Browsing by Subject "Students of color"
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Item Factors influencing the decision to study abroad for students of color: moving beyond the barriers.(2009-08) Kasravi, JinousU.S. higher education institutions, professionals in the field of international education exchange, and the federal government recognize the importance of a study abroad experience for American undergraduate students. While the total number of U.S. undergraduate students studying abroad has continually increased since the 1980s, the number of participating students of color remains low. The purpose of this study is to move beyond the barriers and outcomes of study abroad, and focus on those students of color who have made the decision to participate and the factors that influenced their decision. The barriers between applicants and non-applicants are also explored in order to recognize similar or different factors between the two groups. Using Fishbein and Ajzen's (1970) theory of reasoned action, this study seeks to address the personal, social, and institutional factors positively influencing students of color to decide to study abroad; how the factors differ by demographics; and the barriers applicants and non-applicants encounter in their decision. Using a mixed methods approach this study focuses on two groups of students. The first group consisted of undergraduate students of color who had recently been accepted to a study abroad program through the University of California, San Diego in 2008. The second group included all sophomores and above, regardless of race, who had decided not to apply for a study abroad program. The personal and social factors were found to be the primary factors influencing the student's decision to apply. Finances and academics were the main barriers students in both groups faced in their decision. Despite these barriers and family or cultural resistance, the students in the first group overcame the obstacles through information seeking, use of external messengers, personal determination, and internal drive in deciding to participate in study abroad.Item From Access to Achievement: Engaging and Empowering Students on the Path to Research and Graduate School(2024-03) Cory, Kayla; Albecker, AnthonyThe Gopher Grad Initiative (GGI), created by CEHD’s TRIO McNair Scholars Program, is a coalition of professionals and University resources. GGI conducts workshops tailored to the needs of first-generation, Pell-eligible, and traditionally overlooked students, aiming to expose them to research engagement and graduate school opportunities. GGI transforms structures and systems to engage students in research and prepare them for graduate school. This initiative reimagines higher education partnerships to demystify the graduate school process, dismantle hidden curricula, and support students' post-baccalaureate pursuits. GGI is accessible to college students across the state participating in TRIO-like programs committed to maintaining an open pipeline to undergraduate research opportunities and graduate school. This poster will share the unique challenges and opportunities GGI has addressed over the past four years, along with a projected path for the future.Item Sense of Belonging Scale Development and Viability(2021-12) Do, Tai TA sense of belonging measure was developed using items from a large survey administered to students in 5th, 8th, 9th, and 11th grade in Minnesota. Validity evidence, via regression analyses, was obtained that supported the interpretation and use of the measure in an adolescent-student sample. Regression results showed that Students of Color, compared to White students, experienced lower levels of sense of belonging. Sense of belonging also appears to be associated with academic engagement and disengagement variables, however, the effects were more prominent for White students than for Students of Color.Item We are Prepared for You: Advancing the Success of Students of Color in Developmental Education through Equity-Minded Institutional Agents at Community Colleges(2021-09) Yang, PakouA disproportionate number of students enrolled in developmental education courses are at community colleges and are students of color. Applying critical race theory (CRT) as its theoretical framework, this study explores the racialized institutional structures that affect the experiences of students of color. As institutional structures are formed and maintained by institutional agents, this study focus specifically on how institutional agents’ understandings of developmental education and the experiences of students of color influence the developmental education programs implemented at their college. Using a comparative case study approach, this study completed interviews and focus groups with 43 faculty members, staff members, and administrators across three community colleges. Applying a conceptual framework that connects Bensimon’s minority student success paradigm and Barhoum’s developmental education promising practices techniques, the findings from this study suggest the beliefs of institutional agents about developmental education and about students of color experiences can affect how they and their colleges allocate resources and implement reforms in the areas of structural changes, curricular designs, and professional development for course placement and developmental education programming. Institutional agents also face challenges that can prohibit how they and their colleges advance their developmental education reforms. The study offers a model for equity-minded college developmental education reforms and provides theoretical, practical, and policy implications for postsecondary and community college leaders, educators, researchers, and policymakers.