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Book part
Publication date: 30 October 2009

Lisa K. Hussey

Although there is great potential for diversity, library and information science (LIS) is a relatively homogenous profession. Increasing the presence of librarians of color may…

Abstract

Although there is great potential for diversity, library and information science (LIS) is a relatively homogenous profession. Increasing the presence of librarians of color may help to improve diversity within LIS. However, recruiting ethnic minorities into LIS has proven to be difficult despite various initiative including scholarships, fellowships, and locally focused programs. The central questions explored in this research can be divided into two parts: (1) Why do ethnic minorities choose librarianship as a profession? (2) What would motivate members of minority groups to join a profession in which they cannot see themselves?

The research was conducted through semi-structured, qualitative interviews of 32 ethnic minority students from one of four ethnic minority groups (African American, Asian American, Hispanic/Latino, and Native American) currently enrolled in an LIS graduate program. Eleven themes emerged from the data: libraries, librarians, library work experience, LIS graduate program, career plans and goals, education and family, support, mentors, ethnicity and community, acculturation, and views of diversity.

The findings seem to support many assumptions regarding expectations and career goals. The findings related to libraries, librarians, mentors, and support illustrate that many recruitment initiatives are starting in the right place. However, the most noteworthy findings were those that centered on identity, acculturation, and diversity because they dealt with issues that are not often considered or discussed by many in the profession outside of ethnic minority organizations.

Details

Advances in Library Administration and Organization
Type: Book
ISBN: 978-1-84950-580-2

Book part
Publication date: 30 December 2011

Henan Cheng

Using Kunming, the capital of China's southwest Yunnan Province, as an example, this mixed-methods research examines three interacting dimensions of social change in contemporary…

Abstract

Using Kunming, the capital of China's southwest Yunnan Province, as an example, this mixed-methods research examines three interacting dimensions of social change in contemporary China: migration, ethnicity, and education. In particular, it sheds light on the issue of educational achievement of migrant children, especially children of ethnic minority background. The quantitative portion of the study is based on data gathered from over 700 sample students, teachers, and principals who participated in the “2008 Kunming Migrant Children's Survey.” A two-level hierarchical linear modeling (HLM) is employed to identify student- and school-level factors and to estimate the impacts of these factors on migrant children's academic achievement. The qualitative portion of the study is based primarily on the data collected through in-depth individual interviews and focus-group discussions with 97 migrant students, teachers, and school principals from 10 government and nongovernment migrant children's schools in Kunming between 2008 and 2009. The qualitative and quantitative results highlight four interrelated groups of educational barriers experienced by migrant students in pursuing compulsory education: institutional, socioeconomic, cultural, and psychological barriers. In particular, cultural and psychological barriers, including difficulty in school adaptation, low self-esteem, lack of family support, and discrimination against ethnic minorities due to their different religious beliefs and ethnic traditions, are found to have exerted particularly significant negative influences on academic achievements of ethnic minority students.

Details

The Impact and Transformation of Education Policy in China
Type: Book
ISBN: 978-1-78052-186-2

Keywords

Article
Publication date: 11 April 2016

Antonios Panagiotakopoulos

The purpose of this paper is to explore the main barriers to employability skills development of ethnic minority students in the context of higher education (HE) in Greece and…

Abstract

Purpose

The purpose of this paper is to explore the main barriers to employability skills development of ethnic minority students in the context of higher education (HE) in Greece and recommends strategies to help higher education institutions (HEIs) overcome those barriers.

Design/methodology/approach

The study draws on a series of in-depth interviews conducted with 20 ethnic minority students and ten “traditional” students studying at three institutions of HE in Greece.

Findings

The study shows that there are many barriers facing ethnic minority students in HE including: poor self-esteem; lack of good advice about HE courses; isolation once in HE; discrimination by staff in HE; and unresponsive curriculum to ethnic diversity in HE. In this context, it is argued that there is an immediate need for decision makers in HEIs to develop policies that target ethnic minority students in order to help them secure employment. It is suggested that HEIs should: provide opportunities for students to discuss concerns with teachers and counsellors; address issues of motivation, self-perception and self-efficacy; encourage teaching staff to adopt various teaching methods to accommodate different learning styles; decrease competitive, norm-referenced environments; use multicultural education and counselling techniques and strategies; and provide work placement opportunities.

Practical implications

The paper suggests ways that can help HEIs embrace diversity and promote graduate employability among ethnic minority students in the context of widening participation agenda.

Originality/value

The study fills a significant knowledge gap in the existing literature in relation to the measures that HEIs can take to enhance graduate employability among ethnic minority students particularly in less developed countries like Greece.

Details

Journal of Applied Research in Higher Education, vol. 8 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 13 February 2024

Ming Tak Hue and Shahid Karim

Developing a sense of belonging among immigrant youth in multicultural contexts has attracted significant attention from scholars during the last few decades. Studies have already…

Abstract

Purpose

Developing a sense of belonging among immigrant youth in multicultural contexts has attracted significant attention from scholars during the last few decades. Studies have already underscored how various educational factors hinder or facilitate students’ sense of belonging to the school or the larger society. Although most students in Hong Kong schools are ethnic Chinese, a significant number of non-Chinese children make students diversity an essential aspect of schooling. The study investigated how schools can develop a sense of belonging among ethnic minority youth in Hong Kong.

Design/methodology/approach

As the education system in Hong Kong lacks a multicultural education policy, how can schools help develop a sense of belonging to the school and the larger society among young ethnic minority people? To answer this question, this paper consolidates the two sets of data originally gathered for two research projects. The data was collected through semi-structured in-depth interviews with nine secondary school teachers (Chinese and non-Chinese) and 15 students (non-Chinese) and analysed thematically.

Findings

The thematic analysis of the qualitative data identified several challenges and opportunities for developing ethnic minority students’ sense of belonging in Hong Kong.

Research limitations/implications

Researchers in comparative education can further explore how multicultural education and inclusive education approach together can help ensure inclusive and equitable quality education for all and cater to students' diverse learning needs across the education systems.

Practical implications

Given that the aims of multicultural education and inclusive education resonate with each other, schools can focus on the Whole School Approach to developing a sense of belonging among ethnic minority youth in Hong Kong. However, policymakers and practitioners may need to adopt a multifaceted perspective on inclusive education that strives to ensure equitable quality education for all.

Originality/value

The study contributes to the existing body of scholarship on multicultural education and inclusive education. The study findings underscore the importance of an interdisciplinary research framework in education and advocate an integrative approach to supporting students with diverse learning needs in multicultural contexts.

Details

International Journal of Comparative Education and Development, vol. 26 no. 1
Type: Research Article
ISSN: 2396-7404

Keywords

Book part
Publication date: 1 January 2005

Deborah Phillips, Ian Law and Laura Turney

At first glance, it might seem from the statistics that 18- to 20-year-old members of minority ethnic groups are doing relatively well in terms of higher education. They are in…

Abstract

At first glance, it might seem from the statistics that 18- to 20-year-old members of minority ethnic groups are doing relatively well in terms of higher education. They are in fact better represented in UK colleges and universities than young whites. However, this is far from the whole story. Certain black groups, such as African–Caribbean males and Bangladeshi females, are significantly underrepresented in higher education in general and certain programmes in particular. For example, there has been difficulty recruiting Black and ethnic minority students into teacher training programmes (DfEE, 1998). The experience of participating in higher education is also often different for black and white students. Black and minority ethnic students are more likely to be concentrated in the new universities. In the mid-1990s, only 0.5 percent of the students at the older established universities came from a Black or minority ethnic background, compared with 14.4 percent in the new universities (DfEE, 1998). This inequality helps to perpetuate a system of white privilege, one that is entrenched in other areas of public life in the UK. Black and minority ethnic students are also more likely to study part-time than white students, are more likely to drop out of courses, and more frequently opt for lower-level qualifications (i.e., a diploma rather than a degree).

Details

Higher Education in a Global Society: Achieving Diversity, Equity and Excellence
Type: Book
ISBN: 978-0-76231-182-8

Book part
Publication date: 13 March 2012

MaryJo Benton Lee, Li Hong and Luo Lihui

A strong relationship exists in many cultures between ethnic identity and educational success. This study was conducted at a teacher training university in Southwest China in…

Abstract

A strong relationship exists in many cultures between ethnic identity and educational success. This study was conducted at a teacher training university in Southwest China in 1997. It examines how ethnic minority students, through a series of micro-level interactions, construct “scholar selves” within their families, villages, and schools. The study also looks at how macro-level structural supports, built into the Chinese education system, help minority students overcome obstacles to academic success. These supports include special schools and classes for ethnic students, training teachers for nationality areas, financial support for minority education and additional points awarded on national examinations. The chapter suggests what scholars and practitioners might learn from an educational system that demonstrates the characteristics of flexibility, inclusiveness and cohesiveness.

Details

As the World Turns: Implications of Global Shifts in Higher Education for Theory, Research and Practice
Type: Book
ISBN: 978-1-78052-641-6

Keywords

Book part
Publication date: 18 December 2016

Juliette M. Iacovino and Sherman A. James

Over the past several decades, scholars and universities have made efforts to increase the retention of students in higher education, but graduation rates remain low. Whereas…

Abstract

Over the past several decades, scholars and universities have made efforts to increase the retention of students in higher education, but graduation rates remain low. Whereas two-thirds of high school graduates attend college, fewer than half graduate. The likelihood of graduation decreases even more for Black, Latino, American Indian, and low-income students, who have a 12–15% lower chance of earning their degree. The importance of psychosocial adjustment to student persistence has received relatively less attention than academic and social integration. Racial/ethnic minority students face unique challenges to psychosocial adjustment in college, including prejudice and discrimination, unwelcoming campus environments, underrepresentation, and a lack of culturally appropriate counseling resources. The current chapter will discuss the impact of these challenges on the persistence, academic success, and health of racial/ethnic minority students, and strategies that universities can employ to create inclusive policies, resources and campus environments that empower students of color and maximize their success.

Details

The Crisis of Race in Higher Education: A Day of Discovery and Dialogue
Type: Book
ISBN: 978-1-78635-710-6

Article
Publication date: 3 July 2017

Shalva Tabatadze and Natia Gorgadze

The purpose of this paper is to explore affirmative action policy in higher education (HE) admissions in post-Soviet Georgia.

Abstract

Purpose

The purpose of this paper is to explore affirmative action policy in higher education (HE) admissions in post-Soviet Georgia.

Design/methodology/approach

The study analyzed the effectiveness of the quota system from the perspective of the “minority rights protection” and “diversity” paradigms. The study used content analysis, focus group discussions, and interviews research methods.

Findings

Research revealed several important patterns: the problems of minority education are associated with academic achievements as well as social integration; although the importance of diversity is evident in the Government of Georgia, the benefits of diversity are not realized fully through affirmative action policies in institutions of HE. The authors have argued that the shift from the “minority rights protection” to the “diversity” paradigm is necessary to solve minority students’ existing problems and to benefit from the positive effects of diversity on academic and democratic outcomes for all students.

Practical implications

The findings of this study have practical importance. They can be used for the implementation of the affirmative action policy in HE admissions system of Georgia.

Originality/value

The paper is based on original research conducted in Georgia and the study contributes to the development of the field of multicultural and minority education in Georgia.

Details

Journal of Applied Research in Higher Education, vol. 9 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 17 April 2018

Angeline Villanueva Yang, Marilee Bresciani Ludvik, Caren L. Sax, Sylvia Garcia-Navarrete, Wendy Bracken, J. Luke Wood and Charles Iyoho

The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity.

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Abstract

Purpose

The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity.

Design/methodology/approach

The paper is presented in three parts. The first section discusses integrative inquiry (INIQ) (Bresciani Ludvik et al., 2016), a mindfulness methodology and mindful inquiry training program, as a potential pathway to help mitigate stress and enhance healthy development and well-being strategies that combat stressors related to ethnic and racial identity; and increase opportunities for positive ethnic identity development. INIQ was designed to influence areas of the brain associated with attention regulation, emotion regulation, and CR in order to decrease stress and anxiety, and heighten executive functions of undergraduate and graduate students. The second section discusses an exploratory study to see whether INIQ resulted in higher mean scores for participants on their ethnic identity, as assessed by the multigroup ethnic identity measure (Phinney, 1992).

Findings

The results indicated that there was a significant increase in pre-test and post-test scores for mindfulness (p=0.001) as well as the dependent measure for learning exploration (p=0.028) among 30 undergraduate, master’s- and doctoral-seeking students. There was also a non-significant increase for clear understanding (p=0.15) and overall ethnic identity achievement (p=0.387); and non-significant decrease for ethnic belonging (p=0.424).

Originality/value

These findings suggest that INIQ may increase students’ ethnic learning exploration, which is an important process in ethnic identity development (Phinney and Ong, 2007). This study also suggests that INIQ increases mindfulness in participants. The authors conclude with a discussion and recommendations to future INIQ and other diversity centered student support practitioners interested in influencing positive ethnic identity formation.

Details

Journal of Research in Innovative Teaching & Learning, vol. 11 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 2 October 2019

King Man Eric Chong

The purpose of this paper is to analyse and evaluate the implementation of an empathy model of experiential learning in real-life sites, with the help of NGOs, for developing…

Abstract

Purpose

The purpose of this paper is to analyse and evaluate the implementation of an empathy model of experiential learning in real-life sites, with the help of NGOs, for developing students’ active citizenship in two Hong Kong Chinese secondary schools.

Design/methodology/approach

This study employs a case study in which teachers and the researcher engage in planning, implementing and evaluating an experiential learning unit which combines together both classed-based learning activities and experiential learning activities provided by NGOs in real-life settings. Qualitative interview findings are collected from teachers and students.

Findings

Incorporating experiential learning activities in thematic learning units provided by NGOs for the active citizenship of students can facilitate teachers to develop student learning outcomes of empathy and perspective taking derived from authentic experience. In particular, teachers’ reflect on how to facilitate Chinese students’ reflect on disadvantaged people and ethnic minorities. This action research study recommends that students’ conceptual understanding of concepts such as poverty and ethnic minorities should be developed before they participate in NGO’s experiential learning activities, so that the experiential experiences can add something on what they have already learnt.

Originality/value

This study found some useful implications for exploring ways for teacher development by applying an experiential learning model in combination with classroom-based learning for active citizenship. This research study recommends implementing pre-experiential conceptual building activities and post-experiential classroom-based enquiry and reflection activities to help students consolidate their learning experiences through verbal and written reflection, as well as on what actions that they can take.

Details

Asian Education and Development Studies, vol. 9 no. 4
Type: Research Article
ISSN: 2046-3162

Keywords

1 – 10 of over 8000