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Browsing by Subject "discrimination"

Now showing 1 - 10 of 10
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    Contextual Predictors of BIPOC Students’ College Experience at a PWI: A S-BIT of Work Perspective
    (2024-05) Lindenfelser, Hope Elizabeth
    Objectives: Utilizing the theoretical framework of the Strengths-Based Inclusive Theory of Work (S-BIT of Work), the purpose of this study was to assess the relationships among contextual factors, the college setting, and positive individual characteristics amongst BIPOC college students. Specifically, discrimination, institutionalized classism (contextual variables), supportive university environment, cultural congruity (promotive work/educational context variables), hope, strengths use, and empowerment (individual positive characteristics) were examined. Participants: 98 adult college students from a predominately White 4-year institution in the Midwest (United States) who identified as BIPOC were recruited for this study. Method: Participants were recruited via three recruitment methods: emails to student clubs, organizations, and offices; extra credit offered by psychology faculty; and the University of Minnesota Duluth’s Psychology Research Pool (SONA). Participants completed validated measures for each variable previously noted. Participants were either entered into a drawing for one of 74 $25 gift cards, if desired, offered extra credit in a psychology course, or offered SONA credit depending on the recruitment method. Results: Path analysis was used to evaluate the theoretical model. Discrimination significantly and negatively predicted supportive university environment and cultural congruity. Also, results approached significance between institutionalized classism and hope, with a negative relationship. Results suggest that contextual barriers BIPOC students experience negatively relate to their perceptions of their environment, and these barriers may negatively relate to students’ goal-setting ability (i.e., hope).
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    Criminal Records and College Admissions
    (2020-07) Stewart, Robert
    The systems of criminal justice and higher education are two major institutions that have profound effects on American social life. Since their inception, both institutions have served as powerful socioeconomic sorting mechanisms. As both institutions have expanded, they have played increasingly important roles in social mobility, socioeconomic status, and life opportunities. Criminal records are a pervasive, acutely restrictive feature of American social life, perpetuating cycles of crime, inequality, and lost opportunity, especially for low-income people and people of color. Higher education has long been considered a key to unlocking social mobility and developing social cohesion in American society, and a potentially compelling mechanism for facilitating desistance. College attendance and completion are associated with lower rates of unemployment and higher relative earnings. Through college, students can access valued opportunities, develop human capital, and foster civic membership. Yet, most colleges require applicants to disclose detailed criminal history information as part of the application process, and some evidence suggests that applicants are being rejected on the basis of their records. Thus, the benefits of higher education may not accrue for students with criminal records. The increasing scrutiny of criminal records in college admissions is especially consequential for groups most subject to the criminal legal system, particularly young Black males. Considering the historic underrepresentation of Black Americans in higher education and overrepresentation in justice-involved populations, criminal history disclosure requirements could raise additional barriers to racial progress, student learning, and citizenship. Drawing on original data sources, including a national audit of college admissions, I find that criminal record screening in college admissions raises substantial hurdles and barriers on the path to college for students with criminal records, demonstrating how records overwhelms potential life course opportunities, hardens inequality, and redefines social membership.
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    Discrimination and Depressive Symptom Trajectories of Middle-aged and Older Adults with Chronic Diseases
    (2021-07) Yoon, Young Ji
    Depression is a serious health concern for adults who have been diagnosed with cancer or diabetes. In addition to the challenges associated with chronic disease management, perceived discrimination has been identified as a factor that increases the risk of depressive symptoms. However, empirical evidence using longitudinal data to test the association between perceived discrimination and depressive symptoms of those with cancer or diabetes is limited. Using Andersen’s Behavioral Model and the Theory of Fundamental Causes as guiding frameworks, this three-paper dissertation study presents a scoping review (Study 1) and two quantitative studies (Studies 2 and 3) to investigate the association between perceived discrimination and depressive symptoms among middle-aged and older adults with a cancer history or diabetes. In Study 1, an assessment of 23 peer-reviewed journal articles provides strong empirical evidence for statistically significant direct or indirect relationships between discrimination/stigma and depressive symptoms. In Studies 2 and 3, latent growth modeling using data from the Health and Retirement Study indicates that cancer survivors had an increasing linear trajectory of depressive symptoms and people with diabetes had a decreasing linear trajectory of depressive symptoms over a 4-year period (Study 2: 2010–2014, Study 3: 2014-2018). Findings from these studies support the need for social workers and other members of the health care team to offer tailored assessment and treatment approaches to address depressive symptoms for cancer survivors and people with diabetes, especially those who may perceive discrimination based on their race, ethnicity, socioeconomic status, culture, language, and having a medical diagnosis. Implications for future investigations are discussed.
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    Fall 2021 University of Minnesota College of Liberal Arts First-Year Student Surveys
    (2022-01-07) Estrella, Emma; Davis, Cassandra N; Mody, Isha; DeWitt, Katie; Roy, Aarushi; Yan, Chenwei; Hines, Alexander; Hammell, Abbey E; Hofelich Mohr, Alicia; Ronning, Emily; estre059@umn.edu; Estrella, Emma; University of Minnesota Office of Student Experience; Liberal Arts Technologies and Innovation Services
    This data is from two surveys distributed to first-year students in the College of Liberal Arts at the University of Minnesota. The surveys include questions about the value based on one's identity, comfortability with various tasks related to transitioning to college, sense of belonging in various campus communities, identity, discrimination, mentorship, Canvas use, and demographic identifiers. Survey 1 was sent at the beginning of the Fall 2021 semester, and Survey 2 was sent at the end. The aim of these surveys were to better understand the first-year experience for students, including the transition to college and campus climate.
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    Human Face of Poverty: Chicano-Latino Children in Minnesota.
    (St. Paul: Hispanic Advocacy and Community Empowerment Through Research (HACER). La Cara Humana de la Pobreza: los Ni?os Chicanos-Latinos en Minnesota., 1995) Compean, Mario C.
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    International Students’ Experiences and Concerns During the Pandemic
    (SERU Consortium, University of California - Berkeley and University of Minnesota., 2020-07) Chirikov, Igor; Soria, Krista M.
    In contrast to domestic students, international students at research universities are more satisfied with their academic experiences and institutional support during the pandemic, according to the recent Student Experience in the Research University (SERU) Consortium survey of 22,519 undergraduate students and 7,690 graduate and professional students at five public research universities. International students’ primary concerns are not with universities themselves but with health, safety and immigration issues.
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    RISE: Rochester in Support of Everyone
    (2000) Baylor, Leanne
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    Spring 2022 University of Minnesota College of Liberal Arts First-Year Student Surveys
    (2022-06-09) Estrella, Emma; Voss, Ethan; Mody, Isha; DeWitt, Katie; Roy, Aarushi; Yan, Chenwei; Hammell, Abbey E; Hofelich Mohr, Alicia; Hines, Alexander; Ronning, Emily; estre059@umn.edu; Estrella, Emma; University of Minnesota Office of Student Experience; Liberal Arts Technologies and Innovation Services
    This data is from two surveys distributed to first-year students in the College of Liberal Arts at the University of Minnesota. The surveys include questions about the value based on one's identity, comfortability with various tasks related to transitioning to college, academic support networks, use of academic services, sense of belonging in various campus communities, identity, discrimination, mentorship, Canvas use, and demographic identifiers. Survey 1 was sent at the beginning of the Spring 2022 semester, and Survey 2 was sent at the end. The aim of these surveys were to better understand the first-year experience for students, including the transition to college and campus climate.
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    What Matters for Black Students? A Question of Sense of Belonging, Campus Climate, Perceived Discrimination, Gender, and Institutional Satisfaction
    (2015-07) Dade, Shari
    In an effort to understand what matters for Black students attending predominately White educational institutions, the purpose of this study was to predict relationships among psychosocial factors, person factors, and environmental factors, and institutional satisfaction within this population. I hypothesized that Black students' sense of belonging, perceptions of campus climate for diversity and diverse perceptions, witnessed discrimination, experienced discrimination, and gender would be predictive of their institutional satisfaction. Additionally, I hypothesized there would be significant differences in Black students' sense of belonging, perceptions of campus climate, witnessed discrimination, experienced discrimination, and institutional satisfaction as a function of gender. Participants in this study were comprised of 228 Black undergraduate students who were representative of students at various stages of their undergraduate careers ranging from 1st semester (incoming) first year to 2nd semester (graduating) senior, from a Midwestern public research university. Of the participants, 43.8% (n = 74) were male, and 56.2% (n = 95) were female, with ages ranging from 18-54, and with a mean age of 21.22. Data consisted of a secondary analysis of an archival dataset. Procedures used to collect the data that were analyzed are described in this section. Data regarding social belonging, perceptions of campus climate, students' witnessed discrimination, students' experience of discrimination, and students' institutional satisfaction were measured by scales from the Diverse Learning Environments (DLE) Core Survey created by the Higher Education Research Institute (HERI; http://www.heri.ucla.edu/dleoverview.php) at the University of California, Los Angeles (Hurtado & Guillermo-Wann, 2013). Results of a standard multiple regression suggested that 55% of the variance in institutional satisfaction was predicted by sense of belonging, perceptions of campus climate, witnessed discrimination, experienced discrimination, and gender; with campus climate shown to have the strongest relationship to institutional satisfaction. Results of a one-way multivariate analysis of variance revealed no significant differences in sense of belonging, perceptions of campus climate, witnessed discrimination, experienced discrimination, and institutional satisfaction by gender. In discussing and describing needed interventions, critical race theory was utilized to highlight the role race and racism plays in the experiences and perceptions of Black college students within the educational system. Limitations, implications, and recommendations for future research and practice are also outlined.