Future (MTF) study were analyzed in 2006 and 2007. A relatively small proportion of variance in BMI lies between schools; intraclass correlations are on the order of 3%. Still, this is sufficient variation to provide very different environments for students attending schools that are low versus high in average BMI. There is some modest variation by school type (public, Catholic private, non-Catholic private); school size (number of students in the sampled grade); region of the country; and population density. There is more variation as a function of school socioeconomic status (SES) and racial/ethnic composition of the school. School SES in particular was negatively associated with BMI levels, even after controlling individual-level SES and racial/ethnic status. The residual differences in BMI by school suggest that some characteristic of the school and/or community environment--perhaps cultural factors or peer role modeling or differences in school food, beverage, or physical education policies--facilitate obesity in schools with a high concentration of lower socioeconomic students, beyond individual-level factors.