The Work-Study Interface: Similarities and Differences between Ethnic Minority and Ethnic Majority Students

Science.gov (United States)

Meeuwisse, Marieke; de Meijer, Lonneke A.; Born, Marise Ph.; Severiens, Sabine E.

2017-01-01

Given the poorer academic outcomes of non-Western ethnic minority students compared to ethnic majority students, we investigated whether differences exist in work-study interface between ethnic groups. We tested a work-study interface model, in which the work-related factors work-study congruence, job control, job demands, work hours, job…

School ethnic diversity and students' interethnic relations.

Science.gov (United States)

Thijs, Jochem; Verkuyten, Maykel

2014-03-01

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 an assessment of this literature to explain why and when school desegregation might improve or worsen ethnic relations and to identify important future research directions. We discuss different theoretical perspectives predicting positive versus negative aspects of school ethnic diversity: intergroup contact theory and the perspectives of group threat and power differences. Subsequently, we consider a number of school and educational characteristics that can moderate the impact of ethnic diversity on students' interethnic relations and that could be considered in future research. Furthermore, we discuss the need for studying underlying psychological and social processes as well as the importance of investigating interethnic relations in combination with academic adjustment. School ethnic diversity is not enough to promote interethnic tolerance. It is important to examine diversity in relation to other aspects of the school environment that may influence how students respond to the ethnic diversity within school. Important factors to consider are the presence of multicultural education and inclusive school identities, student-teacher relationships, and peer norms and networks, but also the role of parents and of peer relations outside the school context. © 2013 The British Psychological Society.

Linking Teacher Quality, Student Attendance, and Student Achievement

Science.gov (United States)

Gershenson, Seth

2016-01-01

Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers' potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added…

Attendance Policies and Student Grades

Science.gov (United States)

Risen, D. Michael

2007-01-01

The details described in this case study examine the issues related to attendance policies and how such policies might be legally used to affect student grades. Concepts discussed should cause graduate students in educational administration to reflect on the issues presented from various points of view when the students complete an analysis of the…

Attendance, Employability, Student Performance and Electronic Course Materials

DEFF Research Database (Denmark)

Sund, Kristian J.

2016-01-01

This chapter discusses the possible detrimental effects of low attendance on the achievement of important learning outcomes in terms of "soft" employability-enhancing skills among undergraduate students in business schools, and explores how the use of learning technologies may contribute to high...... or low class attendance levels. The chapter describes the exploratory results of a survey carried out among final year bachelor students attending a strategic management course, the findings of which suggest that a significant number of students view virtual learning environments as a substitute...

Can school income and racial/ethnic composition explain the racial/ethnic disparity in adolescent physical activity participation?

Science.gov (United States)

Richmond, Tracy K; Hayward, Rodney A; Gahagan, Sheila; Field, Alison E; Heisler, Michele

2006-06-01

Our goal was to determine if racial/ethnic disparities in adolescent boys' and girls' physical activity participation exist and persist once the school attended is considered. We performed a cross-sectional analysis of 17,007 teens in the National Longitudinal Study of Adolescent Health. Using multivariate linear regression, we examined the association between adolescent self-reported physical activity and individual race/ethnicity stratified by gender, controlling for a wide range of sociodemographic, attitudinal, behavioral, and health factors. We used multilevel analyses to determine if the relationship between race/ethnicity and physical activity varied by the school attended. Participants attended racially segregated schools; approximately 80% of Hispanic and black adolescent boys and girls attended schools with student populations that were schools that were >94% white. Black and Hispanic adolescent girls reported lower levels of physical activity than white adolescent girls. There were more similar levels of physical activity reported in adolescent boys, with black boys reporting slightly more activities. Although black and Hispanic adolescent girls were more likely to attend poorer schools with overall lower levels of physical activity in girls; there was no difference within schools between black, white, and Hispanic adolescent girls' physical activity levels. Within the same schools, both black and Hispanic adolescent boys had higher rates of physical activity when compared with white adolescent boys. In this nationally representative sample, lower physical activity levels in Hispanic and black adolescent girls were largely attributable to the schools they attended. In contrast, black and Hispanic males had higher activity levels than white males when attending the same schools. Future research is needed to determine the mechanisms through which school environments contribute to racial/ethnic disparities in adolescent physical activity and will need to

Students Attendance Management System Based On RFID And Fingerprint Reader

OpenAIRE

Moth Moth Myint Thein; Chaw Myat Nweand Hla Myo Tun

2015-01-01

Abstract Today students class attendance is become more important part for any organizationsinstitutions. The conventional method of taking attendance by calling names or signing on paper is very time consuming and insecure hence inefficient. This paper presents the manual students attendance management into computerized system for convenience or data reliability. So the system is developed by the integration of ubiquitous computing systems into classroom for managing the students attendance ...

Student attendance and academic performance in undergraduate obstetrics/gynecology clinical rotations.

Science.gov (United States)

Deane, Richard P; Murphy, Deirdre J

2013-12-04

Student attendance is thought to be an important factor in the academic performance of medical students, in addition to having important regulatory, policy, and financial implications for medical educators. However, this relationship has not been well evaluated within clinical learning environments. To evaluate the relationship between student attendance and academic performance in a medical student obstetrics/gynecology clinical rotation. A prospective cohort study of student attendance at clinical and tutorial-based activities during a full academic year (September 2011 to June 2012) within a publicly funded university teaching hospital in Dublin, Ireland. Students were expected to attend 64 activities (26 clinical activities and 38 tutorial-based activities) but attendance was not mandatory. All 147 fourth-year medical students who completed an 8-week obstetrics/gynecology rotation were included. Student attendance at clinical and tutorial-based activities, recorded using a paper-based logbook. The overall examination score (out of a possible 200 points) was obtained using an 11-station objective structured clinical examination (40 points), an end-of-year written examination comprising 50 multiple-choice questions (40 points) and 6 short-answer questions (40 points), and an end-of-year long-case clinical/oral examination (80 points). Students were required to have an overall score of 100 points (50%) and a minimum of 40 points in the long-case clinical/oral examination (50%) to pass. The mean attendance rate was 89% (range, 39%-100% [SD, 11%], n = 57/64 activities). Male students (84% attendance, P = .001) and students who failed an end-of-year examination previously (84% attendance, P = .04) had significantly lower rates. There was a positive correlation between attendance and overall examination score (r = 0.59 [95% CI, 0.44-0.70]; P year examination, and the timing of the rotation during the academic year. Distinction grades (overall score

Ethnic Differences of University Students with Respect to the Activity in Student Societies

Directory of Open Access Journals (Sweden)

Hossein Serajzadeh

2008-07-01

Full Text Available Student societies and associations are developed in universities in order to provide a healthy and reasonable means for students to spend their leisure time and to develop their social skills. Meanwhile, it seems that the level of membership and participation of different groups of students in these societies and associations is not the same. Some evidences imply that students of special ethnicities participate in these societies more than others and these societies function as a place for regeneration of ethnic and regional relations among the students. This is the main question of the paper: is the level of participation in these societies varying among the students of different ethnicities? This question examined by a secondary analysis of the data of two surveys conducted among a sample of students of state non-medical universities all-over the country. The findings were analyzed on the basis of the historical and cultural characteristics of ethnic relations in Iran.

Boosting Student Attendance: Beyond Stickers, Stars, and Candy Bars

Science.gov (United States)

Dill, Vicky; Lopez, Patrick; Stahlke, Tim; Stamp, Jeanne

2016-01-01

We know that students cannot learn if they are not in school, and that students with economic challenges miss school more frequently than other students. What obstacles create this attendance gap, and how can school districts provide the supports to improve attendance for these students? The authors of this article, who work with the Texas…

Student-teacher relationships and ethnic outgroup attitudes among majority students

NARCIS (Netherlands)

Geerlings, J.; Thijs, J.T.; Verkuyten, Maykel

Children's ethnic outgroup attitudes are influenced by their teachers' beliefs and multicultural education. However, research has ignored the possible impact of interpersonal relationships with teachers on students' ethnic attitudes. Three studies, using comparable datasets gathered among native

Why September Matters: Improving Student Attendance. Policy Brief

Science.gov (United States)

Olsen, Linda S.

2014-01-01

This brief examines absences in September and students' attendance over the rest of the year. Attendance should be addressed before it becomes problematic. Chronic absenteeism, missing more than 20 days of a school year, is an early indicator of disengagement. High absence rates have negative consequences not only for individual students, but also…

Student attendance and student achievement: a tumultuous and ...

African Journals Online (AJOL)

Administrator

2001-12-21

Dec 21, 2001 ... students must be present in school in order to benefit from academic program in .... attend class but passed with sometimes very high scores (e.g. 83% in CBS ..... done outside class or interaction forms, through online learning plat-form. ... also has obliged all journalism students to possess either an iPhone.

Perceived Ethnic Discrimination by Teachers and Ethnic Minority Students' Academic Futility: Can Parents Prepare Their Youth for Better or for Worse?

Science.gov (United States)

D'hondt, Fanny; Eccles, Jacquelynne S; Van Houtte, Mieke; Stevens, Peter A J

2016-06-01

This study focuses on the interplay of perceived ethnic discrimination by teachers, parents' ethnic socialization practices, and ethnic minority students' sense of academic futility. Since discrimination creates barriers beyond control of the individual, the first research goal is to examine the association of perceived ethnic discrimination by teachers with ethnic minority students' sense of academic futility. The second research goal is to focus on the role of perceived parental ethnic socialization (e.g., cultural socialization and preparation for bias) to get a better understanding of the interaction between family level factors and the potentially negative consequences of ethnic teacher discrimination. A multilevel analysis on 1181 ethnic minority students (50.6 % girls; mean age = 15.5), originating from migration, in 53 secondary schools in Flanders (Belgium) shows that the frequent perception of ethnic discrimination by teachers is associated with stronger feelings of academic futility, and if these students also received high levels of parents' ethnic socialization, they perceive even stronger feelings of futility. The group of ethnic minority students, who perceive frequent ethnic teacher discrimination, is a group at risk, and parents' ethnic socialization does not seem able to change this.

Being Smart is not Enough: the role of psychlogical factors in study success of ethnic minority and ethnic majority students

NARCIS (Netherlands)

M. Meeuwisse (Marieke)

2012-01-01

textabstractIn the past decade(s), many studies have been conducted on the differences in study success between ethnic minority students and ethnic majority students to identify explanations for the less successful academic careers of ethnic minority students. This dissertation aimed to explain the

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

Tribune: Retention Policy for Ethnic Minority Students

NARCIS (Netherlands)

Herfs, Paul

2003-01-01

The question of the retention of ethnic minority university students in universities in the Netherlands, especially at the University of Utrecht, is examined. In particular, the cases of Surinamese, Antillian, and Aruban students, foreign refugee students, particularly medical doctors, and Turkish

Metabolic Syndrome among Undergraduate Students Attending ...

African Journals Online (AJOL)

Methods: A total of 384 first-year students attending university medical clinics for obligatory medical ... Keywords: Metabolic syndrome, Obesity, Hypertension, Diabetes, Dyslipidemia, ..... requires the attention of all health professionals.

Faculty and student perceptions about attendance policies in baccalaureate nursing programs.

Science.gov (United States)

Ruth-Sahd, Lisa A; Schneider, Melissa A

2014-01-01

To understand perceptions of faculty and students about attendance policies in baccalaureate nursing programs. Classroom attendance is an issue of debate across academic disciplines. A mixed-methods study was conducted using qualitative data from a stratified random sample of 65 accredited baccalaureate nursing programs; 591 students and 91 faculty from 19 schools responded. Sixty-two percent of faculty thought students who missed class exhibited unprofessional behavior; 69 percent believed students who missed class were less successful in the clinical setting. Students (57 percent) and faculty (66 percent) believed there should be an attendance policy. Twenty-nine students reported needing a break in workload (16.8 percent) or did not find class time valuable (11.8 percent). Variability exists in student and faculty beliefs regarding attendance policies. Understanding these viewpoints and utilizing creative teaching approaches will facilitate learning and create an environment of teamwork and mutual respect.

Student decisions about lecture attendance: do electronic course materials matter?

Science.gov (United States)

Billings-Gagliardi, Susan; Mazor, Kathleen M

2007-10-01

This study explored whether first-year medical students make deliberate decisions about attending nonrequired lectures. If so, it sought to identify factors that influence these decisions, specifically addressing the potential impact of electronic materials. Medical students who completed first-year studies between 2004 and 2006 responded to an open-ended survey question about their own lecture-attendance decisions. Responses were coded to capture major themes. Students' ratings of the electronic materials were also examined. Most respondents made deliberate attendance decisions. Decisions were influenced by previous experiences with the lecturer, predictions of what would occur during the session itself, personal learning preferences, and learning needs at that particular time, with the overriding goal of maximizing learning. Access to electronic materials did not influence students' choices. Fears that the increasing availability of technology-enhanced educational materials has a negative impact on lecture attendance seem unfounded.

Alcohol consumption in relation to residence status and ethnicity in college students.

Science.gov (United States)

Cacciola, Eleanora E T; Nevid, Jeffrey S

2014-12-01

The present study examined the roles of gender, ethnicity, and residence status in an ethnically diverse sample of undergraduate students who completed the Core Alcohol and Drug Survey. Gender, ethnicity, and residential status were associated with likelihood of binge drinking among students who reported consuming alcohol (non-Hispanic). White students were more likely to report using alcohol than Black students and Asian students. Ethnicity moderated the effects of both residence status and gender on alcohol consumption. Living with one's parents was associated with a lower likelihood of reported alcohol use among Hispanic students, but not among (non-Hispanic) White students. Hispanic women were more likely to report using alcohol than were Hispanic men, but no gender difference in likelihood of alcohol consumption was found among (non-Hispanic) White students.

Students' self-regulation and teachers' influences in science: interplay between ethnicity and gender

Science.gov (United States)

Elstad, Eyvind; Turmo, Are

2010-11-01

The purpose of this study is to explore students' self-regulation and teachers' influence in science and to examine interplay between ethnicity and gender. Analysis of data from seven Oslo schools (1112 sampled students in the first year of high school) shows that the ethnic minority students reported using learning strategies in science more intensively than ethnic majority students and they had a stronger motivation to learn science. Ethnic majority students are defined here as students who were born in Norway and have at least one parent born in Norway. The study also shows that minority students generally evaluate their science teacher's influence on their learning more positively than the majority. The strongest interplay effects between gender and ethnicity are found in students' perceptions of the relevance of science, as well as their degree of negative responses to the pressure to learn science.

Perceived Prejudice and the Mental Health of Chinese Ethnic Minority College Students: The Chain Mediating Effect of Ethnic Identity and Hope

Science.gov (United States)

Yao, Jin; Yang, Liping

2017-01-01

As a multinational country incorporating 56 officially recognized ethnic groups, China is concerned with the mental health of members of minority ethnic groups, with an increasing focus on supporting Chinese ethnic minority college students. Nevertheless, in daily life, members of minority ethnic groups in China often perceive prejudice, which may in turn negatively influence their mental health, with respect to relative levels of ethnic identity and hope. To examine the mediating effects of ethnic identity and hope on the relationship between perceived prejudice and the mental health of Chinese ethnic minority college students, 665 students (18–26 years old; 207 males, 458 females; the proportion of participants is 95.38%) from nine colleges in the Guangxi Zhuang autonomous region and Yunnan and Guizhou provinces of China took part in our study, each completing adapted versions of a perceived prejudice scale, a multiethnic identity measure, an adult dispositional hope scale, and a general health questionnaire. Analysis of the results reveals that perceived prejudice negatively influences mental health through both ethnic identity and hope in Chinese ethnic minority college students. The total mediation effect was 54.9%. Perceived prejudice was found to negatively predict ethnic identity and hope, suggesting that perceived prejudice brings about a negative reconstruction of ethnic identity and hope mechanisms within the study's Chinese cultural context. The relationship between perceived prejudice and mental health was fully mediated by hope and the chain of ethnic identity and hope. Ethnic identity partially mediated the relationship between perceived prejudice and hope. The relationship between perceived prejudice and mental health mediated by ethnic identity was not significant, which suggests that the rejection–identification model cannot be applied to Chinese ethnic minority college students. This paper concludes by considering the limitations of our study

Why Students Do and Do Not Attend Classes: Myths and Realities.

Science.gov (United States)

Friedman, Paul; Rodriguez, Fred; McComb, Joe

2001-01-01

Explored student characteristics and course characteristics influencing why college students skip class. Found that attendance behavior cannot be easily explained and that the decision to attend is influenced by multiple factors. (EV)

The Influence of Race-Ethnicity and Physical Activity Levels on Elementary School Achievement

Science.gov (United States)

Caldas, Stephen J.; Reilly, Monique S.

2018-01-01

The authors used structural equation modeling to map the relationships between student race-ethnicity via the mediating variable physical activity on English language arts (ELA) and mathematics achievement among 964 fourth- and fifth-grade students. The students attended a New York City Metropolitan area school district and completed the Physical…

Ethnic variation in the prevalence of visual impairment in people attending diabetic retinopathy screening in the United Kingdom (DRIVE UK).

Science.gov (United States)

Sivaprasad, Sobha; Gupta, Bhaskar; Gulliford, Martin C; Dodhia, Hiten; Mann, Samantha; Nagi, Dinesh; Evans, Jennifer

2012-01-01

To provide estimates of visual impairment in people with diabetes attending screening in a multi-ethnic population in England (United Kingdom). The Diabetic Retinopathy In Various Ethnic groups in UK (DRIVE UK) Study is a cross-sectional study on the ethnic variations of the prevalence of DR and visual impairment in two multi-racial cohorts in the UK. People on the diabetes register in West Yorkshire and South East London who were screened, treated or monitored between April 2008 to July 2009 (London) or August 2009 (West Yorkshire) were included in the study. Data on age, gender, ethnic group, visual acuity and diabetic retinopathy were collected. Ethnic group was defined according to the 2011 census classification. The two main ethnic minority groups represented here are Blacks ("Black/African/Caribbean/Black British") and South Asians ("Asians originating from the Indian subcontinent"). We examined the prevalence of visual impairment in the better eye using three cut-off points (a) loss of vision sufficient for driving (approximately ethnic groups to the age-structure of the white population. Data on visual acuity and were available on 50,331 individuals 3.4% of people diagnosed with diabetes and attending screening were visually impaired (95% confidence intervals (CI) 3.2% to 3.5%) and 0.39% severely visually impaired (0.33% to 0.44%). Blacks and South Asians had a higher prevalence of visual impairment (directly age standardised prevalence 4.6%, 95% CI 4.0% to 5.1% and 6.9%, 95% CI 5.8% to 8.0% respectively) compared to white people (3.3%, 95% CI 3.1% to 3.5%). Visual loss was also more prevalent with increasing age, type 1 diabetes and in people living in Yorkshire. Visual impairment remains an important public health problem in people with diabetes, and is more prevalent in the minority ethnic groups in the UK.

Ethnic Identity and Career Development among First-Year College Students

Science.gov (United States)

Duffy, Ryan D.; Klingaman, Elizabeth A.

2009-01-01

The current study explored the relation of ethnic identity achievement and career development progress among a sample of 2,432 first-year college students who completed the Career Decision Profile and Phinney's Multigroup Ethnic Identity Measure. Among students of color, correlational analyses revealed a series of statistically significant, but…

Race, ethnicity, and medical student well-being in the United States.

Science.gov (United States)

Dyrbye, Liselotte N; Thomas, Matthew R; Eacker, Anne; Harper, William; Massie, F Stanford; Power, David V; Huschka, Mashele; Novotny, Paul J; Sloan, Jeff A; Shanafelt, Tait D

2007-10-22

Little is known about the training experience of minority medical students. We explore differences in the prevalence of burnout, depressive symptoms, and quality of life (QOL) among minority and nonminority medical students as well as the role race/ethnicity plays in students' experiences. Medical students (N = 3080) at 5 medical schools were surveyed in 2006 using validated instruments to assess burnout, depression, and QOL. Students were also asked about the impact of race/ethnicity on their training experience. The response rate was 55%. Nearly half of students reported burnout (47%) and depressive symptoms (49%). Mental QOL scores were lower among students than among the age-matched general population (43.1 vs 47.2; P race/ethnicity had adversely affected their medical school experience (11% vs 2%; P race does contribute to the distress minority students do experience. Additional studies are needed to define the causes of these perceptions and to improve the learning climate for all students.

Ethnic bias and clinical decision-making among New Zealand medical students: an observational study.

Science.gov (United States)

Harris, Ricci; Cormack, Donna; Stanley, James; Curtis, Elana; Jones, Rhys; Lacey, Cameron

2018-01-23

Health professional racial/ethnic bias may impact on clinical decision-making and contribute to subsequent ethnic health inequities. However, limited research has been undertaken among medical students. This paper presents findings from the Bias and Decision-Making in Medicine (BDMM) study, which sought to examine ethnic bias (Māori (indigenous peoples) compared with New Zealand European) among medical students and associations with clinical decision-making. All final year New Zealand (NZ) medical students in 2014 and 2015 (n = 888) were invited to participate in a cross-sectional online study. Key components included: two chronic disease vignettes (cardiovascular disease (CVD) and depression) with randomized patient ethnicity (Māori or NZ European) and questions on patient management; implicit bias measures (an ethnicity preference Implicit Association Test (IAT) and an ethnicity and compliant patient IAT); and, explicit ethnic bias questions. Associations between ethnic bias and clinical decision-making responses to vignettes were tested using linear regression. Three hundred and two students participated (34% response rate). Implicit and explicit ethnic bias favoring NZ Europeans was apparent among medical students. In the CVD vignette, no significant differences in clinical decision-making by patient ethnicity were observed. There were also no differential associations by patient ethnicity between any measures of ethnic bias (implicit or explicit) and patient management responses in the CVD vignette. In the depression vignette, some differences in the ranking of recommended treatment options were observed by patient ethnicity and explicit preference for NZ Europeans was associated with increased reporting that NZ European patients would benefit from treatment but not Māori (slope difference 0.34, 95% CI 0.08, 0.60; p = 0.011), although this was the only significant finding in these analyses. NZ medical students demonstrated ethnic bias, although

Student nurse absenteeism in higher education: An argument against enforced attendance.

Science.gov (United States)

Lipscomb, Martin; Snelling, Paul C

2010-08-01

Unauthorised student nurse absenteeism in higher education troubles many university lecturers. Anecdotally, absenteeism is occasionally raised as an issue by attending students who resent others "getting away" with non-attendance and some policy documents appear to suggest that attendance should be mandated. This paper argues against enforced attendance in higher education and challenges those who would mandate attendance to explain and justify their position. Drawing on a range of nursing and non-nursing material we here discuss some of the literature on attendance, absenteeism, effort or time spent in study and grade attainment. Informed by this admittedly partial review we maintain that the evidence linking grade attainment with attendance and study effort is less conclusive than intuition might initially suggest. We note that enforcing attendance apparently runs counter to important pedagogic (humanistic and androgogic) principles. We propose that responses to absenteeism cannot be separated from questions of 'harm' and we suggest that lecturers should refrain from associating non-attendance with unprofessional behaviour and poor professionalization. Copyright 2009 Elsevier Ltd. All rights reserved.

Ethnic variation in the prevalence of visual impairment in people attending diabetic retinopathy screening in the United Kingdom (DRIVE UK.

Directory of Open Access Journals (Sweden)

Sobha Sivaprasad

Full Text Available To provide estimates of visual impairment in people with diabetes attending screening in a multi-ethnic population in England (United Kingdom.The Diabetic Retinopathy In Various Ethnic groups in UK (DRIVE UK Study is a cross-sectional study on the ethnic variations of the prevalence of DR and visual impairment in two multi-racial cohorts in the UK. People on the diabetes register in West Yorkshire and South East London who were screened, treated or monitored between April 2008 to July 2009 (London or August 2009 (West Yorkshire were included in the study. Data on age, gender, ethnic group, visual acuity and diabetic retinopathy were collected. Ethnic group was defined according to the 2011 census classification. The two main ethnic minority groups represented here are Blacks ("Black/African/Caribbean/Black British" and South Asians ("Asians originating from the Indian subcontinent". We examined the prevalence of visual impairment in the better eye using three cut-off points (a loss of vision sufficient for driving (approximately <6/9 (b visual impairment (<6/12 and (c severe visual impairment (<6/60, standardising the prevalence of visual impairment in the minority ethnic groups to the age-structure of the white population.Data on visual acuity and were available on 50,331 individuals 3.4% of people diagnosed with diabetes and attending screening were visually impaired (95% confidence intervals (CI 3.2% to 3.5% and 0.39% severely visually impaired (0.33% to 0.44%. Blacks and South Asians had a higher prevalence of visual impairment (directly age standardised prevalence 4.6%, 95% CI 4.0% to 5.1% and 6.9%, 95% CI 5.8% to 8.0% respectively compared to white people (3.3%, 95% CI 3.1% to 3.5%. Visual loss was also more prevalent with increasing age, type 1 diabetes and in people living in Yorkshire.Visual impairment remains an important public health problem in people with diabetes, and is more prevalent in the minority ethnic groups in the UK.

Relationship Among Dental Students' Class Lecture Attendance, Use of Online Resources, and Performance.

Science.gov (United States)

Azab, Ehab; Saksena, Yun; Alghanem, Tofool; Midle, Jennifer Bassett; Molgaard, Kathleen; Albright, Susan; Karimbux, Nadeem

2016-04-01

This study aimed to evaluate the relationship among dental students' attendance at class lectures, use of online lecture materials, and performance in didactic courses. The study was conducted with second-year predoctoral students at Tufts University School of Dental Medicine during the fall semester of 2014. Three basic science and three preclinical dental courses were selected for evaluation. Online usage for each participant was collected, and a survey with questions about attendance and online behavior was conducted. The final grade for each participant in each selected course was obtained and matched with his or her online usage and attendance. Out of a total 190 students, 146 (77%) participated. The results showed no significant relationship between students' grades and their class attendance or online usage except for a weak negative relationship between class attendance and online usage for the Epidemiology course (pattendance, online usage, and course grades, most of the students reported that having the online resources in addition to the lectures was helpful.

Design and Implementation of an Rfid Based Automated Students Attendance System R BASAS

OpenAIRE

Shoewu, O

2015-01-01

Most educational institutions’ administrators are concerned about student irregular attendance. Truancies can affect student overall academic performance. The conventional method of taking attendance by calling names or signing on paper is very time consuming and insecure, hence inefficient. Therefore, RFID-based student attendance system is required to assist the faculty and the lecturer for this time-consuming process. The R-BASAS device is designed to collect and manage student’s attendanc...

Leaving Home State for College: Differences by Race/Ethnicity and Parental Education

Science.gov (United States)

Niu, Sunny X.

2015-01-01

Using the College Board SAT registration and questionnaire data of 2010 high school graduating seniors, we found clear patterns by race/ethnicity and parental education on two outcomes: out-of-state score-sending and out-of-state college attendance. White students had the highest rates and Hispanic students had the lowest rates, and there was a…

The Relationship between Teacher Regard and College Attendance Expectations: Socioeconomic and Racial-Ethnic Disparities

Science.gov (United States)

Pinchak, Nicolo P.

2018-01-01

This study uses data from wave one of the National Longitudinal Survey of Adolescent to Adult Health to analyze the relationship between middle and secondary school students' perceptions of their teachers, or "teacher regard," and students' expectations for college attendance. Variation in this relationship is further examined by…

Attendance and Student Performance in Undergraduate Chemistry Courses

Science.gov (United States)

Lyubartseva, Ganna; Mallik, Uma Prasad

2012-01-01

Numerous studies suggest that attendance may be one of the key factors which influence student performance. Although there have been many studies in introductory science courses, there have been virtually no studies which analyze and compare students' performance from different types of institutions as well as different level of classes. Our study…

Student and staff experiences of attendance monitoring in undergraduate obstetrics and gynecology: a cross-sectional survey

Directory of Open Access Journals (Sweden)

Deane RP

2016-04-01

Full Text Available Richard P Deane, Deirdre J Murphy Department of Obstetrics and Gynaecology, Trinity College Dublin, The University of Dublin, Coombe Women & Infants University Hospital, Dublin, Republic of Ireland  Background: Despite the widespread introduction of active learning strategies to engage students across modern medical curricula, student attendance and attendance monitoring remain a challenging issue for medical educators. In addition, there is little published evidence available to medical educators regarding the use of attendance monitoring systems. The aim of this study was to evaluate the opinions of students and staff about the use of a paper-based student logbook to record student attendance across all clinical and classroom-based learning activities within an undergraduate clinical rotation in obstetrics and gynecology (OBGYN. Methods: Each student undertaking the clinical rotation in OBGYN was required to complete a paper-based logbook in a booklet format that listed every clinical and classroom-based activity that the student was expected to attend. A cross-sectional survey evaluating the acceptability, practicality, and effect on access to learning opportunities of using the logbook was undertaken. The survey was conducted among all medical students who completed their OBGYN rotation over a full academic year and staff who taught on the program. Results: The response rate was 87% (n=128/147 among students and 80% (n=8/10 among staff. Monitoring attendance was widely acceptable to students (n=107/128, 84% and staff (n=8/8, 100%. Most students (n=95/128, 74% and staff (n=7/8, 88% recommended that attendance should be mandatory during rotations. Almost all staff felt that attendance should contribute toward academic credit (n=7/8, 88%, but students were divided (n=73/128, 57%. Students (n=94/128, 73% and staff (n=6/8, 75% reported that the use of the logbook to record attendance with tutor signatures was a satisfactory system, although

Ethnic Identification and School Language of Russian-Speaking Students in Estonia

Science.gov (United States)

Kemppainen, Raija P.; Hilton, Sterling C.; Rannut, Ülle

2015-01-01

Ethnic identification is closely tied to language. Society's appreciation of one's first language and the opportunity to use it may help strengthen ethnic identification. This research examined the relationship between ethnic identifications and school language and investigated other factors that potentially impact language-minority students'…

Student and Teacher Attendance: The Role of Shared Goods in Reducing Absenteeism

DEFF Research Database (Denmark)

Banerjee, Ritwik; King, Elizabeth; Orazem, Peter

2012-01-01

. Controlling for the endogeneity of teacher and student attendance, the most powerful factor raising teacher attendance is the attendance of the children in the school, and the most important factor influencing child attendance is the presence of the teacher. The results suggest that one important avenue...

A Policy Analysis of Student Attendance Standards Related to State Education Policies

Science.gov (United States)

Guilliams, Mary Elizabeth

2014-01-01

This paper is a project report of a policy analysis of state attendance information available to public schools. Current state attendance information rarely expands beyond compulsory attendance law. It is vague, non-existent or difficult to find. Research provides strong links between student attendance and achievement. Informed school leaders…

Development of Attendance Database System Using Bar-coded Student Card

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Abdul Fadlil

2008-04-01

Full Text Available The calculation of the level of attendance is very important, because one indicator of a person's credibility can be seen from the level of attendance. For example, at a university, data about the level of attendance of a student in a lecture is very important as one of components in the assessment. The manual presence system is considered less effective. This research presents the draft of presence system using bar codes (barcodes as input data representing the attendance. The presence system is supported by three main components, those are a bar code found on the student card (KTM, a CCD barcode scanner series and a CD-108E computer. Management of attendance list using this system allows for optimization of functions of KTM. The presence system has been tested with several KTM through a variety of distances and positions of the barcode scanner barcode. The test results is obtained at ideal position for reading a barcode when a barcode scanner is at 2 cm from the object with 90 degree. At this position the level of accuracy reach 100%.

Student and staff experiences of attendance monitoring in undergraduate obstetrics and gynecology: a cross-sectional survey.

Science.gov (United States)

Deane, Richard P; Murphy, Deirdre J

2016-01-01

Despite the widespread introduction of active learning strategies to engage students across modern medical curricula, student attendance and attendance monitoring remain a challenging issue for medical educators. In addition, there is little published evidence available to medical educators regarding the use of attendance monitoring systems. The aim of this study was to evaluate the opinions of students and staff about the use of a paper-based student logbook to record student attendance across all clinical and classroom-based learning activities within an undergraduate clinical rotation in obstetrics and gynecology (OBGYN). Each student undertaking the clinical rotation in OBGYN was required to complete a paper-based logbook in a booklet format that listed every clinical and classroom-based activity that the student was expected to attend. A cross-sectional survey evaluating the acceptability, practicality, and effect on access to learning opportunities of using the logbook was undertaken. The survey was conducted among all medical students who completed their OBGYN rotation over a full academic year and staff who taught on the program. The response rate was 87% (n=128/147) among students and 80% (n=8/10) among staff. Monitoring attendance was widely acceptable to students (n=107/128, 84%) and staff (n=8/8, 100%). Most students (n=95/128, 74%) and staff (n=7/8, 88%) recommended that attendance should be mandatory during rotations. Almost all staff felt that attendance should contribute toward academic credit (n=7/8, 88%), but students were divided (n=73/128, 57%). Students (n=94/128, 73%) and staff (n=6/8, 75%) reported that the use of the logbook to record attendance with tutor signatures was a satisfactory system, although students questioned the need for recording attendance at every classroom-based activity. Most students felt that the logbook facilitated access to learning experiences during the rotation (n=90/128, 71%). Staff felt that the process of signing

Role of ethnicity in social anxiety disorder: A cross-sectional survey among health science students.

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Jager, Philip De; Suliman, Sharain; Seedat, Soraya

2014-07-16

To investigate the influence of ethnicity in social anxiety disorder (SAD), and the relationship with symptom severity, depression and substance use or abuse, in health sciences' students . This was a cross-sectional survey of 112 1(st), 2(nd) and 3(rd) year students from the Faculty of Medicine and Health Sciences at Stellenbosch University, Cape Town, South Africa. The self-reported Social Anxiety Spectrum questionnaire was used to assess for SAD. The Social Phobia Inventory (SPIN) was adapted to a version called the E-SPIN (Ethnic-SPIN) in order to evaluate the effects of ethnicity. Two sub-questions per stem question were included to assess whether SAD symptoms in social interactions were ethnicity dependent. Substance use was assessed with the Alcohol Use Disorders Identification Test and Drug Use Disorders Identification Test, and depression with the Centre for Epidemiological Studies Depression Scale. Of 112 students who completed the E-SPIN questionnaire, 54.4% (n = 61) met criteria for SAD, with significantly more females than males meeting criteria. Ethnicity had a significant effect on SAD symptomatology, but there was no effect of ethnicity on the rates of drug and alcohol abuse in students with and without SAD. Overall significantly more students with SAD met criteria for depression compared with students without the disorder. Among university students, SAD is prevalent regardless of whether interactions are with individuals of the same or different ethnic group. However, ethnicity may be an important determinant of social anxiety for some ethnic groups. SAD was significantly associated with major depression but not significantly associated with drug or alcohol abuse.

Teaching Students from Other Cultures: An Exploration of Language Teachers' Experiences with Ethnic Minority Students

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Gu, Mingyue

2018-01-01

This article reports on a qualitative study investigating a group of novice ESL teachers' teaching experiences with ethnic minority students in secondary schools in Hong Kong. It finds that, while teachers argue that society has not been tolerant enough of ethnic minorities, they nonetheless believe that ethnic minorities should comply with…

Shadow Education in Malaysia: Identifying the Determinants of Spending and Amount of Time Attending Private Supplementary Tutoring of Upper Secondary School Students

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Chang Da Wan

2017-10-01

Full Text Available This paper examines the determinants of spending and the amount of time attending private supplementary tutoring, or commonly known as private tuition, in Malaysia. Based on 343 self-reported questionnaires with upper secondary students across three states in Malaysia and using multiple regression analysis, we identified ethnicity, father’s level of education and past academic performance as significant determinants of spending and amount of time attending private tuition. However, interestingly, we found that while geographical location and participation in internal tuition in schools were also determinants of spending, these two were not significant in determining the amount of time attending private supplementary tutoring. The identification of determinants of spending and amount of time, and in addition, the differences between these two illustrates the economic and educational dimensions of shadow education. More importantly, the insight also contributes to the formulation of possible interventions that can improve quality and reduce inequality in the mainstream education system.

The influence of student ethnicity on teacher expectations and teacher perceptions of warmth and competence

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Raisa Akifyeva

2018-03-01

Full Text Available Background. Previous research shows that incorrect teacher expectations about students can affect students’ academic success. Moreover, students’ ethnicity was found to be one of the most influential characteristics affecting teacher expectations, which can be based on ethnic stereotypes. Most studies test this relationship by comparing teacher expectations of multiple ethnic groups; however, we propose here another perspective, assuming that the connection between ethnic stereotypes and expectations may be determined by the content of the stereotypes. Objective. This study examines the influence of students’ ethnicity on teacher expectations and stereotypes, as well as the relationship of teacher expectations and stereotypes toward ethnic minority students, by including the stereotype content model in the analysis. Design. Thirty-four primary school teachers participated in the experiment in which they analyzed six fictional profiles of students, two of which were experimental. The experimental profiles contained identical information (annual school grade, a teacher testimonial, gender, but differed in names of the students and their parents, and in their migration background. Thus, we manipulated only the information related to ethnicity and migration history of two students. Results. Teacher expectations about the performance of minority students were always unfavorable compared with expectations about the performance of the majority students, but their expectations about the abilities of minority and majority students, which include teachers’ beliefs about students’ educational skills, attitudes and motivation, and capacity for school work, were mixed. We also discovered that the teacher expectations were positively related to perceptions of competence and not to perceptions of warmth. However, the minority student was evaluated by teachers as just as warm and competent as the majority. Conclusion. This study shows the relevance of

Heritage and Identity: Ethnic Minority Students from South Asia in Hong Kong

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Gu, Mingyue; Patkin, John

2013-01-01

This article investigates the language attitudes, language practices and identity construction of a group of ethnic minority students in a secondary school in Hong Kong. Drawing on data from focus group and individual interviews, this research shows that the ethnic minority students negotiate and contest their heritage identity by utilizing their…

Interracial Friendship and Structural Diversity: Trends for Greek, Religious, and Ethnic Student Organizations

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Park, Julie J.; Kim, Young K.

2013-01-01

This article examines how peer interactions in college organizations (Greek, ethnic, and religious) affect interracial friendships, including whether peer interaction in student organizations mediates the relationship between structural diversity and interracial friendship. Involvement in ethnic student organizations was non-significant;…

Favouring New Indigenous Leadership: Indigenous Students Attending Higher Education in Mexico

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Delgado, Manuel Lopez

2016-01-01

The opportunities to attend higher education in Mexico have traditionally been offered to the middle class population since around 30% of students who finish high school are able to attend higher education. The main reason for this low attendance is the poverty in which much of the population lives and the lack of higher education institutions in…

Increasing Student Attendance: A Study Comparing Superintendents' Knowledge of Best Practices to Enacted Policies

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Isom, Dena K.

2014-01-01

This report describes a problem-based learning project focused on the information available to superintendents related to improving student attendance. This information has the potential to assist school districts in improving the attendance of each student as is required by attendance standards such as those of the fifth version of the Missouri…

Ethnicity and waterpipe smoking among US students.

Science.gov (United States)

Abughosh, S; Wu, I-H; Peters, R J; Hawari, F; Essien, E J

2012-11-01

To examine the effect of ethnicity on waterpipe smoking among college students. A cross-sectional study utilized data from University of Houston students through an online survey (n = 2334) from March to April 2011. The survey included questions on demographic characteristics (sex, age, race/ethnicity), tobacco use experience, risk perception, social acceptability and popularity. Multivariate logistic regression was used to determine predictors of waterpipe use with three outcomes: ever-use vs. no use, past-year use vs. no use and past-month use vs. no use. Half of the sample had previously smoked tobacco using a waterpipe, approximately a third in the past year and 12.5% in the past month. Significant predictors included Middle Eastern ethnicity, Middle Eastern friend, past cigarette or cigar use. Perception of harm was associated with less use in the ever-use model, while perceived addictiveness, social acceptability and popularity of waterpipes were predictors in all models. Our findings underscore the importance of developing culturally appropriate interventions to control waterpipe smoking among Middle Eastern Americans and those of Indian/Pakistani descent to curb further spread in US society, and highlight the importance of developing interventions that target the perceived addictiveness, social acceptability and popularity of waterpipe smoking.

Prevalence and Mental Health Treatment of Suicidal Ideation and Behavior Among College Students Aged 18-25 Years and Their Non-College-Attending Peers in the United States.

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Han, Beth; Compton, Wilson M; Eisenberg, Daniel; Milazzo-Sayre, Laura; McKeon, Richard; Hughes, Art

2016-06-01

College students have been the focus of many studies on suicidal ideation with or without suicidal behavior. Little attention has been given to their non-college-attending peers on these issues. We examined the 12-month prevalence and mental health treatment of suicidal ideation with or without suicidal behavior among college students aged 18-25 years and their non-college-attending peers in the United States. We assessed data from 135,300 persons aged 18-25 years who participated in the 2008-2013 National Surveys on Drug Use and Health. Descriptive analyses and multivariate logistic regression models were applied. Compared with full-time college students, high school students, those not enrolled in a school or college, and part-time college students were more likely to attempt suicide with a plan (model-adjusted prevalence = 0.67% vs 1.09%, 1.06%, and 1.07%, respectively). The mental health treatment rate among full-time college students with suicidal ideation with or without suicidal behavior was similar to the rates among the other 3 counterparts. The effects of race/ethnicity and serious mental illness on receipt of mental health treatment were significantly larger among those who did not perceive unmet treatment need than among those who perceived unmet treatment need (P = .019 and P = .001, respectively). Compared to full-time college students, non-college-attending young adults and part-time college students were at higher risk for attempting suicide with a plan. Suicide prevention and intervention strategies should emphasize increasing access to mental health treatment among both college students with suicidal ideation with or without suicidal behavior and their non-college-attending peers (particularly among minorities and those who seem to be at low risk because they are without serious mental illness and report no need for mental health treatment). © Copyright 2016 Physicians Postgraduate Press, Inc.

Perceived Racial/Ethnic Discrimination and Adjustment among Ethnically Diverse College Students: Family and Peer Support as Protective Factors

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Juang, Linda; Ittel, Angela; Hoferichter, Frances; Gallarin, Miriam

2016-01-01

Adopting a risk and resilience perspective, the current study examined whether family cohesion and peer support functioned as protective factors against the negative effects of racial/ethnic discrimination by peers. The sample included 142 ethnically diverse college students. The results showed that while greater perceived discrimination was…

Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School

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Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.

2016-01-01

We examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical linear…

Conceptions of learning and approaches to studying among White and ethnic minority students in distance education.

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Richardson, John T E

2010-12-01

The attainment of White students at UK institutions of higher education tends to be higher than that of students from other ethnic groups, but the causes of this are unclear. This study compared White students and students from other ethnic groups in their conceptions of learning, their approaches to studying, and their academic attainment. A stratified sample of 1,146 White students and 1,146 students from other ethnic groups taking courses by distance learning with the UK Open University. The Mental Models section of the Inventory of Learning Styles and the Revised Approaches to Studying Inventory were administered in a postal survey. The students' questionnaire scores were contaminated by response bias, which varied across different ethnic groups. When adjusted to control for response bias, the scores on the two questionnaires shared 37.2% of their variance and made a significant contribution to predicting the students' attainment. White students were more likely to exhibit a meaning-directed learning pattern, whereas Asian and Black students were more likely to exhibit a reproduction-directed learning pattern. However, the variation in attainment across different ethnic groups remained significant when their questionnaire scores and prior qualifications were taken into account. There is a strong relationship between students' conceptions of learning and their approaches to studying, and variations in conceptions of learning in different ethnic groups give rise to variations in approaches to studying. However, factors other than prior qualifications and conceptions of learning are responsible for variation in attainment across different ethnic groups.

Ethnic Identity and Acculturative Stress as Mediators of Depression in Students of Asian Descent

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Lantrip, Crystal; Mazzetti, Francesco; Grasso, Joseph; Gill, Sara; Miller, Janna; Haner, Morgynn; Rude, Stephanie; Awad, Germine

2015-01-01

This study underscored the importance of addressing the well-being of college students of Asian descent, because these students had higher rates of depression and lower positive feelings about their ethnic group compared with students of European descent, as measured by the Affirmation subscale of the Ethnic Identity Scale. Affirmation mediated…

Truth telling in medical practice: students' opinions versus their observations of attending physicians' clinical practice.

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Tang, Woung-Ru; Fang, Ji-Tseng; Fang, Chun-Kai; Fujimori, Maiko

2013-07-01

Truth telling or transmitting bad news is a problem that all doctors must frequently face. The purpose of this cross-sectional study was to investigate if medical students' opinions of truth telling differed from their observations of attending physicians' actual clinical practice. The subjects were 275 medical clerks/interns at a medical center in northern Taiwan. Data were collected on medical students' opinions of truth telling, their observations of physicians' clinical practice, students' level of satisfaction with truth telling practiced by attending physicians, and cancer patients' distress level when they were told the truth. Students' truth-telling awareness was significantly higher than the clinical truth-telling practice of attending physicians (pmedical students' opinions on truth telling and attending physicians' actual clinical practice. More research is needed to objectively assess physicians' truth telling in clinical practice and to study the factors affecting the method of truth telling used by attending physicians in clinical practice. Copyright © 2012 John Wiley & Sons, Ltd.

Medical students' perceptions in relation to ethnicity and gender: a qualitative study.

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Lempp, Heidi; Seale, Clive

2006-03-08

The British medical student population has undergone rapid diversification over the last decades. This study focuses on medical students' views about their experiences in relation to ethnicity and gender during their undergraduate training within the context of the hidden curriculum in one British medical school as part of a wider qualitative research project into undergraduate medical education. We interviewed 36 undergraduate medical students in one British Medical School, across all five years of training using a semi-structured interview schedule. We selected them by random and quota sampling, stratified by sex and ethnicity and used the whole medical school population as a sampling frame. Data analyses involved the identification of common themes, reported by means of illustrative quotations and simple counts. The students provided information about variations patterned by gender in their motivation and influences when deciding to study medicine. Issues in relation to ethnicity were: gaining independence from parents, perceived limitations to career prospects, incompatibility of some religious beliefs with some medical practices and acquired open-mindedness towards students and patients from different ethnic backgrounds. Despite claiming no experiences of gender difference during medical training, female and male students expressed gender stereotypes, e.g. that women bring particularly caring and sympathetic attitudes to medicine, or that surgery requires the physical strength and competitiveness stereotypically associated with men that are likely to support the continuation of gender differentiation in medical careers. The key themes identified in this paper in relation to ethnicity and to gender have important implications for medical educators and for those concerned with professional development. The results suggest a need to open up aspects of these relatively covert elements of student culture to scrutiny and debate and to take an explicitly wider view

Racial-Ethnic Differences in Social Anxiety among College Students

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LeSure-Lester, G. Evelyn; King, Nancy

2004-01-01

The present study investigated racial-ethnic differences in social anxiety among college students in two-year colleges. The sample consisted of 189 Asian American, African American, White American, and Hispanic American students from two colleges in the Southeast. Participants completed a questionnaire measure of social anxiety. The results…

Alcohol and drug use in students attending a student health centre.

LENUS (Irish Health Repository)

Cahill, E

2010-09-01

Alcohol and drug use amongst 3rd level students in Ireland is a concern and has been reported previously in the CLAN Survey. The aim of our study was to determine the alcohol and drug use and any alcohol associated adverse consequences amongst students attending the health centre of University College Cork (UCC). 178 (98.3%) of the 181 students who replied reported having ever drunk alcohol. 157 (91.3%) students drank spirits in the past year v 148 (86.5%) who drank beer\\/cider v 135 (78.5%) who drank wine. 81 (44.8%) students reported binge drinking at least once weekly. 48 (26.5%) students used cannabis in the past year v 12 (6.9%) who used cocaine and 7 (4%) who used ecstasy. All students who drink reported at least one adverse consequence. 114 (63%) of students report adverse consequences of other peoples drinking. The changing drinking behaviour of female students is of particular concern.

Dental attendance, perceptions of cost and self-care of school year 12 and 13 students: A focus on Southland, New Zealand.

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Murray, Colleen; Densie, Ian Kenneth; Morgan, Christian

2015-12-01

Adolescents and emerging adults can provide dentists with many challenges. Little information is available on their perceptions of dental costs once they turn 18 and dentistry is no longer State-funded. The aim of this study was to explore the use of dental care by Southland students in years 12 and 13, their perceptions of the cost of four common dental procedures, self-related oral health and dental self-care habits, time off school related to dental problems, and knowledge and views regarding fluoride. After ethical approval, a 26-question survey was conducted of all Southland students in years 12 and 13. Data were statistically analysed in SPSS version 20 with the alpha value set at 0.05. The participation rate was 49.6%. Regular attendance for examinations was reported by 77.5% with non-attendance mainly related to attitudes around lack of importance or necessity. Reported dental attendance varied according to gender, ethnicity and decile rating of school attended. Although some were accurate in their estimations of dental costs, the standard deviation for all procedures was large. The majority thought that costs put people off going to the dentist. While 74.8% brushed their teeth at least twice daily, only 26.6% flossed regularly. Knowledge regarding fluoride was lacking. It may be advantageous to include education regarding costs of dental care with patients of this age. This may motivate them to improve their self-care and ensure that their oral health is of a high standard before their dental needs are no longer State-funded.

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context.

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Hughes, Jan N; Im, MyungHee; Kwok, Oi-Man; Cham, Heining; West, Stephen G

2015-09-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students.

Students fall for Fall Meeting

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Smedley, Kara

2012-02-01

From Boston to Beijing, thousands of students traveled to San Francisco for the 2011 AGU Fall Meeting. Of those who participated, 183 students were able to attend thanks to AGU's student travel grant program, which assists students with travel costs and seeks to enrich the meeting through ethnic and gender diversity. Students at Fall Meeting enjoyed a variety of programs and activities designed to help them better network with their peers, learn about new fields, and disseminate their research to the interested public. More than 800 students attended AGU's first annual student mixer, sharing drinks and ideas with fellow student members and future colleagues as well as forging new friendships and intellectual relationships.

Motivation and academic performance of medical students from ethnic minorities and majority: a comparative study.

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Isik, Ulviye; Wouters, Anouk; Ter Wee, Marieke M; Croiset, Gerda; Kusurkar, Rashmi A

2017-11-28

Medical students from ethnic minorities underperform in knowledge and skills assessments both in pre-clinical and clinical education compared to the ethnic majority group. Motivation, which influences learning and academic performance of medical students, might play an important role in explaining these differences, but is under-investigated. This study aimed to compare two types of motivation (autonomous and controlled) of ethnic minority (Western and non-Western) and majority (Dutch) students, and their association with academic performance. In a cross-sectional study, all students of a Dutch medical school were invited to complete a survey including the Academic Self-Regulation Questionnaire, measuring autonomous and controlled motivation, in the academic year 2015-2016. Motivation was compared using Kruskal-Wallis test and performance was compared using One-Way ANOVA. Linear regression analysis was used to determine the association between motivation and performance (grade point average; GPA). The response rate was 38.6% (n = 947). Autonomous motivation (AM) of non-Western students was higher than that of Dutch students in pre-clinical and clinical education (p motivation was higher in Western students than in Dutch students (pre-clinical education; p motivation between the ethnic majority and minority groups. The association of motivation with performance also differs between ethnic groups. We found that AM has a positive influence on GPA. Further research is needed to uncover the underlying mechanisms.

Racial/Ethnic Differences in the Educational Expectations of Adolescents: Does Pursuing Higher Education Mean Something Different to Latino Students Compared to White and Black Students?

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Turcios-Cotto, Viana Y.; Milan, Stephanie

2012-01-01

There are striking disparities in the academic achievement of American youth, with Latino students being a particularly vulnerable population. Adolescents’ academic expectations have been shown to predict educational outcomes, and thus are an important factor in understanding educational disparities. This article examines racial/ethnic differences in the future expectations of adolescents, with a particular focus on how expectations about higher education may differ in frequency and meaning for Latino youth. Participants included 375 urban ninth-grade students (49% Latino, 23% White, 22% Black, and 6% other; 51% female) who gave written descriptions of how they pictured their lives in five years. Responses were subsequently coded for content and themes. Results demonstrate that Latino youth were less likely to picture themselves attending college when compared to Black and White youth, and more likely to hold social goals, such as starting their own family. Ethnic/racial differences also were found in the themes present in responses, with Latino and Black students more likely than White students to describe individuation and materialistic goals, and to give more unrealistic responses. For Latino youth only, higher education goals were associated significantly with individuation themes. In addition, for Latino youth, adolescents who wished to pursue higher education reported more depressive symptoms and emotional distress than those who did not picture going to college, whereas the opposite pattern was evident for Black and White youth. These differences may reflect cultural values, such as familismo. Practice implications include the importance of culturally tailoring programs aimed at promoting higher education. PMID:23111844

Racial/Ethnic differences in the educational expectations of adolescents: does pursuing higher education mean something different to latino students compared to white and black students?

Science.gov (United States)

Turcios-Cotto, Viana Y; Milan, Stephanie

2013-09-01

There are striking disparities in the academic achievement of American youth, with Latino students being a particularly vulnerable population. Adolescents' academic expectations have been shown to predict educational outcomes, and thus are an important factor in understanding educational disparities. This article examines racial/ethnic differences in the future expectations of adolescents, with a particular focus on how expectations about higher education may differ in frequency and meaning for Latino youth. Participants included 375 urban ninth-grade students (49 % Latino, 23 % White, 22 % Black, and 6 % other; 51 % female) who gave written descriptions of how they pictured their lives in 5 years. Responses were subsequently coded for content and themes. Results demonstrate that Latino youth were less likely to picture themselves attending college when compared to Black and White youth, and more likely to hold social goals, such as starting their own family. Ethnic/racial differences also were found in the themes present in responses, with Latino and Black students more likely than White students to describe individuation and materialistic goals, and to give more unrealistic responses. For Latino youth only, higher education goals were associated significantly with individuation themes. In addition, for Latino youth, adolescents who wished to pursue higher education reported more depressive symptoms and emotional distress than those who did not picture going to college, whereas the opposite pattern was evident for Black and White youth. These differences may reflect cultural values, such as familismo. Practice implications include the importance of culturally tailoring programs aimed at promoting higher education.

Adolescent alcohol use in the Netherlands : the role of ethnicity, ethnic intermarriage, and ethnic school composition

NARCIS (Netherlands)

Tubergen, F.A. van; Poortman, A.-R.

2010-01-01

Objective. To examine the association between ethnicity, ethnic intermarriage, ethnic composition of schools and adolescent alcohol use. Design. Data were derived from the National Survey of Students in the Netherlands, a repeated, nationally representative, cross-sectional study of students aged

Patterns of Sexual Behavior in Lowland Thai Youth and Ethnic Minorities Attending High School in Rural Chiang Mai, Thailand

OpenAIRE

Aurpibul, Linda; Tangmunkongvorakul, Arunrat; Musumari, Patou Masika; Srithanaviboonchai, Kriengkrai; Tarnkehard, Surapee

2016-01-01

Introduction: The rural areas of Northern Thailand are home to a large cultural diversity of ethnic minority groups. Previous studies have shown that young people in rural Thailand have low levels of knowledge on HIV/AIDS and high sexual risks. We compared sexual behaviors between the lowland Thai youth and the youth from ethnic minority groups. Methods and findings: This is a cross-sectional quantitative study conducted among high-school Thai and ethnic students in Chiang Mai. From a total 1...

Options for Educating Students Attending Department of Defense Schools in the United States

Science.gov (United States)

2016-01-01

student engagement , which has a detrimental effect on student achievement. School Inputs Teacher quality is an important determinant of student learning...Poor attendance can also indicate low student engagement , which has a detrimental effect on student achievement. Students who are chronically

Bridging the gap: the roles of social capital and ethnicity in medical student achievement.

Science.gov (United States)

Vaughan, Suzanne; Sanders, Tom; Crossley, Nick; O'Neill, Paul; Wass, Val

2015-01-01

Within medical education, there is a discrepancy between the achievement level of White students and that of their ethnic minority peers. The processes underlying this disparity have not been adequately investigated or explained. This study utilises social network analysis to investigate the impact of relationships on medical student achievement by ethnicity, specifically by examining homophily (the tendency to interact with others in the same group) by ethnicity, age and role. Data from a cross-sectional social network study conducted in one UK medical school are presented and are analysed alongside examination records obtained from the medical school. Participants were sampled across the four hospital placement sites; a total of 158 medical students in their clinical phase (Years 3 and 4) completed the survey. The research was designed and analysed using social capital theory. Although significant patterns of ethnic and religious homophily emerged, no link was found between these factors and achievement. Interacting with problem-based learning (PBL) group peers in study-related activities, and having seniors in a wider academic support network were directly linked to better achievement. Students in higher academic quartiles were more likely to be named by members of their PBL group in study activities and to name at least one tutor or clinician in their network. Students from lower-achieving groups were least likely to have the social capital enabling, and resulting from, interactions with members of more expert social groups. Lower levels of the social capital that mediates interaction with peers, tutors and clinicians may be the cause of underperformance by ethnic minority students. Because of ethnic homophily, minority students may be cut off from potential and actual resources that facilitate learning and achievement. © 2014 John Wiley & Sons Ltd.

Medical students' perceptions in relation to ethnicity and gender: a qualitative study

Directory of Open Access Journals (Sweden)

Seale Clive

2006-03-01

Full Text Available Abstract Background The British medical student population has undergone rapid diversification over the last decades. This study focuses on medical students' views about their experiences in relation to ethnicity and gender during their undergraduate training within the context of the hidden curriculum in one British medical school as part of a wider qualitative research project into undergraduate medical education. Method We interviewed 36 undergraduate medical students in one British Medical School, across all five years of training using a semi-structured interview schedule. We selected them by random and quota sampling, stratified by sex and ethnicity and used the whole medical school population as a sampling frame. Data analyses involved the identification of common themes, reported by means of illustrative quotations and simple counts. Results The students provided information about variations patterned by gender in their motivation and influences when deciding to study medicine. Issues in relation to ethnicity were: gaining independence from parents, perceived limitations to career prospects, incompatibility of some religious beliefs with some medical practices and acquired open-mindedness towards students and patients from different ethnic backgrounds. Despite claiming no experiences of gender difference during medical training, female and male students expressed gender stereotypes, e.g. that women bring particularly caring and sympathetic attitudes to medicine, or that surgery requires the physical strength and competitiveness stereotypically associated with men that are likely to support the continuation of gender differentiation in medical careers. Conclusion The key themes identified in this paper in relation to ethnicity and to gender have important implications for medical educators and for those concerned with professional development. The results suggest a need to open up aspects of these relatively covert elements of student

The Relationship between Attendance Policies and Student Grades

Science.gov (United States)

Aaron, Michael D.

2012-01-01

The relationship between attendance policies and student grades in college courses was investigated. Specifically, a calculated grade point average was determined for all academic classes taught at Shelton State Community College between 2000 and 2008. These grade point averages were compared descriptively and statistically in an effort to…

Sleep habits of students attending elementary schools, and junior and senior high schools in Akita prefecture.

Science.gov (United States)

Takemura, Takaubu; Funaki, Kensaku; Kanbayashi, Takashi; Kawamoto, Kentaro; Tsutsui, Kou; Saito, Yasushi; Aizawa, Rika; Inomata, Shoko; Shimizu, Tetsuo

2002-06-01

It is widely accepted that students in Japan sleep fewer hours than what they actually need. However, epidemiological data on sleep habits among students are scarce. The sleep habits and related problems among 1650 students in Akita prefecture were studied. The results revealed that schoolchildren attending elementary schools seemed to sleep for a sufficient number of hours, whereas students attending junior or senior high schools were not sleeping enough. In particular, approximately half of the students attending senior high schools answered that they slept 6 h or less on weekdays and nodded off during classes more than twice a week.

Do Students' Religion and School Absences Moderate the Effect of Ethnic Stereotypes on School-Placement Recommendations?

Science.gov (United States)

Klapproth, Florian; Kärchner, Henrike; Glock, Sabine

2018-01-01

The results of two experiments demonstrate that preservice teachers made biased school-placement recommendations depending on student's ethnicity, which on average penalized students from an ethnic minority. Moreover, additional information that was supposed to disconfirm ethnic stereotypes (religious affiliation in Experiment 1, number of missed…

Social Identity and Ethnic Attitudes in Students from Chechnya

Directory of Open Access Journals (Sweden)

Khukhlaev O.E.

2015-12-01

Full Text Available The study focused on analyzing the impact of ethnic and national identity on the ethnonational attitudes among young people living in the North Caucasus. The study involved students residing in the Chechen Republic (214 subjects aged 16—19 years (mean 17.8, girls — 97, boys — 117. We used: 1 Ethnonational attitudes scale; 2 Technique for studying expression of ethnic and national identity; 3 Interethnic Attitudes questionnaire; 4 General Social Attitudes Scale by E.Frenkel-Brunswik. The outcomes of the research indicate that national identity is a weak predictor of ethnonational attitudes. It is associated with ethnic identity, but does not play any significant role in the formation of interethnic relationships. However, ethnic identity does shape the feeling of pride and other positive feelings that one has about his/her own “nationality”. To a lesser extent, but still statistically significant, subjective importance of one’s ethnicity is associated with hostility towards other nationalities and with negative assessment of social equality and cultural diversity.

Conflicts Based on Race/Ethnicity among Latina/o Students in Schools

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Martinez, Michael J.

2017-01-01

Conflicts based on race/ethnicity continue to occur today in a wide range of settings. Of particular interest are racial/ethnic conflicts that occur in schools due to the impact they can have on students' emotional well-being, academic achievement and the overall and racial school climate. Evidence exists that indicates the occurrence of…

The ties that bind: bonding versus bridging social capital and college student party attendance.

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Buettner, Cynthia K; Debies-Carl, Jeffrey S

2012-07-01

This study explored the relationship between bonding and bridging social capital and college student attendance at alcohol-present parties, a common method for building informal social networks. A random sample of students (n = 6,291; 52% female) from a large public midwestern university completed a survey regarding their alcohol use and party-related behaviors on targeted weekends. The survey also included questions regarding students' living arrangements, romantic relationships, and membership in student and community organizations. Based on a dichotomous logistic regression analysis, we concluded that the act of attending parties largely serves as a complement to, rather than a substitute for, more conventional and formal social capital. Membership in bonding groups is associated with increased odds of party attendance, and bridging exerts no direct effect on party attendance. However, bridging capital does mitigate the effect of bonding capital, reducing its apparent tendency to promote or contribute to partying. Off-campus parties may offer an informal supplement to more conventional social capital as students establish themselves in their new context. These findings may have implications for structural decisions (e.g., number of roommates) as well as the design of context-based prevention programs that address students' need to quickly build social capital without exposing both themselves and the students around them to the harms associated with high-risk drinking.

Do dimensions of ethnic identity mediate the association between perceived ethnic group discrimination and depressive symptoms?

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Brittian, Aerika S; Kim, Su Yeong; Armenta, Brian E; Lee, Richard M; Umaña-Taylor, Adriana J; Schwartz, Seth J; Villalta, Ian K; Zamboanga, Byron L; Weisskirch, Robert S; Juang, Linda P; Castillo, Linda G; Hudson, Monika L

2015-01-01

Ethnic group discrimination represents a notable risk factor that may contribute to mental health problems among ethnic minority college students. However, cultural resources (e.g., ethnic identity) may promote psychological adjustment in the context of group-based discriminatory experiences. In the current study, we examined the associations between perceptions of ethnic group discrimination and depressive symptoms, and explored dimensions of ethnic identity (i.e., exploration, resolution, and affirmation) as mediators of this process among 2,315 ethnic minority college students (age 18 to 30 years; 37% Black, 63% Latino). Results indicated that perceived ethnic group discrimination was associated positively with depressive symptoms among students from both ethnic groups. The relationship between perceived ethnic group discrimination and depressive symptoms was mediated by ethnic identity affirmation for Latino students, but not for Black students. Ethnic identity resolution was negatively and indirectly associated with depressive symptoms through ethnic identity affirmation for both Black and Latino students. Implications for promoting ethnic minority college students' mental health and directions for future research are discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Monitoring student attendance, participation, and performance improvement: an instrument and forms.

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Kosta, Joanne

2012-01-01

When students receive consistent and fair feedback about their behavior, program liability decreases. To help students to have a clearer understanding of minimum program standards and the consequences of substandard performance, the author developed attendance and participation monitoring and performance improvement instruments. The author discusses the tools that address absenteeism, tardiness, unprofessional, and unsafe clinical behaviors among students.

Ethnic Minority Students from South Asia in Hong Kong: Language Ideologies and Discursive Identity Construction

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Gu, Mingyue Michelle; Mak, Barley; Qu, Xiaoyuan

2017-01-01

This article explores how ethnic minority students in Hong Kong secondary schools discursively construct their identities in relation to culture, heritage, and social discourse. It finds that the ethnic minority students negotiate their identities within multiple positioning from parents, school, and the broader social discourse on minority…

The impact of lecture attendance and other variables on how medical students evaluate faculty in a preclinical program.

Science.gov (United States)

Martin, Stanley I; Way, David P; Verbeck, Nicole; Nagel, Rollin; Davis, John A; Vandre, Dale D

2013-07-01

High-quality audiovisual recording technology enables medical students to listen to didactic lectures without actually attending them. The authors wondered whether in-person attendance affects how students evaluate lecturers. This is a retrospective review of faculty evaluations completed by first- and second-year medical students at the Ohio State University College of Medicine during 2009-2010. Lecture-capture technology was used to record all lectures. Attendance at lectures was optional; however, all students were required to complete lecturer evaluation forms. Students rated overall instruction using a five-option response scale. They also reported their attendance. The authors used analysis of variance to compare the lecturer ratings of attendees versus nonattendees. The authors included additional independent variables-year of student, student grade/rank in class, and lecturer degree-in the analysis. The authors analyzed 12,092 evaluations of 220 lecturers received from 358 students. The average number of evaluations per lecturer was 55. Seventy-four percent (n = 8,968 evaluations) of students attended the lectures they evaluated, whereas 26% (n = 3,124 evaluations) viewed them online. Mean lecturer ratings from attendees was 3.85 compared with 3.80 by nonattendees (P ≤ .05; effect size: 0.055). Student's class grade and year, plus lecturer degree, also affected students' evaluations of lecturers (effect sizes: 0.055-0.3). Students' attendance at lectures, year, and class grade, as well as lecturer degree, affect students' evaluation of lecturers. This finding has ramifications on how student evaluations should be collected, interpreted, and used in promotion and tenure decisions in this evolving medical education environment.

African American Adolescents' Future Education Orientation: Associations with Self-Efficacy, Ethnic Identity, and Perceived Parental Support

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Kerpelman, Jennifer L.; Eryigit, Suna; Stephens, Carolyn J.

2008-01-01

The current study, using data from 374 African American students (59.4% female) in grades 7-12 attending a rural, southern county public school, addressed associations of self-efficacy, ethnic identity and parental support with "future education orientation." Both gender and current level of achievement distinguished adolescents with…

The moderating role of ethnicity in the relation between religiousness and mental health among ethnically diverse college students.

Science.gov (United States)

Cokley, Kevin; Garcia, Daniel; Hall-Clark, Brittany; Tran, Kimberly; Rangel, Azucena

2012-09-01

Many studies have documented the links between dimensions of religiousness with mental health (e.g., Hackney and Sanders 2003; Mofidi et al. 2006). However, very little is known about whether these links differ across ethnic groups. This study examined the contribution of dimensions of religiousness to the prediction of mental health in an ethnically diverse sample of 413 college students (167 European Americans, 83 African Americans, 81 Asian Americans, and 82 Latino Americans). Results indicated significant ethnic differences across dimensions of religiousness. African Americans were significantly higher on religious engagement and religious conservatism than the other ethnic groups and significantly lower on religious struggle than European Americans. Moderated multiple regressions revealed that increases in religious struggle was associated with poorer mental health for African Americans and Latino Americans, while increases in religious engagement and ecumenical worldview were associated with better mental health for African Americans. The findings indicate that ethnicity is an important factor to consider when examining the link between religiousness and mental health.

Motivation to Attend College in American and Chinese Students: Correlates with ADHD Symptomatology and Personality

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Norvilitis, Jill M.; Reid, Howard M.; Ling, Sun; Chen, Sisi

2013-01-01

Data were analyzed from 178 American and 153 Chinese college students who participated in a study examining motivation to attend college. Students in the two countries reported similar motivations for attending college, with career and personal reasons being most important and helping family least important. Also, the study assessed the influence…

Lecture Attendance and Web Based Lecture Technologies: A Comparison of Student Perceptions and Usage Patterns

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von Konsky, Brian R.; Ivins, Jim; Gribble, Susan J.

2009-01-01

This paper investigates the impact of web based lecture recordings on learning and attendance at lectures. Student opinions regarding the perceived value of the recordings were evaluated in the context of usage patterns and final marks, and compared with attendance data and student perceptions regarding the usefulness of lectures. The availability…

In-group and role identity influences on the initiation and maintenance of students' voluntary attendance at peer study sessions for statistics.

Science.gov (United States)

White, Katherine M; O'Connor, Erin L; Hamilton, Kyra

2011-06-01

Although class attendance is linked to academic performance, questions remain about what determines students' decisions to attend or miss class. In addition to the constructs of a common decision-making model, the theory of planned behaviour, the present study examined the influence of student role identity and university student (in-group) identification for predicting both the initiation and maintenance of students' attendance at voluntary peer-assisted study sessions in a statistics subject. University students enrolled in a statistics subject were invited to complete a questionnaire at two time points across the academic semester. A total of 79 university students completed questionnaires at the first data collection point, with 46 students completing the questionnaire at the second data collection point. Twice during the semester, students' attitudes, subjective norm, perceived behavioural control, student role identity, in-group identification, and intention to attend study sessions were assessed via on-line questionnaires. Objective measures of class attendance records for each half-semester (or 'term') were obtained. Across both terms, students' attitudes predicted their attendance intentions, with intentions predicting class attendance. Earlier in the semester, in addition to perceived behavioural control, both student role identity and in-group identification predicted students' attendance intentions, with only role identity influencing intentions later in the semester. These findings highlight the possible chronology that different identity influences have in determining students' initial and maintained attendance at voluntary sessions designed to facilitate their learning. ©2010 The British Psychological Society.

Does a Link Exist Between Examination Performance and Lecture Attendance for First Year Engineering Students ?

OpenAIRE

O'Dwyer, Aidan

2011-01-01

The objective of this study is to examine if a link exists between lecture attendance and examination performance of Level 7, Year 1, Electrical Engineering students at Dublin Institute of Technology in the Electrical Systems subject. Lecture attendance was monitored and analysed over four academic years (2007-8, 2008-9, 2009-10 and 2010-11). The average lecture attendance for students in the three academic years from 2007-10 was 55%, increasing noticeably in the 2009-10 academic year. A stat...

Cultural Integration and National Identity Education for Ethnic Minority College Students

Institute of Scientific and Technical Information of China (English)

LI Yongzheng; WANG Lixia

2014-01-01

Cultural integration is an objective historical phenomenon , and also exists in present society .No matter if seen from history or from the present world , cultural integration is the key to ethnic relations as well as an approach for cultural development .The concept of “nation” is a fairly new product introduced from western countries in modern times.It is a people ’ s cognition, ap-praisal and feelings towards the country where they live.It is mainly represented in the national politi-cal community , the structural level as well as the i-dentity in the common spiritual level of the Chinese nation. School education is a very strong tool during the formation process of a “nation”.Since the Qin and Han periods (2nd Century B.C.), China has formed a large -unified web of Chinese culture . After the creation of the New China , China also has paid attention to the development of education for the ethnic minorities , and has taken the task of training the new generation of ethnic minorities as an important national policy .“Fair Education” is the “core idea” of China ’ s ethnic minorities ’ education. This includes preferential policy for ethnic minority-students’ education chances , the investment of teaching resources in ethnic minority areas, and respect for and protection of the cul-tures of the ethnic minorities .Through these ac-tions, the government ensures that the ethnic mi-nority-students living in remote and poor areas get the chance for a fair education like the Han -Chi-nese students .The policy further enhances the e-qual development of , and exchanges among the va-rious nationalities in the whole country; promotes the common development of the ethnic economies , the common prosperity of their cultures , political stability;and finally ensures the citizen ’ s strong identity of the nation . Culturale integration is the foundation of and precondition for the national identity education of the ethnic minorities .On the one hand

Caring Teacher Qualities that Affect School Participation and Attendance: Student Portraits

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Grimm, Helen M.

2009-01-01

This study explores the perspectives of four high school students focusing on the identification of caring teacher qualities and the influence those characteristics have on school participation and attendance. Data was collected using interviews rather than survey in order to hear the often-unheard voices of students. Portraits of each student…

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

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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.

Parental Involvement in Middle School Predicting College Attendance for First-Generation Students

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Bui, Khanh; Rush, Ryan A.

2016-01-01

Using data from the National Education Longitudinal Study, this report examined the relationship between parental involvement in eighth grade and college attendance by eight years after high school for students whose parents have no college education (i.e., first-generation students; n = 1,358) in comparison to students whose parents have some…

Understanding Latina Doctoral Student Experiences: Negotiating Ethnic Identity and Academic Success

Science.gov (United States)

Arocho, Omayra

2017-01-01

Latinas currently attain the lowest number of terminal degrees in the United States when compared to White, African American, and Asian American women. While Latina doctoral students share common struggles with other minority/female doctoral students, the unique cultural expectations associated with their racial/ethnic and gender related…

Barriers to cervical cancer screening among ethnic minority women: A qualitative study

OpenAIRE

Marlow, L.; Waller, J.; Wardle, J.

2015-01-01

Background Ethnic minority women are less likely to attend cervical screening. Aim To explore self-perceived barriers to cervical screening attendance among ethnic minority women compared to white British women. Design Qualitative interview study. Setting Community groups in ethnically diverse London boroughs. Methods Interviews were carried out with 43 women from a range of ethnic minority backgrounds (Indian, Pakistani, Bangladeshi, Caribbean, African, Black British, Black other, White othe...

AIDS risk among students attending Seventh-day Adventist school, in North America.

Science.gov (United States)

Hopkins, G L; Hopp, J W; Marshak, H P; Neish, C; Rhoads, G

1998-04-01

In 1995, a survey was conducted among students attending 69 Seventh-day Adventist (SDA) high schools within the United States and Canada. The survey assessed the extent that these students practiced sexual and drug-use behaviors which place them at risk for contracting or transmitting the human immunodeficiency virus (HIV). A total of 1,748 respondents enrolled in grades 9 through 12 completed questionnaires similar to the instrument used in the 1993 Youth Risk Behavior Survey (YRBS). Data were collected and compared to results from the 1993 YRBS. Students who attended SDA parochial schools reported lower rates of sexual intercourse compared to YRBS school counterparts (16.3% vs. 53.1%) and lower rates of all substances measured. Furthermore, respondents were more likely to engage in substance use and sexual intercourse if they had at least one parent who used tobacco, alcohol, or marijuana, as reported by the students.

A Comparative Study of International Student Engagement and Success Based on Race/Ethnicity, Gender, and Institutional Type

Science.gov (United States)

Phillips, Gareth Carlington

2013-01-01

The study examined international students' engagement and success using NSSE 2007 data. The sample consisted of 1996 first years and 2,158 seniors. These students were compared by race/ethnicity, gender, and institutional type. The study found that students' engagement differed by race/ethnicity as well as type of institution. The null hypotheses…

Access and Perceived ICT Usability among Students with Disabilities Attending Higher Education Institutions

Science.gov (United States)

Heiman, Tali; Fichten, Catherine S.; Olenik-Shemesh, Dorit; Keshet, Noam S.; Jorgensen, Mary

2017-01-01

An increasing number of students with disabilities are attending higher education. These students might face various difficulties coping with academic skills and with learning methods compared to students without disabilities. Integrating information and communication technologies (ICTs) in academic studies may be effective and constructive for…

Ethnic differences in teacher-oriented achievement motivation: a study among early adolescent students in the Netherlands.

Science.gov (United States)

Thijs, Jochem

2011-01-01

Among 4th-6th-grade students (165 girls, 150 boys) in the Netherlands, the author examined ethnic differences in two aspects of teacher-oriented academic motivation: working in order to please the teacher and dependence on the teacher for academic help. Given higher levels of power distance in Turkish and Moroccan versus Dutch culture, both measures and their correlates were compared for 132 Turkish- and Moroccan-Dutch students, and 183 ethnic Dutch students. Analyses showed that Turkish- and Moroccan-Dutch students scored higher on pleasing the teacher and dependence on the teacher. For them, but not for the ethnic Dutch students, teacher-oriented motivation was positively related to intrinsic motivation and perceived academic competence. Also, students from all groups reported more dependence on the teacher and more intrinsic motivation the more they appreciated their teachers. Results support the notion that teacher-oriented extrinsic motivation is autonomous, rather than controlled for students from power-distant cultures.

Datasets linking ethnic perceptions to undergraduate students learning outcomes in a Nigerian Tertiary Institution

Directory of Open Access Journals (Sweden)

Joke A. Badejo

2018-06-01

Full Text Available This data article represents academic performances of undergraduate students in a select Nigerian Private Tertiary institution from 2008 to 2013. The 2413 dataset categorizes students with respect to their origins (ethnicity, pre-university admission scores and Cumulative Grade Point Averages earned at the end of their study at the university. We present a descriptive statistics showing mean, median, mode, maximum, minimum, range, standard deviation and variance in the performances of these students and a boxplot representation of the performances of these students with respect to their origins. Keywords: Learning analytics, Cultural impact, Ethnicity, Undergraduates, Education data mining, Smart campus, Nigerian university

Daily Intragroup Contact in Diverse Settings: Implications for Asian Adolescents' Ethnic Identity

Science.gov (United States)

Yip, Tiffany; Douglass, Sara E.; Shelton, J. Nicole

2013-01-01

This study examined the daily-level association between contact with same-ethnic others and ethnic private regard among 132 Asian adolescents (mean age 14) attending 4 high schools ranging in ethnic composition diversity. The data suggest a positive daily-level association between contact with same-ethnic others and ethnic private regard for adolescents who were highly identified with their ethnic group and who attended predominantly White or ethnically heterogeneous schools. In addition, using time lag analyses, contact with same-ethnic others yesterday was positively related to ethnic private regard today, but ethnic private regard yesterday was unrelated to contact with same-ethnic others today, suggesting that adolescents' identity is responsive to their environments. The implications of these findings for the development of ethnic identity are discussed. PMID:23294295

Understanding Barriers and Solutions Affecting Preschool Attendance in Low-Income Families

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Susman-Stillman, Amy; Englund, Michelle M.; Storm, Karen J.; Bailey, Ann E.

2018-01-01

Preschool attendance problems negatively impact children's school readiness skills and future school attendance. Parents are critical to preschoolers' attendance. This study explored parental barriers and solutions to preschool attendance in low-income families. School-district administrative data from a racially/ethnically diverse sample of…

Ethnicity, Language-in-Education Policy and Linguistic Discrimination: Perspectives of Nepali Students in Hong Kong

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Thapa, Chura Bahadur; Adamson, Bob

2018-01-01

Educational issues in relation to ethnicity and language education policies have been underexplored in Asian contexts. In particular, issues related to ethnic and linguistic minority students have not received much attention in the post-colonial context of Hong Kong. This paper highlights challenges and tensions faced by Nepali ethnic minority…

The Effects of the Classroom Performance System on Student Participation, Attendance, and Achievement

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Termos, Mohamad Hani

2013-01-01

The Classroom Performance System (CPS) is an instructional technology that increases student performance and promotes active learning. This study assessed the effect of the CPS on student participation, attendance, and achievement in multicultural college-level anatomy and physiology classes, where students' first spoken language is not English.…

Assessment of basic behavioural risks concerning health of students attending Medical University

Directory of Open Access Journals (Sweden)

T.N. Govyazina

2017-03-01

Full Text Available We chose students from all the six years attending Medical and Prevention Faculty of Perm State Medical University named after academician E.A. Vagner as our research object. Our research goal was to examine and to assess basic behavioral risks which could cause health risks for students attending medical higher educational establishment. We applied a set of techniques in our work: information-bibliographic one (15 literature sources were studied, both periodicals and monographs, sociological one (467 students of Medical and Prevention Faculty were included into a one-time questioning, them all being an entire assembly, statistic one (we calculated relative values and mean values, as well as correlation coefficients. The research was performed in two steps; the first one was based on analyzing subjective evidence, namely, sociologic questioning results; in our second step we focused on examining pathologic damages as per medical examinations data as well as data on morbidity obtained from register of visits to a students' polyclinic.

Visible School Security Measures and Student Academic Performance, Attendance, and Postsecondary Aspirations.

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Tanner-Smith, Emily E; Fisher, Benjamin W

2016-01-01

Many U.S. schools use visible security measures (security cameras, metal detectors, security personnel) in an effort to keep schools safe and promote adolescents' academic success. This study examined how different patterns of visible security utilization were associated with U.S. middle and high school students' academic performance, attendance, and postsecondary educational aspirations. The data for this study came from two large national surveys--the School Crime Supplement to the National Crime Victimization Survey (N = 38,707 students; 51% male, 77% White, MAge = 14.72) and the School Survey on Crime and Safety (N = 10,340 schools; average student composition of 50% male, 57% White). The results provided no evidence that visible security measures had consistent beneficial effects on adolescents' academic outcomes; some security utilization patterns had modest detrimental effects on adolescents' academic outcomes, particularly the heavy surveillance patterns observed in a small subset of high schools serving predominantly low socioeconomic students. The findings of this study provide no evidence that visible security measures have any sizeable effects on academic performance, attendance, or postsecondary aspirations among U.S. middle and high school students.

Attendance as control

OpenAIRE

Beckton, Julian

2013-01-01

Student attendance in higher education, particularly at lectures, is a topic that researchers have largely neglected, other than in relatively small scale studies. This paper reviews university attendance policies based on documentary research in university web sites. While there are acknowledged methodological limitations to this approach, some universities are beginning to implement automated recording of student attendance in UK higher education and others are debating the merits of doing ...

Music as a mediator between ethnicity and substance use among college students.

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Wright, Chrysalis L; DeKemper, Deedra

2016-01-01

The current study examined the relationship between substance use references contained in music lyrics and videos and the attitudes and behaviors regarding substance use of White non-Hispanic, African American, and Hispanic emerging adults from a cultivation and social norms framework by assessing 425 male and female college students. It was hypothesized that there would be ethnic variations in perceived harm from substance use and reported recent substance use and that exposure to substance use references contained in music could mediate this relationship. Results confirmed ethnic differences in perceived risk associated with substance use as well as reported substance use with White non-Hispanic college students reporting the least perceived risk and the most substance use. African American college students reported the most perceived risk associated with substance use and the least amount of reported substance use. Results of the Test of Joint Significance confirmed the mediational model in that participant ethnicity was associated with exposure to substance use references in music lyrics and music videos. Substance use references in music lyrics, then, was able to predict actual reported substance use of participants but not perceived risk associated with substance use.

Capitalizing on mobile technology to support healthy eating in ethnic minority college students.

Science.gov (United States)

Rodgers, Rachel F; Pernal, Wendy; Matsumoto, Atsushi; Shiyko, Mariya; Intille, Stephen; Franko, Debra L

2016-01-01

To evaluate the capacity of a mobile technology-based intervention to support healthy eating among ethnic minority female students. Forty-three African American and Hispanic female students participated in a 3-week intervention between January and May 2013. Participants photographed their meals using their smart phone camera and received motivational text messages 3 times a day. At baseline, postintervention, and 10 weeks after the intervention, participants reported on fruit, vegetable, and sugar-sweetened beverage consumption. Participants were also weighed at baseline. Among participants with body mass index (BMI) ≥25, fruit and vegetable consumption increased with time (p technology-based interventions could facilitate healthy eating among female ethnic minority college students, particularly those with higher BMI.

An evaluation of an attendance monitoring system for undergraduate nursing students.

Science.gov (United States)

Doyle, Louise; O'Brien, Frances; Timmins, Fiona; Tobin, Gerard; O'Rourke, Frank; Doherty, Lena

2008-03-01

Internationally the preparation and ongoing education of nurses continues to evolve in response the changing nature of both nursing and health care. The move into third level structures that has taken place in countries such as the UK and the Republic of Ireland, results in new challenges to the historical fabric of nurse education. One such challenge is monitoring of nursing students' attendance. Viewed by students as a patriarchal and draconian measure, the nursing profession historically value their ability to ensure the public and professional bodies that nursing students fully engage with educational programmes. University class sizes and the increased perception of student autonomy can negate against formalised monitoring systems. This paper reports on an evaluation of one such monitoring system. The findings revealed that attendance was recognised implicitly by nurse educators as an important learning activity within these programmes results and that current methods employed were less than reliable and so did little to appropriately control the phenomenon. Subsequent to the evaluation; a standardised approach to the measurement of absenteeism was employed. Deliberate short-term absence was a feature of this group. Reasons cited included travelling long distances, dissatisfaction with programme timetables and personal reasons. Preventative measures employed included improvement in student timetable delivery.

Investigating Level of Mathematics Knowledge for Students Attending Vocational Schools in Turkey

Science.gov (United States)

Colakoglu, Nurdan

2013-01-01

Students attend mathematics courses in Turkey for totally 11 years, throughout education life ranging from primary school to university, including eight years in primary education and three years in secondary education (four years based on new arrangement); however, level of mathematic knowledge of students is upsetting when they reach university…

Attending to the role of race/ethnicity in family violence research.

Science.gov (United States)

Malley-Morrison, Kathleen; Hines, Denise A

2007-08-01

Since the 1970s, researchers and public health and/or social policy communities have devoted increasing attention to family violence. Although officially reported crime figures for family violence appear to be declining, rates continue to be high in broadly defined racial and/or ethnic minority groups. More careful assessments of the potential role of race/ethnicity in family violence, and similarities and differences occurring across and within groups categorized based on race/ethnicity, are essential if adequate interventions are to be developed and utilized. This article provides suggestions on conducting better studies on family violence in the United States, particularly with respect to issues of race/ethnicity. The authors begin by considering conceptions and definitions of race/ethnicity and providing a broad definition of family violence. They then suggest issues for consideration at each stage of the research process, from reviewing previous research, to making methodological decisions, selecting samples, choosing measures, and analyzing and interpreting findings.

Smoking habits of pharmacy students attending the University of Medicine and Pharmacy in Targu Mures.

Science.gov (United States)

Nemes-Nagy, Enikő; Fazakas, Zita; Preg, Zoltán; László, Mihály; Fogarasi, Erzsébet; Germán-Salló, Márta; Bálint-Szentendrey, Dalma; Ianosi, Edith Simona; Ábrám, Zoltán; Balázs, Péter; Kristie, Foley; Pái, István Kikeli

2016-01-01

Smoking is common among health professional students. The aim of this study was to assess the smoking habits of the pharmacy students attending the University of Medicine and Pharmacy in Târgu Mureș (UMPh TM), Romania. Smoking habits and attitudes toward smoking among 414 pharmacy students attending UMPh TM (86% female) were evaluated using a self-completed questionnaire. The rate of smoking increases during the time students attend the university (24.1% to 33.3% from 1st to 5th year) and males are significantly are more likely to smoke than females (41.4% vs. 27.3%, p=0.042). 36.9% of the smoking pharmacy students are tobacco-dependent, and 40.4% of smokers started daily smoking at the age of 16-19. We found significant differences between smoker and non-smoker pharmacy students regarding their attitudes toward smoking and tobacco control policies, with non-smokers being more supportive of smoke-free policies. Prevention programs and education have a very important role in decreasing the percentage of smokers and support for smokefree policies, but it is critical to begin such programs early in their university training.

AIDS Risk Among Students Attending Seventh-day Adventist Schools in North America.

Science.gov (United States)

Hopkins, Gary L.; Hopp, Joyce W.; Marshak, Helen P. Hopp; Neish, Christine; Rhoads, Gayle

1998-01-01

Surveys of students attending Seventh-Day Adventist (SDA) high schools assessed sexual and drug-use behaviors that placed them at risk for contracting or transmitting HIV. Comparison of the results with data from the Youth Risk Behavior Survey indicated that SDA students had lower rates of sexual intercourse and substance use. Parental…

Support for Students, Postdoctoral Fellows and Trainees to Attend Radiochemistry-­Related Symposia at Pacifichem 2015

Energy Technology Data Exchange (ETDEWEB)

Wilbur, Daniel Scott [Univ. of Washington, Seattle, WA (United States). Dept. of Radiation Oncology

2016-02-06

This project was undertaken to meet the growing need for training personnel who will be involved in professional careers requiring knowledge of radiochemistry, such as those working in radionuclide production, and in biological, industrial, medical and environmental fields that use radionuclides in their work. The goal of the project was to provide financial assistance to students and trainees from academic and government institutions (US preferred) to attend selected radiochemistry-­related symposia at the Pacifichem 2015 meeting held in Honolulu, Hawaii in December 2015. The funding, meant to provide a portion of an awardee’s travel cost, was specifically directed at attendance to the following symposia: #363, Isotope production-­ Providing Important Materials for Research and Applications; #215, Chemistry of Molecular Imaging, and #11, Chemistry for Development of Theranostic Radiopharmaceuticals. Those symposia were held December 16th (am & pm: #11, #363), December 17th (am: #11, #363; pm: #275) and December 18th (am & pm: #275). Pacifichem meetings are held every 5 years in Honolulu, Hawaii. The meetings are joint sponsored by a number of Chemistry Societies from Pacific Rim countries. The meetings are composed of a large number of symposia (>300) on a wide variety of topics, which make them similar to small meetings within the larger overall meeting. Therefore, attendance at the three symposia within Pacifichem 2015 was similar to attending a meeting focused entirely on radiochemistry-­related topics. To obtain the financial assistance, the student/trainee: (a) had to be an undergraduate student, graduate student or Postdoctoral Fellow in a physical science department or National Laboratory; (b) had to submit a letter from their supervisor indicating that he/she will be enrolled as a student/trainee at the time of the meeting, and were committed to attending the meeting; and (c) had to submit a resume or curriculum vitae along with a brief statement of

Video Lecture Capture Technology Helps Students Study without Affecting Attendance in Large Microbiology Lecture Courses

Directory of Open Access Journals (Sweden)

Jennifer Lynn McLean

2016-12-01

Full Text Available Recording lectures using video lecture capture software and making them available for students to watch anytime, from anywhere, has become a common practice in many universities across many disciplines. The software has become increasingly easy to use and is commonly provided and maintained by higher education institutions. Several studies have reported that students use lecture capture to enhance their learning and study for assessments, as well as to catch up on material they miss when they cannot attend class due to extenuating circumstances. Furthermore, students with disabilities and students from non-English Speaking Backgrounds (NESB may benefit from being able to watch the video lecture captures at their own pace. Yet, the effect of this technology on class attendance remains a controversial topic and largely unexplored in undergraduate microbiology education. Here, we show that when video lecture captures were available in our large enrollment general microbiology courses, attendance did not decrease. In fact, the majority of students reported that having the videos available did not encourage them to skip class, but rather they used them as a study tool. When we surveyed NESB students and nontraditional students about their attitudes toward this technology, they found it helpful for their learning and for keeping up with the material.

Gender and racial/ethnic differences in body image development among college students.

Science.gov (United States)

Gillen, Meghan M; Lefkowitz, Eva S

2012-01-01

In the present study we used longitudinal methods to examine body image development during the early part of college. Students (N=390; 54% female) who identified as African American (32%), Latino/a American (27%), and European American (41%) completed surveys during their first, second, and third semesters at college. There were overall gender and racial/ethnic differences in all three aspects of body image, and both stability and change in body image development. Female students' appearance evaluation became more positive, whereas male students' appearance evaluation showed no significant change. Individuals' body areas satisfaction increased over time, but remained stable when controlling for BMI. Appearance orientation did not change, and there were no racial/ethnic differences in body image development. Experiences in the college environment may play a role in these trends. Copyright © 2011 Elsevier Ltd. All rights reserved.

Tucson Students Aren't Deterred by Ethnic-Studies Controversy

Science.gov (United States)

Zehr, Mary Ann

2010-01-01

In the midst of an attempt by Arizona's legislature and top education official to shut down ethnic-studies courses in the Tucson Unified School District, students at Tucson High Magnet School are flocking to the courses this school year. School district officials say enrollment in Mexican-American studies in Tucson Unified's 14 high schools has…

The educational background and qualifications of UK medical students from ethnic minorities

OpenAIRE

Dacre Jane; Woolf Katherine; McManus IC

2008-01-01

Abstract Background UK medical students and doctors from ethnic minorities underperform in undergraduate and postgraduate examinations. Although it is assumed that white (W) and non-white (NW) students enter medical school with similar qualifications, neither the qualifications of NW students, nor their educational background have been looked at in detail. This study uses two large-scale databases to examine the educational attainment of W and NW students. Methods Attainment at GCSE and A lev...

The educational background and qualifications of UK medical students from ethnic minorities

OpenAIRE

McManus, I. C.; Woolf, K.; Dacre, J.

2008-01-01

Background: UK medical students and doctors from ethnic minorities underperform in undergraduate and postgraduate examinations. Although it is assumed that white (W) and non-white (NW) students enter medical school with similar qualifications, neither the qualifications of NW students, nor their educational background have been looked at in detail. This study uses two large-scale databases to examine the educational attainment of W and NW students.Methods: Attainment at GCSE and A level, and ...

Using Learning Analytics to Implement Evidence-Based Interventions to Support Ethnic Minority and International Student Social Integrations

OpenAIRE

Mittelmeier, Jenna

2015-01-01

As universities in the UK become increasingly diverse, one common challenge is how best to socially integrate ethnic minority and international students into the classroom and larger campus. Indeed, research currently demonstrates that students most often form social and learning connections with peers from the same ethnicity or culture, despite the benefits of intergroup connections. However, few studies have looked at student social networks to determine how they influence actual behaviours...

A Window on Tomorrow's Students.

Science.gov (United States)

Welsh, Laurie; Hodgkinson, Harold

1998-01-01

A speech given by Harold Hodgkinson on the demographics of higher education in the near future is summarized and excerpted. Topics discussed include growing ethnic diversity in the college-student population, applicant-pool projections, the relationship between education and income, attendance patterns (part- vs. full-time, time to degree), and…

Issue 7: Museum Attendance, Population Shifts, and Changing Tastes

OpenAIRE

Haselhoff, Kim; Ong, Paul M.

2005-01-01

SCS Fact Sheet no. 7 looks at the extent to which Southern California residents attend art and cultural museums. The findings are consistent with other studies, which have found differences in museum attendance based on ethnic and socioeconomic characteristics. We also found similarities in the general rate of museum attendance in the region over the past twenty years, as well as some changes in attendance rates among groups over the past two decades.

Enhance Ideological Political Education Work for Ethnic Minority Students and Build up Harmonious Campuses

Science.gov (United States)

Liu, Yi

2010-01-01

To accelerate the development of the ethnic minority regions and cultivate ethnic minority talent, the state has successively implemented policies of setting up the Tibet Class and the Xinjiang Class in institutions of higher learning in China's interior regions ("neidi"), enabling some of the finest young students among the ethnic…

How can parents get involved in preschool? Barriers and engagement in education by ethnic minority parents of children attending Head Start.

Science.gov (United States)

Mendez, Julia L

2010-01-01

An intervention was developed to promote parent involvement with ethnic minority families of children attending Head Start preschool programs. Two hundred eighty-eight predominantly African American families from a small southern city were included in this study. Parent satisfaction with the program was high, yet engagement was less than optimal. Some effects were found for the program, despite low levels of participation. Ethnic minority parents who received the intervention increased the frequency of reading to their child as compared with parents in a comparison group who did not receive the program. The quality of the parent-teacher relationship was significantly correlated with parental participation in the intervention. Program participation and the parent-teacher relationship were correlated with higher levels of children's school readiness abilities. Children in the intervention condition showed stronger end-of-year receptive vocabulary and parent-rated social competence as compared with children who did not receive treatment. This research documents the challenges involved in engaging parents in prevention programs. Strategies for maximizing the benefits of preschool for ethnic minority families and their children are discussed. (c) 2009 APA, all rights reserved.

Indicated Truancy Interventions: Effects on School Attendance among Chronic Truant Students. Campbell Systematic Reviews. 2012:10

Science.gov (United States)

Maynard, Brandy R.; McCrea, Katherine Tyson; Pigott, Terri D.; Kelly, Michael S.

2012-01-01

The main objective of this systematic review was to examine the effects of interventions on school attendance to inform policy, practice, and research. The questions guiding this study were: (1) Do truancy programs with a goal of increasing student attendance for truant youth affect school attendance behaviors of elementary and secondary students…

The Impact of Attending Religious Schools on the Moral Competencies of Accounting Students

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Umaru Mustapha Zubairu

2016-11-01

Full Text Available For over a century, scholars have argued that religious education is crucial for the developed of students' moral competencies. This study sought to empirically test this assertion by comparing the moral competencies of two sets of Muslim accounting students: those who had attended a religious secondary school and those who attended a public (secular secondary school in Malaysia. The focus on accounting students is quite important in an era where the moral competencies of accountants has been in the public eye due to their complicity in the rash of financial scandals that have plagued the business world over the last two decades. The Muslim Accountant Moral Competency Test (MAMOC was developed by a collaboration with Islamic accounting scholars and was used to measure the students' moral competencies. Although the results revealed that there was no difference in the moral competencies of both sets of students, they both displayed satisfactory levels of moral competency which vindicates the Malaysian government's policy of mandating Islamic education in all secondary schools, whether religious or secular. 

Medical students' perceptions in relation to ethnicity and gender: A qualitative study

OpenAIRE

Seale, C; Lempp, H

2006-01-01

Abstract Background The British medical student population has undergone rapid diversification over the last decades. This study focuses on medical students' views about their experiences in relation to ethnicity and gender during their undergraduate training within the context of the hidden curriculum in one British medical school as part of a wider qualitative research project into undergraduate medical education. Method We interviewed 36 undergraduate medical students in one British Medica...

Characterizing Parents’ and School Staff’s Involvement with Student Attendance from the Perspective of School Staff in Japan

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Norimasa Itakura

2016-07-01

Full Text Available This study investigated the relations between parents and various school staff involvement, and student attendance across time from the viewpoint of school staff in Japan. In addition, student attendance characteristics were classified to investigate potential differences among students related to time and involvement of parents and staff. The research participants were Japanese elementary, junior, and senior high school staff (N = 206 who consented to participate in the survey. All participants were sampled from various areas of Japan and recruited through a web-based survey. Data were collected by the polling organization Internet Research Service MELLINKS (Tokyo, Japan, through their web panel (see www.mellinks.co.jp. The results indicated that during the early period of support, there was no positive correlation between class teachers’ involvement and students’ attendance. However, during the late period of support, it had a positive correlation. Surprisingly, the school nurses’ involvement was critical even in the early periods. Furthermore, in the late period, the results of ANOVAs assessing difference among the student attendance categories showed that maintaining and recovery types had higher scores of parents’ and class teachers’ involvement than non-maintaining and declining types. This study suggests that flexibility of collaboration among parents and various school staff across time is an important component to support student attendance.

Experiences of racism, racial/ethnic attitudes, motivated fairness and mental health outcomes among primary and secondary school students.

Science.gov (United States)

Priest, Naomi; Perry, Ryan; Ferdinand, Angeline; Paradies, Yin; Kelaher, Margaret

2014-10-01

While studies investigating the health effects of racial discrimination for children and youth have examined a range of effect modifiers, to date, relationships between experiences of racial discrimination, student attitudes, and health outcomes remain unexplored. This study uniquely demonstrates the moderating effects of vicarious racism and motivated fairness on the association between direct experiences of racism and mental health outcomes, specifically depressive symptoms and loneliness, among primary and secondary school students. Across seven schools, 263 students (54.4% female), ranging from 8 to 17 years old (M = 11.2, SD = 2.2) reported attitudes about other racial/ethnic groups and experiences of racism. Students from minority ethnic groups (determined by country of birth) reported higher levels of loneliness and more racist experiences relative to the majority group students. Students from the majority racial/ethnic group reported higher levels of loneliness and depressive symptoms if they had more friends from different racial/ethnic groups, whereas the number of friends from different groups had no effect on minority students' loneliness or depressive symptoms. Direct experiences of racism were robustly related to higher loneliness and depressive symptoms in multivariate regression models. However, the association with depressive symptoms was reduced to marginal significance when students reported low motivated fairness. Elaborating on the negative health effects of racism in primary and secondary school students provides an impetus for future research and the development of appropriate interventions.

Research on Race and Ethnic Relations among Community College Students

Science.gov (United States)

Maxwell, William; Shammas, Diane

2007-01-01

Considerable research has been conducted in the past two decades on race and ethnic relations among community college students. The atheoretical underpinnings of this research have led to vague and conflicting findings regarding such concepts as campus climate, discrimination, and the benefits of campus diversity. This article briefly reviews…

Exploring Physical Activity by Ethnicity and Gender in College Students Using Social Cognitive Theory

Science.gov (United States)

Nehl, Eric J.; Blanchard, Chris M.; Kupperman, Janet; Sparling, Phillip; Rhodes, Ryan; Torabi, Mohammad R.; Courneya, Kerry S.

2012-01-01

Intervention;The psychological determinants of physical activity (PA) among college students may vary by ethnicity and gender, but few studies have considered these characteristics. This study tested constructs from Social Cognitive Theory (SCT) by ethnicity and gender to explain differences in PA. A total of 231 Blacks (70% female) and 218 White…

The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging.

Science.gov (United States)

Mok, Sog Yee; Martiny, Sarah E; Gleibs, Ilka H; Keller, Melanie M; Froehlich, Laura

2016-01-01

Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed.

The students attending the physical education degrees: a study of the Faculdades Integradas Einstein of Limeira

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Flávia Baccin Fiorante

2017-06-01

Full Text Available This work aims to evaluate the learning path of the students attending belong to low-income segment in Physical Education teacher degrees in Faculdades Integradas Einstein of Limeira through bibliography and field researches, using a semi structured interview. The results showed that, four of them students show similar answers related to habitus, cultural knowledge deficit, attendance at sporting events, empathy to Physical Education subject during academic life, sport activities during their childhood. We concluded that facts may help understand the professional choice made by the interviewed students.

Investigating the Impact of Financial Aid on Student Dropout Risks: Racial and Ethnic Differences

Science.gov (United States)

Chen, Rong; DesJardins, Stephen L.

2010-01-01

This study focuses on the differences in college student dropout behavior among racial/ethnic groups. We employ event history methods and data from the Beginning Postsecondary Students (BPS) and National Postsecondary Student Aid Study (NPSAS) surveys to investigate how financial aid may differentially influence dropout risks among these student…

Stress, Social Support, and Psychosocial Functioning of Ethnically Diverse Students

Science.gov (United States)

Farrell, Michelle; Langrehr, Kimberly J.

2017-01-01

This study examined the stress-buffering role of social support on indicators of psychosocial functioning among a combined and split sample of ethnically diverse college students. Although high social support significantly moderated 2 relationships in the combined sample, high and low levels of social support significantly reduced the effect of…

Attendance Control System based on RFID technology

OpenAIRE

Nurbek Saparkhojayev; Selim Guvercin

2012-01-01

In Kazakhstan, checking students' attendance is one of the important issues for universities, because many universities evaluate students attendance and while giving the final grade, professors consider their total number of appearances on classes during the whole semester. This brings to the idea of having some tool to control students attendance. Some universities prefer to use paper sheet for controlling attendance, whereas some universities prefer to use paper sheet for checking students'...

Factors Impacting Openness to Christianity among Chinese Graduate Students Who Attended a Christian University in the United States

Science.gov (United States)

Chamberlain, Michael A.

2017-01-01

More than 300,000 Chinese students attend U.S. universities annually (USDHS, 2017), many of whom reportedly "Leave China, Study in America, Find Jesus" (H. Zhang, 2016). However, research on this phenomenon of worldview change is thin, especially experiences of atheist or nonreligious Chinese graduate students attending Christian…

The relation between ethnic classroom composition and adolescents’ ethnic pride

NARCIS (Netherlands)

Leszczensky, Lars; Flache, Andreas; Stark, Tobias H.; Munniksma, Anke

2017-01-01

This study investigated how students? ethnic pride was related to variation in ethnic composition between classrooms as well as within the same classroom over time. Predictions derived from optimal distinctiveness theory (ODT) were tested among 13- to 14-year-old ethnic majority and minority

Self-Regulated Learning Study Strategies and Academic Performance in Undergraduate Organic Chemistry: An Investigation Examining Ethnically Diverse Students

Science.gov (United States)

Lopez, Enrique J.; Nandagopal, Kiruthiga; Shavelson, Richard J.; Szu, Evan; Penn, John

2013-01-01

This study sought to identify ethnically diverse students' study strategies in organic chemistry and their relationships to course outcomes. Study diaries, concept maps, and problem sets were used to assess study outcomes. Findings show that students engage in four commonly used reviewing-type strategies, regardless of ethnic group affiliation.…

Capitalizing on Mobile Technology to Support Healthy Eating in Ethnic Minority College Students

Science.gov (United States)

Rodgers, Rachel F.; Pernal, Wendy; Matsumoto, Atsushi; Shiyko, Mariya; Intille, Stephen; Franko, Debra L.

2016-01-01

Objective: To evaluate the capacity of a mobile technology-based intervention to support healthy eating among ethnic minority female students. Participants: Forty-three African American and Hispanic female students participated in a 3-week intervention between January and May 2013. Methods: Participants photographed their meals using their smart…

Racial and Ethnic Differences in Problem Gambling among College Students.

Science.gov (United States)

Rinker, Dipali Venkataraman; Rodriguez, Lindsey M; Krieger, Heather; Tackett, Jennifer L; Neighbors, Clayton

2016-06-01

The college years are a formative period where the risk for development of problematic gambling is high. Research examining racial and ethnic differences in gambling behaviors has been limited and inconsistent. The aims of this study were to examine racial and ethnic differences in problem gambling among a large sample of college students. Undergraduates (N = 3058) from a large southern university completed an online screening questionnaire which included demographics, gambling frequency, gambling expenditure (i.e. money lost) in the previous 6 months, and the South Oaks Gambling Screen (SOGS). Negative binomial regression results indicated that Asian participants gambled less frequently than participants who were Caucasian or Hispanic/Latino(a), but spent more money than participants who were African-American (AA)/Black or Hispanic/Latino(a). A significantly larger proportion of Asian students met probable pathological gambling criteria (SOGS 5+; 7.8 %) and at-risk gambling criteria (SOGS 3+; 16.3 %)) than Caucasian (5.2; 10.1 %), AA/Black (3.9; 10.2 %), or Hispanic/Latino(a) (3.6; 9.4 %) students. Additionally, a significantly larger proportion of Asian students endorsed problematic gambling indicators such as lying about losses, feeling guilty about gambling, feeling like they had a gambling problem, being criticized for their gambling, feeling like they couldn't stop gambling, losing time from school or work due to gambling, having a family history of problem gambling, and arguing with close others about their gambling than Caucasian, AA/Black or Hispanic/Latino(a) students. Results suggest that Asian students may be a high-risk sub-group of college gamblers, and that there is a critical need for targeted interventions for this population.

Sex, Race/Ethnicity, and Context in School-Associated Student Homicides

Science.gov (United States)

Kaufman, Joanne M.; Hall, Jeffrey E.; Zagura, Michelle

2012-01-01

This study assessed the importance of sex, race/ethnicity, and geographic context for incidents of school-associated student homicides between July 1, 1994 and June 30, 1999, covering 5 academic years. Using data from the Centers for Disease Control and Prevention School Associated Violent Deaths Study (n = 125 incidents), we compared percentages…

A Case Study On Media Literacy Levels Of Secondary Students Who Attend Media Literacy Course

Directory of Open Access Journals (Sweden)

Erhan GÖRMEZ

2017-05-01

Full Text Available The aim of this study is to determine the media literacy levels of secondary school students who attend media literacy courses. In this qualitative study, interview method was used to gather required data. In this qualitative study, interview method was used to gather required data. The interviews were conducted with 10 secondary school students of grade 8 attending media literacy courses by using semi-structured interview forms developed by the researcher. The questions used in semi-structured interview forms were prepared considering the outcomes of Media Literacy program related to units in Media Literacy Lesson Teacher Guide Book such as What is Communication?, Mass Communication, Media, Television, Newspaper and the Internet. The data gathered through the student's interviews were analyzed by applying content analysis method. Having evaluated the research results, it was concluded that the students who attend Media Literacy courses have a bit data and skills as knowing what communication is, using media and knowing its functions, telling the difference between TV program sorts in terms of their functions, knowing smart signs and explanations and obeying them, knowing basic concepts about newspaper and knowing and applying basic concepts concerning internet usage.

A Study on Attendance and Academic Achievement

DEFF Research Database (Denmark)

Sund, Kristian J.; Bignoux, Stephane

In this study we attempt to answer Romer’s (1993) question: “Should attendance be mandatory?” Contrary to many existing studies, we conclude that in the case of business and management programs the answer is ‘no’. In a study of over 900 undergraduate strategy students, spanning four academic years......, we examine the link between attendance and exam results. Unlike prior research on this topic, our findings show that attendance is not the best determinant of student performance. We find instead that the best determinant of student performance for third year bachelor students is their over......-all degree classification, which we see as a proxy for academic ability. We suggest that attendance may simply be a reflection of student conscientiousness, engagement and motivation. We also challenge the assumptions about gender differences found in prior research on student attendance and student...

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,…

Chinese University Students and Their Experiences of Acculturation at an Ethnic Christian Church

Science.gov (United States)

Sun, Xiaoyang; Rhoads, Robert A.

2018-01-01

This paper examines the experiences of Chinese international students from East Coast University (a pseudonym) in the United States through their participation in a Chinese ethnic-based Christian church (CCC). Employing ethnographic-based fieldwork, the study highlights how Chinese international students see their experiences in CCC as a source of…

The efficacy of incentives to motivate continued fitness-center attendance in college first-year students: a randomized controlled trial.

Science.gov (United States)

Pope, Lizzy; Harvey, Jean

2014-01-01

To determine whether fitness-center attendance established with the provision of weekly monetary incentives persisted after the discontinuation, or decreased frequency, of incentives. One hundred seventeen first-year college students participated during the 2011-2012 academic year. A randomized controlled trial with control, discontinued-incentive, and continued-incentive conditions was conducted. During fall semester, students in incentive conditions received weekly monetary payments for meeting fitness-center attendance goals. During spring semester, discontinued-incentive condition participants no longer received incentives, whereas continued-incentive condition participants received payments on a variable-interval schedule. ID-card attendance records tracked fitness-center attendance. Goal completion decreased from 63% in the incentive groups during the fall semester to 3% in the discontinued-incentive condition, and 39% in the continued-incentive condition during the spring semester. There was not a significant interaction between condition and body mass index change, F(6, 332) = 0.67, p = .68. Incentive discontinuation resulted in students no longer meeting fitness-center attendance goals. A variable-interval reward schedule better maintained attendance.

Mind the Gap: How Students Differentially Perceive Their School's Attendance Policies in Germany

Science.gov (United States)

Saelzer, Christine; Lenski, Anna Eva

2016-01-01

Truant student behavior can be due to various reasons. Some of these reasons are located in schools. So far, little is known about how student perception of school rules is related to truancy. This study aims to identify types of school attendance policies and how these policies are associated with individual truancy. Self-reports from the German…

Reductions in Negative Automatic Thoughts in Students Attending Mindfulness Tutorials Predicts Increased Life Satisfaction

Science.gov (United States)

Ritvo, Paul; Vora, Khushboo; Irvine, Jane; Mongrain, Myriam; Azargive, Saam; Azam, Muhammad Abid; Pirbaglou, Meysam; Guglietti, Crissa; Wayne, Noah; Perez, Daniel Felipe; Cribbie, Rob

2013-01-01

University education confronts students with stressful developmental challenges that can lead to mental health problems. Innovative programs must address an increasing prevalence of these problems but are impeded by the high costs involved. In this study, thirty-nine undergraduate students attended weekly one hour mindfulness meditation tutorials…

The Relationship of School Uniforms to Student Attendance, Achievement, and Discipline

Science.gov (United States)

Sowell, Russell Edward

2012-01-01

This causal-comparative study examined the relationship of school uniforms to attendance, academic achievement, and discipline referral rates, using data collected from two high schools in rural southwest Georgia county school systems, one with a uniforms program and one without a uniforms program. After accounting for race and students with…

Reasons for Attending, Expected Obstacles, and Degree Aspirations of Asian Pacific American Community College Students

Science.gov (United States)

Wang, Winnie W.; Chang, June C.; Lew, Jonathan W.

2009-01-01

This study examined how the academic aspirations of Asian Pacific Americans (APAs) attending community colleges are influenced by their demographic and educational background, reasons for attending, and obstacles they expect to encounter. The sample consisted of 846 APAs out of a total student sample of 5,000 in an urban community college…

Playing the "Race" Card? Black and Minority Ethnic Students' Experiences of Physical Education Teacher Education

Science.gov (United States)

Flintoff, Anne

2015-01-01

This paper reports on a study that explored black and minority ethnic (BME) students' experiences of physical education teacher education (PETE) in England. Widening the ethnic diversity of those choosing to enter the teaching profession has been a key policy objective of the Training and Development Agency--the government agency responsible for…

Perceptions of Campus Climate, Academic Efficacy and Academic Success among Community College Students: An Ethnic Comparison

Science.gov (United States)

Edman, Jeanne L.; Brazil, Brad

2009-01-01

The present study examined whether there are ethnic differences in perceptions of campus climate, social support, and academic efficacy among community college students, and whether student perceptions were associated with academic success. A total of 475 community college students completed a questionnaire that measured students' perceptions of…

Another Inconvenient Truth: Race and Ethnicity Matter

Science.gov (United States)

Hawley, Willis D.; Nieto, Sonia

2010-01-01

When it comes to maximizing learning opportunities and outcomes for students from racially and ethnically diverse backgrounds, race and ethnicity matter: They affect how students respond to instruction and curriculum, and they influence teachers' assumptions about how students learn. Effective implementation of race- and ethnicity-responsive…

When Social Class Meets Ethnicity: College-Going Experiences of Chinese and Korean Immigrant Students

Science.gov (United States)

Kim, Eunyoung

2014-01-01

Successful educational outcomes among Asian American college students often obscure the challenges and nuanced educational experiences of Asian immigrant ethnic groups. Therefore, the aim of this study was to better understand the college-going experiences of Chinese and Korean immigrant students by examining the relationship between these…

Aspects of acculturation stress among international students attending a university in the USA.

Science.gov (United States)

Chavajay, Pablo; Skowronek, Jeffrey

2008-12-01

Acculturation stress reported by 130 international students attending a university in Utah for about 2 yr. was examined. On the Acculturative Stress Scale for International Students, few students reported experiencing acculturation stress, but responses to four open-ended questions indicated many students perceived experience of acculturation stresses related to discrimination, feelings of loneliness, and academic concerns. The contrast of findings for the scale scores and the open-ended questions indicate the complexity of assessing international students' acculturation experiences of living and studying in the USA and suggest the usefulness of complementary methodologies for assessing such experience.

Locus of control and academic success among ethnically diverse baccalaureate nursing students.

Science.gov (United States)

Wood, April Moy; Saylor, Coleen; Cohen, Jayne

2009-01-01

This descriptive study used quantitative and qualitative methods to gain a deeper understanding of the perceptions of locus of control and the academic success of baccalaureate nursing students from ethnically diverse backgrounds. Students who were more likely to attribute academic outcomes to forces beyond their personal control were more likely to have lower medical-surgical theory grades, more likely to be Filipino or from other Asian groups, and more likely to be students for whom English was their second language. The most frequently reported factors students identified as contributors to academic success were good study strategies, persistence, and supportive social connections.

Realities and Fallacies of Reading Instruction for Ethnically Different Students: Cognitive and Affective Concerns.

Science.gov (United States)

Vick, Marian Lee

A review of the literature about reading instruction for ethnically different students discloses a body of information largely disconnected and biased. Numerous factors are alleged to be determinants of the reading retardation of such students. Generally, these fall into two categories: racial factors in intelligence and cultural deprivation. The…

Exploring access and attitudes to regular sexually transmitted infection screening: the views of young, multi-ethnic, inner-city, female students.

Science.gov (United States)

Normansell, Rebecca; Drennan, Vari M; Oakeshott, Pippa

2016-04-01

Low uptake of sexually transmitted infection (STI) testing by young people is a major public health problem worldwide. The aims of this qualitative, community-based study were to explore access and attitudes to STI screening in high risk, young, ethnically diverse female students. Qualitative semi-structured interviews were conducted at an inner-London further education college with 17 women aged 16-25 years. The women wanted convenient, regular STI testing and perceived this as responsible behaviour. However, they doubted the maturity of their peers who were unlikely to view themselves as candidates for testing, and feared the perceived stigma associated with testing. This was reflected in their preference for confidential testing. Despite attending their general practice for non-sexual health matters, most did not consider this option for STI testing. However, the long wait in specialist clinics was an important barrier. Many younger participants would not want postal STI sample kits sent to their homes. We found dissatisfaction with sexual health education. STI screening for underserved groups such as young sexually active ethnically diverse female college students needs to be confidential, convenient, easily accessed and offered in ways that allow them to consider themselves as candidates for such screening without fear of social stigma. Family doctors should be aware that young women often do not perceive primary care to be an option for accessing STI screening, and could consider ways of advertising these services. Policymakers and commissioners should be aware that clinic waiting times and lack of education remain barriers to testing. © 2015 John Wiley & Sons Ltd.

Reflections of middle school students by gender and race/ethnicity on obtaining a successful science education

Science.gov (United States)

Mihalik, Bethany

Sixty-five eighth grade students responded to a science beliefs survey during a science-inquiry lab unit in an action research project to assess whether gender has an effect on how the students perceive their science classes. The survey was given to eighth grade students during the first week of school. Student results were categorized by gender and by race/ethnicity. The middle school where the study took place is fairly diverse with 540 total students of which 48% of them are White, 42% are Black, and 10% are Hispanic. Six female science teachers are employed at the middle school, two per grade. The first unit that is taught in science is inquiry skills, the basics of all science such as graphing, laboratory tools, safety, etc. This unit is taught in 6 th, 7th, and 8th grades, as a part of our standards. Inquiry test results for 8th graders are also given in this thesis, and are categorized again by gender and race/ethnicity. The results of the surveys and the assessment show a gap in the way students think about and complete activities in science. It was exciting to see that the female students scored better overall than male students on an inquiry-based summative assessment, while white students overall scored better than Black and Hispanic students. White males tended to rank science as the class they enjoyed the most of all core classes and thought science was easier than all the other data demographics. The conclusion found was stunning, in that the true gap in student's beliefs about science lies within the different races/ethnicities, rather than just gender alone.

Learning Style Preferences of Korean-, Mexican-, Armenian-American, and Anglo Students in Secondary Schools. Research Brief.

Science.gov (United States)

Park, Clara C.

1997-01-01

Investigated the four basic learning style preferences (visual, auditory, kinesthetic, and tactile) of Korean-, Armenian-, and Mexican-American students attending 10 Los Angeles schools and compared them with those of Anglo students. All four ethnic groups, regardless of sex and academic achievement level, indicate a major preference for…

Patterns of Sexual Behavior in Lowland Thai Youth and Ethnic Minorities Attending High School in Rural Chiang Mai, Thailand.

Science.gov (United States)

Aurpibul, Linda; Tangmunkongvorakul, Arunrat; Musumari, Patou Masika; Srithanaviboonchai, Kriengkrai; Tarnkehard, Surapee

2016-01-01

The rural areas of Northern Thailand are home to a large cultural diversity of ethnic minority groups. Previous studies have shown that young people in rural Thailand have low levels of knowledge on HIV/AIDS and high sexual risks. We compared sexual behaviors between the lowland Thai youth and the youth from ethnic minority groups. This is a cross-sectional quantitative study conducted among high-school Thai and ethnic students in Chiang Mai. From a total 1215 participants, 487 (40.1%) were lowland Thai and 728 (59.9%) were from ethnic minorities. Overall, 17.9% of respondents reported "ever had sex." Lowland Thai adolescents were more likely to have ever had sex compared with ethnic minority adolescents (AOR, 1.61; CI, 1.06-2.45; P< 0.01). A higher proportion of lowland Thai respondents reported having ≥ 2 lifetime sexual partners (51.9% vs. 33.3%, P = 0.003), or currently having a boy/girlfriend (59.9% vs. 45.3%, P< 0.001) compared to ethnic minority adolescents. Consistent condom use was low in both groups (22.6%). The common significant factors associated with "ever had sex" in both groups were "ever drunk alcohol in the past year" and "currently having a boy/girlfriend." Specifically, for lowland Thai youth, being around the age of 17 or 18 years and "ever used methamphetamine in the past year" were associated with increased odds of "ever had sex". For ethnic minority adolescents, being female and belonging to religions other than Buddhism were associated with decreased odds of "ever had sex". A substantially higher proportion of lowland Thai engage in risky sexual behaviors when compared to ethnic minorities. However, both groups remained vulnerable to HIV and other sexually transmitted infections. To minimize sexual risks, education program and school-based interventions are warranted to increase awareness of young people about risky behaviors and to promote essential life skills.

Patterns of Sexual Behavior in Lowland Thai Youth and Ethnic Minorities Attending High School in Rural Chiang Mai, Thailand.

Directory of Open Access Journals (Sweden)

Linda Aurpibul

Full Text Available The rural areas of Northern Thailand are home to a large cultural diversity of ethnic minority groups. Previous studies have shown that young people in rural Thailand have low levels of knowledge on HIV/AIDS and high sexual risks. We compared sexual behaviors between the lowland Thai youth and the youth from ethnic minority groups.This is a cross-sectional quantitative study conducted among high-school Thai and ethnic students in Chiang Mai. From a total 1215 participants, 487 (40.1% were lowland Thai and 728 (59.9% were from ethnic minorities. Overall, 17.9% of respondents reported "ever had sex." Lowland Thai adolescents were more likely to have ever had sex compared with ethnic minority adolescents (AOR, 1.61; CI, 1.06-2.45; P< 0.01. A higher proportion of lowland Thai respondents reported having ≥ 2 lifetime sexual partners (51.9% vs. 33.3%, P = 0.003, or currently having a boy/girlfriend (59.9% vs. 45.3%, P< 0.001 compared to ethnic minority adolescents. Consistent condom use was low in both groups (22.6%. The common significant factors associated with "ever had sex" in both groups were "ever drunk alcohol in the past year" and "currently having a boy/girlfriend." Specifically, for lowland Thai youth, being around the age of 17 or 18 years and "ever used methamphetamine in the past year" were associated with increased odds of "ever had sex". For ethnic minority adolescents, being female and belonging to religions other than Buddhism were associated with decreased odds of "ever had sex".A substantially higher proportion of lowland Thai engage in risky sexual behaviors when compared to ethnic minorities. However, both groups remained vulnerable to HIV and other sexually transmitted infections. To minimize sexual risks, education program and school-based interventions are warranted to increase awareness of young people about risky behaviors and to promote essential life skills.

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.

Racial and ethnic minority college students' stigma associated with seeking psychological help: Examining psychocultural correlates.

Science.gov (United States)

Cheng, Hsiu-Lan; Kwan, Kwong-Liem Karl; Sevig, Todd

2013-01-01

Many college students underuse professional psychological help for mental health difficulties. The stigma associated with seeking such help appears to be one of the reasons for this underuse. Levels of psychological distress and past use of counseling/psychotherapy have been found to be important correlates of stigma associated with seeking psychological help (Obasi & Leong, 2009; Vogel, Wade, & Haake, 2006). For racial and ethnic minorities, the hindering effects of self-stigma and perceived stigmatization by others on treatment seeking may further be compounded by their relationships with their own ethnic groups, with other ethnic groups, and with the dominant society. This study used structural equation modeling (SEM) to test a model that explored the effects of psychological distress and psychocultural variables (i.e., ethnic identity, other-group orientation, perceived discrimination) on perceived stigmatization by others and self-stigma for seeking psychological help, controlling for past use of counseling/psychotherapy. The sample consisted of 260 African American, 166 Asian American, and 183 Latino American students. SEM multigroup analyses indicated measurement invariance, but partial structural invariance, across racial/ethnic groups. Across all 3 groups, higher levels of psychological distress and perceived racial/ethnic discrimination, respectively, predicted higher levels of perceived stigmatization by others for seeking psychological help, which, in turn, predicted greater self-stigma for seeking psychological help. Higher levels of other-group orientation predicted lower levels of self-stigma of seeking psychological help across groups. Higher levels of ethnic identity predicted lower levels of self-stigma of seeking psychological help only for African Americans. Implications for research and practice are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Relationships between School Climate and Adolescent Students' Self-Reports of Ethnic and Moral Identity

Science.gov (United States)

Aldridge, Jill M.; Ala'i, Kate G.; Fraser, Barry J.

2016-01-01

This article reports research into associations between students' perceptions of the school climate and self-reports of ethnic and moral identity in high schools in Western Australia. An instrument was developed to assess students' perceptions of their school climate (as a means of monitoring and guiding schools as they are challenged to become…

Ethnic and Gender Diversity, Process and Performance in Groups of Business Students in Sweden

Science.gov (United States)

Umans, Timurs; Collin, Sven-Olof; Tagesson, Torbjorn

2008-01-01

This article investigates the complex interrelation between ethnic and gender diversity, process and performance among groups of business students. The article is based on an empirical survey of business students working on a complex assignment in groups of two to five in a small Swedish university. The results indicate that gender diversity leads…

Impact of change in neighborhood racial/ethnic segregation on cardiovascular health in minority youth attending a park-based afterschool program.

Science.gov (United States)

D'Agostino, Emily M; Patel, Hersila H; Ahmed, Zafar; Hansen, Eric; Sunil Mathew, M; Nardi, Maria I; Messiah, Sarah E

2018-05-01

Research on the mechanistic factors associating racial/ethnic residential segregation with health is needed to identify effective points of intervention to ultimately reduce health disparities in youth. We examined the association of changes in racial/ethnic segregation and cardiovascular health outcomes including body mass index percentile, sum of skinfold thicknesses, systolic and diastolic blood pressure percentile, and 400 m run time in non-Hispanic Black (NHB) and Hispanic youth (n = 2,250, mean age 9.1 years, 54% male; 51% Hispanic, 49% NHB; 49% high area poverty; 25% obese) attending Fit2Play™, a multisite park-based afterschool program in Miami, Florida, USA. A series of crude and adjusted two-level longitudinal generalized linear mixed models with random intercepts for park effects were fit to assess the association of change in segregation between home and program/park site and cardiovascular health outcomes for youth who participated for up to two school years in Fit2Play™. After adjusting for individual-level factors (sex, age, time, and park-area poverty) models showed significantly greater improvements in cardiovascular health if youth attended Fit2Play™ in an area less segregated than their home area (p < 0.05 for all outcomes) except 400 m run time and diastolic blood pressure percentile in Hispanics (p<.001 and p = 0.11, respectively). Area poverty was not found to confound or significantly modify this association. These findings have implications for youth programming focused on reducing health disparities and improving cardiovascular outcomes in NHB and Hispanic youth, particularly in light of a continually expanding obesity epidemic in these groups. Parks and Recreation Departments have potential to expand geographic mobility for minorities, therein supporting the national effort to reduce health inequalities. Copyright © 2018 Elsevier Ltd. All rights reserved.

Influence of Ethnic-Related Diversity Experiences on Intercultural Sensitivity of Students at a Public University in Malaysia

Science.gov (United States)

Tamam, Ezhar; Abdullah, Ain Nadzimah

2012-01-01

In this study, the authors examine the influence of ethnic-related diversity experiences on intercultural sensitivity among Malaysian students at a multiethnic, multicultural and multilingual Malaysian public university. Results reveal a significant differential level of ethnic-related diversity experiences (but not at the level of intercultural…

Coronary Heart Disease Knowledge and Risk Factors among Tri-Ethnic College Students

Science.gov (United States)

Koutoubi, Samer; Huffman, Fatma G.; Ciccazzo, Michele W.; Himburg, Susan P.; Johnson, Paulette

2005-01-01

Objectives: Coronary heart disease (CHD) is the leading cause of death in the United States and Europe. This study identified and compared nutritional knowledge associated with CHD risk factors among tri-ethnic college students. Design: A quantitative, cross-sectional, observational study using questionnaires. Setting: University laboratory.…

Predicting Student Success in College: What Does the Research Say?

Science.gov (United States)

Merante, Joseph A.

1983-01-01

Reviews various methods for predicting college success: correlation of students' high school grades, achievement test scores, and class rank with characteristics of the institution to be attended; examination of demographic variables such as age, sex, birth order, income, parents' education, religious and ethnic background, and geographic factors;…

Mentoring ethnic minority counseling and clinical psychology students: A multicultural, ecological, and relational model.

Science.gov (United States)

Chan, Anne W; Yeh, Christine J; Krumboltz, John D

2015-10-01

The aim of the current study was to understand the role of race and culture in successful mentoring relationships in graduate school. We examined the practices of 9 faculty mentors working with 15 ethnic minority doctoral students in counseling and clinical psychology. Grounded theory was used to discern unifying patterns and to formulate a theory of multicultural mentoring. Five overall themes significant to multicultural mentoring emerged: (a) career support and guidance tailored for ethnic minorities, (b) relationality between mentors and protégés, (c) significance of contexts, (d) interconnections across contexts, and (e) multidirectionality of interactions between contexts. The 5 themes combined to form a multicultural, ecological, and relational model of mentoring. Our findings suggest that mentoring ethnic minority students can be successful, productive, and satisfying for both mentors and protégés when mentors possess the necessary skills, time, commitment, and multicultural competencies. Implications for doctoral programs in counseling and clinical psychology are discussed, along with recommendations for future research directions. (c) 2015 APA, all rights reserved).

Barriers to cervical cancer screening among ethnic minority women: a qualitative study.

Science.gov (United States)

Marlow, Laura A V; Waller, Jo; Wardle, Jane

2015-10-01

Ethnic minority women are less likely to attend cervical screening. To explore self-perceived barriers to cervical screening attendance among ethnic minority women compared to white British women. Qualitative interview study. Community groups in ethnically diverse London boroughs. Interviews were carried out with 43 women from a range of ethnic minority backgrounds (Indian, Pakistani, Bangladeshi, Caribbean, African, Black British, Black other, White other) and 11 White British women. Interviews were recorded, transcribed verbatim and analysed using Framework analysis. Fifteen women had delayed screening/had never been screened. Ethnic minority women felt that there was a lack of awareness about cervical cancer in their community, and several did not recognise the terms 'cervical screening' or 'smear test'. Barriers to cervical screening raised by all women were emotional (fear, embarrassment, shame), practical (lack of time) and cognitive (low perceived risk, absence of symptoms). Emotional barriers seemed to be more prominent among Asian women. Low perceived risk of cervical cancer was influenced by beliefs about having sex outside of marriage and some women felt a diagnosis of cervical cancer might be considered shameful. Negative experiences were well remembered by all women and could be a barrier to repeat attendance. Emotional barriers (fear, embarrassment and anticipated shame) and low perceived risk might contribute to explaining lower cervical screening coverage for some ethnic groups. Interventions to improve knowledge and understanding of cervical cancer are needed in ethnic minority communities, and investment in training for health professionals may improve experiences and encourage repeat attendance for all women. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

[Secular trends of height among Chinese students aged 17 in 18 ethnic minorities from 1985 to 2010].

Science.gov (United States)

Song, Yi; Hu, Pei-jin; Zhang, Bing; Ma, Jun

2015-06-18

To analyze the secular trends of height among Chinese students aged 17 in different ethnic minorities from 1985 to 2010. A total of 18 Chinese ethnic minorities' students, including Mongolian, Hui, Uygur, Zhuang, Korean, Tibetan, Miao, Buyi, Dong, Bai, Tujia, Hani, Dai, Lisu, Wa, Nakhi, Tu and Qiang as subjects were sampled from the 1985, 1995, 2000, 2005 and 2010 Chinese National Surveys on Students' Constitution and Health. The heights of 17 years old people by gender in various ethnic minorities were analyzed and compared. From 1985 to 2010, the increments of adult heights increased significantly in many ethnic minorities' boys. In 2010, the average height of boys aged 17 years in each minority group was higher than 162 cm and was higher than 170 cm among boys from Hui, Mongolian and Korean groups. The ethnics with height growth rates of more than 2 cm per decade in boys were Hui (2.64 cm/decade) and Dong (2.05 cm/decade) and the ethnics with height growth rates of more than 1 cm per decade were Korean (1.99 cm/decade), Tibetan (1.90 cm/decade), Hani (1.80 cm/decade) and the other 9 minority groups. The average height of girls aged 17 years in each minority group was higher than 150 cm in 2010. The heights showed an upward trend in 15 minority groups, but with different degrees. The ethnics with height growth rates of more than 1 cm per decade were Hui (1.56 cm/decade) and Korean (1.29 cm/decade). The increments that were significant between 1985 and 2010 were Hui (3.89 cm), Korean (3.23 cm), Dong (2.35 cm) and the other 6 minority groups (Pminority groups during the past 25 years, but there was an obvious disequilibrium among various ethnic minorities. We should pay more attention to the minority groups with poor growth and give them more help. Meanwhile, we should also pay attention to the negative effects of the secular growth trend on those minority groups with fast increasing adult height.

The seriousness of ethnic jokes : Ethnic humor and social change in the Netherlands, 1995-2012

NARCIS (Netherlands)

Kuipers, G.; van der Ent, B.

2016-01-01

How serious are ethnic jokes? This article investigates this question by looking at the relation between ethnic jokes and ethnic relations in the Netherlands. It analyzes two corpora covering the range of ethnic jokes collected using an (almost) identical survey among high school students in 1995

The educational background and qualifications of UK medical students from ethnic minorities

Directory of Open Access Journals (Sweden)

Dacre Jane

2008-04-01

Full Text Available Abstract Background UK medical students and doctors from ethnic minorities underperform in undergraduate and postgraduate examinations. Although it is assumed that white (W and non-white (NW students enter medical school with similar qualifications, neither the qualifications of NW students, nor their educational background have been looked at in detail. This study uses two large-scale databases to examine the educational attainment of W and NW students. Methods Attainment at GCSE and A level, and selection for medical school in relation to ethnicity, were analysed in two separate databases. The 10th cohort of the Youth Cohort Study provided data on 13,698 students taking GCSEs in 1999 in England and Wales, and their subsequent progression to A level. UCAS provided data for 1,484,650 applicants applying for admission to UK universities and colleges in 2003, 2004 and 2005, of whom 52,557 applied to medical school, and 23,443 were accepted. Results NW students achieve lower grades at GCSE overall, although achievement at the highest grades was similar to that of W students. NW students have higher educational aspirations, being more likely to go on to take A levels, especially in science and particularly chemistry, despite relatively lower achievement at GCSE. As a result, NW students perform less well at A level than W students, and hence NW students applying to university also have lower A-level grades than W students, both generally, and for medical school applicants. NW medical school entrants have lower A level grades than W entrants, with an effect size of about -0.10. Conclusion The effect size for the difference between white and non-white medical school entrants is about B0.10, which would mean that for a typical medical school examination there might be about 5 NW failures for each 4 W failures. However, this effect can only explain a portion of the overall effect size found in undergraduate and postgraduate examinations of about -0.32.

The educational background and qualifications of UK medical students from ethnic minorities.

Science.gov (United States)

McManus, I C; Woolf, Katherine; Dacre, Jane

2008-04-16

UK medical students and doctors from ethnic minorities underperform in undergraduate and postgraduate examinations. Although it is assumed that white (W) and non-white (NW) students enter medical school with similar qualifications, neither the qualifications of NW students, nor their educational background have been looked at in detail. This study uses two large-scale databases to examine the educational attainment of W and NW students. Attainment at GCSE and A level, and selection for medical school in relation to ethnicity, were analysed in two separate databases. The 10th cohort of the Youth Cohort Study provided data on 13,698 students taking GCSEs in 1999 in England and Wales, and their subsequent progression to A level. UCAS provided data for 1,484,650 applicants applying for admission to UK universities and colleges in 2003, 2004 and 2005, of whom 52,557 applied to medical school, and 23,443 were accepted. NW students achieve lower grades at GCSE overall, although achievement at the highest grades was similar to that of W students. NW students have higher educational aspirations, being more likely to go on to take A levels, especially in science and particularly chemistry, despite relatively lower achievement at GCSE. As a result, NW students perform less well at A level than W students, and hence NW students applying to university also have lower A-level grades than W students, both generally, and for medical school applicants. NW medical school entrants have lower A level grades than W entrants, with an effect size of about -0.10. The effect size for the difference between white and non-white medical school entrants is about B0.10, which would mean that for a typical medical school examination there might be about 5 NW failures for each 4 W failures. However, this effect can only explain a portion of the overall effect size found in undergraduate and postgraduate examinations of about -0.32.

Automated attendance management and alert system | Rahim ...

African Journals Online (AJOL)

Automated attendance management and alert system. ... Journal of Fundamental and Applied Sciences ... AAMAS provides various functions, from managing and recording students' attendance record, to sending automatic alerts to students ...

Can the Theory of Planned Behavior predict dietary intention and future dieting in an ethnically diverse sample of overweight and obese veterans attending medical clinics?

Science.gov (United States)

Lash, Denise N; Smith, Jane Ellen; Rinehart, Jenny K

2016-04-01

Obesity has become a world-wide epidemic; in the United States (U.S.) approximately two-thirds of adults are classified as overweight or obese. Military veterans' numbers are even higher, with 77% of retired or discharged U.S. veterans falling in these weight categories. One of the most common methods of changing one's weight is through dieting, yet little is known regarding the factors that facilitate successful dieting behavior. The current investigation tested the Theory of Planned Behavior's (TPB) ability to predict dietary intention and future dieting in a sample of 84 overweight and obese patients attending medical clinics at a Veterans Affairs Hospital in the southwestern part of the U.S. Participants primarily were male (92%) and ethnic/racial minorities (58%). Perceived need and anticipated regret were added to the standard TPB model. While the TPB predicted dietary intention, it did not significantly account for improved dietary behaviors. Anticipated regret significantly enhanced the basic TPB's ability to predict intention to diet, while perceived need did not. These findings highlight the difficulty in predicting sustained change in a complex behavior such as dieting to lose weight. The need for more work with older, overweight/obese medical patients attending veterans' facilities is stressed, as is the need for such work with male patients and ethnic minorities in particular. Copyright © 2016 Elsevier Ltd. All rights reserved.

Can the Theory of Planned Behavior Predict Dietary Intention and Future Dieting in an Ethnically Diverse Sample of Overweight and Obese Veterans Attending Medical Clinics?

Science.gov (United States)

Lash, Denise N.; Smith, Jane Ellen; Rinehart, Jenny K.

2016-01-01

Obesity has become a world-wide epidemic; in the United States (U.S.) approximately two-thirds of adults are classified as overweight or obese. Military veterans’ numbers are even higher, with 77% of retired or discharged U.S. veterans falling in these weight categories. One of the most common methods of changing one’s weight is through dieting, yet little is known regarding the factors that facilitate successful dieting behavior. The current investigation tested the Theory of Planned Behavior’s (TPB) ability to predict dietary intention and future dieting in a sample of 84 overweight and obese patients attending medical clinics at a Veterans Affairs Hospital in the southwestern part of the U.S. Participants primarily were male (92%) and ethnic/racial minorities (58%). Perceived need and anticipated regret were added to the standard TPB model. While the TPB predicted dietary intention, it did not significantly account for improved dietary behaviors. Anticipated regret significantly enhanced the basic TPB’s ability to predict intention to diet, while perceived need did not. These findings highlight the difficulty in predicting sustained change in a complex behavior such as dieting to lose weight. The need for more work with older, overweight/obese medical patients attending veterans’ facilities is stressed, as is the need for such work with male patients and ethnic minorities in particular. PMID:26792774

Ethnic Harassment, Ethnic Identity Centrality, and Well-Being.

Science.gov (United States)

Wolfram, Hans-Joachim; Linton, Kenisha; McDuff, Nona

2018-02-12

In this study, we examined the direct effect of (positive vs. negative) evaluation of potentially harassing experiences due to ethnic background on impaired well-being as well as the moderating effect of ethnic identity centrality on the relationship between (lower vs. higher) frequency of potentially harassing experiences and impaired well-being. Using a gender-balanced sample with equal proportions of black and minority ethnic and white undergraduate students (N = 240), we found that, expectedly, ethnic identity centrality intensified the effects of higher frequency of potentially harassing experiences on lower self-esteem and lower positive affect. Unexpectedly, however, gender identity centrality buffered the effects of higher frequency as well as more negative evaluation of potentially harassing experiences on lower self-esteem, indicating that gender identity centrality may be a protective resource, even though it is not specific to ethnic harassment. Exploratory analyses revealed that for black and minority ethnic respondents with high ethnic identity centrality and for white respondents with low ethnic identity centrality, there were associations between more negative evaluation of potentially harassing experiences and lower self-esteem and lower positive affect. This finding might indicate that ethnic identity centrality was a risk factor in black and ethnic minority respondents, but a protective factor in white respondents.

An examination of the relationships between acculturative stress, perceived discrimination, and eating disorder symptoms among ethnic minority college students.

Science.gov (United States)

Kwan, Mun Yee; Gordon, Kathryn H; Minnich, Allison M

2018-01-01

Empirical evidence suggests the importance of considering acculturative stress and perceived discrimination in understanding the mental health of ethnic minority groups, including their eating behaviors and associated psychopathology. The current study examined the effect of acculturative stress and perceived discrimination on eating disorder symptoms among ethnic minority undergraduate students. A total of 187 ethnic minority undergraduate students (41.2% men) completed this cross-sectional study by completing self-report questionnaires on a secure online system. Regression analyses revealed a main effect of acculturative stress on eating concern, shape concern, weight concern, drive for thinness, and bulimia but not restraint or body dissatisfaction. Gender moderated the effect of acculturative stress on drive for muscularity, suggesting that this effect was only significant in women, but not men. The main effect of perceived discrimination was significant for restraint, eating concern, shape concern, weight concern, and drive for muscularity but not drive for thinness, bulimia, or body dissatisfaction. Acculturative stress and perceived discrimination are important factors to consider in understanding the development and maintenance of eating disorder symptoms among ethnic minority populations. Targeting these two factors may improve the effectiveness of intervention programs for eating disorder symptoms among ethnic minority undergraduate students. Copyright © 2018 Elsevier Ltd. All rights reserved.

Successful Attendance Policies and Programs. Research Brief

Science.gov (United States)

Education Partnerships, Inc., 2012

2012-01-01

What steps can be taken to assure that High School students have the best attendance possible? It is commonly believed and well supported by research that students who attend school regularly are more successful than those who do not. The challenge for high schools is to design and implement attendance policies and programs that monitor,…

Effects of Text Messaged Self-Monitoring on Class Attendance and Punctuality of At-Risk College Student Athletes

Science.gov (United States)

Bicard, David F.; Lott, Valorie; Mills, Jessica; Bicard, Sara; Baylot-Casey, Laura

2012-01-01

This study examined the effects of text messaging class arrival to an academic counselor on the attendance and punctuality of 4 college student athletes. Each participant had a history of class tardiness and was considered to be at risk for academic failure. Class attendance and punctuality improved for all participants. (Contains 1 figure.)

Ethnic Characteristics of Students’ Value Orientations

Directory of Open Access Journals (Sweden)

E Ju Chebotareva

2012-12-01

Full Text Available The article is devoted to the ethnic features of value orientations in students from different parts of the world. It is shown that the lives of the students from Latin America and Central Asia are more holistic and meaningful than the lives of the students from China, the Middle East and Russia. Latin American students are more focused on individuality, self-regulation, and the Central Asian — on collectivism, the controllability of life events. The gender specifics of the value orientations of students are described. The connection between the students’ value orientations personality components such as a basic trust in the world, social and emotional intelligence, ethnic identity and tolerance towards the people of other ethnic groups, stress-coping strategies are analyzed.

Student Motivation for Learning in Ghana: Relationships with Caregivers' Values toward Education, Attendance, and Academic Achievement

Science.gov (United States)

McCoy, Dana Charles; Wolf, Sharon; Godfrey, Erin B.

2014-01-01

This study examined the role that Ghanaian caregivers' values toward education play in shaping students' intrinsic versus extrinsic motivation for learning, and the ways these values and motivational orientations predict school attendance and achievement. Study participants included 88 students (M?=?11.63 years; 48% female) from two primary…

Ethnic Comparisons in HIV Testing Attitudes, HIV Testing, and Predictors of HIV Testing Among Black and White College Students.

Science.gov (United States)

Moore, Melanie P; Javier, Sarah J; Abrams, Jasmine A; McGann, Amanda Wattenmaker; Belgrave, Faye Z

2017-08-01

This study's primary aim was to examine ethnic differences in predictors of HIV testing among Black and White college students. We also examined ethnic differences in sexual risk behaviors and attitudes toward the importance of HIV testing. An analytic sample of 126 Black and 617 White undergraduatestudents aged 18-24 were analyzed for a subset of responses on the American College Health Association-National College Health Assessment II (ACHA-NCHA II) (2012) pertaining to HIV testing, attitudes about the importance of HIV testing, and sexual risk behaviors. Predictors of HIV testing behavior were analyzed using logistic regression. t tests and chi-square tests were performed to access differences in HIV test history, testing attitudes, and sexual risk behaviors. Black students had more positive attitudes toward testing and were more likely to have been tested for HIV compared to White students. A greater number of sexual partners and more positive HIV testing attitudes were significant predictors of HIV testing among White students, whereas relationship status predicted testing among Black students. Older age and history of ever having sex were significant predictors of HIV testing for both groups. There were no significant differences between groups in number of sexual partners or self-reports in history of sexual experience (oral, vaginal, or anal). Factors that influence HIV testing may differ across racial/ethnic groups. Findings support the need to consider racial/ethnic differences in predictors of HIV testing during the development and tailoring of HIV testing prevention initiatives targeting college students.

Equal opportunities? : The effects of negative stereotypes and teacher-child relationship quality on the school adjustment of ethnic minority students in the Netherlands

NARCIS (Netherlands)

de Jong, E.M.

2018-01-01

School achievement of non-Western ethnic minority students in the Netherlands often lags behind the achievement of their native Dutch peers. Non-Western ethnic minority students also often seem to show relatively more problematic behavior. In this dissertation, two possible explanations for these

Cervical cancer prevention-related knowledge and attitudes among female undergraduate students from different ethnic groups within China, a survey-based study.

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Wu, Enqi; Tiggelaar, Sarah M; Jiang, Tao; Zhao, Huanhu; Wu, Ritu; Wu, Rilige; Xu, Fangmei

2017-05-22

The purpose of this study was to understand cervical cancer prevention-related knowledge and attitudes among female undergraduate students from different ethnic groups within China. We conducted a survey among ethnically diverse female students from the Minzu University of China, in Beijing in October, 2014. Questionnaires from 493 participants aged from 16 to 26 years were included in the final database. The seven ethnic groups included in the final analysis were Han, Korean, Mongolian, Uyghur, Tibetan, Hui, and Tujia. Compared to the Han Chinese, the members of the other six ethnic groups had lower cervical cancer knowledge levels. The knowledge scores of Mongolian and Korean students were significantly lower than those of the Han Chinese. The willingness to accept cervical cancer prevention efforts also differed across different ethnic groups. After adjusting for age and place of residence, the acceptance of cervical cancer screening among the Tibetan, Uyghur, and Korean groups was significantly lower than among the Han Chinese, with different related decision-making factors in each group. Cervical cancer prevention-related public education is an urgent need in China. Extra consideration of ethnic differences should be taken into account when designing and improving new current cervical cancer prevention programs.

Examining the Effects of Campus Climate, Ethnic Group Cohesion, and Cross-Cultural Interaction on Filipino American Students' Sense of Belonging in College

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Maramba, Dina C.; Museus, Samuel D.

2013-01-01

The purpose of this study is to explore how campus climate, ethnic group cohesion and cross cultural interaction influence Filipino American college students' sense of belonging in college. Specifically, we examine the impact of three environmental and behavioral factors on students' sense of belonging: 1) campus racial climate, 2) ethnic group…

Institutional marginalisation and student resistance: barriers to learning about culture, race and ethnicity.

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Roberts, Jane H; Sanders, Tom; Mann, Karen; Wass, Val

2010-10-01

Although education about culture, race and ethnicity has increasingly been viewed as an important addition to the medical undergraduate curriculum, internationally the evidence of its effectiveness is mixed. Research to date fails to show why. We chose to explore how contrasting approaches to learning about cultural diversity impacted on medical students. The views of second year students towards teaching about cultural diversity at two UK medical schools, with differently structured curricula, were explored using a series of focus groups (7). The findings, using a methodology based on a combination of grounded theory and thematic analysis identified two potentially competing views espoused by the students at both sites. First, they claimed that although cultural diversity was important, their medical schools marginalised and failed to adequately support effective teaching. Second, in contrast, they claimed that the medical school was an 'inappropriate' setting for successful teaching about cultural diversity. Students did not consider the subject matter to be of central relevance to biomedicine. They felt it should be learnt experientially in the workplace and socially among peers. These narratives represent two potentially conflicting standpoints, which might be understood through the sociological concept of 'habitus', where students conform to the institution's dominant values in order to succeed. The tensions identified in this study cannot be ignored if effective learning about race, ethnicity and culture is to be achieved. Early introduction to understanding the delivery of health care to diverse populations is needed. This should be accompanied by more open collaborative debate between tutors and students on the issues raised.

Religious commitment, attitudes toward suicide, and suicidal behaviors among college students of different ethnic and religious groups in Malaysia.

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Foo, Xiang Yi; Alwi, Muhd Najib Mohd; Ismail, Siti Irma Fadhillah; Ibrahim, Normala; Osman, Zubaidah Jamil

2014-06-01

The variation in suicide patterns across ethnic groups with different religious background is a puzzling social phenomenon. This study sought to examine the impact of religious commitment and attitudes toward suicide on suicidal behaviors of college students across major ethnic and religious groups in a multicultural society of Malaysia. A total of 139 college students completed Religious Commitment Inventory-10, Attitudes Toward Suicide Scale, and Suicidal Behavior Questionnaire-Revised. Findings showed significant discrepancies in attitudes toward suicide, but not suicidal behaviors across ethnic and religious groups. Suicide acceptance significantly affected suicidal behaviors as well. Although religious commitment is not associated with suicidal behaviors, its deviation is reflected in students' acceptance of suicide. Additionally, college students' suicide risk, lifetime, and recent suicide ideation, as well as their likelihood of future suicide attempt can be associated with their acceptance of suicide. The influence of attitudes toward suicide and religion, therefore, should be taken into consideration while implementing suicide prevention programs as it helps shape the norms about suicide among youths.

Ethnic identity in context of ethnic discrimination: When does gender and other-group orientation increase risk for depressive symptoms for immigrant-origin young adults?

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Thibeault, M Alexander; Stein, Gabriela L; Nelson-Gray, Rosemery O

2018-04-01

Ethnic discrimination increases risk for depressive symptoms, but less is known about factors that influence the impact of this cultural challenge on psychological adjustment for immigrant-origin college students. Sociocultural identity development is especially relevant during emerging adulthood. Studies examining exacerbating or buffering impacts of ethnic identity have yielded mixed results. The current study examines conditions under which one aspect of ethnic identity, affirmation/belonging, moderates the impact of perceived ethnic discrimination stress on depressive symptoms. This was expected to vary by other-group orientation and gender, in accordance with rejection sensitivity theory. A multicultural sample of 290 non-White immigrant-origin emerging adults (aged 18-25) from mixed cultural backgrounds and generational statuses attending a college in the Southeastern United States completed electronic self-report questionnaires. More robust support was provided for social identity theory rather than rejection sensitivity theory: stronger affirmation/belonging was inversely associated with depressive symptoms across the sample, with a notable buffering impact for women. Trend-level results indicated a protective effect for those endorsing stronger affirmation/belonging paired with greater other-group orientation. Additionally, women with weaker affirmation/belonging demonstrated greater increased depressive symptoms compared to men with weaker affirmation/belonging. For this sample, social identity theory was relevant to the impact of affirmation/belonging on the relation between ethnic discrimination and depressive symptoms contingent on other-group orientation and gender. This finding underscores the importance of examining ethnic identity in a nuanced manner. Implications for these results extend to college counseling centers, where inclusion of sociocultural identity in case conceptualization would be useful. (PsycINFO Database Record (c) 2018 APA, all

Self-Concept: A Comparison of Low Socioeconomic, Low Achieving Secondary Students Across Ethnic, Sex and Age Variables.

Science.gov (United States)

Grobe, Robert P.; And Others

The self esteem of Anglo, Negro, and Mexican American secondary students was measured using the Self-Esteem Scale (SES). This instrument was administered to 144 students with equal representation from sex, ethnicity, and grade levels (i.e., each of 18 cells contained 8 students). A three-factor analysis of variance revealed a significant main…

Underrepresented minority students' experiences at Baylor College of Dentistry: perceptions of cultural climate and reasons for choosing to attend.

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McCann, Ann L; Lacy, Ernestine S; Miller, Barbara H

2014-03-01

A study was conducted at Texas A&M University Baylor College of Dentistry (TAMBCD) in fall 2011 to identify the reasons underrepresented minority (URM) students chose to attend TAMBCD, the factors that supported their success as enrolled students, and their perceptions of the institution's cultural climate. A survey distributed online to all URM students received a 79 percent response rate (129/164). The respondents were primarily Hispanic (62 percent Mexican American and other Hispanic) and African American (33 percent) and had attended a college pipeline program (53 percent). The top reasons these students chose TAMBCD were reputation, location, and automatic acceptance or familiarity from being in a predental program. Alumni had most influenced them to attend. Regarding support services, the largest percentage reported not using any (44 percent); personal advising and tutoring were reported to be the most commonly used. In terms of climate, discrimination was reported by 22 percent (n=29), mostly from classmates and clinical faculty. The majority (87 percent) reported their cultural competence program was "effective" and agreed that faculty (83 percent), staff (85 percent), and students (75 percent) were culturally competent. Overall, the students were "satisfied" with how they were treated (88 percent), their education (91 percent), and the services/resources (92 percent). This information is being used to continue to improve the school's cultural climate and to conduct a broader assessment of all students.

Teaching about Ethnicities in China

Science.gov (United States)

Stedman, Caryn White

2010-01-01

A unit on China's ethnicities provides students rich opportunities to explore multiple themes in the social studies while helping them to develop a deeper understanding of recent events in western China. Studying China's ethnic minorities encompasses such topics as stereotyping, cultural diversity, the creation of ethnic identities, and key…

Online Lecture Recordings and Lecture Attendance: Investigating Student Preferences in a Large First Year Psychology Course

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Yeung, Alexandra; Raju, Sadhana; Sharma, Manjula D.

2016-01-01

While blended learning has been around for some time, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1,000 students in 500 seat lecture theatres. This paper reports on such an investigation with a cohort of 1,450 first year psychology students' who indicated…

Texas Community College Graduation and Persistence Rates as a Function of Student Ethnicity

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Spangler, J. Mark; Slate, John R.

2015-01-01

In this investigation, the graduation and persistence rates of Texas community college students by ethnic membership (i.e., White, Black, Hispanic, and Asian) for the 2000, 2004, 2005, 2006, 2007, 2008, 2009, and 2010 academic years were examined. Statistically significant differences were present between the 2000 and the 2010 graduation and…

An Evaluation of the Attendance Policy and Program and Its Perceived Effects on High School Attendance in Newport News Public Schools

OpenAIRE

Smith, Wayne Keith

1998-01-01

The purpose of this quantitative study is to determine the effects of the attendance policy and attendance program after one year of implementation in Newport News Public Schools with a total high school population of approximately 5,820 students. The school district recently implemented a new attendance policy and program to address high school student absenteeism. This multi-faceted study examined the effects of this new policy by conducting statistical analyses of attendance data, pro...

Effect of Peer Attendance on College Students' Learning Outcomes in a Microeconomics Course

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Chen, Jennjou; Lin, Tsui-Fang

2015-01-01

The authors' main purpose in this article is to examine whether peer presence, measured by overall class attendance rate, has any significant effect on college students' academic performance. They use a rich dataset from an intermediate microeconomics course from the fall of 2008 to the spring of 2013 at a public university in Taiwan. The…

Educational Encouragement, Parenting Styles, Gender and Ethnicity as Predictors of Academic Achievement among Special Education Students

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Khan, Aqeel; Ahmad, Roslee; Hamdan, Abdul Rahim; Mustaffa, Mohamed Sharif

2014-01-01

Current study examines the predictors of academic achievement: role of parenting styles, educational encouragement, gender and ethnicity among special education students. Participants of this study consisted 200 special education students (N = 105 boys and N = 95 girls) age varies 14 to 19 years from one school located at Kuala Lumpur, Malaysia.…

First- and Second-Generation Design and Engineering Students: Experience, Attainment and Factors Influencing Them to Attend University

Science.gov (United States)

Hunt, Clive; Collins, Bethan; Wardrop, Alex; Hutchings, Maggie; Heaslip, Vanessa; Pritchard, Colin

2018-01-01

Challenges for students who are "first-in-family" to attend university have been discussed within widening participation discourse. However, in the UK, "first-in-family" or first-generation students have frequently been conflated with those experiencing poverty or from lower socio-economic groups. This research integrated…

Race/ethnic differences in desired body mass index and dieting practices among young women attending college in Hawai'i.

Science.gov (United States)

Schembre, Susan M; Nigg, Claudio R; Albright, Cheryl L

2011-07-01

In accordance with the sociocultural model, race/ethnicity is considered a major influence on factors associated with body image and body dissatisfaction, and eating disorders are often characterized as problems that are primarily limited to young White women from Western cultures. The purpose of this study was to determine whether there are differences that exist by race in desired body weight; the importance placed on those ideals; and dieting strategies among White, Asian American, Native Hawaiian/Pacific Islanders, and other mixed-race young women in Hawai'i. A total of 144 female college students 18-20 years of age were surveyed about body weight as well as eating and exercise habits. Results demonstrated that all the young women wanted to lose weight. However, there were no differences in desired body weight or desired weight change by race after controlling for body mass index suggesting that current weight rather than race/ethnicity is the predominant influence on weight-related concerns. Young White women placed the greatest level of importance on achieving a lower body weight, which corresponded with a greater likelihood to be attempting weight loss (dieting) and greater endorsement of behaviors consistent with weight loss compared to their counterparts. Findings imply that, for young women, race/ethnicity may not have as significant an impact on factors associated with body weight ideals as previously believed. Rather, differences in the value placed on achieving a desired body weight, as it relates to disordered eating, should be further explored among race/ethnic groups.

Influence of Family Perceptions of Acting White on Acculturative Stress in African American College Students

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Thompson, Keisha V.; Lightfoot, Nicole L.; Castillo, Linda G.; Hurst, Morgan L.

2010-01-01

This study examined family-oriented stressors on acculturative stress in 83 African American college students attending a predominately White university. Results showed that family pressure for participants not to acculturate, pressure to maintain ethnic group language, perception of Acting White, and acculturation level were related to higher…

"But They Won't Come to Lectures..." The Impact of Audio Recorded Lectures on Student Experience and Attendance

Science.gov (United States)

Larkin, Helen E.

2010-01-01

The move to increasingly flexible platforms for student learning and experience through provision of online lecture recordings is often interpreted by educators as students viewing attendance at lectures as optional. The trend toward the use of this technology is often met with resistance from some academic staff who argue that student attendance…

The Utility of "Race" and "Ethnicity" in the Multidimensional Identities of Asian American Students

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Johnston-Guerrero, Marc P.; Pizzolato, Jane Elizabeth

2016-01-01

In a qualitative study we examined the constructs "race" and "ethnicity" and their relative importance in the multidimensional identities of 52 Asian American undergraduates across 2 universities. Findings suggest these constructs are useful for Asian American students' identity claims and that multiple contextual influences…

Should Attendance Be Required in Lecture Classrooms in Dental Education? Two Viewpoints: Viewpoint 1: Attendance in the Lecture Classroom Should Be Required and Viewpoint 2: Attendance Should Not Be Required in the Lecture Classroom.

Science.gov (United States)

Cutler, Christopher W; Parise, Mary; Seminario, Ana Lucia; Mendez, Maria Jose Cervantes; Piskorowski, Wilhelm; Silva, Renato

2016-12-01

This Point/Counterpoint discusses the long-argued debate over whether lecture attendance in dental school at the predoctoral level should be required. Current educational practice relies heavily on the delivery of content in a traditional lecture style. Viewpoint 1 asserts that attendance should be required for many reasons, including the positive impact that direct contact of students with faculty members and with each other has on learning outcomes. In lectures, students can more easily focus on subject matter that is often difficult to understand. A counter viewpoint argues that required attendance is not necessary and that student engagement is more important than physical classroom attendance. This viewpoint notes that recent technologies support active learning strategies that better engage student participation, fostering independent learning that is not supported in the traditional large lecture classroom and argues that dental education requires assimilation of complex concepts and applying them to patient care, which passing a test does not ensure. The two positions agree that attendance does not guarantee learning and that, with the surge of information technologies, it is more important than ever to teach students how to learn. At this time, research does not show conclusively if attendance in any type of setting equals improved learning or ability to apply knowledge.

WWC Review of the Article "Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning"

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What Works Clearinghouse, 2010

2010-01-01

"Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning" examined the effects of different reward systems used in group learning situations on the math skills of African-American and white students. The study analyzed data on 75 African-American and 57 white fourth- and fifth-grade students from urban…

Psychosocial factors and distress: a comparison between ethnic Norwegians and ethnic Pakistanis in Oslo, Norway

Directory of Open Access Journals (Sweden)

Hussain Akthar

2006-07-01

Full Text Available Abstract Background In the Norwegian context, higher mental distress has been reported for the non-Western immigrants compared to the ethnic Norwegians and Western immigrants. This high level of distress is often related to different socio-economic conditions in this group. No efforts have been made earlier to observe the impact of changed psychosocial conditions on the state of mental distress of these immigrant communities due to the migration process. Therefore, the objective of the study was to investigate the association between psychological distress and psychosocial factors among Pakistani immigrants and ethnic Norwegians in Oslo, and to investigate to what extent differences in mental health could be explained by psychosocial and socioeconomic conditions. Method Data was collected from questionnaires as a part of the Oslo Health Study 2000–2001. 13581 Norwegian born (attendance rate 46% and 339 ethnic Pakistanis (attendance rate 38% in the selected age groups participated. A 10-item version of Hopkins Symptom Checklist (HSCL was used as a measure of psychological distress. Results Pakistanis reported less education and lower employment rate than Norwegians (p Conclusion Poor social support and economic conditions are important mediators of mental health among immigrants. The public health recommendations/interventions should deal with both the economic conditions and social support system of immigrant communities simultaneously.

A Self-Instructional Course in Student Financial Aid Administration. Module 7: Calculating Cost of Attendance. Second Edition.

Science.gov (United States)

Washington Consulting Group, Inc., Washington, DC.

The seventh module in a 17-module self-instructional course on student financial aid administration (designed for novice student financial aid administrators and other personnel) teaches how to calculate the cost of attendance. It provides a systematic introduction to the management of federal financial aid programs authorized by the Higher…

Family cultural socialization practices and ethnic identity in college-going emerging adults.

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Juang, Linda; Syed, Moin

2010-06-01

We examined how family cultural socialization related to the ethnic identity of Asian American, Latino, White, and Mixed-Ethnic emerging adults (N=225). Greater family cultural socialization was related to greater ethnic identity exploration and commitment. Ethnic minority students reported higher levels of family cultural socialization and ethnic identity compared to White students. The family cultural socialization-ethnic identity link was more pronounced for females compared to males, and for White compared to ethnic minority students. The findings highlight the importance of the family for identity development beyond adolescence.

Maternal health care utilization in Viet Nam: increasing ethnic inequity.

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Målqvist, Mats; Lincetto, Ornella; Du, Nguyen Huy; Burgess, Craig; Hoa, Dinh Thi Phuong

2013-04-01

To investigate changes that took place between 2006 and 2010 in the inequity gap for antenatal care attendance and delivery at health facilities among women in Viet Nam. Demographic, socioeconomic and obstetric data for women aged 15-49 years were extracted from Viet Nam's Multiple Indicator Cluster Survey for 2006 (MICS3) and 2010-2011 (MICS4). Multivariate logistic regression was performed to determine if antenatal care attendance and place of delivery were significantly associated with maternal education, maternal ethnicity (Kinh/Hoa versus other), household wealth and place of residence (urban versus rural). These independent variables correspond to the analytical framework of the Commission on Social Determinants of Health. Large discrepancies between urban and rural populations were found in both MICS3 and MICS4. Although antenatal care attendance and health facility delivery rates improved substantially between surveys (from 86.3 to 92.1% and from 76.2 to 89.7%, respectively), inequities increased, especially along ethnic lines. The risk of not giving birth in a health facility increased significantly among ethnic minority women living in rural areas. In 2006 this risk was nearly five times higher than among women of Kinh/Hoa (majority) ethnicity (odds ratio, OR: 4.67; 95% confidence interval, CI: 2.94-7.43); in 2010-2011 it had become nearly 20 times higher (OR: 18.8; 95% CI: 8.96-39.2). Inequity in maternal health care utilization has increased progressively in Viet Nam, primarily along ethnic lines, and vulnerable groups in the country are at risk of being left behind. Health-care decision-makers should target these groups through affirmative action and culturally sensitive interventions.

Gender and Ethnic Stereotypes in Student Teachers' Judgments: A New Look from a Shifting Standards Perspective

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Holder, Katharina; Kessels, Ursula

2017-01-01

Teacher judgments of student performance might be biased by stereotypes, which can result in disadvantages for members of negatively stereotyped social groups. On the basis of the shifting standards theory, we examined gender and ethnic biases in student teachers' judgments. According to this theory, whether such judgment biases are masked or…

Race/ethnicity and marijuana use in the United States: Diminishing differences in the prevalence of use, 2006-2015.

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Keyes, Katherine M; Wall, Melanie; Feng, Tianshu; Cerdá, Magdalena; Hasin, Deborah S

2017-10-01

Marijuana use has been decreasing in the past several years among adolescents, though variation in the extent and rate of decrease across racial/ethnic groups is inadequately understood. The present study utilized nationally-representative data in Monitoring the Future from 2006 to 2015 to examine trends over time in past 30-day marijuana use. We examine whether differences in trends over time by race and ethnicity also differ by individual-level, school-level, and state-level factors. Sample included 131,351 8th grade students, 137,249 10th grade students, and 123,293 12th grade students; multi-level models and difference-in-differences tests were used. In 10th grade, Black students had a positive linear increase in marijuana use (est=0.04, SE=0.01, p<0.001), and the magnitude of the increase was significantly greater than among non-Hispanic White students (est=0.38, SE=0.009, p<0.001). The increase trend among Black students was greater among those in large class sizes. In 12th grade, all racial ethnic groups except non-Hispanic Whites demonstrated a linear increase in prevalence across time. The magnitude of the increase among Hispanic students was greater among those in urban areas and large class sizes. The magnitude of the increase among Black students was greater in states with a medical marijuana law before 2006 (est=0.06, SE=0.03, p=0.02), among other state-level covariates. Together these results suggest that the next stage of public health approaches to reducing the harms associated with adolescent drug use should attend to shifting demographic patterns of use among adolescents and ensure that services and programmatic approaches to adolescent prevention are applied equitably. Copyright © 2017 Elsevier B.V. All rights reserved.

The Colonial Background to the Problem of Ethnicity in Nigeria ...

African Journals Online (AJOL)

It is quite disturbing to note that in Africa today, there is no country that is not prone to chaos and anarchy due to the bogey of ethnicity. And Nigeria is no exception. As will be demonstrated in this essay, ethnicity in Nigeria (like in many other African countries), with attendant difficulties, is not as a result of `ancient hatred' ...

Prevalence and patterns of sexting among ethnic minority urban high school students.

Science.gov (United States)

Fleschler Peskin, Melissa; Markham, Christine M; Addy, Robert C; Shegog, Ross; Thiel, Melanie; Tortolero, Susan R

2013-06-01

Although sexting among U.S. youth has received much popular media attention, there are only limited data on its prevalence among ethnic minority youth. This study, therefore, specifically examined the prevalence and patterns of sexting (sending and/or receiving a nude or semi-nude picture/video or a sexual text-only message) among a sample of black and Hispanic youth. Data from 1,034 tenth graders from a large, urban school district in southeast Texas were used to calculate the prevalence of sexting by gender-race/ethnicity. Overlap among sexting behaviors was also examined. Electronic surveys were administered via an audio-computer-assisted self-interview on laptop computers. Prevalence estimates were obtained, and chi-square analyses were conducted to compare the distribution of sexting behaviors by gender-race/ethnicity subgroups. More than 20% of students reported sending either a nude or semi-nude picture/video or a sexual text-only message (jointly referred to as a "sext"), and more than 30% reported receiving a sext. Sexts were also frequently shared with unintended recipients. Black males and females reported similar prevalence estimates for sexting behaviors. However, they were more likely than Hispanic males to participate in some sexting behaviors. Hispanic females reported the lowest estimates for sexting behaviors for all gender-race/ethnicity subgroups. Many youth who sent or received a nude or semi-nude picture/video were also likely to have sent or received sexual text-only messages. The results of this study indicate that sexting is prevalent among ethnic minority youth. However, more research is needed to understand the specific context and circumstances around which sexting occurs in this population.

Electronic Nicotine Delivery Systems (E-cigarette/Vape) use and Co-Occurring Health-Risk Behaviors Among an Ethnically Diverse Sample of Young Adults.

Science.gov (United States)

Lanza, H Isabella; Teeter, Heather

2018-01-02

Prevalence rates of electronic nicotine delivery systems (ENDS; i.e., e-cigarette/vape) use has grown exponentially in the past few years. College students present a particularly vulnerable group for ENDS use. The current study sought to expand the literature by examining the context in which college students use ENDS, co-occurring health risks beyond traditional tobacco use, and the role of ethnicity in ENDS use. Health-risk behavior survey data was collected from 452 undergraduates attending a large, public urban university during the 2015-2016 academic year. Ever ENDS users vs. non-ENDS users were compared across potential demographic, health-risk, and other health-related correlates. Almost 40% of participants reported lifetime use of ENDS. No ethnic or sex differences were found. The primary source for obtaining ENDS was friends and ENDS were most often used with friends vs. alone or with others not considered friends. Participants engaging in risky alcohol use and cigarette smoking had a higher likelihood of endorsing ENDS use. Conclusions/Importance: The current study indicated that a large proportion of college students have tried ENDS irrespective of ethnicity or sex. An increasingly normative social context may inform the popularity of ENDS use across ethnicity and sex, but additional research using ethnically diverse samples is warranted. Risky alcohol use appears to be a significant correlate of ENDS use, even after accounting for the robust relationship between ENDS use and cigarette smoking. The robust relationship between alcohol and tobacco use likely extends to ENDS use.

The Salience of Selected Variables on Choice for Movie Attendance among High School Students.

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Austin, Bruce A.

A questionnaire was designed for a study assessing both the importance of 28 variables in movie attendance and the importance of movie-going as a leisure-time activity. Respondents were 130 ninth and twelfth grade students. The 28 variables were broadly organized into eight categories: movie production personnel, production elements, advertising,…

The Relationship between Intrinsic Motivation and Academic Achievement for First Generation Latino College Students

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Trevino, Naomi Noel; DeFreitas, Stacie Craft

2014-01-01

Hispanic students are pursuing higher education more than in previous years and they often represent their family as the first member to attend college (Strage in "Coll Stud J" 33:198-205, 1999). Past educational research has studied the influence of intrinsic motivation on academic achievement in various ethnically diverse elementary,…

Objectively Measured Physical Activity Levels among Ethnic Minority Children Attending School-Based Afterschool Programs in a High-Poverty Neighborhood

Directory of Open Access Journals (Sweden)

Youngdeok Kim, Marc Lochbaum

2017-09-01

Full Text Available Ethnic minority children living in high poverty neighborhoods are at high risk of having insufficient physical activity (PA during school days and, thus, the importance of school as a place to facilitate PA in these underserved children has been largely emphasized. This study examined the levels and patterns of PA in minority children, with particular focus on the relative contributions of regular physical education (PE and school-based afterschool PA program in promoting moderate- and vigorous-intensity PA (MVPA during school days. PA data were repeatedly measured using a Polar Active accelerometer across multiple school days (M = 5.3 days per child, from seventy-five ethnic minority children attending a Title I public elementary school in a high-poverty neighborhood in the US. The minutes and percentage of MVPA accumulated during school, PE, and afterschool PA program were compared to the current recommendations (≥30-min of MVPA during school hours; and ≥50% of MVPA during PE or afterschool PA program as well as by the demographic characteristics including sex, grade, ethnicity, and weight status using a general linear mixed model that accounts for repeated observations. On average, children spent 41.6 mins (SE = 1.8 of MVPA during school hours and of those, 14.1 mins (SE = 0.6 were contributed during PE. The average proportion of time spent in MVPA during PE was 31.3% (SE = 1.3, which was significantly lower than the recommendation (≥50% of MVPA, whereas 54.2% (SE = 1.2 of time in afterschool PA program were spent in MVPA. The percentage of monitoring days meeting current recommendations were 69.5% (SE = 0.03, 20.8% (SE = 0.02, and 59.6% (SE = 0.03 for during school, PE, and afterschool PA program, respectively. Our findings highlighted that school-based afterschool PA, in addition to regular PE classes, could be of great benefit to promote PA in minority children during school days. Further research and practice are still needed to

Adolescents' educational aspirations and ethnic background: The case of students of African and Latin American migrant origins in Spain

Directory of Open Access Journals (Sweden)

Carlos J. Gil-Hernández

2018-02-01

Full Text Available Background: Minority students were found to have high educational aspirations, considering their background characteristics. This finding is often attributed to 'migrant optimism.' Yet, whether socioeconomic, educational, or demographic differences between and within ethnic groups mediate and/or moderate students' educational aspirations remains an inconclusive question. Objective: This study investigates the educational aspirations of children of African and Latin American migrants in Spain, looking at four critical factors: (1 family background, (2 educational performance, (3 years lived in Spain, and (4 language used at home. Methods: Data comes from the 2010 General Evaluation of Educational Diagnostic (GEED on lower-secondary students aged 14 (n = 19,293, on average. Multivariate logistic models are applied using mediation and moderation analyses. Results: Results show that (1 minority students have higher college aspirations than students of Spanish origin after accounting for parental socioeconomic status and educational performance; (2 ethnic differentials in aspirations - especially for pupils with Latin American origin - are concentrated among low-performing and disadvantaged students; (3 recent arrival in Spain is not significantly associated with differences in educational aspirations within minority groups; (4 speaking Spanish at home does not lead to differences in aspirations for pupils of African origin. Conclusions: Migrant optimism, as opposed to family language use and years of contact with the Spanish culture and society, seems to be an important factor for the high (net educational aspirations of students from African and Latin American backgrounds. Contribution: The article provides new evidence on ethnic heterogeneity in educational aspirations, being the first that uses representative data from the whole Spanish educational system.

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

Science.gov (United States)

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…

Impact of Acculturation, Ethnic Identity and Peer Influence on Substance Use, Depression, and Self-Esteem in Middle School Students

Science.gov (United States)

Lopez, Adriana

2012-01-01

Given the changing racial/ethnic composition of the United States, the impact of culture on adolescent health risk behaviors is an emerging and important issue. The purpose of the present study was to examine acculturation and ethnic identity and its impact on substance use, depression, and self-esteem in a sample of middle school students.…

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

Does Ethnicity Matter? The Impact of Stereotypical Expectations on In-Service Teachers' Judgments of Students

Science.gov (United States)

Glock, Sabine

2016-01-01

Ethnic minority students face many disadvantages in school, which might be due in part to teachers' stereotypical expectations and attitudes. Dual process theories of impression and judgment formation specify person information that confirms or disconfirms stereotypical expectations as determinants of how judgments are formed. While…

Contraceptive behavior as risk factor for reproductive health of junior students attending a medical university

Directory of Open Access Journals (Sweden)

T.N. Govyazina

2017-06-01

Full Text Available 1–3 year students attending medical and preventive faculty of a medical university were our research object. Our research had many stages, and at the first one our goal was to examine and to assess basic behavioral risks for reproductive health of students attending medical and preventive faculty of a medical university. We conducted a sociological examination via questioning. 428 students were questioned as per materials collecting program which included 74 parameters; they accounted for 91.6 % out of the overall official number of students, 45.0 % male students and 40.0 % female students combined work and studies. We detected that, as per questioning results, the specific weight of students who took care of their health amounted to 79.2 % boys and 95.2 % girls. However, the students tended to have bad habits, i.e. constant alcohol intake or smoking. And although information on diseases prevention and on how to pursue healthy lifestyle was perfectly available to them, students didn't try to use it and preserve their health. All the respondents said they were against abortion. Girls were likely to adopt a complex approach when choosing a contraceptive, they resorted to hormonal agents, and, with their partners' consent, to condoms. But they often took hormonal agents without any consultations with a gynecologist or an endocrinologist. Contraceptives were rather rarely applied, and students appeared to have no knowledge on risk factors causing reproductive health deterioration. They also tended to be negligent and too self-confident when it came to reproductive health protection. A risk of abortions was very high for girls who didn't use contraceptives, and also all students ran rather high risk of catching sexual diseases. Sexual education is needed to correct contraceptive behavior; medical workers are a main source of information on reproductive health of young people in 7–10 % cases only. We need to create interactive educational programs

Cross-Border Choice as Identity Investment: Cases of Malaysian and Indonesian Ethnic Chinese Students in Hong Kong

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Choi, Pik Lin

2008-01-01

This article reports a case study on two ethnic Chinese students, one from Malaysia and one from Indonesia, who chose to pursue higher education in Hong Kong. By placing the students at the center of investigation against the social, political, economic, and educational contexts of their home countries, as well as the host territory, the present…

The Relation of Age, Gender, Ethnicity, and Risk Behaviors to Self-Esteem among Students in Nonmainstream Schools

Science.gov (United States)

Connor, Jennifer M.; Poyrazli, Senel; Ferrer-Wreder, Laura; Grahame, Kamini Maraj

2004-01-01

This cross-sectional study investigated self-esteem in relation to age, gender, ethnicity, and risk behaviors among a sample of nonmainstream students. Participants were 149 students in the 6th to 12th grades from two non-mainstream schools (one charter and one alternative school). Self-esteem and youth risk behaviors were determined by using a…

Towards Improving Students' Attendance and Quality of Undergraduate Tutorials: A Case Study on Law

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Baderin, Mashood A.

2005-01-01

As part of continual efforts towards improving learning and teaching in the faculty, lecturers in the law faculty of the University of the West of England (UWE), Bristol debated the question of students' attendance and quality of tutorials in a recent email discussion amongst themselves. At the end of the debate the need for further research on…

Patterns of privilege: A total cohort analysis of admission and academic outcomes for Māori, Pacific and non-Māori non-Pacific health professional students.

Science.gov (United States)

Wikaire, Erena; Curtis, Elana; Cormack, Donna; Jiang, Yannan; McMillan, Louise; Loto, Rob; Reid, Papaarangi

2016-10-07

Tertiary institutions are struggling to ensure equitable academic outcomes for indigenous and ethnic minority students in health professional study. This demonstrates disadvantaging of ethnic minority student groups (whereby Indigenous and ethnic minority students consistently achieve academic outcomes at a lower level when compared to non-ethnic minority students) whilst privileging non-ethnic minority students and has important implications for health workforce and health equity priorities. Understanding the reasons for academic inequities is important to improve institutional performance. This study explores factors that impact on academic success for health professional students by ethnic group. Kaupapa Māori methodology was used to analyse data for 2686 health professional students at the University of Auckland in 2002-2012. Data were summarised for admission variables: school decile, Rank Score, subject credits, Auckland school, type of admission, and bridging programme; and academic outcomes: first-year grade point average (GPA), first-year passed all courses, year 2 - 4 programme GPA, graduated, graduated in the minimum time, and composite completion for Māori, Pacific, and non-Māori non-Pacific (nMnP) students. Statistical tests were used to identify significant differences between the three ethnic groupings. Māori and Pacific students were more likely to attend low decile schools (27 % Māori, 33 % Pacific vs. 5 % nMnP, p workforce and health equity goals, tertiary institution staff should understand the realities and challenges faced by Māori and Pacific students and ensure programme delivery meets the unique needs of these students. Ethnic disparities in academic outcomes show patterns of privilege and should be alarming to tertiary institutions. If institutions are serious about achieving equitable outcomes for Māori and Pacific students, major institutional changes are necessary that ensure the unique needs of Māori and Pacific students

Getting them enrolled is only half the battle: college success as a function of race or ethnicity, gender, and class.

Science.gov (United States)

Keels, Micere

2013-01-01

This study examines the gender and racial or ethnic gaps in college grades and graduation of a 1999 freshman cohort of students attending 24 selective predominantly White institutions (PWIs) and the factors that account for observed gaps. The study is guided by the question of whether gender, race or ethnicity, and socioeconomic status combine to affect college outcomes or whether they interact so that outcomes are more positive or adverse for one group than another. Gender gaps were observed for Black and Latino students. For Black students, the gender gap in degree attainment widened once sociodemographic factors were considered. In contrast, the gender gap for Latino students narrowed and became insignificant when sociodemographics were controlled. Additional within-group interactions were also evident. For example, the 6-year college graduation rates were higher for Black females than for males whose mothers did not have college degrees, but no gender gap existed when the mother had a college degree. These results show that among this sample of academically motivated students, the significance of gender depends on race and socioeconomic status. This suggests that improving minority success, especially for Black men at PWIs, requires extending the analysis beyond prior academic preparation to creating more supportive college environments. © 2013 American Orthopsychiatric Association.

Nursing students' assessment of pain and decision of triage for different ethnic groups: An experimental study.

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Chan, Joanne C Y; Hamamura, Takeshi

2015-08-01

Pain management is a priority in nursing care but little is known about the factors that affect nursing students' assessment of pain expressed by patients of different ethnic backgrounds. This study examined undergraduate nursing students' assessment of pain and decision of triage when pain was expressed in different languages and their relation to students' empathy and social identity. Comparison between students with and without clinical experience was also carried out. This is a cross-sectional quantitative design. This study took place at a university in Hong Kong. 74 female undergraduate nursing students. Students listened to eight audio recordings in which an individual expressed pain in one of the two dialects of Chinese, either Cantonese or Putonghua. For each dialect, two recordings depicted mild pain and two depicted severe pain. After listening to each recording, students rated the pain level and indicated their decision of triage. Subsequently, students completed a questionnaire that measured their empathy and social identity and reported their demographics. The data were analyzed by descriptive statistics, correlational analyses, and t-tests. Severe pain described in Putonghua was rated as more intense than that described in Cantonese but it was not classified as more urgent. Students with clinical experience tended to perceive mild pain as less painful and less urgent than those without clinical experience. For mild pain described in Cantonese, students with clinical experience evaluated it as more urgent than those without such experience. The empathy level of students with and without clinical experience was comparable. Students with more empathy, especially those without clinical experience, reported heightened perceived intensity of severe pain described in Putonghua. Nurse educators should note that empathy, social identity, and clinical experience may alter students' pain assessment of patients from different ethnicities. Pain education needs to

Reduced Psychological Distress in Racial and Ethnic Minority Students Practicing the Transcendental Meditation Program

Science.gov (United States)

Elder, Charles; Nidich, Sanford; Colbert, Robert; Hagelin, John; Grayshield, Lisa; Oviedo-Lim, Dynah; Nidich, Randi; Rainforth, Maxwell; Jones, Chris; Gerace, Denise

2011-01-01

There is a growing literature describing the stressful nature of students' school experience. Previous research has found that racial and ethnic minority groups are particularly subject to high levels of stress due to exposure to violence, pressures due to acculturation, and the schooling process. This is the first study to evaluate effects of the…

Preservice Teachers' Attitudes toward Inclusion and toward Students with Special Educational Needs from Different Ethnic Backgrounds

Science.gov (United States)

Markova, Maria; Pit-Ten Cate, Ineke; Krolak-Schwerdt, Sabine; Glock, Sabine

2016-01-01

Drawing on social cognition frameworks, we experimentally examined preservice teachers' implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and preservice teachers' explicit attitudes toward inclusive education. Preservice teachers (N = 46) completed an evaluative priming task and…

Class Attendance and Performance in Principles of Economics

Science.gov (United States)

Cohn, Elchanan; Johnson, Eric

2006-01-01

A sample of 347 students, enrolled in principles of economics classes during the period 1997-2001, is used to examine the relation between class attendance and student performance on examinations. Among the questions examined are: Is attendance related to performance, with and without controls for other factors? Do only substantial levels of…

Cultural Transition and Academic Achievement of Students from Ethnic Minority Backgrounds: A Content Analysis of Empirical Research on Acculturation

Science.gov (United States)

Makarova, Elena; Birman, Dina

2015-01-01

Background: The achievement gap between immigrant and non-immigrant students that has been identified in most OECD countries and the considerable educational dropout rate among students from ethnic minority backgrounds in some countries have become serious challenges for national educational systems. The educational underachievement of young…

Attitudes toward Seeking Professional Counseling Services among Chinese International Students: Acculturation, Ethnic Identity, and English Proficiency

Science.gov (United States)

Li, Jiaqi; Marbley, Aretha Faye; Bradley, Loretta J.; Lan, William

2016-01-01

The authors examined the help-seeking attitudes of 109 Chinese international students studying in the United States. Results revealed that significant relationships exist among acculturation, ethnic identity, English proficiency, and attitudes toward seeking professional counseling services. Limitations and recommendations for future research are…

Attending to the Role of Race/Ethnicity in Family Violence Research

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Malley-Morrison, Kathleen; Hines, Denise A.

2007-01-01

Since the 1970s, researchers and public health and/or social policy communities have devoted increasing attention to family violence. Although officially reported crime figures for family violence appear to be declining, rates continue to be high in broadly defined racial and/or ethnic minority groups. More careful assessments of the potential…

Violence, schools, and dropping out: racial and ethnic disparities in the educational consequence of student victimization.

Science.gov (United States)

Peguero, Anthony A

2011-12-01

Without a doubt, exposure to violence and victimization can be profoundly detrimental to the overall well-being and development of all youth. Moreover, violence and victimization that occurs within a school context is particularly alarming because a successful educational process is essential toward establishing socioeconomic success later in life. The educational consequence of exposure to violence and victimization at school is uncertain for racial and ethnic minority students. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniques to examine the impact of violence and victimization at school on dropping out. The results indicate Black/African Americans and Latino American students who are victimized at school are at higher risk of dropping out. The implications of the evident racial and ethnic disparities in the relationship between victimization and dropping out within the U.S. school system are discussed.

The Application Status of Psychological Scale for the Study of the Psychological Health of Ethnic Minority College Students

Institute of Scientific and Technical Information of China (English)

Wang Can; Liu Dawei

2015-01-01

Since the 1990s, the numbers of college students who drop out of school due to mental disorders have increased dramatically. In recent years, reports on college students’ mental health crisis have drawn more and more public at-tention. Therefore, the mental health status of col-lege students is becoming a serious focus in the field of psychology. However,there are few studies on the mental health of ethnic minority college students. As a standardized practical screening instru-ment, the psychological assessment scale has be-come a widely used tool for many universities to e-valuate psychological problems. This paper intends to analyze the characteristics of the psychological scales commonly used in ethnic minority colleges, and clearly describe the status of its application. Through searching thefull-text database CNKI,we discovered that there are several tools concerning psychological scale that are used commonly in eth-nic minority colleges, including the Symptom Checklist 90 ( SCL - 90 ) , Zung Self - Rating Scales(SDS/SAS),Psychological Health Inventory ( PHI) ,Eysenck Personality Questionnaire( EPQ) , 16 PF Questionnaire ( 16 pf ) , and the College Students’Personality Health Questionnaire ( UPI ) . We did a comparative analysis on them as follows:1. The Symptom Checklist-90-R( SCL-90-R ) is a self -reporting psychometric question-naire published in 1975 . It is designed to evaluate a broad range of psychological problems and symp-toms of psychopathology. It is still one of the most widely used instruments in the investigation of the mental health of college students. 2. The Zung Self - Rating Depression Scale (SDS)and Zung Self -Rating Anxiety Scale(SAS) were designed by psychiatrist William W. K. Zung. The Zung Self-Rating Depression Scaleis used to as-sess the level of depression for patients diagnosed with depressive disorder. The Zung Self-Rating Anx-iety Scale was designed to assess a patient’s level of anxiety. Both of them are commonly used in

Attendance Policies, Instructor Communication, Student Attendance, and Learning

Science.gov (United States)

Snyder, Jason; Frank, Lisa A. C.

2016-01-01

The authors utilized a quasiexperimental design across five sections of a managerial communication course (N = 150) to test the role of course policies and student perceptions of the instructor in influencing student absenteeism and three indicators of student learning: grades, affective learning, and cognitive learning. The experimental group…

Rural/Nonrural Differences in College Attendance Patterns.

Science.gov (United States)

Byun, Soo-Yong; Irvin, Matthew J; Meece, Judith L

Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their non-rural counterparts and which factors explained these rural/nonrural differences. Results showed that rural youth were less likely than their nonrural counterparts to attend a selective institution. In addition, rural youth were more likely to delay entry to postsecondary education, compared to their urban counterparts. Finally, rural students were less likely than their urban counterparts to be continuously enrolled in college. Much of these rural/nonrural disparities in college attendance patterns were explained by rural/nonrural differences in socioeconomic status and high school preparation. Policy implications, limitations of the study, and future research directions are also discussed.

Immigrant and Native Children's Cognitive Outcomes and the Effect of Ethnic Concentration in Danish Schools

DEFF Research Database (Denmark)

Jensen, Peter; Wurtz Rasmussen, Astrid

are still important factors in determining the child.s cognitive outcome. However, the negative effect of ethnic concentration in the school is only significant for the native Danish children. Finally, there is a strong positive effect on the children.s cognitive outcome of speaking Danish at home....... to the ethnic concentration in the schools they attend and their relatively low socioeconomic status. Instrumenting for ethnic concentration reveals that even after taking into consideration that individuals may sort across neighborhoods, ethnic concentration in the school and the child's own ethnicity...

Becoming (ethnic minority) teenagers

DEFF Research Database (Denmark)

Tørslev, Mette Kirstine; Nørredam, Marie Louise; Vitus, Kathrine

2017-01-01

and majority students in two school classes from the fifth to seventh grades. Taking a practice approach, the article first analyses school as a social site before turning phenomenological attention to experiences and expectations of becoming teenagers, focusing on the experiences of ethnic minority students...

An analysis of stereotype threat in African American engineering students at predominantly White, ethnically diverse, and historically Black colleges and universities

Science.gov (United States)

Sparks, David M.

The purpose of this research was to distinguish the similarities and differences in coping strategies of African American engineering students by analyzing their perceptions of stereotype threat at three academic institution types, Predominantly White Institutions (PWI), ethnically diverse, and Historically Black Colleges and Universities (HBCUs). The researcher collected demographic and survey data using the Stereotype Vulnerability Scale (SVS). The study was offered to the entire population of African American engineering students at each college using an online survey. Results were analyzed using MANOVA and Pearson's correlational statistical analyses to test the hypotheses. Findings revealed that little differences exist between students' scores on an assessment of stereotype vulnerability, with a few areas showing that HBCUs and ethnically diverse universities are doing a similar job in addressing perceptions of their African American engineering students. Finding also revealed that the percentage of African American students at a university did not correlate with the scores on the SVS accept on questions related to the personal feelings students have about their race. The strongest findings related to the differences in male and female students across the universities. African American female engineering students appeared to perceive more stereotype threat than did their male counterparts; although, this fining was not statistically significant. Overall, no statistically significant differences were found between students' perceptions of stereotype threat at the three types of universities. Future research should expand the number of survey participants at the current universities, add more HBCUs to the study population, run similar experiments in different parts of the country, compare stereotype threat in private and elite universities, use ethnically diverse universities as models for minority student development, and use new or improved survey instruments

An Investigation of Ethnic Differences in the Motivation and Strategies for Learning of Students in Desegregated South African Schools.

Science.gov (United States)

Watkins, David; McInerney, Dennis; Akande, Adebowale; Lee, Clement

2003-01-01

Compared school motivation and use of deep processing (an indicator of learning quality) among black and white South African students from two recently integrated secondary schools. Student surveys found no significant ethnic group differences. Both groups considered working hard and having interest in school tasks to be more important than…

Race and Ethnicity: Powerful Cultural Forecasters of Science Learning and Performance

Science.gov (United States)

Atwater, Mary M.; Lance, Jennifer; Woodard, UrLeaka; Johnson, Natasha Hillsman

2013-01-01

This article addresses the impact of race and ethnicity on students' science learning in US schools. Specifically, it discusses (a) the constructs of race, ethnicity, and culture, and the racial and ethnic student composition in US public schools; (b) effective classroom practices for curriculum, instruction, and assessment related to race…

Bibliography of Ethnic Heritage Studies Program Materials.

Science.gov (United States)

Kotler, Greta; And Others

The Ethnic Heritage Studies Program was designed to teach students about the nature of their heritage and to study the contributions of the cultural heritage of other ethnic groups. This is a bibliography of materials developed by projects which received Federal Ethnic Heritage Studies Program grants during fiscal year 1974-75 and 1975-76.…

Differences in academic performance and self-regulated learning based on level of student participation in supplemental instruction

Science.gov (United States)

Mack, Ana C.

This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less

Electronic Cigarette Use among College Students: Links to Gender, Race/Ethnicity, Smoking, and Heavy Drinking

Science.gov (United States)

Littlefield, Andrew K.; Gottlieb, Joshua C.; Cohen, Lee M.; Trotter, David R. M.

2015-01-01

Objective: Electronic cigarette (e-cigarette) use continues to rise, and current data regarding use of e-cigarettes among college students are needed. The purpose of this study was to examine e-cigarette use and the relation of such use with gender, race/ethnicity, traditional tobacco use, and heavy drinking. Participants and Methods: A sample of…

The Classroom Performance System (CPS): Effects on student participation, attendance, and achievement in multicultural anatomy and physiology classes at South Texas College

Science.gov (United States)

Termos, Mohamad Hani

2011-12-01

The Classroom Performance System (CPS) is an instructional technology tool that increases student performance and addresses different learning styles. Instructional technologies are used to promote active learning; however, student embarrassment issue in a multicultural setting is not addressed. This study assessed the effect of the CPS on student participation, attendance, and achievement in multicultural college-level anatomy and physiology classes at South Texas College, where the first spoken language is not English. Quantitative method and quasi-experimental design were employed and comparative statistic methods and pre-post tests were used to collect the data. Participants were college students and sections of study were selected by convenient sampling. Participation was 100% during most of the lectures held and participation rate did not strike above 68% in control group. Attendance was significantly higher in CPS sections than the control group as shown by t-tests. Experimental sections had a higher increase in the pre-post test scores and student averages on lecture exams increased at a higher rate as compared to the control group. Therefore, the CPS increased student participation, attendance, and achievement in multicultural anatomy and physiology classes. The CPS can be studied in other settings where the first spoken language is English or in other programs, such as special education programs. Additionally, other variables can be studied and other methodologies can be employed.

Racializing Experiences of Foreign-Born and Ethnically Diverse Black Male Engineering Graduate Students: Implications for Student Affairs Practice, Policy, and Research

Science.gov (United States)

Burt, Brian A.; Knight, Alexander; Robeson, Justin

2017-01-01

Despite a growing body of work on the experiences of Black collegians, the higher education knowledge base lacks scholarship focused on Black men in graduate programs who are foreign-born and/or identify ethnically as other than African American. In this article, we provide a domain-specific investigation (i.e., based on students' field of study),…

Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools

Science.gov (United States)

Ritzhaupt, Albert D.; Liu, Feng; Dawson, Kara; Barron, Ann E.

2013-01-01

This research examines student information and communication technology (ICT) literacy and its relationships to a student's socio-economic status (SES), gender, and ethnicity of middle school students. We recruited 5,990 students from 13 school districts across the state of Florida. Student participants completed the Student Tool for Technology…

An Analysis of Florida's School Districts' Attendance Policies and their Relationship to High School Attendance Rates

Science.gov (United States)

Reardon, Ryan Turner

2008-01-01

The purpose of this non-experimental correlational study was to determine the relationship between the type of attendance policies in the high schools of the 67 Florida school districts, the size of the school district (number of high school students), the socioeconomic status SES) of the school district, and the average daily attendance rate of…

Speech-based Class Attendance

Science.gov (United States)

Faizel Amri, Umar; Nur Wahidah Nik Hashim, Nik; Hazrin Hany Mohamad Hanif, Noor

2017-11-01

In the department of engineering, students are required to fulfil at least 80 percent of class attendance. Conventional method requires student to sign his/her initial on the attendance sheet. However, this method is prone to cheating by having another student signing for their fellow classmate that is absent. We develop our hypothesis according to a verse in the Holy Qur’an (95:4), “We have created men in the best of mould”. Based on the verse, we believe each psychological characteristic of human being is unique and thus, their speech characteristic should be unique. In this paper we present the development of speech biometric-based attendance system. The system requires user’s voice to be installed in the system as trained data and it is saved in the system for registration of the user. The following voice of the user will be the test data in order to verify with the trained data stored in the system. The system uses PSD (Power Spectral Density) and Transition Parameter as the method for feature extraction of the voices. Euclidean and Mahalanobis distances are used in order to verified the user’s voice. For this research, ten subjects of five females and five males were chosen to be tested for the performance of the system. The system performance in term of recognition rate is found to be 60% correct identification of individuals.

Does ethnicity, gender or age of physiotherapy students affect performance in the final clinical placements? An exploratory study.

Science.gov (United States)

Naylor, Sandra; Norris, Meriel; Williams, Annabel

2014-03-01

To explore demographic differences in awarded marks of the final clinical placement in a physiotherapy undergraduate programme. Retrospective analysis of clinical placement assessment marks. A London university offering clinical placements throughout South East England. 333 physiotherapy students entering physiotherapy training between 2005 to 2009. Marks awarded following assessment using a clinical placement assessment form. The mean mark (SD) for age were standard entry 71 (7.4) vs. mature entry 72 (7.99) (ns); for gender male 72 (8.45) vs. female 71 (7.21) (ns); and ethnicity White British 72 (7.71) vs. ethnic minority 70 (7.01) (p=0.023). No interaction effects were observed between the independent variables and only ethnicity demonstrated a statistically significant effect (mean difference (MD) 2.4% 95%CI 0.5 to 4.3, F=5.24, p=0.023). This difference was maintained in most subcategories. Significant differences were observed for the interpersonal section (MD 2.21% 95%CI 0.14 to 4.28, F=4.409, p=0.03), the clinical reasoning section (MD 2.39% 95%CI 0.53 to 4.25, F=6.37, p=0.012) and the treatment section (MD 2.93 95%CI 1.10 to 4.83, F=9.198, p=0.003). Physiotherapy students from minority ethnic backgrounds were awarded a significantly lower mark than their white majority peers in final clinical placements, although the difference was small. Potential reasons are considered, with the strongest recommendation being for further enquiry into the potential relationship between ethnicity and success in undergraduate physiotherapy education. Copyright © 2013 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Community College Attendance and Socioeconomic Plans

Science.gov (United States)

Park, Sueuk; Pascarella, Ernest T.

2010-01-01

Using data from the National Education Longitudinal Study, 1988 (NELS: 88), this paper documents differences in the socioeconomic plans of students in two-year and four-year colleges. We found attendance at a two-year college led to a modest but statistically significant disadvantage in socioeconomic plans. However, the impact of attending a…

An examination of biracial college youths' family ethnic socialization, ethnic identity, and adjustment: do self-identification labels and university context matter?

Science.gov (United States)

Brittian, Aerika S; Umaña-Taylor, Adriana J; Derlan, Chelsea L

2013-04-01

This study examined family ethnic socialization, ethnic identity, and adjustment among Latino/White and Asian/White biracial college students (n = 507), with special attention to how ethnic self-identification and university ethnic composition informed the ethnic identity process. Findings indicated that family ethnic socialization was positively related to participants' ethnic identity exploration and resolution, but not ethnic identity affirmation. Furthermore, ethnic identity resolution and affirmation were associated with higher self-acceptance and self-esteem, and lower depressive symptoms. Importantly, university ethnic composition moderated the association between ethnic identity resolution and anxiety, such that resolution promoted adjustment in contexts that were relatively more ethnically diverse. University ethnic composition also moderated the association between ethnic identity affirmation and both self-esteem and self-acceptance, such that affirmation was associated with better adjustment but only in schools that were less ethnically diverse.

An Examination of Biracial College Youths’ Family Ethnic Socialization, Ethnic Identity, and Adjustment: Do Self-Identification Labels and University Context Matter?

Science.gov (United States)

Brittian, Aerika S.; Umaña-Taylor, Adriana J.; Derlan, Chelsea L.

2014-01-01

This study examined family ethnic socialization, ethnic identity, and adjustment among Latino/White and Asian/White biracial college students (n = 507), with special attention to how ethnic self-identification and university ethnic composition informed the ethnic identity process. Findings indicated that family ethnic socialization was positively related to participants’ ethnic identity exploration and resolution, but not ethnic identity affirmation. Furthermore, ethnic identity resolution and affirmation were associated with higher self-acceptance and self-esteem, and lower depressive symptoms. Importantly, university ethnic composition moderated the association between ethnic identity resolution and anxiety, such that resolution promoted adjustment in contexts that were relatively more ethnically diverse. University ethnic composition also moderated the association between ethnic identity affirmation and both self-esteem and self-acceptance, such that affirmation was associated with better adjustment but only in schools that were less ethnically diverse. PMID:22905967

Racial, Ethnic, and Gender Differences in School Discipline among U.S. High School Students: 1991-2005

Science.gov (United States)

Wallace, John M., Jr.; Goodkind, Sara; Wallace, Cynthia M.; Bachman, Jerald G.

2008-01-01

Large nationally representative samples of White, Black, Hispanic, Asian American, and American Indian students were used in this study to examine current patterns and recent trends in racial, ethnic, and gender differences in school discipline from 1991 to 2005. Findings revealed that Black, Hispanic, and American Indian youth are slightly more…

Culture Camp, Ethnic Identity, and Adoption Socialization for Korean Adoptees: A Pretest and Posttest Study

Science.gov (United States)

Baden, Amanda L.

2015-01-01

This study explores the impact of racial-ethnic socialization on adopted South Korean children and adolescents who attended a sleepaway Korean culture camp for one week. This camp provided racial-ethnic socialization experiences via exposure to camp counselors, staff, and teachers who were Korean Americans, Korean nationals, and Korean adult…

Appraisal Support from Natural Mentors, Self-worth, and Psychological Distress: Examining the Experiences of Underrepresented Students Transitioning Through College.

Science.gov (United States)

Hurd, Noelle M; Albright, Jamie; Wittrup, Audrey; Negrete, Andrea; Billingsley, Janelle

2018-05-01

The current study explored whether cumulative appraisal support from as many as five natural mentors (i.e., nonparental adults from youth's pre-existing social networks who serve a mentoring role in youth's lives) led to reduced symptoms of depression and anxiety via improved global self-worth among underrepresented college students. Participants in the current study included 340 college students (69% female) attending a 4-year, predominantly White institution of higher education. Participants were first-generation college students, students from economically disadvantaged backgrounds, and/or students from underrepresented racial/ethnic minority groups. Participants completed surveys during the Fall and Spring of their first year of college and in the Spring of their second and third years of college. Results of the structural equation model (including gender, race/ethnicity, and extraversion as covariates) indicated that greater total appraisal support from natural mentoring relationships predicted decreases in students' psychological distress via increases in self-worth (indirect effects assessed via boot-strapped confidence intervals; 95% CI). The strength of association between appraisal support and self-worth was not moderated by the proportion of academic natural mentors. Findings from the current study extend previous research by measuring multiple natural mentoring relationships and pinpointing supportive exchanges that may be of particular consequence for the promotion of healthy youth development. Institutional efforts to reinforce pre-existing natural mentoring relationships and encourage the onset of new natural mentoring relationships may serve to bolster the well-being and success of underrepresented students attending predominantly White universities.

Psychosocial factors and distress: a comparison between ethnic Norwegians and ethnic Pakistanis in Oslo, Norway.

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Syed, Hammad Raza; Dalgard, Odd Steffen; Dalen, Ingvild; Claussen, Bjørgulf; Hussain, Akthar; Selmer, Randi; Ahlberg, Nora

2006-07-10

In the Norwegian context, higher mental distress has been reported for the non-Western immigrants compared to the ethnic Norwegians and Western immigrants. This high level of distress is often related to different socio-economic conditions in this group. No efforts have been made earlier to observe the impact of changed psychosocial conditions on the state of mental distress of these immigrant communities due to the migration process. Therefore, the objective of the study was to investigate the association between psychological distress and psychosocial factors among Pakistani immigrants and ethnic Norwegians in Oslo, and to investigate to what extent differences in mental health could be explained by psychosocial and socioeconomic conditions. Data was collected from questionnaires as a part of the Oslo Health Study 2000-2001. 13581 Norwegian born (attendance rate 46%) and 339 ethnic Pakistanis (attendance rate 38%) in the selected age groups participated. A 10-item version of Hopkins Symptom Checklist (HSCL) was used as a measure of psychological distress. Pakistanis reported less education and lower employment rate than Norwegians (p < 0.005). The Pakistani immigrants also reported higher distress, mean HSCL score 1.53(1.48-1.59), compared to the ethnic Norwegians, HSCL score 1.30(1.29-1.30). The groups differed significantly (p < 0.005) with respect to social support and feeling of powerlessness, the Pakistanis reporting less support and more powerlessness. The expected difference in mean distress was reduced from 0.23 (0.19-0.29) to 0.07 (0.01-0.12) and 0.12 (0.07-0.18) when adjusted for socioeconomic and social support variables respectively. Adjusting for all these variables simultaneously, the difference in the distress level between the two groups was eliminated Poor social support and economic conditions are important mediators of mental health among immigrants. The public health recommendations/interventions should deal with both the economic conditions

Bullying and School Attendance: A Case Study of Senior High School Students in Ghana. CREATE Pathways to Access. Research Monograph No. 41

Science.gov (United States)

Dunne, Mairead; Bosumtwi-Sam, Cynthia; Sabates, Ricardo; Owusu, Andrew

2010-01-01

This monograph analyses the effects of bullying on school attendance among senior high school students in Ghana. A strong correlation is found between being bullied and having poor attendance. The effects of emotional problems and of peer friendships on this correlation are then examined. For both boys and girls, having emotional problems is…

WWC Quick Review of the Article "Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning" Revised

Science.gov (United States)

What Works Clearinghouse, 2010

2010-01-01

This paper presents an updated WWC (What Works Clearinghouse) Review of the Article "Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning". The study examined the effects of different reward systems used in group learning situations on the math skills of African-American and White students. The…

The effect of gender, ethnicity, and income on college students' use of communication technologies.

Science.gov (United States)

Junco, Reynol; Merson, Dan; Salter, Daniel W

2010-12-01

Because campus officials are relying on personal communication technologies to communicate with students, a question arises about access and usage. Although communication technologies are popular among college students, some evidence suggests that differences exist in ownership and use. We examined patterns of student ownership and use of cell phones and use of instant messaging, focusing on three predictors of digital inequality: gender, ethnicity, and income. Logistic and hierarchical linear regression analyses were used to analyze results from 4,491 students. The odds that female and white students owned cell phones were more than twice as high as for men and African-American students. Students in the $100,000-$149,000 per year income bracket were more than three times as likely to own a cell phone than those from the median bracket. However, being female, African-American, and/or from the highest income brackets was positively predictive of the number of text messages sent and the amount of time spent talking on a cell phone per week. We found no differences between students on the use of instant messaging. Implications of these results, as well as areas for further research, are provided.

The Impact of a School-Based Cultural Awareness Program on Students Ethnic Identity and Self-Esteem

Science.gov (United States)

Braswell, Charley Alexandria

2011-01-01

The purpose of this quantitative study was to examine the influences of a school-based cultural awareness program on ethnic identity and self-esteem in fifth grade early adolescents. The development and implementation of a school-based cultural awareness program was intended to offer students a basic foundation for the development and/or…

Reading for meaning : the effects of Developmental Education on reading achievements of primary school students from low SES and ethnic minority families

NARCIS (Netherlands)

van Rijk, Yvonne; de Mey, Langha; de Haan, Dorian; van Oers, Bert; Volman, Monique

2018-01-01

The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined

Perceived Parental Relationships and Health-Risk Behaviors in College-Attending Emerging Adults

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Schwartz, Seth J.; Zamboanga, Byron L.; Ravert, Russell D.; Kim, Su Yeong; Weisskirch, Robert S.; Williams, Michelle K.; Bersamin, Melina; Finley, Gordon E.

2009-01-01

The present study investigated the association of perceived parenting with health-risk behaviors in an ethnically diverse sample of 1,728 college-attending emerging adults. Participants completed retrospective measures of perceived maternal and paternal nurturance, connection, psychological control, and disrespect and reported their frequency of…

What Is the Influence of a Compulsory Attendance Policy on Absenteeism and Performance?

Science.gov (United States)

Snyder, Jason L.; Lee-Partridge, Joo Eng; Jarmoszko, A. Tomasz; Petkova, Olga; D'Onofrio, Marianne J.

2014-01-01

The authors utilized a quasiexperimental design across sections of managerial communication and management information systems classes (N = 212) to test the impact of compulsory attendance policies on student absenteeism and performance. Students in the compulsory attendance policy condition received an attendance policy that punished excessive…

Vitamin D Status in Patients Attending a Danish Migrant Health Clinic

DEFF Research Database (Denmark)

Nielsen, Dorthe; Rasmussen, Dlama Nggida; Sodemann, Morten

2015-01-01

Non-western migrants and ethnic minority populations in western countries are particularly at risk of vitamin D deficiency due to darker skin color and low sun exposure. The aim of this study was to examine levels of 25-OH vitamin D in patients attending a Danish health clinic for migrants. Patie...

The Community College Effect Revisited: The Importance of Attending to Heterogeneity and Complex Counterfactuals*

Science.gov (United States)

Brand, Jennie E.; Pfeffer, Fabian T.; Goldrick-Rab, Sara

2015-01-01

Community colleges are controversial educational institutions, often said to simultaneously expand college opportunities and diminish baccalaureate attainment. We assess the seemingly contradictory functions of community colleges by attending to effect heterogeneity and to alternative counterfactual conditions. Using data on postsecondary outcomes of high school graduates of Chicago Public Schools, we find that enrolling at a community college penalizes more advantaged students who otherwise would have attended four-year colleges, particularly highly selective schools; however, these students represent a relatively small portion of the community college population, and these estimates are almost certainly biased. On the other hand, enrolling at a community college has a modest positive effect on bachelor's degree completion for disadvantaged students who otherwise would not have attended college; these students represent the majority of community college goers. We conclude that discussions among scholars, policymakers, and practitioners should move beyond considering the pros and cons of community college attendance for students in general to attending to the implications of community college attendance for targeted groups of students. PMID:25825705

Gender, ethnicity and teaching evaluations : Evidence from mixed teaching teams

NARCIS (Netherlands)

N. Wagner (Natascha); M. Rieger (Matthias); K.J. Voorvelt (Katherine)

2016-01-01

textabstractThis paper studies the effect of teacher gender and ethnicity on student evaluations of teaching quality at university. We analyze a unique data-set featuring mixed teaching teams and a diverse, multicultural, multi-ethnic group of students and teachers. Co-teaching allows us to study

Impact of Students’ Class Attendance on Recalling Previously Acquired Information

Directory of Open Access Journals (Sweden)

Camellia Hemyari

2018-03-01

Full Text Available Background: In recent years, availability of class material including typed lectures, the professor’s Power Point slides, sound recordings, and even videos made a group of students feel that it is unnecessary to attend the classes. These students usually read and memorize typed lectures within two or three days prior to the exams and usually pass the tests even with low attendance rate. Thus, the question is how effective is this learning system and how long the one-night memorized lessons may last.Methods: A group of medical students (62 out of 106 students, with their class attendance and educational achievements in the Medical Mycology and Parasitology course being recorded since two years ago, was selected and their knowledge about this course was tested by multiple choice questions (MCQ designed based on the previous lectures.Results: Although the mean re-exam score of the students at the end of the externship was lower than the corresponding final score, a significant association was found between the scores of the students in these two exams (r=0.48, P=0.01. Moreover, a significant negative association was predicted between the number of absences and re-exam scores (r=-0.26, P=0.037.Conclusion: As our findings show, the phenomenon of recalling the acquired lessons is preserved for a long period of time and it is associated with the students’ attendance. Many factors including generation effect (by taking notes and cued-recall (via slide picture might play a significant role in the better recalling of the learned information in students with good class attendance.Keywords: STUDENT, MEMORY, LONG-TERM, RECALL, ABSENTEEISM, LEARNING

Examining the relationship of ethnicity, gender and social cognitive factors with the academic achievement of first-year engineering students

Science.gov (United States)

Carr, Bruce Henry

The purpose of the study was to examine the relationships of social cognitive factors and their influence on the academic performance of first-year engineering students. The nine social cognitive variables identified were under the groupings of personal support, occupational self-efficacy, academic self-efficacy, vocational interests, coping, encouragement, discouragement, outcome expectations, and perceived stress. The primary student participants in this study were first-year engineering students from underrepresented groups which include African American, Hispanic American students and women. With this in mind, the researcher sought to examine the interactive influence of race/ethnicity and gender based on the aforementioned social cognitive factors. Differences in academic performance (university GPA of first-year undergraduate engineering students) were analyzed by ethnicity and gender. There was a main effect for ethnicity only. Gender was found not to be significant. Hispanics were not found to be significantly different in their GPAs than Whites but Blacks were found to have lower GPAs than Whites. Also, Pearson correlation coefficients were used to examine the relationship between and among the nine identified social cognitive variables. The data from the analysis uncovered ten significant correlations which were as follows: occupational self-efficacy and academic self-efficacy, occupational self-efficacy and vocational interest, occupational self-efficacy and perceived stress, academic self-efficacy and encouragement, academic self-efficacy and outcome expectations, academic self-efficacy and perceived stress, vocational interest and outcome expectations, discouragement and encouragement, coping and perceived stress, outcome expectations and perceived stress. Next, a Pearson correlation coefficient was utilized to examine the relationship between academic performance (college GPA) of first-year undergraduate engineering students and the nine identified

Gender, ethnicity and teaching evaluations : Evidence from mixed teaching teams

OpenAIRE

Wagner, Natascha; Rieger, Matthias; Voorvelt, Katherine

2016-01-01

textabstractThis paper studies the effect of teacher gender and ethnicity on student evaluations of teaching quality at university. We analyze a unique data-set featuring mixed teaching teams and a diverse, multicultural, multi-ethnic group of students and teachers. Co-teaching allows us to study the impact of teacher gender and ethnicity on students’ evaluations of teaching exploiting within course variation in an empirical model with course-year fixed effects. We document a negative effect ...

2011-12 National Postsecondary Student Aid Study (NPSAS:12). Price Estimates for Attending Postsecondary Education Institutions. First Look. NCES 2014-166

Science.gov (United States)

Simone, Sean; Radwin, David; Wine, Jennifer; Siegel, Peter; Bryan, Michael

2013-01-01

This First Look publication provides price estimates for attending postsecondary education institutions using data from the 2011-12 National Postsecondary Student Aid Study (NPSAS:12), the most comprehensive, nationally representative survey of student financing of postsecondary education in the United States. The survey includes about 95,000…

Sexual harassment victimization and perpetration among high school students.

Science.gov (United States)

Clear, Emily R; Coker, Ann L; Cook-Craig, Patricia G; Bush, Heather M; Garcia, Lisandra S; Williams, Corrine M; Lewis, Alysha M; Fisher, Bonnie S

2014-10-01

This large, population-based study is one of the few to examine prevalence rates of sexual harassment occurring during the past 12 months by victimization and perpetration among adolescents. In this large, cross-sectional survey of students attending 26 high schools, sexual harassment was defined using three questions from the Sexual Experiences Questionnaire. Among 18,090 students completing the survey, 30% disclosed sexual harassment victimization (37% of females, 21% of males) and 8.5% reported perpetration (5% of females, 12% of males). Sexual harassment perpetration was highly correlated with male sex, minority race/ethnicity, same-sex attraction, bullying, alcohol binge drinking, and intraparental partner violence. © The Author(s) 2014.

Differences in Universal-Diverse Orientation by Race-Ethnicity and Gender

Science.gov (United States)

Singley, Daniel B.; Sedlacek, William E.

2009-01-01

This article addresses the roles of race-ethnicity and gender in university student orientation toward diversity. Differences in orientation toward diversity were found between men and women as well as among racial-ethnic groups (Asian/Asian American, African American, Latino, Anglo-American). Anglo-American students' scores were significantly…

Educational Outcomes and Functioning of Bi-Ethnic Dutch Children in School

Science.gov (United States)

Karssen, Merlijn; van der Veen, Ineke; Volman, Monique

2015-01-01

Background: Changing demographics in societies through international migration have led to an increasing number of bi-ethnic individuals. The focus of this study is on bi-ethnic students with one parent with an ethnic majority background and one parent with an ethnic minority background. Most studies worldwide have grouped these bi-ethnic students…

Grades and Attendance: Is There a Link between Them with Respect to First Year Undergraduate Criminology Students?

Science.gov (United States)

Chamberlain, John Martyn

2012-01-01

This paper discusses the findings of research concerned with analysing the relationship between student attendance to core first year undergraduate criminology and criminal justice modules and the grades they receive in their first summative assessed coursework task for these modules. The research took place against the background of a concern…

Too Latino and Not Latino Enough: The Role of Ethnicity-Related Stressors on Latino College Students' Life Satisfaction

Science.gov (United States)

Ojeda, Lizette; Navarro, Rachel L.; Meza, Rocio Rosales; Arbona, Consuelo

2012-01-01

The relationship between demographics (generation status, age, gender, education level) and ethnicity-related stressors, namely, perceived discrimination, stereotype confirmation concern, and own-group conformity pressure, and the life satisfaction of 115 Latino college students was examined. A hierarchical multiple regression analysis indicated…

Educational outcomes and functioning of bi-ethnic Dutch children in school

NARCIS (Netherlands)

Karssen, M.; van der Veen, I.; Volman, M.

2015-01-01

Background: Changing demographics in societies through international migration have led to an increasing number of bi-ethnic individuals. The focus of this study is on bi-ethnic students with one parent with an ethnic majority background and one parent with an ethnic minority background. Most

Academic Performance Differences among Ethnic Groups: Do the Daily Use and Management of Time Offer Explanations?

Science.gov (United States)

Meeuwisse, Marieke; Born, Marise Ph.; Severiens, Sabine E.

2013-01-01

This explorative study describes time use and time management behaviour of ethnic minority and ethnic majority students as possible explanations for the poorer study results of ethnic minority students compared to those of majority students. We used a diary approach in a small sample to examine students' daily time use in both a lecture week…

Ethnic differences in attitudes and bias toward older people comparing White and Asian nursing students.

Science.gov (United States)

Lee, Young-Shin

2015-03-01

To identify attitudes and bias toward aging between Asian and White students and identify factors affecting attitudes toward aging. A cross-sectional sample of 308 students in a nursing program completed the measure of Attitudes Toward Older People and Aging Quiz electronically. There were no differences in positive attitudes and pro-aged bias between Asian and White groups, but Asian students had significantly more negative attitudes and anti-aged bias toward older people than White students. Multiple regression analysis showed ethnicity/race was the strongest variable to explain negative attitudes toward older people. Feeling uneasy about talking to older adults was the most significant factor to explain all attitudinal concepts. Asian students were uneasy about talking with older people and had negative attitudes toward older adults. To become competent in cross-cultural care and communication in nursing, educational strategies to reduce negative attitudes on aging are necessary. © The Author(s) 2014.

An Examination of the Impact of Racial and Ethnic Identity, Impostor Feelings, and Minority Status Stress on the Mental Health of Black College Students

Science.gov (United States)

McClain, Shannon; Beasley, Samuel T.; Jones, Bianca; Awosogba, Olufunke; Jackson, Stacey; Cokley, Kevin

2016-01-01

This study examined ethnic identity, racial centrality, minority status stress, and impostor feelings as predictors of mental health in a sample of 218 Black college students. Ethnic identity was found to be a significant positive predictor of mental health, whereas minority status stress and impostor feelings were significant negative predictors.…

Chronotype, Light Exposure, Sleep, and Daytime Functioning in High School Students Attending Morning or Afternoon School Shifts: An Actigraphic Study.

Science.gov (United States)

Martin, Jeanne Sophie; Gaudreault, Michael M; Perron, Michel; Laberge, Luc

2016-04-01

Adolescent maturation is associated with delays of the endogenous circadian phase. Consequently, early school schedules may lead to a mismatch between internal and external time, which can be detrimental to adolescent sleep and health. In parallel, chronotype is known to play a role in adolescent health; evening chronotype adolescents are at higher risk for sleep problems and lower academic achievement. In the summer of 2008, Kénogami High School (Saguenay, Canada) was destroyed by fire. Kénogami students were subsequently relocated to Arvida High School (situated 5.3 km away) for the 2008-2009 academic year. A dual school schedule was implemented, with Arvida students attending a morning schedule (0740-1305 h) and Kénogami students an afternoon schedule (1325-1845 h). This study aimed to investigate the effects of such school schedules and chronotype on sleep, light exposure, and daytime functioning. Twenty-four morning and 33 afternoon schedule students wore an actigraph during 7 days to measure sleep and light exposure. Academic achievement was obtained from school. Subjects completed validated questionnaires on daytime sleepiness, psychological distress, social rhythms, school satisfaction, alcohol, and chronotype. Overall, afternoon schedule students had longer sleep duration, lower sleepiness, and lower light exposure than morning schedule students. Evening chronotypes (E-types) reported higher levels of sleepiness than morning chronotypes (M-types) in both morning and afternoon schedules. Furthermore, M-types attending the morning schedule reported higher sleepiness than M-types attending the afternoon schedule. No difference was found between morning and afternoon schedule students with regard to academic achievement, psychological distress, social rhythms, school satisfaction, and alcohol consumption. However, in both schedules, M-type had more regular social rhythms and lower alcohol consumption. In summary, this study emphasizes that an early school

Ethnic and social disparities in different types of examinations in undergraduate pre-clinical training.

Science.gov (United States)

Stegers-Jager, K M; Brommet, F N; Themmen, A P N

2016-12-01

Medical schools are increasingly faced with a more diverse student population. Generally, ethnic minority students are reported to underperform compared with those from the ethnic majority. However, there are inconsistencies in findings in different types of examinations. Additionally, little is known about the performance of first-generation university students and about performance differences across ethnic minority groups. This study aimed to investigate underperformance across ethnic minority groups and by first-generation university students in different types of written tests and clinical skills examinations during pre-clinical training. A longitudinal prospective cohort study of progress on a 3-year Dutch Bachelor of Medicine course was conducted. Participants included 2432 students who entered the course over a consecutive 6-year period (2008-2013). Compared with Dutch students, the three non-Western ethnic minority groups (Turkish/Moroccan/African, Surinamese/Antillean and Asian) underperformed in the clinical problem solving tests, the language test and the OSCEs. Findings on the theoretical end-of-block tests and writing skills tests, and results for Western minority students were less consistent. Age, gender, pre-university grade point average and additional socio-demographic variables (including first-generation university student, first language, and medical doctor parent) could explain the ethnicity-related differences in theoretical examinations, but not in language, clinical and writing skills examinations. First-generation university students only underperformed in the language test. Apparently, underperformance differs both across ethnic subgroups and between different types of written and clinical examinations. Medical schools should ensure their assessment strategies create a level playing field for all students and explore reasons for underperformance in the clinical and writing skills examinations.

The use of information technologies and communication assistive technology as applied in the construction of knowledge of students with visual disabilities who attend rooms multifunction resources

Directory of Open Access Journals (Sweden)

Raquel Rosan Christino Gitahy

2016-04-01

Full Text Available This research aimed to investigate the contribution brought by the use of information and communication technologies applied to assistive technology in the construction of knowledge of students with visual impairment who attended the multifunction capabilities room. Research subjects were two students with visual impairment in different school years attending the multifunctional room features two educational institutions. In addition to students, the research subjects were also the teachers of the respective multi-functional resources they attend and the teachers who attended the in mainstream education. To achieve the goal, initially, the theoretical framework and was later carried out the field study procedure through the interview collection was consulted. The results found that two educational institutions surveyed are still building their pedagogical regarding the use and appropriation of ICT when used in multifunctional resource room as assistive technology. It is of fundamental importance to teacher training for the appropriation of ICT especially in relation to work with assistive technology in educational environments. Therefore, that it develops skills and abilities that allow building pedagogical practices in congruence with these technologies.

The Argument Is Not Compulsory Law, but How Attendance Is Recorded

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Watson, Michael; Hemmer, Lynn

2015-01-01

This paper examines attendance accounting policies and practices for students enrolled in public schools in Texas and in alternative schools of choice (ASC) in particular. Technology advancement allows students to complete their coursework virtually anywhere they have internet access; however, conventional state attendance policies still require…

Viewing Restorative Approaches to Addressing Challenging Behaviour of Minority Ethnic Students through a Community of Practice Lens

Science.gov (United States)

Wearmouth, Janice; Berryman, Mere

2012-01-01

The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family…

Eating Disorder Symptoms and Obesity at the Intersections of Gender, Ethnicity, and Sexual Orientation in US High School Students

Science.gov (United States)

Nelson, Lauren A.; Birkett, Michelle A.; Calzo, Jerel P.; Everett, Bethany

2013-01-01

Objectives. We examined purging for weight control, diet pill use, and obesity across sexual orientation identity and ethnicity groups. Methods. Anonymous survey data were analyzed from 24 591 high school students of diverse ethnicities in the federal Youth Risk Behavioral Surveillance System Survey in 2005 and 2007. Self-reported data were gathered on gender, ethnicity, sexual orientation identity, height, weight, and purging and diet pill use in the past 30 days. We used multivariable logistic regression to estimate odds of purging, diet pill use, and obesity associated with sexual orientation identity in gender-stratified models and examined for the presence of interactions between ethnicity and sexual orientation. Results. Lesbian, gay, and bisexual (LGB) identity was associated with substantially elevated odds of purging and diet pill use in both girls and boys (odds ratios [OR] range =  1.9–6.8). Bisexual girls and boys were also at elevated odds of obesity compared to same-gender heterosexuals (OR = 2.3 and 2.1, respectively). Conclusions. Interventions to reduce eating disorders and obesity that are appropriate for LGB youths of diverse ethnicities are urgently needed. PMID:23237207

DISASTER AND YOUTH VIOLENCE: THE EXPERIENCE OF SCHOOL ATTENDING YOUTH IN NEW ORLEANS

Science.gov (United States)

Madkour, Aubrey S.; Johnson, Carolyn C.; Clum, Gretchen A.; Brown, Lisanne

2013-01-01

Purpose Although disaster exposure is linked with increased child aggression, population-level trends are unknown. Pre- to post-Katrina changes in violence-related behaviors among New Orleans high school youth (ages 12-18) were assessed. Methods Data from the 2003 (pre-Katrina), 2005 (pre-Katrina) and 2007 (post-Katrina) New Orleans Youth Risk Behavior Survey (n=5,267) were utilized. Crude comparisons across years of population characteristics and violence behavior prevalence were made with chi-square analyses. Changes in violence-related behaviors over time were assessed with logistic regression models including indicators for survey years and controls for compositional changes. Results Age, gender and race/ethnicity of school-attending youth were stable across years. In models controlling for demographics, most behaviors were stable over time. Some changes were observed for all groups: dating violence and forced sex increased prior to the storm; weapon carrying and missing school due to feeling unsafe decreased after the storm. Among African American adolescents only, being threatened at school increased before Katrina. Conclusions Results do not support significant population-level increases in violent behavior among New Orleans school-attending youths post-Katrina. Factors that buffered New Orleans students from post-Katrina violence increases, such as population composition changes or increased supportive services, may explain these findings. PMID:21783056

A Large-Scale Investigation into the Relationship between Attendance and Attainment: A Study Using an Innovative, Electronic Attendance Monitoring System

Science.gov (United States)

Newman-Ford, Loretta; Fitzgibbon, Karen; Lloyd, Stephen; Thomas, Stephen

2008-01-01

The literature available on the relationship between student attendance and attainment is inconsistent. Nevertheless, there is some empirical evidence to suggest that attendance is a determinant of academic performance and progression. Colby published results of a study which examined the relationship within a single year 1 undergraduate module,…

RFID and IOT for Attendance Monitoring System

Directory of Open Access Journals (Sweden)

Dedy Irawan Joseph

2018-01-01

Full Text Available In recent years, RFID technology has been widely used in various sectors, such as in-education, transportation, agriculture, animal husbandry, store sales and other sectors. RFID utilization in education is student attendance monitoring system, by using Internet of Things (IoT and Cloud technology, it will produce a real time attendance monitoring system that can be accessed by various parties, such as lecturer, campus administration and parents. With this monitoring system if there are students who are not present can be immediately discovered and can be taken immediate action and the learning process can run smoothly.

Class attendance and academic performance of second year ...

African Journals Online (AJOL)

This study investigated the impact of classroom attendance on academic performance of university students in an Organic Chemistry course. It also looked into the moderating effect of gender on attendance and academic performance. Data was collected through expo-facto survey involving real time documentation of ...

American High School Students from Different Ethnic Backgrounds: The Role of Parents and the Classroom in Achievement Motivation

Science.gov (United States)

Kim, Jung-In

2015-01-01

The purpose of this study was to investigate the relationships between ethnically diverse US high school students' (N = 331) perceptions of their parents' or classroom's motivating factors and their achievement motivation in their math class, connecting achievement goal orientation and self-determination theories. Two hypothesized path models were…

Knowledge of students attending a high school in Pretoria, South Africa, on diet, nutrition and exercise.

Science.gov (United States)

Letlape, S V; Mokwena, K; Oguntibeju, O O

2010-12-01

The objective of this study was to ascertain the knowledge of students on the composition of a healthy diet, daily nutritional requirements and the importance of regular exercise. A cross-sectional survey using a self-administered questionnaire with closed and open-ended questions to assess students 'knowledge on diet, nutrition and exercise was conducted. The study group were students of Tswaing High School in Pretoria, South Africa, who were in attendance on a particular day when the study was conducted and who consented to participate in the study Only 500 students of the school participated in the study Results showed that 77% of the students do not have adequate knowledge on diet, nutrition and exercise while 23% of the students showed satisfactory knowledge. Approximately 26% and 16% of the students reported that they participated in rigorous and moderate exercise respectively The study also showed that the majority of the students were however not engaged in physical activities. Students at Tswaing High School do not have adequate knowledge on nutrition, diet and exercise. Their views on what exercise entails were found not to be satisfactory. Programmes/ information or seminars that could assist to inform students on the importance of diet and exercise are therefore suggested.

I am more than an ethnicity

DEFF Research Database (Denmark)

Svensson, Christian Franklin

2014-01-01

Christian Franklin Svensson elaborates on the social and political position of the Indian ethnic minority in Malaysia. Based on a total of five months field research, he investigates why Indian students at a public university in peninsular Malaysia consciously attempt to transform their life...... argues that the students construct identifications from belonging to communities of practice rather than from religion, ethnicity and nationality. Their resilience is made manifest in hybrid identities, as an individuated way of understanding their cultural negotiation as Indian Malaysians....... situation in order to gain personal realisation in the era of globalisation. Indian students are a group who are particularly prone to trauma in their current situation, as individuals lacking a sense of full citizenship. As strategies of transformation based on education take on many different forms, he...

Correlation of self-assessment with attendance in an evidence-based medicine course.

Science.gov (United States)

Ramirez, Beatriz U

2015-12-01

In previous studies, correlations between attendance and grades in lectures have given variable results and, when statistically significant, the correlation has been weak. In some studies, a sex effect has been reported. Lectures are a teacher-centered learning activity. Therefore, it appeared interesting to evaluate if a stronger correlation between attendance and grades would occur in a face-to-face "evidence-based medicine" course with few lectures and more time dedicated to active learning methods. Small-group work and peer learning were used to foster deep learning and to engage students in their own learning process. Most of the time, students worked in small groups solving contextualized problems and critically analyzing the quality of published medical literature. Peer learning was also developed in collaborative evaluations, and constant feedback was provided. Therefore, it was hypothesized that high attenders would develop a higher self-perception of learning and obtain higher marks than low attenders. Student self-perceptions of their capacity to apply evidence-based medicine were measured by the application of an online self-assessment survey, and objective learning was measured as the grades obtained in a final accumulative individual test. It was found that male students obtained higher grades and were more confident in their achievements than their female peers, despite male and female student attendance being similar. In addition, attendance was correlated with the perceived capacity to apply evidence-based medicine only in male students and was not correlated with academic outcome. Copyright © 2015 The American Physiological Society.

Preschool Attendance: How Researchers and Practitioners Are Working Together to Understand and Address Absenteeism among Our Youngest Students

Science.gov (United States)

Ehrlich, Stacy B.; Gwynne, Julia; Allensworth, Elaine M.; Fatani, Serah

2016-01-01

Consistent school attendance is a key foundation of student learning. While missing one or two school days each year is not likely to have serious consequences, chronic absenteeism (missing 10% or more of enrolled school days) can seriously undermine the learning process (Allensworth & Easton, 2007). Given national efforts to increase the…

Alcohol-related blackouts among college students: impact of low level of response to alcohol, ethnicity, sex, and environmental characteristics

Directory of Open Access Journals (Sweden)

Priscila D. Gonçalves

2017-08-01

Full Text Available Objective: To explore how a genetically-influenced characteristic (the level of response to alcohol [LR], ethnicity, and sex relate to environmental and attitudinal characteristics (peer drinking [PEER], drinking to cope [COPE], and alcohol expectancies [EXPECT] regarding future alcohol-related blackouts (ARBs. Methods: Structural equation models (SEMs were used to evaluate how baseline variables related to ARB patterns in 462 college students over 55 weeks. Data were extracted from a longitudinal study of heavy drinking and its consequences at a U.S. university. Results: In the SEM analysis, female sex and Asian ethnicity directly predicted future ARBs (beta weights 0.10 and -0.11, respectively, while all other variables had indirect impacts on ARBs through alcohol quantities (beta weights ~ 0.23 for European American ethnicity and low LR, 0.21 for cannabis use and COPE, and 0.44 for PEER. Alcohol quantities then related to ARBs with beta = 0.44. The SEM explained 23% of the variance. Conclusion: These data may be useful in identifying college students who are more likely to experience future ARBs over a 1-year period. They enhance our understanding of whether the relationships of predictors to ARBs are direct or mediated through baseline drinking patterns, information that may be useful in prevention strategies for ARBs.

The Role of Attendance in Lecture Classes: You Can Lead a Horse to Water...

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Golding, Jonathan M.

2011-01-01

A review of prior research on the role of attendance policies in large lecture classes (including psychology) is presented. This research showed that although students often did not attend class, various policies were effective in getting students to the classroom. Moreover, some research showed that an attendance policy did not lower instructor…

The relation of age, gender, ethnicity, and risk behaviors to self-esteem among students in nonmainstream schools.

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Connor, Jennifer M; Poyrazli, Senel; Ferrer-Wreder, Laura; Grahame, Kamini Maraj

2004-01-01

This cross-sectional study investigated self-esteem in relation to age, gender, ethnicity, and risk behaviors among a sample of nonmainstream students. Participants were 149 students in the 6th to 12th grades from two nonmainstream schools (one charter and one alternative school). Self-esteem and youth risk behaviors were determined by using a modified version of the Rosenberg Self-Esteem Scale (Rosenberg, 1965) and the National Alternative High School Youth Risk Behavior Survey (Grunbaum et al., 1999), respectively. Results indicated that nonmainstream students with high self-esteem were more likely to engage in their first sexual experience and to begin marijuana use later in life. African American students reported having their first sexual experience at an older age, but having more sexual partners than did Latino students. The implications of these findings are discussed.

Ethnic Differences for Public Health Knowledge, Health Advocacy Skills, and Health Information Seeking Among High School Students: Community Agents of Change.

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Kratzke, Cynthia; Rao, Satya; Marquez, Ruben

2018-03-06

Although adult health advocacy programs have been examined in communities, little is known about integrated adolescent health advocacy programs in high schools. The purpose of this study was to examine the health advocacy program impact and ethnic differences among high school students. Using a cross-sectional study, high school students participating in the school-based program completed evaluation surveys. The program domains included upstream causes of health, community assets, and public health advocacy. Bivariate analyses were conducted to examine ethnic differences for public health knowledge, health advocacy skills, and health information seeking behaviors. Using thematic analysis, open-ended survey item responses were coded to identify themes for students' perceptions of community health. Non-Hispanic (n = 72) and Hispanic high school students (n = 182) in ten classes reported owning smartphones (95%) and laptops (76%). Most students (72%) reported seeking online health information. Non-Hispanic students reported significantly higher health advocacy skills for speaking with the class about health issues, identifying community services, or creating health awareness at school than Hispanic students. Non-Hispanic students were more likely to seek health information from fathers and television than Hispanic students. Hispanic students were more likely to seek health information from hospital or clinic staff than non-Hispanic students. Emergent themes included health advocacy skills, community awareness, and individual and community health changes. High schools benefit from integrating health advocacy programs into the core curriculum. Adolescents gain important skills to improve their individual health and engage in changing community health.

Ethnic and Gender Differences in First-Year College Students' Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation

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D'Lima, Gabrielle Maria; Winsler, Adam; Kitsantas, Anastasia

2014-01-01

Critical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students…

The Role of Ethnic Religious Community Institutions in the Intergenerational Transmission of Korean among Immigrant Students in Montreal

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Park, Seong Man

2011-01-01

This paper explores the influence of Korean ethnic churches on the maintenance of heritage language (HL) and culture among Korean-Canadian students. The ethnographic and qualitative study on which it is based involved participant observation over a 4-month period, group discussions, interviews, and a questionnaire. Participants were 15 immigrant…

Mobile Attendance Checking System on Android Platform for Kazakhstani University

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Saparkhojayev, N.; Shakhov, E.; Mailybayev, Y.

2016-04-01

In the 21st century-the century of Information Technology, it is difficult to imagine life without any gadgets: phones, tablets, computers, laptops, and so on. Today, smartphones and tablets are becoming popular, and thus their operating systems become popular too. Android is designed for low-power devices that run on battery power at full capacity, using all of its services, such as cameras, lights, GPS navigation, Wi-Fi, etc. In Kazakhstani universities, the process of checking students’ attendance is one of the important issues, because final grade evaluation of students is based on their total number of appearances and their grades during the whole semester. This raises the question of having some tool to control students’ attendance. There are many possible ways of controlling attendance: there are many examples when universities prefer to control attendance by the use of paper sheet, and some universities prefer to use two-stage way of controlling attendance: firstly, teachers and professors use paper sheet for checking students’ attendance and after this, they fill out these information into a system manually. However, this is not an efficient way since there will be spent much of time for calling students names and putting marks like “presence” or “absence” if the class is a lecture class, and in this class at least 5 groups are presented. Furthermore, some students may call his/her friend as “presence” nevertheless to the fact that this student is currently absent. After taking into consideration all these issues and the fact that many gadgets use Android platform, authors of the following research paper decided to create a mobile system that makes easier to check students’ attendance automatically, and this system is implemented in Almaty Management University, Kazakhstan. The system is based on Android platform, and in this paper, details of this system are presented.

Ethnic boundaries in high school students’ networks in Flanders and the Netherlands

NARCIS (Netherlands)

Baerveldt, C.; Zijlstra, Bonne; De Wolf, M.; Van Rossem, R.; van Duijn, M.A.J.

2007-01-01

Ethnic boundaries were tested in students' networks in 34 Flemish and 19 Dutch high schools. Each network consisted of a school cohort in an intermediate level of education ( track). While students from the native majority predominantly had friendships within their own ethnic category, minority

Wyoming's Early Settlement and Ethnic Groups, Unit IV.

Science.gov (United States)

Robinson, Terry

This unit on Wyoming's early settlement and ethnic groups provides concepts, activities, stories, charts, and graphs for elementary school students. Concepts include the attraction Wyoming held for trappers; the major social, economic, and religious event called "The Rendezvous"; the different ethnic and religious groups that presently…

Gender, Ethnicity, Religiosity, and Same-sex Sexual Attraction and the Acceptance of Same-sex Sexuality and Gender Non-conformity

Science.gov (United States)

Bos, Henny M. W.; Merry, Michael S.; Sandfort, Theo G. M.

2012-01-01

This study explored the role of gender, ethnicity, religiosity, and sexual attraction in adolescents’ acceptance of same-sex sexuality and gender non-conformity. Using an intersectionality perspective, we also tested whether the effects of gender, ethnicity, and religiosity on adolescents’ attitudes would function differently in adolescents with and without same-sex attractions. Data for this study were collected by means of a paper questionnaire completed by 1,518 secondary school students (mean age = 14.56 years, SD = 1.05) in Amsterdam, the Netherlands. The sample was 48.1% female and 51.9% male. Approximately one third of adolescents in the sample were of a non-Western ethnic background (32.3%, n = 491) and 7.5% of the participants (n = 114) reported experiencing same-sex attractions. Results of our analyses showed that adolescents in our sample who were male, of non-Western ethnicity, and who were more religious (as indicated by frequency of religious service attendance), were less accepting of same-sex sexuality and gender non-conformity in comparison to female, Western and less religious peers. We also found a significant interaction effect between religiosity and sexual attractions, but only in relation to evaluation of same-sex attracted, gender nonconforming females. The negative effect of religiosity on acceptance of same-sex attracted, gender non-conforming females was stronger among those adolescents who reported same-sex attractions. PMID:23687403

Urban Students' Attitudes about Sexual Minorities across Intersections of Sex and Race/Ethnicity: Data from a Longitudinal Study

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Gastic, Billie

2012-01-01

This study examined the association between having a gay or lesbian friend and urban students' attitudes about sexual minorities. Results indicate that females were more likely than males to express supportive views about gays and lesbians. The contours of these sex differences were distinct by race/ethnicity. Black males and females differed more…

Careers "From" but Not "In" Science: Why Are Aspirations to Be a Scientist Challenging for Minority Ethnic Students?

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Wong, Billy

2015-01-01

The importance of science to the economy and for the progression of society is widely acknowledged. Yet, there are concerns that minority ethnic students in the UK are underrepresented, and even excluded, from post-compulsory science education and careers "in" science. Drawing on an exploratory study of 46 semi-structured interviews with…

What's Religion Got to Do with It? Exploring College Students' Sexual and Reproductive Health Knowledge and Awareness of Sexual and Reproductive Health Services in Relation to Their Gender and Religiosity.

Science.gov (United States)

Martin, Nancy; Baralt, Lori; Garrido-Ortega, Claire

2017-06-26

The purpose of this study was to examine the relationship between religiosity and sexual and reproductive health (SRH) knowledge and awareness of campus SRH services among college students on a racially and ethnically diverse college campus. The sample included 996 undergraduate students at a large public university in California. For women, there was a consistent pattern across religious affiliations of more frequent attenders reporting lower SRH knowledge than less frequent attenders. These findings suggest that higher rates of religious attendance among Catholic, Protestant, and Evangelical women pose a risk for lower SRH knowledge. The results suggest the need for SRH outreach and educational materials targeting men in general, who had lower levels of SRH knowledge and awareness of SRH services overall, and taking religiosity into account, particularly with regard to women.

Influence of Peer Victimization on School Attendance among Senior ...

African Journals Online (AJOL)

Nneka Umera-Okeke

Senior Secondary School Students in Uromi Metropolis. Ojugo ... Key words: Peer victimization, Bullying, School Attendance, Students, Counselling ... challenges children face at school; as a growing number of students perceive their .... record in Secondary Schools in. Uromi Metropolis. Score Range. Grade. Interpretation.

Ethnic Differences in Sexual Attitudes of U.S. College Students: Gender, Acculturation, and Religiosity Factors

Science.gov (United States)

Ahrold, Tierney K.

2015-01-01

Although it has been hypothesized that culture and religion play an important role in sexuality, the relative roles of acculturation and religiosity on ethnic differences in sexual attitudes have not been often empirically explored. The present study assessed differences in sexual attitudes in Euro-American, Asian, and Hispanic American populations using measures of acculturation to analyze the relative effects of heritage and mainstream cultures, as well as religiosity, within each ethnic group. A total of 1,415 college students (67% Euro-American, 16% Hispanic, 17% Asian; 32% men, 68% women) completed questionnaires which assessed attitudes towards homosexuality, gender role traditionality, casual sex, and extramarital sex. In concordance with previous studies, Asians reported more conservative sexual attitudes than did their Hispanic and Euro-American peers. Hispanics reported sexual attitudes similar to that of Euro-Americans. For both Hispanic and Asians, higher acculturation predicted sexual attitudes similar to that of Euro-Americans. For Asian, Hispanic, and Euro-American women, there was a significant interaction between intrinsic religiosity and spirituality such that the relationship between conservativism of sexual attitudes and intrinsic religiosity was stronger at higher levels of spirituality. In Euro-Americans and Asians, intrinsic religiosity and religious fundamentalism strongly predicted conservative sexual attitudes; while still significant, these relationships were not as pronounced in the Hispanic sample, implying an ethnic-by-religious effect. Novel to this study, acculturation did not mediate the relationship between religiosity and sexual attitudes, indicating that ethnic differences in religiosity effects were distinct from acculturation. PMID:18839302

CHARACTERIZATION OF SCHOOL ATTENDANCE OF STUDENTS WITH PHYSICAL DISABILITIES IN A CITY OF SÃO PAULO STATE

Directory of Open Access Journals (Sweden)

Adriana Garcia Gonçalves

2016-12-01

Full Text Available The study aimed to characterize the educational services offered to students with physical disabilities in a Municipal Education of a midsize city of São Paulo state. We gathered the data through document analysis and application of semi-structured interviews. We recorded the data on audio, transcribed and analyzed them. We categorized them into two categories, the first of which referred to the attendance policies and second, the organization of care for students with physical disabilities. The results showed that the system investigated showed accessibility policies supporting the use of assistive technology for students with disabilities enrolled in regular education, despite not indicate the need for specialized educational services when the student has no associated cognitive impairment. We concluded that there are myriad factors to contemplate the school inclusion of students with physical disabilities and that many actions are needed to ensure education and social participation of this target audience. Keywords: Special Education. Physical Disabilities. Specialized Educational Services. Assistive Technology.

The effects of contact with Asians and Asian Americans on White American college students: attitudes, awareness of racial discrimination, and psychological adjustment.

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Dinh, Khanh T; Weinstein, Traci L; Nemon, Melissa; Rondeau, Sara

2008-12-01

On the basis of acculturation theory, explicating mutual influences between different cultural or ethnic groups coming into contact, this study focused "on the other side of acculturation" theory by examining the effects of intercultural contact with Asians and Asian Americans on the psychosocial experiences of White American college students. Participants (N = 315), undergraduates attending a public university located within the state of Massachusetts, completed a survey that assessed demographic and personal characteristics, acculturation (extent of intercultural contact with Asian people and Asian cultures), attitudes towards Asians and Asian Americans, awareness of institutional discrimination and blatant racial issues, and psychological distress. Results indicated that White American students' intercultural contact with Asians and Asian Americans contributed significant variance to the prediction of their attitudes towards this ethnic group and awareness of discrimination and racial issues, but not to psychological distress. This study provides implications for understanding mutual acculturative influences between different ethnic groups in the United States.

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

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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…

An examination of the identity development of African American undergraduate engineering students attending an HBCU

Science.gov (United States)

Taylor, Kenneth J.

This study examined the identity development for a sample of 90 African American undergraduate engineering male and female students attending an HBCU. Using the Student Development Task and Lifestyle Assessment (SDTLA), which is based on Chickering and Reisser's identity development theory, differences in identity development were examined with respect to gender, academic classification, and grade point average. Previous research has shown the need to look beyond academic factors to understand and influence the persistence of African American engineering students. Non-cognitive factors, including identity development have proven to be influential in predicting persistence, especially for African American engineering students. Results from the analysis revealed significant means for academic classification and five of the dependent variables to include career planning peer relations, emotional autonomy, educational involvement, and establishing and clarifying purpose. Post hoc analysis confirmed significant differences for four of those dependent variables. However, the analysis failed to confirm statistical significant differences in peer relations due to academic classification. The significant decline in the mean scores for development in these four areas, as students progressed from sophomore to senior year revealed strong implications for the need to provide programming and guidance for those students. Institutions of higher education should provide more attention to the non-cognitive areas of development as a means of understanding identity development and working toward creating support systems for students.

The impact of incentives on intrinsic and extrinsic motives for fitness-center attendance in college first-year students.

Science.gov (United States)

Pope, Lizzy; Harvey, Jean

2015-01-01

A criticism of incentives for health behaviors is that incentives undermine intrinsic motivation. The objective of this study was to determine the impact of monetary incentive provision on participation motives for exercise in first-year college students at a northeastern public university. Randomized-controlled trial. Public university in the Northeastern United States. One hundred seventeen first-year college students. Participants were randomized to one of three conditions: a control condition receiving no incentives for meeting fitness-center attendance goals; a discontinued-incentive condition receiving weekly incentives during fall semester 2011, and no incentives during spring semester 2012; or a continued-incentive condition receiving weekly incentives during fall semester, and incentives on a variable-interval schedule during spring semester. The Exercise Motivation Inventory 2 measured exercise participation motives at baseline, end of fall semester, and end of spring semester. Fitness-center attendance was monitored by using ID-card check-in/check-out records. Repeated-measures analyses using linear mixed models with first-order autoregressive covariance structures were run to compare motive changes in the three conditions. Participation motives of Enjoyment and Revitalization associated with intrinsic motivation did not decrease significantly over time in any of the conditions, F(4, 218) = 2.25, p = .065 and F(4, 220) = 1.67, p = .16, respectively. Intrinsically associated participation motives for exercise did not decrease with incentive provision. Therefore, incentives may encourage fitness-center attendance without negatively impacting participation motives for exercise.

Examining Master Schedule Practices in Rio Grande Valley Schools: Effects on Student Attendance, Discipline, and Grade Point Averages

Science.gov (United States)

Carriaga, Benito T.

2012-01-01

This study evaluated the impact of the master schedule design on student attendance, discipline, and grade point averages. Unexcused and excused absences, minor and major infraction, and grade point averages in three high schools during the 2008-09 and 2009-10 school years were included in the study. The purpose was to examine if any difference…

Contours of Race and Ethnicity: Institutional Context and Hmong American Students' Negotiations of Racial Formation in Higher Education

Science.gov (United States)

Vue, Rican

2013-01-01

Hmong American students and their struggles are largely invisible yet grossly misunderstood when seen. This study reveals how Hmong Americans negotiate the contours of race and ethnicity to construct an affirming identity on their respective university campuses. A framework of campus racial climate is employed to investigate how institutional…

Ethnic density in school classes and adolescent mental health

NARCIS (Netherlands)

Gieling, M.; Vollebergh, W.A.M; Dorsselaer, S. van

2009-01-01

Objective The present study set out to examine the association between ethnic composition of school classes and prevalence of internalising and externalising problem behaviour among ethnic minority and majority students. Methods Data were derived from the Dutch 2002 Health Behaviour in School-aged

Methylphenidate use and poly-substance use among undergraduate students attending a South African university

Directory of Open Access Journals (Sweden)

Francois Steyn

2016-03-01

Full Text Available Background: Methylphenidate hydrochloride (MPH is used in the treatment of attention deficit hyperactivity disorder (ADHD. The non-medical use of MPH by learners and students has been reported by numerous studies from abroad. The practice stems from beliefs about the benefits of MPH in achieving academic success. Little is known about the use of MPH in South African student populations. Objectives: The study set out to determine (1 the extent and dynamics associated with MPH use and (2 poly-substance use among undergraduate students attending a South African university. Methods: 818 students took part in a written, group-administered survey. Data analysis resulted in descriptive results regarding MPH use and tests of association identified differences in MPH and poly-substance use among respondents. Results: One in six respondents (17.2% has used MPH in the past, although only 2.9% have been diagnosed with ADHD. Nearly a third (31.7% of users obtained MPH products illegally. The majority (69.1% used MPH only during periods of academic stress. A significant association ( p < 0.001 was found between MPH use and the frequency of using alcohol, tobacco, cannabis, hard drugs (e.g. cocaine and prescription medication. Conclusion: MPH use among students appears similar to experiences abroad, especially in the absence of clinical diagnosis for ADHD. Institutions of higher education should inform parents and students about the health risks associated with the illicit use of MPH. Prescribers and dispensers of MPH products should pay close attention to practices of stockpiling medication and poly-substance use among students who use MPH.

Virginia Standards of Learning (Grades 6 through 12) That Are Covered When Students Attend Live Performances of Shakespeare's Plays.

Science.gov (United States)

Brookshire, Cathy A.

This paper outlines Standards of Learning for grades 6-12 students in Virginia that are covered when they attend live performances of William Shakespeare's plays. The paper details separate standards for each grade in English, subdivided into standards which fulfill requirements in Oral Language, Reading/Literature, Writing, and Research, along…

Who Studies STEM Subjects at a Level and Degree in England? An Investigation into the Intersections between Students' Family Background, Gender and Ethnicity in Determining Choice

Science.gov (United States)

Codiroli Mcmaster, Natasha

2017-01-01

The relative lack of students studying post-compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by students' family background, gender and ethnicity. It remains unclear whether the relationship between student characteristics and choice can be…

Perceptions and experiences in higher education: a national study of multiracial Asian American and Latino/a students in psychology.

Science.gov (United States)

Smith, Tara D; Maton, Kenneth I

2015-01-01

Demographic trends suggest increasing numbers of multiple racial heritage students attending U.S. campuses and universities, a change reflected within psychology. However, there is little empirical investigation into the educational experiences and needs of multiracials. The current study (the second in a series of studies to use data from a national survey of psychology graduate and undergraduate students) compared 2 multiracial groups, Asian American/European American and Latino/a/European Americans, with their single-heritage counterparts on several variables of interest-academic supports and barriers, linkage between barriers faced and ethnicity, and perceived cultural diversity. Results indicated that multiracial groups reported more of a link between academic barriers experienced and their ethnicity than European American students, but less of a link than their monoracial minority peers. No differences between groups were found related to academic supports, academic barriers, and perceived cultural diversity. Study limitations, future research, and implications are discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Nonsuicidal Self-Injury: Exploring the Connection among Race, Ethnic Identity, and Ethnic Belonging

Science.gov (United States)

Wester, Kelly L.; Trepal, Heather C.

2015-01-01

This study examined race and ethnic identity in relation to nonsuicidal self-injury (NSSI). Participants included freshmen at 2 universities, who were predominantly female. Final inferential statistics examined differences across Caucasian, African American, Hispanic, Asian American, and Multiracial students, finding African Americans and Asian…

The Effect of E-Learning on Learning and Interest in School Attendance among Elementary School Students

OpenAIRE

Seyedehsahar Shafieiosgouei; Nava Nourdad; Robab Hassantofighi; Seyyedreza Shafieioskouei

2018-01-01

The technological advances of the 21st century have impacted all spheres of life, including education. The world of books and pens is being replaced by computers at young ages. The present study aimed at investigating the effect of technology on Iranian elementary school students’ learning and interest in school attendance. The participants were 47 sixth grade students selected from two schools with and without technological support. The results of the study revealed a higher level of interes...

Disaster and youth violence: the experience of school-attending youth in New Orleans.

Science.gov (United States)

Madkour, Aubrey S; Johnson, Carolyn C; Clum, Gretchen A; Brown, Lisanne

2011-08-01

Although disaster exposure has been linked with increased child aggression by previous reports, population-level trends are unknown. Pre- to post-Katrina changes in violence-related behaviors among New Orleans high school youth (ages: 12-18 years) were assessed. Data from the 2003 (pre-Katrina), 2005 (pre-Katrina), and 2007 (post-Katrina) New Orleans Youth Risk Behavior Survey (n = 5,267) were used. Crude comparisons across years of population characteristics and violence behavior prevalence were made with χ(2) analyses. Changes in violence-related behaviors over time were assessed with logistic regression models including indicators for survey years and controls for compositional changes. Age, gender, and race/ethnicity of school-attending youth were stable across years. In models controlling for demographics, most behaviors were stable over time. Some changes were observed for all groups; dating violence and forced sex increased before the storm, whereas weapon-carrying and missing school as a result of feeling unsafe decreased after the storm. Among African American adolescents only, being threatened at school increased before Katrina. Results do not support significant population-level increases in violent behavior post-Katrina among school-attending youth in New Orleans. Factors that buffered New Orleans students from post-Katrina violence increases, such as population composition changes or increased supportive services, may explain these findings. Copyright © 2011 Society for Adolescent Health and Medicine. All rights reserved.

Ethnic and social disparities in different types of examinations in undergraduate pre-clinical training

NARCIS (Netherlands)

K.M. Stegers-Jager (Karen); F.N. Brommet; A.P.N. Themmen (Axel)

2016-01-01

textabstractMedical schools are increasingly faced with a more diverse student population. Generally, ethnic minority students are reported to underperform compared with those from the ethnic majority. However, there are inconsistencies in findings in different types of examinations. Additionally,

Psychosocial Benefits of Cross-Ethnic Friendships in Urban Middle Schools

Science.gov (United States)

Graham, Sandra; Munniksma, Anke; Juvonen, Jaana

2014-01-01

To examine the unique functions of same- and cross-ethnic friendships, Latino (n = 536) and African American (n = 396) sixth-grade students (M[subscript age] = 11.5 years) were recruited from 66 classrooms in 10 middle schools that varied in ethnic diversity. Participants reported on the number of same- and cross-ethnic friends, perceived…

The Indirect Effect of Ethnic Identity on Marijuana Use Through School Engagement: An African American High School Sample.

Science.gov (United States)

Arsenault, Chelsea E; Fisher, Sycarah; Stevens-Watkins, Danelle; Barnes-Najor, Jessica

2018-01-16

African American marijuana use is associated with many negative social, emotional, and health-related consequences. Of significance, over recent years this population has shown an increase in use. In the literature, ethnic identity and school engagement are prominent protective factors against substance use. This study will examine how these protective factors are related, specifically whether ethnic identity mitigates risk through school engagement to reduce marijuana use. A path analysis was conducted with 437 African American high school students (41% male) from Midwestern schools to examine the role of school engagement in the relationship between ethnic identity and marijuana use. The results revealed that students high in ethnic identity have higher school engagement, which lessens their frequency of marijuana use. Therefore, ethnic identity reduces marijuana use by increasing student's school engagement. Conclusions/Importance: The results offer a clearer picture of how ethnic identity and school engagement protect against marijuana use. The results also present insight into how to protect students who are low in ethnic identity.

Effects of Class Size and Attendance Policy on University Classroom Interaction in Taiwan

Science.gov (United States)

Bai, Yin; Chang, Te-Sheng

2016-01-01

Classroom interaction experience is one of the main parts of students' learning lives. However, surprisingly little research has investigated students' perceptions of classroom interaction with different attendance policies across different class sizes in the higher education system. To elucidate the effects of class size and attendance policy on…

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.

Investigation of Music Student Efficacy as Influenced by Age, Experience, Gender, Ethnicity, and Type of Instrument Played in South Carolina

Science.gov (United States)

White, Norman

2010-01-01

The purpose of this research study was to quantitatively examine South Carolina high school instrumental music students' self-efficacy as measured by the Generalized Self-Efficacy (GSE) instrument (Schwarzer & Jerusalem, 1993). The independent variables of age, experience, gender, ethnicity, and type of instrument played) were correlated with…

Cherish Our Differences: A Source Book for Cincinnati's Ethnic Heritage. A Bibliographical Guide.

Science.gov (United States)

Simon, Paul L.; Simon, Regina A.

This selective bibliography lists books and some dissertations and theses relating to ethnicity. It is intended for junior and senior high school students, undergraduate college students, and the general public. The objective is to help ethnic groups, community agencies, and individuals in Cincinnati locate relevant source material concerning…

Computer program for the automated attendance accounting system

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Poulson, P.; Rasmusson, C.

1971-01-01

The automated attendance accounting system (AAAS) was developed under the auspices of the Space Technology Applications Program. The task is basically the adaptation of a small digital computer, coupled with specially developed pushbutton terminals located in school classrooms and offices for the purpose of taking daily attendance, maintaining complete attendance records, and producing partial and summary reports. Especially developed for high schools, the system is intended to relieve both teachers and office personnel from the time-consuming and dreary task of recording and analyzing the myriad classroom attendance data collected throughout the semester. In addition, since many school district budgets are related to student attendance, the increase in accounting accuracy is expected to augment district income. A major component of this system is the real-time AAAS software system, which is described.

The effect of attending tutoring on course grades in Calculus I

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Rickard, Brian; Mills, Melissa

2018-04-01

Tutoring centres are common in universities in the United States, but there are few published studies that statistically examine the effects of tutoring on student success. This study utilizes multiple regression analysis to model the effect of tutoring attendance on final course grades in Calculus I. Our model predicted that every three visits to the tutoring centre is correlated with an increase of a students' course grade by one per cent, after controlling for prior academic ability. We also found that for lower-achieving students, attending tutoring had a greater impact on final grades.

Teachers' Perceptions of the Availability and Need of a Support Program for Students with Learning Difficulties Attending Elementary Schools in the Atlantic Union Conference

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Coke, Lileth Althea

2013-01-01

Purpose of the Study. Support programs have been known to be very effective in helping students succeed academically, socially, behaviorally, and emotionally. The purpose of this study was to investigate teachers' perceptions of the availability and need of a support program for students with learning difficulties who attend elementary schools…

Ethnic Identity as predictor for the well-being: An exploratory transcultural study in Brazil and Europe

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Diana Ramos De Oliveira

2012-12-01

Full Text Available The aim of the present research was to examine the association between subjective well-being, ill-being with ethnic identity in different cultural groups of college students (Brazilian, Portuguese, and Polish. A questionnaire package was responding: Ethnic identity, Health, Depression and Happiness. Results show that Brazilians students are the group particularly where find relationships between ethnic identity and well-being. The European students (Portuguese and Polish have showed an significant association between the positive attitude and its sense of ethnic belonging with better quality of life and less ill-being. These results are important because, confirm the basic idea of the strong social identity as an aspect of happiness and less distress; and discurs practical intervention directed toward ethnic identity.

Utilization of skilled birth attendants in public and private sectors in Vietnam.

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Do, Mai

2009-05-01

The private sector in health care in Vietnam has been increasingly competing with the government in primary health care services. However, little is known about the use of skilled birth attendance or about choice of public and private sectors among those who opt for skilled attendants. Using data from the Vietnam 2002 Demographic and Health Survey, this study examines factors related to women's decision-making of whether to have a skilled birth attendant at a recent childbirth, and if they did, whether it was a public or private sector provider. The study indicates that the use of the private sector for delivery services was significant. Women's household wealth, education, antenatal care and community's wealth were positively related to skilled birth attendance, while ethnicity and order of childbirth were negatively related. Order of childbirth was positively associated with skilled birth attendance in the private sector. Among service environment factors, increased access to public sector health centres was associated with an increased likelihood of skilled birth attendance in general, but a lowered chance of that in the private sector. Further studies are needed to assess the current situation in the private sector, the demand for delivery services in the private sector, and its readiness to provide quality services.

Association between attendance and overall academic performance on a module within a professional pharmacy degree.

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Irwin, Nigel; Burnett, Kathryn M; McCarron, Paul A

2018-03-01

As the higher education (HE) classroom begins to adopt newer internet-based technologies, the relationship between attendance and performance needs to be re-evaluated, particularly for professional degree courses such as pharmacy. In the present study, we aimed to establish if an association exists between attendance at all timetabled classes and academic performance, in a Clinical Pharmacology and Therapeutics (CPT) module, as part of the Master of Pharmacy (MPharm) degree course at Ulster University. Data on attendance, final examination and coursework performance were collected over two academic years (2013-14 and 2014-15) of the CPT module at Ulster. In total 67 students were analysed. The MPharm degree at Ulster University implements an attendance policy, both as a pastoral support tool and to reinforce the need for professional conduct as a pharmacist. Student (2013-14 and 2014-15, n = 35 and 32, respectively) attendance on the module across both year groups was approximately 80%. We observed positive, and statistically significant relationships between attendance and performance on the examination, and especially in the coursework elements of the module. Student failure (below 40%) in the final examination was linked to attendance below an 80% threshold in nine of 12 cases. Reasons for not attending class varied, but illness was unquestionably the most commonly cited extenuation. Taken together, these data confirm a convincing association between student attendance and academic achievement. Our studies promote the use of attendance monitoring policies for professional degree courses such as pharmacy. Copyright © 2017 Elsevier Inc. All rights reserved.

Racial, Ethnic, and Gender Differences in School Discipline among U.S. High School Students: 1991-2005

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Wallace, John M.; Goodkind, Sara; Wallace, Cynthia M.; Bachman, Jerald G.

2008-01-01

The present study uses large nationally representative samples of White, Black, Hispanic, Asian American, and American Indian students to examine current patterns and recent trends (1991 to 2005) in racial, ethnic, and gender differences in school discipline. We found that Black, Hispanic, and American Indian youth are slightly more likely than White and Asian American youth to be sent to the office and substantially (two to five times) more likely to be suspended or expelled. Although school...

Ethnicity and perception of dental shade esthetics.

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Niaz, Muhammad Omar; Naseem, Mustafa; Elcock, Claire

2015-01-01

To determine whether or not people from different ethnic backgrounds have different attitudes towards dental esthetics and chose different dental appearances in terms of tooth shade, and to determine whether the dental professional's choice and the individual's own choice have any relationship with what the individual ideally perceives as esthetically pleasing. For this cross-sectional analytical study, 120 volunteer students from the University of Sheffield (excepting dental students) from various ethnic backgrounds, of different ages, of both genders, and with varying degree/educational levels were recruited from the campus. The volunteers were asked to complete a questionnaire containing 9 adapted attitudinal statements regarding positive or negative dental esthetic perceptions in terms of tooth shade, with responses on a 5-point Likert scale from "Entirely agree" to "Entirely disagree". Scores for all attitudinal statements were summed up to give an attitudinal score. The participants' ideal, perceived, and actual (self-assessed and investigatorassessed) tooth shade was also determined using a shade guide and a facial mirror. No association between ethnicity and attitudinal score was found. However, statistically significant associations were found between the participants' degree/educational level (P=0.004, 95% Confidence Interval (CI)=-4.18 to -0.82) and their ideal tooth shade value (P=0.038, 95% CI=-3.53 to -0.11). There were strong correlations between self-assessed and professionally assessed tooth shade value in all ethnic groups, with Spearman's rank correlation coefficient (rho) being ρ>0.6. Regarding ideally desired and perceived tooth shade value, weak correlations were found in all ethnic groups (Spearman's rho being ρethnicity and attitude towards dental esthetics with regard to tooth shade, both ethnicity and dental esthetics are very diverse terms with multiple dimensions, each of which needs further investigation with regard to their mutual

"Gay Equals White"? Racial, Ethnic, and Sexual Identities and Attitudes Toward LGBT Individuals Among College Students at a Bible Belt University.

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Worthen, Meredith G F

2017-10-18

While past research has certainly explored a variety of correlates of attitudes toward lesbian, gay, bisexual, and transgender (LGBT) individuals, the current study is among the first in an emerging line of inquiry that examines attitudes toward each of these groups separately utilizing an intersectional framework with special attention to racial, ethnic, and sexual identities. Using a college sample of students from the Bible Belt of the United States (N = 1,940), I investigated the roles of racial and ethnic identities (Caucasian/White, African American/Black, Asian/Pacific Islander, Native American/Alaskan Native, other race, and Hispanic/Latinx), religiosity, patriarchal gender norms, parental perspectives, and the intersections among these identities and experiences as they relate to attitudes toward LGBT individuals among heterosexual (n = 1,551) and LGB respondents (n = 389). This moves beyond explorations of White heterosexual people's attitudes about "homosexuals" (i.e., away from a focus only on gayness and Whiteness) and expands to include non-White LGB people's LGBT attitudes. Overall, results indicate that racial, ethnic, and sexual identities play a significant role in southern college students' LGBT attitudes, and these patterns are further complicated by interacting cultural experiences with religiosity, patriarchy, and family dynamics. Campus policy and program implications are provided.

The Ebb and Flow of Ethnicity: Constructing Identity in Varied School Settings.

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Davidson, Ann Locke; And Others

1993-01-01

Examines the effects of ethnicity on students, discussing how the meaning and practice of ethnic identity are shaped by school experiences. The article suggests ethnicity is negotiated across time and social situations, rather than solely from group membership. Daily social interaction mediates and reshapes institutionally produced social or…

Television Viewing and Its Associations with Overweight, Sedentary Lifestyle, and Insufficient Consumption of Fruits and Vegetables among U.S. High School Students: Differences by Race, Ethnicity, and Gender.

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Lowry, Richard; Wechsler, Howell; Galuska, Deborah A.; Fulton, Janet E.; Kann, Laura

2002-01-01

Examined race, ethnic, and gender specific differences in the association between television viewing and high school students' overweight, decreased physical activity, and unhealthy dietary behaviors. Data from the 1999 Youth Risk Behavior Survey indicated that most students' television viewing exceeded recommended levels, many students were…

Improving the Quantity and Quality of Attendance Data to Enhance Student Retention

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Bowen, Eleri; Price, Trevor; Lloyd, Steve; Thomas, Steve

2005-01-01

This article draws attention to local and global attendance monitoring in higher education. The paper outlines benefits of attendance monitoring for both the individual learner and university, and compares traditional paper-based attendance monitoring systems with an electronic system piloted in the Business School and School of Technology at the…

Islamic Identity and Competitive Identities (Global, National and Ethnic Identity; A Case Study of Shiraz University Students

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Mohammadtaghi Iman

2013-06-01

Full Text Available The verse of holy Koran "verily the most honored of you in the sight of Allah is [he who is] the most virtuous of you" directly shows that in god's willing there is no superiority of a man or a group than others except those who have piety to god. In fact, the Islamic identity focuses on the superiority of piety among humans and does not focus on superiority of a man or a group that causes Islamic identity theoretically be against other competitive identities such as ethnic, global and national identity. Therefore, this research aims to study the relationship between Islamic identity and competitive identities (ethnic, national and global. In this way based on Sheldon Stryker theory and survey method, 431 students have elected and have analyzed. The results have shown that there was positive significant relationship between Islamic identity, national and ethnic identity, and negative significant relationship between Islamic identity and global identity. In addition, multivariate regression results have shown that the variables national and global identities have explained 45 percent of the variation of Islamic identity variable. The results shows that national and ethnic identity amplify the Islamic identity and they have positive relationship with it and in fact they are not a competitive identity for Islamic identity but global identity has negative relationship with Islamic identity and therefore it is a competitive identity for Islamic identity.

Longitudinal Trajectories of Ethnic Identity during the College Years

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Syed, Moin; Azmitia, Margarita

2009-01-01

The goals of this study were to examine trajectories of change in ethnic identity during the college years and to explore group-level and individual-level variations. Participants were 175 diverse college students who completed indices of ethnic identity exploration and commitment, self-esteem, and domain-general identity resolution. Multilevel…

Ethnic Variables and Negative Life Events as Predictors of Depressive Symptoms and Suicidal Behaviors in Latino College Students: On the Centrality of "Receptivo a los Demás"

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Chang, Edward C.; Yu, Elizabeth A.; Yu, Tina; Kahle, Emma R.; Hernandez, Viviana; Kim, Jean M.; Jeglic, Elizabeth L.; Hirsch, Jameson K.

2016-01-01

In the present study, we examined ethnic variables (viz., multigroup ethnic identity and other group orientation) along with negative life events as predictors of depressive symptoms and suicidal behaviors in a sample of 156 (38 male and 118 female) Latino college students. Results of conducting hierarchical regression analyses indicated that the…

Impact of Attendance Policy on Adult College Learners

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Carr, Tracinal S.

2014-01-01

This qualitative evaluation focused on the problem of student attrition at a northern California college, its attendance policy, the policy's impact on previous students' decisions to persist in school, and on administrators' attempts to increase retention. The purpose for this study was to evaluate the participants' perceptions about their…

Ethnic and Nationality Stereotypes in Everyday Language

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Kite, Mary E.; Whitley, Bernard E., Jr.

2012-01-01

The authors describe a demonstration of stereotype use in everyday language that focuses on common phrases reflecting stereotypic beliefs about ethnic groups or nationalities. The exercise encourages students' discussion of stereotype use. Students read 13 common phrases from the English language and stated whether they had used each phrase and…

Attendroid : An Android Application in Attendance Management System

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Lorissa Joana E. Buenas

2015-11-01

Full Text Available This research involves an android application in attendance management system. The study sought to provide an alternative solution to the increasing demand for time management in the College of Engineering and Computing Sciences in Batangas State University ARASOF. Through the said Android application the attendance checking will be much easier, for it will reduce the roll call that takes a lot of time. It was developed to help the lecturers have sufficient time for teaching and the students for learning. The researchers used research design, development process, and programming procedures in their study. The “Attendroid”, was designed and develop using Eclipse, Java Script, Php and HTML. This application is for android phones and tablet which has portable hotspot. The android application for the students will run on 2.2versions of android and higher. The android application has gone through an evaluation to test whether the system is acceptable in terms of security, accuracy, reliability, maintainability and user-friendliness against the manual checking of attendance. The result shows that the respondents are more favorable in the Attendroid because it can be gleaned that they gave an excellent feedback to the application compared to the manual process of attendance checking. After thorough study of the old ways of attendance checking against the newly developed application, a necessity to improve the manual checking was observed, and therefore, strengthen the advantages of implementing Attendroid. Based on the result of the proposed users’ acceptability, Attendroid could become the formal attendance checking system of the College of Engineering and Computing Sciences.

The Development of Ethnic/Racial Self-Labeling: Individual Differences in Context.

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Cheon, Yuen Mi; Bayless, Sara Douglass; Wang, Yijie; Yip, Tiffany

2018-03-15

Ethnic/racial self-labeling represents one's knowledge of and preference for ethnic/racial group membership, which is related to, but distinguishable from, ethnic/racial identity. This study examined the development of ethnic/racial self-labeling over time by including the concept of elaboration among a diverse sample of 297 adolescents (Time 1 mean age 14.75, 67% female, 37.4% Asian or Asian American, 10.4% Black, African American, or West Indian, 23.2% Hispanic or Latinx, 24.2% White, 4.4% other). Growth mixture modeling revealed two distinct patterns-low and high self-labeling elaboration from freshman to sophomore year of high school. Based on logistic regression analyses, the level of self-labeling elaboration was generally low among the adolescents who were foreign-born, reported low levels of ethnic/racial identity exploration, or attended highly diverse schools. We also found a person-by-context interaction where the impact of school diversity varied for foreign-born and native-born adolescents (b = 12.81, SE = 6.30, p self-labeling elaboration among adolescents from diverse backgrounds and their linkage to individual and contextual factors.

Attendance and Chronic Absenteeism in Indiana: The Impact on Student Achievement. Education Policy Brief, Volume 10, Number 3, Summer 2012

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Spradlin, Terry; Cierniak, Katherine; Shi, Dingjing; Chen, Minge

2012-01-01

This Education Policy Brief summarizes the research and data analysis completed by the Center for Evaluation and Education Policy (CEEP) on Indiana's student attendance and absenteeism data. The study was initiated by The Indiana Partnerships Center and conducted by CEEP with funding from USA Funds and State Farm. Additional partners in the study…

High school students' implicit theories of what facilitates science learning

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Carlton Parsons, Eileen; Miles, Rhea; Petersen, Michael

2011-11-01

Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students' implicit theories of what facilitates their learning of science?; (2) With respect to students' self-classifications as African American or European American and female or male, do differences exist in the students' implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students' implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students' implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think

An Analysis of Stereotype Threat in African American Engineering Students at Predominantly White, Ethnically Diverse, and Historically Black Colleges and Universities

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Sparks, David M.

2013-01-01

The purpose of this research was to distinguish the similarities and differences in coping strategies of African American engineering students by analyzing their perceptions of stereotype threat at three academic institution types, Predominantly White Institutions (PWI), ethnically diverse, and Historically Black Colleges and Universities (HBCUs).…

Providing Social Support for Underrepresented Racial and Ethnic Minority PhD Students in the Biomedical Sciences: A Career Coaching Model

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Williams, Simon N.; Thakore, Bhoomi K.; McGee, Richard

2017-01-01

Improvement in the proportion of underrepresented racial and ethnic minorities (URMs) in academic positions has been unsatisfactory. Although this is a complex problem, one key issue is that graduate students often rely on research mentors for career-related support, the effectiveness of which can be variable. We present results from a novel…

The Relationship of Gender and Academic Performance to Motivation: Within-Ethnic-Group Variations.

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Rouse, Kimberly A. Gordon; Austin, James T.

2002-01-01

Three studies examined within-ethnic-group variations in the relationship of grade point average and gender to motivation among African American, Hispanic American, and Euro-American students. Survey data revealed patterns of significant within-ethnic-group differences that varied across ethnic groups. In general, males demonstrated more…

Details from the Dashboard: Charter School Race/Ethnicity Demographics

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National Alliance for Public Charter Schools, 2012

2012-01-01

This "Details from the Dashboard" report examines race/ethnicity breakouts for public charter schools and traditional public schools at the state and the school district level. The data in this report indicate that in the large majority of states, the race/ethnicity student demographics of charter schools are almost identical to those of the…

Same-Ethnic, Interethnic, and Interracial Friendships Among Asian Early Adolescents.

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Chen, Xiaochen; Graham, Sandra

2017-09-01

This study examined the psychological functions of three friendship types (i.e., same ethnic, interethnic, and interracial) in a sample of 785 sixth-grade Asian students (M age  = 11.5 years). Participants listed their friends in sixth grade and whether each nominated friend was the same or a different ethnic group. They also reported on their ethnic identity, intergroup relations, and perceived school safety. Results showed that same-ethnic friendships were related to stronger ethnic identity and interracial friendships were uniquely related to school safety. Interethnic friendships (an Asian friend from a different country of origin) when perceived as same ethnic functioned similarly to same-ethnic friendships, whereas interethnic friendships perceived as from a different ethnic group, like interracial friendships, were associated with better intergroup relations. Implications for studying friendships in ethnically diverse samples are discussed. © 2017 The Authors. Journal of Research on Adolescence © 2017 Society for Research on Adolescence.

Latina/o Achievement at Predominantly White Universities: The Importance of Culture and Ethnic Community

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Cerezo, Alison; Chang, Tai

2013-01-01

In this exploratory study, the authors examined the influence of cultural fit on the achievement of Latina/o college students by testing whether cultural integration factors (i.e., cultural congruity, ethnic identity, connection with ethnic minority peers) predict college GPA (grade point average). Participants were 113 Latina/o students enrolled…

Cyber-Truancy: Addressing Issues of Attendance in the Digital Age

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Archambault, Leanna; Kennedy, Kathryn; Bender, Stacy

2013-01-01

Although mandatory attendance is easily determined in a traditional, brick-and-mortar school, monitoring and enforcing attendance and truancy in an online environment is less obvious. Despite this challenge, virtual schools, especially those that are publicly funded, have a requirement to ensure that students who are enrolled are actually logging…

"You Get Beautiful Teeth Down There": Racial/Ethnic Minority Older Adults' Perspectives on Care at Dental School Clinics.

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Northridge, Mary E; Schenkel, Andrew B; Birenz, Shirley; Estrada, Ivette; Metcalf, Sara S; Wolff, Mark S

2017-11-01

To help eliminate reported racial/ethnic and socioeconomic inequities in oral health care, listening to the perspectives of racial/ethnic minority older adults on their experiences with dental school clinics is needed. The aim of this study was to examine the experiences of African American, Puerto Rican, and Dominican older adults who attend senior centers in upper Manhattan, New York City, regarding the care received at dental school clinics. Focus groups were conducted from 2013 to 2015 with 194 racial/ethnic minority men and women aged 50 years and older living in upper Manhattan. All of the 24 focus group sessions were digitally audiorecorded and transcribed for analysis. Groups conducted in Spanish were transcribed first in Spanish and then translated into English. Analysis of the transcripts was conducted using thematic content analysis. Seven subthemes were manifest in the data related to these adults' positive experiences with dental school clinics: excellent outcomes and dentists, painless and safe treatment, affordable care, honest and reputable, benefits of student training, accepting and helpful, and recommended by family and friends. Negative experiences centered around four subthemes: multiple visits required for treatment, loss of interpersonal communication due to use of technology, inconvenient location, and perceived stigma with Medicaid. This study provided novel evidence of the largely positive experiences with dental schools of racial/ethnic minority senior center attendees. Interventions targeted at the organization and provider level, including organizational motivation, resources, staff attributes, climate, and teamwork plus payment programs and services, insurance and affordability, and provider- and system-level supports, may improve health care processes and patient experiences of care.

Acculturation Versus Cultural Retention: The Interactive Impact of Acculturation and Co-ethnic Ties on Substance Use Among Chinese Students in the United States.

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Yang, Xiaozhao Yousef; Yang, Fenggang

2018-06-01

Acculturation is often found to increase substance use among immigrants in the U.S., but such effect may depend on how immigrants are attached to their co-ethnic community. Meanwhile, the high socioeconomic status of some new immigrant groups also challenges the classical assumption that ties to co-ethnic community are associated with deviance. With a sample (n = 960) collected from a population of Chinese students in a large public university in the U.S., we tested how do the interplays between acculturation and co-ethnic ties affect substance use. This study establishes that: (1) different dimensions of acculturation have opposite effects on substance use; (2) acculturative stress does not explain the association between acculturation and substance use; (3) acculturation increases the likelihood of substance use only when one has weak attachment to their co-ethnic community. The findings are consistent for three dependent variables: smoking, drinking, and drunkenness, and for the different constructs of acculturation and co-ethnic ties. Ties to co-ethnic community may provide important social support for immigrants, while acculturation may alleviate the insular subculture that promotes at-risk behaviors. We encourage policy makers to consider the cooperative nature of acculturation and cultural retention for the improvement of health among this growing population.

Ethnic Composition and School Performance in the Secondary Education of Turkish Migrant Students in Seven Countries and 19 European Educational Systems

NARCIS (Netherlands)

Veerman, G.-J.M.; Dronkers, J.

2016-01-01

This article examines the effect of the ethnic composition on school performances in secondary education for Turkish students, using both cross-national and Swiss national PISA 2009 data. At the school level our results show no effect of the proportion of natives or the proportion of coethnics and a

Ethnic composition and school performance in the secondary education of turkish migrant students in seven countries and 19 european eudcational systems

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Veerman, G-J.M.; Dronkers, J.

2015-01-01

This article examines the effect of the ethnic composition on school performances in secondary education for Turkish students, using both cross-national and Swiss national PISA 2009 data. At school level our results show no effect of the proportion of natives or the proportion of coethnics and a

An investigation of the relationship between ethnicity and success in a BSc (Hons) Physiotherapy degree programme in the UK.

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Williams, Annabel; Norris, Meriel; Cassidy, Elizabeth; Naylor, Sandra; Marston, Louise; Shiers, Pam

2015-06-01

To explore the potential relationship between ethnicity and achievement within undergraduate physiotherapy education. A retrospective analysis of assessment marks awarded for academic and clinical modules. A London University offering undergraduate physiotherapy education. Four hundred forty-eight undergraduate students enrolled onto the Physiotherapy honours degree programme between 2005 and 2009. Marks awarded following academic or clinical assessment. These were modelled through multivariable regression analysis to evaluate the relationship between marks awarded and ethnicity. Differences were noted between ethnic categories in final programme success and across academic and clinical modules. Our multivariable analysis demonstrated students from Asian backgrounds had decreased odds of succeeding compared with white British students (adjusted OR 0.43 95%CI 0.24, 0.79 P=0.006), as had Black students (adjusted OR 0.42 95%CI 0.19, 0.95 P=0.036) and students from Other ethnic backgrounds (adjusted OR 0.41 95%CI 0.20, 0.87 P=0.020). This analysis of undergraduate physiotherapy students illustrated a persistent difference in attainment between students from white British and those from BME backgrounds. Heterogeneity in academic outcomes both within and between minority ethnic groups was illustrated. This study not only reinforces the need to consider ethnicity within physiotherapy education but also raises further questions about why physiotherapy students from BME groups perform less well than their white British peers. Copyright © 2014. Published by Elsevier Ltd.

Mexican American Children's Ethnic Identity, Understanding of Ethnic Prejudice, and Parental Ethnic Socialization.

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Quintana, Stephen M.; Vera, Elizabeth M.

1999-01-01

Interviews with 47 Mexican-American children in grades 2 and 6 and their parents revealed that parental ethnic socialization about ethnic discrimination was associated with children's development of ethnic knowledge. Children's understanding of ethnic prejudice was related to their ethnic knowledge but not their ethnic behaviors. Contains 24…

Ethnic Identity and Social-Cognitive Maturity in a Multicultural Group Experience

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Johnson, Jennifer M.; Lambie, Glenn W.

2013-01-01

This study examined a multicultural group experience on students' ("N"= 94) ethnic identity development and social-cognitive maturity. Although no differences were identified between treatment and comparison group participants, group therapeutic factors scores were predictive of ethnic identity development and social-cognitive…

Ethnic variations in parental ethnic socialization and adolescent ethnic identity: a longitudinal study.

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Else-Quest, Nicole M; Morse, Emily

2015-01-01

Achievement of a positive ethnic identity has been linked to positive outcomes for ethnic minority youth and is fostered by parental ethnic socialization practices. In light of findings of variability in developmental trajectories and outcomes, we examined ethnic group variations in parents' ethnic socialization practices and adolescents' ethnic identity. Within a sample of 370 adolescents who self-identified as White, African American, Latino/a, or Asian American, and their parents, parental ethnic socialization practices (including preparation for bias, promotion of mistrust, and cultural socialization) and adolescent ethnic identity development (including identity exploration and commitment) were assessed at 10th and 11th grades. Consistent with predictions, African American youth reported higher levels of ethnic identity exploration and commitment than youth from other ethnic groups, and parents of African American youth tended to report higher levels of ethnic socialization than other parents. Parental cultural socialization significantly predicted adolescent ethnic identity exploration and commitment 1 year later; ethnicity did not moderate this link. Findings are discussed in the context of the schools and urban community from which the sample was recruited, highlighting the importance of sociocultural context in development. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Assessing Outgroup Prejudice among 13-15-Year-Old Students Attending Catholic and Protestant Secondary Schools in Northern Ireland: An Empirical Enquiry

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Francis, Leslie J.; Village, Andrew

2015-01-01

Northern Ireland has been and remains a religiously divided community. This study sets out to examine outgroup prejudice among a sample of 1799 13-15-year-old students attending Catholic or Protestant schools and employs both bivariate analyses and hierarchical modelling to chart the associations between outgroup prejudice and personal factors…

Economic Motives to Attend University: A Cross-Country Study

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Bartram, Brendan

2016-01-01

This paper considers students' economic motives to attend university. Drawing on selected results from a tri-national survey involving online questionnaires and interviews with students at English, German and Portuguese universities, it examines and compares this particular extrinsic motivational dimension, alongside the influence of the national…

Ethnic and gender discrimination in recruitment: experimental evidence from Finland

OpenAIRE

Liebkind, Karmela; Larja, Lisa; Brylka, Asteria Anna

2016-01-01

We ask (1) how the position of an ethnic (majority or minority) group in the local ethnic hierarchy affects the amount of recruitment discrimination faced by applicants from that group, and (2) whether gender discrimination is dependent on occupational gender stereotypes in the same way among ethnic majority and minority applicants. We use the situation testing method for the first time in Finland: In an experimental study (Study 1), 103 dentistry students made recruitment decisions based on ...

Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood

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Gillen-O’Neel, Cari; Ruble, Diane N.; Fuligni, Andrew J.

2011-01-01

Previous research addressing the dynamics of stigma and academics has focused on African-American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6–11) and diverse (African-American, Chinese, Dominican, Russian, and European-American) students. Results indicated that ethnic-minority children reported higher stigma awareness than European-American children. For all children, stigma awareness was associated with higher academic anxiety and lower intrinsic motivation. Despite these associations, ethnic-minority children reported higher levels of intrinsic motivation than their European-American peers. A significant portion of the higher intrinsic motivation among Dominican students was associated with their higher levels of school belonging, suggesting that supportive school environments may be important sources of intrinsic motivation among some ethnic-minority children. PMID:21883152

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.

Predicting University Preference and Attendance: Applied Marketing in Higher Education Administration.

Science.gov (United States)

Cook, Robert W.; Zallocco, Ronald L.

1983-01-01

A multi-attribute attitude model was used to determine whether a multicriteria scale can be used to predict student preferences for and attendance at universities. Data were gathered from freshmen attending five state universities in Ohio. The results indicate a high level of predictability. (Author/MLW)

Development of the system for checking attendance of the lecture at the university using the card reader

OpenAIRE

田中,武; 大村,道郎; 楠,茂之; 安井,良親; 山田,明宏

2003-01-01

Development of the system for checking attendance of the lecture at the university using the card reader was demonstrated. The rate of checking attendance of the lecture was about 4 to 12 students per minute. The break time of lecture at the Hiroshima Institute of Technology was 10 minute. Therefore, it is possible to check about 40 students' attendance of the lecture for the break time. Also, the probability that check exactly attendance was about 50%. The real time system for checking atten...

The effects of departmentalized and self-contained classrooms on fifth-grade students' achievement in science on the Georgia Criterion Referenced Competency Test

Science.gov (United States)

Koch, Lisa S.

Elementary instruction of fifth grade classrooms was found to be primarily in two organizational models in a school district northwest of Atlanta, Georgia. The self-contained classroom provided a generalist teacher responsible for the instruction of all academic subjects to one group of students throughout the day, while departmentalized classrooms were structured utilizing one teacher for the instruction of one or two content areas, and students rotated throughout the day for each of the academic subjects. The majority of studies looking at the effect of instructional organization were concentrated in the content areas of mathematics and reading. This quantitative study, utilized an ex post facto methodology to determine whether fifth grade students attending departmentalized schools or self-contained classrooms had higher student achievement in science as measured by the Georgia Criterion Referenced Competency Test (CRCT). The statistical data was collected through the Georgia Department of Education and included raw mean scores of over 500 students attending departmentalized schools and 500 students attending self-contained classrooms, along with the various subgroups such as gender, ethnicity status, English language learners (ELL), and students with disability (SWD) placement. This data was analyzed to show if a significant statistical difference emerged from either instructional organization. The overall results that emerged from the archival data suggested no significant difference in student achievement existed for almost all subgroups tested of the total 1000+ participant scores used in the study. The results also did however, showed the departmentalization model of instruction had a slight advantage over self-contained classrooms for male students with disabilities.

SwyftTapp: An NFC based attendance system using fingerprint ...

African Journals Online (AJOL)

The conventional method for recording attendance in the Kwame Nkrumah University of Science and Technology (KNUST), is the manual system, where sheets are passed round for students to write their names, student ID numbers and then append their signatures. The current manual system was observed to be both ...

Racial/Ethnic Minority Undergraduate Psychology Majors' Perceptions about School Psychology: Implications for Minority Recruitment

Science.gov (United States)

Bocanegra, Joel O.; Newell, Markeda L.; Gubi, Aaron A.

2016-01-01

Racial and ethnic minorities are underrepresented within school psychology. Increased racial/ethnic diversity within university training programs has been shown to reduce prejudices and anxiety within students while increasing empathy for other racial/ethnic groups. The reduction of prejudices and anxiety and increased empathy for racial/ethnic…

Mapping the Life Satisfaction of Adolescents in Hong Kong Secondary Schools with High Ethnic Concentration

Science.gov (United States)

Yuen, Yuet Mui Celeste; Lee, Moosung

2016-01-01

The present study aims to map the life satisfaction of adolescents from ethnic minority/immigrant backgrounds in schools with high concentrations of co-ethnic peers by comparing them with their mainstream counterparts in Hong Kong. The life satisfaction of 1,522 students was measured by the validated Multidimensional Students' Life Satisfaction…

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

NARCIS (Netherlands)

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

Health Seeking Behaviour in Delivery Process Among Kaili Da’a Ethnic Groups In Mamuju Utara, West Celebes

Directory of Open Access Journals (Sweden)

Sri Handayani

2016-06-01

Full Text Available Background: One of a major health problem in Mamuju Utara is the high number of infant mortality rates which isapproximately 43 cases of 2.598 live birth. It is said that the high rate of infant mortality is related to the high number ofassisted delivery by traditional birth attendant. An ethnographic research was conducted to fi nd the reasons behind theKaili Da’a ethnic group preference towards birth attendants. Methods: The research design is an exploration researchwith participant observation and indepth interviews as two techniques to gain data. Researcher stayed in the Wulai villagefor 60 days. Results: The results shows that factors which infl uence Kaili Da’a ethnic group preference in choosingtraditional birth attendants were a belief that traditional birth method was a natural thing, traditional birth attendant didn’tuse medical equipment, mother feel more comfortable with traditional birth method, health facilities are diffi cult to accessdue to geographical factors, and considerations of cost. Conclusion: Nevertheless, family’s involvement in the deliveryprocess is benefi cial to support the mother during this process. Therefore, family should be given knowledge about thesymptomps of high-risk pregnancy so that they could prevent maternal and infant deaths. In addition, it is necessary tobuild a partnership between midwifes with traditional birth attendant. Recommendation: The role of a fairly large familyduring the birth process can be maximized in a way for assistance from health workers to guide the family in order to makedeliveries in hygienic

Reinvigorating Ethnic Cultural Identity Through Mother-Tongue-Teaching Materials in Taiwan.

Science.gov (United States)

Chen, Su-chiao

1996-01-01

Explores to what extent a mother-tongue educational program can reinvigorate Taiwan's ethnic cultural identity. Content of mother-tongue materials used in Taipei county for Taiwanese, Hakka, and Ataylic students is analyzed, and interviews with members from each ethnic group are also conducted as a supplement. (JL)

Race, ethnicity, religious affiliation, and education are associated with gay and bisexual men's religious and spiritual participation and beliefs: Results from the One Thousand Strong cohort.

Science.gov (United States)

Lassiter, Jonathan M; Saleh, Lena; Starks, Tyrel; Grov, Christian; Ventuneac, Ana; Parsons, Jeffrey T

2017-10-01

This study examined the rates of spirituality, religiosity, religious coping, and religious service attendance in addition to the sociodemographic correlates of those factors in a U.S. national cohort of 1,071 racially and ethnically diverse HIV-negative gay and bisexual men. Descriptive statistics were used to assess levels of spirituality, religiosity, religious coping, and religious service attendance. Multivariable regressions were used to determine the associations between sociodemographic characteristics, religious affiliation, and race/ethnicity with four outcome variables: (1) spirituality, (2) religiosity, (3) religious coping, and (4) current religious service attendance. Overall, participants endorsed low levels of spirituality, religiosity, and religious coping, as well as current religious service attendance. Education, religious affiliation, and race/ethnicity were associated with differences in endorsement of spirituality and religious beliefs and behaviors among gay and bisexual men. Men without a 4-year college education had significantly higher levels of religiosity and religious coping as well as higher odds of attending religious services than those with a 4-year college education. Gay and bisexual men who endorsed being religiously affiliated had higher levels of spirituality, religiosity, and religious coping as well as higher odds of religious service attendance than those who endorsed being atheist/agnostic. White men had significantly lower levels of spirituality, religiosity, and religious coping compared to Black men. Latino men also endorsed using religious coping significantly less than Black men. The implications of these findings for future research and psychological interventions with gay and bisexual men are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Folic acid knowledge and use in a multi-ethnic pregnancy cohort: the role of language proficiency

NARCIS (Netherlands)

van Eijsden, M.; van der Wal, M. F.; Bonsel, G. J.

2006-01-01

OBJECTIVE: To investigate the role of language proficiency as determinant of folic acid knowledge and use in a multi-ethnic pregnancy cohort. DESIGN: Prospective cohort study. SETTING AND POPULATION: Pregnant women from Amsterdam attending obstetric care for their first antenatal visit. Number

An Examination of the Impact of Minority Status Stress and Impostor Feelings on the Mental Health of Diverse Ethnic Minority College Students

Science.gov (United States)

Cokley, Kevin; McClain, Shannon; Enciso, Alicia; Martinez, Mercedes

2013-01-01

This study examined differences in minority status stress, impostor feelings, and mental health in a sample of 240 ethnic minority college students. African Americans reported higher minority status stress than Asian Americans and Latino/a Americans, whereas Asian Americans reported higher impostor feelings. Minority status stress and impostor…

Parental Choice of Schooling, Learning Processes and Inter-Ethnic Friendship Patterns: The Case of Malay Students in Chinese Primary Schools in Malaysia

Science.gov (United States)

Sua, Tan Yao; Ngah, Kamarudin; Darit, Sezali Md.

2013-01-01

This study surveys 200 Malay students enrolled in three Chinese primary schools in relation to three issues, i.e., parental choice of schooling, learning processes and inter-ethnic friendship patterns. The three issues are explored through a combination of quantitative and qualitative research methodologies. Parental expectations for their…

class attendance and academic performance of second year

African Journals Online (AJOL)

Temechegn

Data was collected through expo-facto survey involving real time ... still a major concern for educators and educational researchers all over the world ..... attendance on students' academic performance using association rule mining technique.

Relationships among identity, perceived discrimination, and depressive symptoms in eight ethnic-generational groups.

Science.gov (United States)

Donovan, Roxanne A; Huynh, Que-Lam; Park, Irene J K; Kim, Su Yeong; Lee, Richard M; Robertson, Emily

2013-04-01

Examine whether personal identity confusion and ethnic identity, respectively, moderate and/or mediate the relationship between perceived discrimination (PD) and depressive symptoms (DS) in eight ethnic-generational groups. The sample consisted of 9665 students (73% women; mean age 20.31) from 30 colleges and universities from around the United States. Cross-sectional data were gathered through a confidential online survey. Across groups, PD and ethnic identity levels varied, while identity confusion levels were mostly similar. Neither identity confusion nor ethnic identity moderated the PD-DS relationship for any groups. However, identity confusion was a partial mediator for immigrant and nonimmigrant Hispanic/Latino(a) and White/European American participants. Identity confusion also suppressed the PD-DS relationship for Black/African American participants. Results highlight the need for additional research on identity confusion's role in the PD-distress link and the importance of addressing ethnicity and generation status when examining the effects of PD on college students' mental health. © 2012 Wiley Periodicals, Inc.

Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: a multiple-groups analysis.

Science.gov (United States)

Byars-Winston, Angela; Estrada, Yannine; Howard, Christina; Davis, Dalelia; Zalapa, Juan

2010-04-01

This study investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in two groups: biological science and engineering (S/E) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/science outcome expectations), along with the influence of ethnic variables (ethnic identity, other-group orientation) and perceptions of campus climate to their math/science interests and goal commitment to earn an S/E degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships from outcome expectations to interests and to goals. Paths from academic self-efficacy to S/E goals and from interests to S/E goals varied for students in engineering and biological science. For both groups, other-group orientation was positively related to self-efficacy and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study's findings are considered as well as future research directions.

A process evaluation: does recruitment for an exercise program through ethnically specific channels and key figures contribute to its reach and receptivity in ethnic minority mothers?

Science.gov (United States)

Hartman, Marieke A; Nierkens, Vera; Cremer, Stephan W; Stronks, Karien; Verhoeff, Arnoud P

2013-08-19

Ethnic minority women from low-income countries who live in high-income countries are more physically inactive than ethnic majority women in those countries. At the same time, they can be harder to reach with health promotion programs. Targeting recruitment channels and execution to ethnic groups could increase reach and receptivity to program participation. We explored using ethnically specific channels and key figures to reach Ghanaian, Antillean, and Surinamese mothers with an invitation for an exercise program, and subsequently, to determine the mothers' receptivity and participation. We conducted a mixed methods process evaluation in Amsterdam, The Netherlands. To recruit mothers, we employed ethnically specific community organizations and ethnically matched key figures as recruiters over Dutch health educators. Reach and participation were measured using reply cards and the attendance records from the exercise programs. Observations were made of the recruitment process. We interviewed 14 key figures and 32 mothers to respond to the recruitment channel and recruiter used. Content analysis was used to analyze qualitative data. Recruitment through ethnically specific community channels was successful among Ghanaian mothers, but less so among Antillean and Surinamese mothers. The more close-knit an ethnic community was, retaining their own culture and having poorer comprehension of the Dutch language, the more likely we were to reach mothers through ethnically specific organizations. Furthermore, we found that using ethnically matched recruiters resulted in higher receptivity to the program and, among the Ghanaian mothers in particular, in greater participation. This was because the ethnically matched recruiter was a familiar, trusted person, a translator, and a motivator who was enthusiastic, encouraging, and able to adapt her message (targeting/tailoring). Using a health expert was preferred in order to increase the credibility and professionalism of the

Teacher-Provided Positive Attending to Improve Student Behavior

Science.gov (United States)

Perle, Jonathan G.

2016-01-01

A teacher serves many important roles within a classroom, including an educator and a manager of child behavior. Inattention, overactivity, and noncompliance have long been cited as some of the most common areas of reported difficulty for schools (Axelrod & Zank, 2012; Goldstein, 1995). The evidence-based practice of positive attending (i.e.,…

Class attendance, peer similarity, and academic performance in a large field study

DEFF Research Database (Denmark)

Kassarnig, Valentin; Bjerre-Nielsen, Andreas; Mones, Enys

2017-01-01

Identifying the factors that determine academic performance is an essential part of educational research. Existing research indicates that class attendance is a useful predictor of subsequent course achievements. The majority of the literature is, however, based on surveys and self-reports, methods....... Based on measured attendance data of nearly 1,000 undergraduate students, we demonstrate that early and consistent class attendance strongly correlates with academic performance. In addition, our novel dataset allows us to determine that attendance among social peers was substantially correlated (>0...

A longitudinal examination of perceived discrimination and depressive symptoms in ethnic minority youth: The roles of attributional style, positive ethnic/racial affect, and emotional reactivity.

Science.gov (United States)

Stein, Gabriela L; Supple, Andrew J; Huq, Nadia; Dunbar, Angel S; Prinstein, Mitchell J

2016-02-01

Although perceived ethnic/racial discrimination is well established as a risk factor for depressive symptoms in ethnic minority youth, few studies have examined their longitudinal relationship over time. This study examined whether a negative attributional style, positive ethnic/racial affect, and emotional reactivity moderated the longitudinal relationship of perceived peer or adult discrimination and depressive symptoms in a sample of African American and Latino high school students (n = 155). African American and Latino youth who experienced increases in perceived peer discrimination also reported greater depressive symptoms over time, but positive ethnic/racial affect buffered the longitudinal association. Emotional reactivity also served as a significant moderator but only of the baseline association between perceived peer discrimination and depressive symptoms. Thus, perceived ethnic/racial discrimination appears to play a significant role in the development of depressive symptoms for ethnic minority youth, especially those who start high school with lower levels of positive ethnic/racial affect. PsycINFO Database Record (c) 2016 APA, all rights reserved.

Shattered Shangri-la: differences in depressive and anxiety symptoms in students born in Tibet compared to Tibetan students born in exile.

Science.gov (United States)

Evans, Dabney; Buxton, David C; Borisov, Andrey; Manatunga, Amita K; Ngodup, Dawa; Raison, Charles L

2008-06-01

As a result of ongoing political tensions within Tibetan regions of the People's Republic of China, several thousand Tibetans escape across the Himalayas every year to seek refuge in India and Nepal. Prior studies have found a high prevalence of depressive and anxiety symptoms in these refugees, many of whom are young and have been exposed to significant trauma. However, it is not known whether depressive and anxiety symptoms are more prevalent in these refugees than in ethnic Tibetans born and raised in the relative political and social stability of exile communities in North India and Nepal. We conducted a cross-sectional survey of a convenience sample of 319 students attending school at the Tibetan Children's Villages in Northern India to test the a priori hypothesis that adolescents and young adults who escaped from Tibet to India would demonstrate increased depressive and anxiety symptoms when compared to ethnic Tibetans born and raised in exile. The Hopkins Symptom Checklist-25 (HSCL-25) was used to measure depressive and anxiety symptoms. In addition, demographic information on age, sex, country of birth and frequency of family contact was collected. Students born in Tibet had higher mean HSCL-25 depressive and anxiety symptom scores than did ethnic Tibetans born in exile. Female students demonstrated higher depressive and anxiety scores, as did those with limited contact with immediate family. After adjusting for sex, age and frequency of family contact, being born in Tibet was associated with increased HSCL-25 depressive and anxiety symptom scores (depression: F[2, 316] = 29.96, P < 0.0001; anxiety: F[4, 316] = 43.57, P < 0.0001). The experience of being raised in Tibet and escaping to India appears to be a risk factor for increased depressive and anxiety symptoms when compared to being born and raised within an exile community in India or Nepal.

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.