Subject Index
ISBN: 978-1-78756-053-6, eISBN: 978-1-78756-052-9
ISSN: 2055-3641
Publication date: 27 December 2018
This content is currently only available as a PDF
Citation
(2018), "Subject Index", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Perspectives on Diverse Student Identities in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 14), Emerald Publishing Limited, Leeds, pp. 181-186. https://doi.org/10.1108/S2055-364120180000014014
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
INDEX
Ableism
, 23, 24
Academic staff, challenge for
, 140–42
Academic success measurement
, 36–37
Accessibility and acceptance for university students with diverse abilities
American higher education
, 17
ASP
, 24–25
community and identity
, 23–24
disability in higher education
, 18–20
DS
, 20–21
equitable access legislation
, 15–6
equitable education legislation
, 16–7
equity in higher education
, 14–5
exclusivity in American higher education
, 18
faculty and staff engagement
, 21–23
raising awareness and acceptance through ASP
, 25–26
Accessibility lawsuits
, 36
Accessibility Studies Program (ASP)
, 14, 24–25
raising awareness and acceptance through
, 25–26
Accommodation and Disability Action Planning Team (ADAPT)
, 21
Accommodation requirements
, 35
Affective factors
, 119
African American students
, 77, 81, 90
biculturalism for
, 78
linguistics of racism
, 78–79
persistence
, 76, 80, 82
race and ethnic background entry characteristics
, 77
Revised Retention Model at PWUs
, 78
“Air-time”
, 99
Alienation
, 67–68
American Association of State Colleges and Universities
, 51
American Council on Education
, 51
American higher education
, 17
exclusivity in
, 18
American undergraduate degrees
, 17
American university students with disabilities
, 16
Americans with Disabilities Act (ADA)
, 15, 35
and 504 accommodations
, 35–36
reasonable accommodation
, 36
uniformity in higher education
, 36
Anxiety
, 21, 32, 132, 134, 135, 137, 139
“Anything but race” strategy
, 80
Assistive Technology of Act (1998)
, 16
Association of American Medical Colleges
, 114
Auto-ethnographic research
, 100
Barriers in higher education
, 66
Basic housing allowance (BAH)
, 49
Biculturalism for African-American students
, 78
Biculturality
, 78–79
Black–White binary racial concept
, 102
Blindness
, 36
Bonilla-Silva’s study
, 78–79
Bourdieu’s theory of capital
, 149
Brief Resilience Scale (BRS)
, 117, 119
Campus culture
, 53
Carnegie Foundation for Advancement of Teaching
, 81
Central Washington University (CWU)
, 14, 17, 21, 23
ASP
, 25
Children first-generation learners
, 149
“Choice-avoiders”
, 156
Civil Rights Act (1964)
, 15–6
Cohen d for t-tests
, 118–19
Cohesive identity
, 54
Color-blind racism
, 78–79
Community
, 14, 23–24
Latino Student Organization and
, 68–69
of practice
, 56
Competence
, 20, 24, 25, 91
Complex intersectional interplays
, 102
Council for the Advancement of Higher Education Standards (CAS)
, 56
Critical Race theory (CRT)
, 66
Cronbach’s alpha estimates
, 119
Cross’s model
, 77
Cultural capital
, 149
Curriculum
, 23, 25
Data analysis
, 39, 118–19, 152–61
Data collection
and analysis
, 83, 85–89
procedure
, 39, 151–52
tools for
, 151
Decision
, 150, 151
Deficit cognitive frame
, 49
Demographics
, 119
Descriptive coding
, 65
Descriptive statistics
, 82, 83, 118
Differential socialization process
, 150
Direct racial language, avoiding
, 79
Disability
, 18, 21
in higher education
, 18–20
Disability services (DS)
, 14, 20–21
Discrimination
, 105
Diversity
, 62, 63, 69–70
“Dominant paradigm”
, 49
Economist, The
, 17
Education of All Handicapped Children Act (1975)
, 16
Educational attainment
, 148, 149
Educators
, 49, 51, 55, 56
Elementary and Secondary Education Act (1965)
, 16
Emotions
, 133
as new students at university
, 67–68
“Encounter” stage in Cross’ model
, 77
English as a second language (ESL)
, 123
Environmental microaggressions
, 107
Equitable access legislation
, 15–6
Equitable education legislation
, 16–7
Equity
cognitive frame
, 49
in higher education
, 14–5
Every Student Succeeds Act
, 16
Exclusivity in American higher education
, 18
Experiences as new students at university
, 67–68
EYES theory
, 96, 102–04
international students
, 97–98
looking glass-self and racial identity development
, 104–05
potential research implications
, 107–08
preliminary conceptual framework
, 103
racial experiences of international students in United States
, 98–00
racial microaggressions
, 105–07
racialization and international students in US higher institutions
, 100–02
theoretical framework, methodology
, 100–07
Face-to-face conversations
, 134
Faculty and staff engagement
, 21–23
Failure
events
, 121
Fear of academic failure
, 135–37
in medical school
, 117
Financial incentive to enroll in college
, 52–53
Fine balance
, 140–42
First-generation Latinx students (FGLS)
, 63
First-generation learners
, 149
First-generation students
, 148, 155
differences in educational planning and realization
, 157–61
Focus-group interviews
, 98
Forever GI Bill
, 32
Fulfilled civilian self
, 54
General Education requirements
, 17
Generalized Self-Efficacy Scale (GSE)
, 117
GI Bill
, 32, 48
post-9/11 GI Bill
, 52
Government Accounting Office (GAO)
, 18
Graduate degrees
, 123
Graduate Medical Education (GME)
, 114
Handicap
, 18
Harry W. Colmery Veterans Educational Assistance Act
, 32
HEIs
, 131–36, 139, 141
Hidden wounds
, 30
impact in higher education
, 33
Higher education (HE)
, 63, 131
disability in
, 18–20
in England and mature students
, 131–32
equity in
, 14–5
impact of hidden wounds in
, 33
student support in
, 34–35
uniformity in
, 36
Higher Education Act (1965)
, 16
Higher Education Compliance Alliance
, 35
Higher Education Opportunity Act (2008)
, 16
Hispanic Serving Institution (HSI)
, 14
Human motivation theories
, 31, 33
Identity
, 23–24
cohesive
, 54
racial identity development
, 104–05
social
, 97, 104
Impairment
, 18
Improvized explosive devices (IEDs)
, 32
In-depth interviewing structure
, 65
Indian higher education system
, 148
data analysis technique
, 152–61
data collection procedure
, 151–52
literature review
, 148–49
methodology
, 151–61
participants
, 151
theoretical framework
, 149–50
tools for data collection
, 151
Individualized education program (IEP)
, 16
Individuals with Disabilities Education Act (IDEA)
, 16, 35
Inequality
, 148, 149
Institute of International Education (IIE)
, 97
Institutional barriers impacting student veterans
, 50–51
Instructional Materials Accessibility Act (2002)
, 16
Instrumentation
, 38–39
International students
, 97–98
in US higher institutions
, 100–02
Interviews
, 38
Kruskal–Wallis one-way analysis of variance
, 85
Kruskal–Wallis test
, 83
Latina/o critical race theory (LatCrit)
, 63, 66
Latinx student organization (LSO)
, 62
providing community and sense of belonging
, 68–69
Latinx students
, 62, 64
Learning disabilities
, 21
Leave of absence (LOA)
, 119
Linguistics of racism
, 78–80
Loneliness
, 67–68
Looking glass-self theory
, 104–05
Lower-income students
, 76
Maslow’s hierarchy of needs
, 31, 34
Mature students
, 130
academic challenges
, 135–37
external challenges to academic attainment
, 135–37
fear of academic failure
, 135–37
fine balance and challenge for academic staff
, 140–42
inclusive practice
, 133–35
listening to student voice
, 138–40
personalised approach and “sense of belonging”
, 132–33
research context
, 131–32
social integration
, 137–38
student enrolment numbers at English HEIs
, 131
Medical school
, 114, 115
Medical students
, 115, 121, 122, 123
Microaggressions
, 23, 106, 107
Microassaults
, 106–07
Microinsults
, 107
Microinvalidations
, 107
Middle-class habitus
, 155
Military culture
, 53
Military service and disabilities
, 31–33
Military-related trauma
, 56
Mortification
, 104
Multicollinearity
, 83
Multidimensional Scale of Perceived Social Support (MSPSS)
, 34
instrument
, 39
modified
, 38, 40, 41
National Association of Student Personnel Administrators
, 51
National Association of Veteran’s Program Administrators
, 51
National Center for Education Statistics (NCES)
, 50–51
National Resident Matching Program (NRMP)
, 115
Negative shifters
, 156
Negatively focused group category
, 157
Neoracism
, 98
Niche-provider setting
, 138
Nigrescence model
, 77
No Child Left Behind Act (2001)
, 16
Nontraditional student
, 51
Participant demographics
, 40, 65
“Patterns and Trends in UK HE 2017” report
, 130
Peer support system
, 137
People with disabilities (PWDs)
, 14
Perceptions
, 99
Persistence of African-American students
, (see also Student persistence and retention models), 76, 77
data collection and analysis
, 83
methodology
, 81–83
population of interest
, 81
PWU characteristics
, 81
ranking variables
, 81–82
research question
, 81
results
, 83–90
variables
, 82–83
Phenomenological approach
, 37
Phraseology
, 107
Planning stage
, 152
Population
camouflage
, 54
of interest
, 81
and sample
, 37–38
Positive shifters
, 156
“Positively focused” group category
, 153–54
Post-traumatic stress disorder (PTSD)
, 30, 34, 55, 56
Postsecondary education
, 16
Predominantly white schools (PWSs)
, 79
Predominantly White Universities (PWUs)
, 77
characteristics
, 81
Predominately White Institutions (PWIs)
, 62
diversity underestimated
, 69–70
emotions and experiences as new students at university
, 67–68
findings
, 66
institutional factors
, 69–71
literature review
, 63–64
LSO providing community and sense of belonging
, 68–69
methodology
, 64–71
participant demographics
, 65
superficial institutional support
, 70–71
theoretical constructs
, 66
Pride
, 104
Psychosocial variables
, 76
Race/racial/racism
, 101, 102
experiences of international students in United States
, 98–00
identity development
, 104–05
linguistics of
, 78–80
microaggressions
, 105–07
Racialization in US higher institutions
, 100–02
Realization stage
, 152
Reasonable accommodation
, 36
Rehabilitation Act (1973)
, 15, 16, 35
Reliability
, 38–39
Remediation interventions
, 121
Research experiences and products
, 122
Research Universities with Very High research activities (RU/VH)
, 81
Residency
, 114
Residency “match” outcomes
, 121
graduate degrees
, 123
research experiences and products
, 122
USMLE step scores
, 122
work and volunteer experiences
, 122–23
Resiliency
, 115, 120
affective factors
, 119
data analysis
, 118–19
demographics
, 119
failure events
, 121
instruments
, 117–18
methods
, 116–18
remediation interventions
, 121
residency “match” outcomes
, 121–23
resident selection
, 115–16
results
, 118–23
sample
, 116
sampling procedure
, 117
self-compassion
, 120–21
self-efficacy
, 119–20
Respondent-driven sampling
, 117
Return to education
, 132
Scheduled castes/scheduled tribes (SC/ST)
, 148, 149
habitations
, 149
Self-compassion
, 120–21
Self-Compassion Scale-Short Form (SCS-SF)
, 117
Self-constructed questionnaire
, 151
Self-efficacy
, 119–20
Self-feelings
, 104
Semantic moves
, 79–80
Sense of belonging
, 132–33, 135
Servicemen’s Readjustment Act (1944)
, 48
Social capital
, 149
Social environment
, 34
Social identity
, 97, 104
Social integration
, 137–38
Socialization practices
, 101
Socioeconomic status (SES)
, 76
Spearman’s rank correlation coefficient
, 83, 85, 89
Spearman’s rho
, (see Spearman’s rank correlation coefficient)
Staff intervention
, 138
Standardization
, 41
Stigmatization
, 32–33
Stratified sampling technique
, 151
Student Consultation Team
, 20
Student involvement theory
, 31, 34
Student mortality
, 77
Student persistence and retention models
, (see also Persistence of African-American students), 77
avoiding direct racial language
, 79
linguistics of racism
, 78–80
Rodgers and Summers’ revised
, 77–78
semantic moves
, 79–80
Student support in higher education
, 34–35
Student veterans
, 30
academic success measurement
, 36–37
ADA and 504 accommodations
, 35–36
brief framework
, 31
data analysis
, 39
data collection procedure
, 39
demographics
, 51–52
financial incentive to enroll in college
, 52–53
finding gap
, 37
impact of hidden wounds in higher education
, 33
implications and recommendations
, 42–43
institutional barriers impacting
, 50–51
instrumentation
, 38–39
military service and disabilities
, 31–33
opportunities and challenges
, 53–56
opportunity and significance
, 30–31
participant demographics
, 40
population and sample
, 37–38
presentation of data
, 40–42
research methodology and design
, 37–39
response of colleges and universities
, 56–57
stigmatization
, 32–33
student support in higher education
, 34–35
study findings
, 39–42
support needs
, 33–34
transition to civilian life
, 32
validity and reliability
, 38–39
Subjective experiences of feelings
, 116
Superficial institutional support
, 70–71
Support needs
, 33–34
Survey methodology
, 81–82
Systemic microaggressions
, 107
Tech Act (2004)
, (see Assistive Technology of Act (1998))
Timetabling
, 139
Transition to civilian life
, 32
Traumatic brain injuries (TBI)
, 30
“Tunnel vision” intervention approaches
, 130
Undergraduate Medical Education (UME)
, 114
Undergraduate retention
, 77
Uniformity in higher education
, 36
United Nations Convention on Rights of Persons with Disabilities
, 14, 19
United States Medical Licensing Exam (USMLE)
, 119
step scores
, 122
United States military veteran
institutional barriers impacting student veterans
, 50–51
student veteran experience
, 51–57
University and Colleges Admission Services (UCAS)
, 130
“Unstable choosers”
, 156
US Census Bureau Report of Survey of Income and Program Participation
, 21
US Department of Education
, 35
US international medical graduates (US IMGs)
, 114, 115
Validity
, 38–39
Variables
, 82–83
psychosocial
, 76
ranking
, 81–82
Verbal strategies
, 79
Virtual learning environments
, 139
Vocational program
, 133
White/Anglo-Saxon culture
, 62
Whiteness
, 99, 100
Widening participation (WP)
, 130
Women veterans
, 55
Work and volunteer experiences
, 122–23
Workforce Investment Act (1998)
, 16
- Prelims
- Introduction to Perspectives on Diverse Student Identities in Higher Education
- Chapter 1 Accessibility and Acceptance for University Students with Diverse Abilities
- Chapter 2 Assisting Student Veterans with Hidden Wounds: Evaluating Student Support in US Higher Education
- Chapter 3 The United States Military Veteran: A Look at their College Experience and Equitable and Inclusionary Practices
- Chapter 4 “They Say They Value Diversity, But I Don’t See It”: Academic and Social Experiences of First Generation Latinx Students at a Predominately White Midwest Institution
- Chapter 5 The Influence of Socioeconomic Status on Perceptions of Persistence among African American Students at Major US Universities
- Chapter 6 Eyes Theory: A Proposed Racialization and Developmental Identity Model for Understanding Concepts of Race for International Students of Color Studying in US Higher Education Institutions
- Chapter 7 Failure Can Lead to Success When Remediation Builds Resiliency: How Struggling International Medical Students Gain Entry into US Graduate Medical Education Programs
- Chapter 8 The End of Lifelong Learning – Where Have all the Mature Undergraduate Students Gone? A Literature Review and Practical Recommendations from a Case Study in England
- Chapter 9 From Planning to Realization: Who Goes? Who Stops? What Matters?
- About the Authors
- Name Index
- Subject Index