Search results

1 – 10 of over 13000
Article
Publication date: 3 April 2007

Kecia M. Thomas, Leigh A. Willis and Jimmy Davis

The purpose of this paper is to examine mentoring relationships involving minority graduate students in the USA.

3893

Abstract

Purpose

The purpose of this paper is to examine mentoring relationships involving minority graduate students in the USA.

Design/methodology/approach

The authors take a multifaceted approach to providing strategies to improve the opportunities of minority students to acquire mentors by directing attention to institutional practices, faculty development, and the behaviors of students themselves.

Findings

Mentoring relationships provide critical personal and professional development opportunities throughout one's career. These relationships are especially important for racial minorities who often lack access to informal networks and information that is required to be successful in academic and professional environments in which they are under‐represented. The lack of mentors for minority graduate students is important to consider given the potential impact of this experience for minority graduate students’ retention and subsequent success, but also for the future diversity of the discipline (especially its instruction and research). This article identifies the challenges that minority graduate students confront in establishing healthy mentoring relationships, and the unfortunate outcomes of when minority graduate students lack productive mentoring relationships.

Originality/value

The paper provides a multilevel analysis of mentoring of minority graduate students.

Details

Equal Opportunities International, vol. 26 no. 3
Type: Research Article
ISSN: 0261-0159

Keywords

Article
Publication date: 2 January 2014

Jeanie M. Forray and Janelle E. Goodnight

While institutional efforts have shown modest results, AACSB statistics suggest that current practices are insufficient to increase more substantively the representation of…

Abstract

Purpose

While institutional efforts have shown modest results, AACSB statistics suggest that current practices are insufficient to increase more substantively the representation of minorities among doctorally qualified business school faculty. The purpose of this paper is to explore antecedents to the faculty representation issue – that is, the motives, concerns, and resources of US minority individuals with respect to business doctoral program entry – as a basis for improving minority faculty representation outcomes.

Design/methodology/approach

A small sample of doctoral program directors were interviewed to ascertain their perspective on recruitment, design and delivery of PhD programs in business and from which a survey instrument was developed. A sample of 292 US minority respondents surveyed indicated their top reasons for and concerns about pursuing a doctorate, program selection and rejection criteria, sources of information and financing, and, for those in the decision-making stage, reasons for waiting to apply to a program. The paper compares responses of those who graduated from or are currently enrolled in a doctoral program in business with those who decided not to enroll. The paper also explores factors most salient to individuals currently contemplating enrolling but who have not yet decided to do so.

Findings

Results suggest that mentorship of promising undergraduate and master's students by business faculty and current doctoral students is critical to US minority enrollments in doctoral programs; however, a school's physical location, required time and energy, and financial considerations also play a role in the decision-making process. The role of international students in diversity efforts by doctoral programs is also salient.

Originality/value

Previous studies in multiple disciplines note the under-representation of US minority faculty in academe. In business education, suggestions for overcoming this gap have focussed on recruitment, mentoring, and/or networks and support groups but little is known about antecedents to entry (motives, concerns, and resources of US minority individuals) with respect to business doctoral programs.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 33 no. 1
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 11 November 2020

Maureen T.B. Drysdale, Sarah A. Callaghan and Arpan Dhanota

This study examined sexual minority status on perceived sense of belonging and compared sexual minority students and exclusively heterosexual students as a function of…

Abstract

Purpose

This study examined sexual minority status on perceived sense of belonging and compared sexual minority students and exclusively heterosexual students as a function of participating in work-integrated learning (WIL).

Design/methodology/approach

A cross-sectional, quantitative design was used with participants grouped by sexual minority status and participation in WIL.

Findings

Sexual minority students (WIL and non-WIL) reported lower sense of belonging than exclusively heterosexual students (in WIL and non-WIL). Sexual minority students in WIL also reported significantly weaker sense of belonging compared to non-WIL sexual minority students suggesting that WIL presents some barriers to establishing a strong sense of belonging for sexual minority students.

Originality/value

The findings provide evidence for developing programs to ensure all students are in a safe environment where they can develop and strengthen their sense of belonging regardless of minority status. This is important given that a sense of belonging impacts mental health and overall well-being.

Details

Education + Training, vol. 63 no. 2
Type: Research Article
ISSN: 0040-0912

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: 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

Article
Publication date: 17 August 2010

Emily Love

Considering the shortage of minority representation in the library profession, this paper aims to examine minority students' awareness of librarianship and investigates the impact…

1493

Abstract

Purpose

Considering the shortage of minority representation in the library profession, this paper aims to examine minority students' awareness of librarianship and investigates the impact of marketing academic librarianship to students at the campus' cultural centers as a recruitment method.

Design/methodology/approach

The paper analyses previous studies and provides results from a survey distributed to minority students at two of the cultural centers and at the Summer Research Opportunities Program, a program that prepares minority students for graduate studies.

Findings

Results indicate a connection between presentations to students about academic librarianship and their interest in pursuing the profession. Findings highlight students' lack of awareness of librarian job responsibilities and the findings also highlight students' preferred methods for continued mentorship and support.

Research limitations/implications

More qualitative research would prove valuable to gain in‐depth feedback from students about their understanding of the library profession and what factors are most and least likely to attract them to the profession. A second paper is planned to investigate the number of students who pursued a library degree that attended one of these sessions.

Practical implications

The paper highlights a simple, affordable and replicable alternative to time‐intensive and heavily subsidized recruitment programs.

Social implications

As the population becomes more diverse and patron needs change, the library profession, which is predominantly white, will need to diversify to reflect patrons' increasingly diverse needs.

Originality/value

Many large‐scale recruitment initiatives recruit minority students to academic librarianship. This paper describes a small‐scale and effective approach to minority student recruitment.

Details

Reference Services Review, vol. 38 no. 3
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 23 August 2011

Khalid Arar and Mohanned Mustafa

The paper seeks to analyze the characteristics of higher education (HE) among Palestinian Arabs in Israel (PAI). It aims to indicate the main trends that have taken place in…

Abstract

Purpose

The paper seeks to analyze the characteristics of higher education (HE) among Palestinian Arabs in Israel (PAI). It aims to indicate the main trends that have taken place in higher education since the establishment of the State of Israel, especially in the last decade, and to examine the main factors that have hindered access to higher education for this minority group.

Design/methodology/approach

The study is based on a meta‐analysis of official statistics and other official documents, and on an analysis of relevant recent research studies.

Findings

The analysis shows that although there has been an increase in the numbers and percentages of PAI studying in Israeli HE institutes, especially for women, structural blocks still hinder their access to Israeli HE institutes, a situation exacerbated by their deficient preparation in secondary school. Their disproportionate under‐representation in the HE system reflects policies relating to power distribution and control in Israeli society.

Social implications

Policy favoring re‐distribution of power alongside affirmative action legislation could influence the structure of the HE system and improve PAI minority representation in Israeli HE institutes.

Originality/value

The paper indicates the need for affirmative action to increase the Palestinian minority population's access to higher education in Israel.

Details

Education, Business and Society: Contemporary Middle Eastern Issues, vol. 4 no. 3
Type: Research Article
ISSN: 1753-7983

Keywords

Article
Publication date: 15 August 2016

Charles Crawford and Ronald Burns

Recent highly publicized acts of violence and shootings on school campuses have prompted numerous crime prevention responses. The purpose of this paper is to assess the impact of…

3604

Abstract

Purpose

Recent highly publicized acts of violence and shootings on school campuses have prompted numerous crime prevention responses. The purpose of this paper is to assess the impact of protective measures such as law enforcement, security policies, and school/neighborhood characteristics on school violence within the context of the racial composition of the school and grade level.

Design/methodology/approach

The data used in this study were part of the School Survey on Crime and Safety collected in 2006. The dependent measures of school violence include reports of serious violence, physical attacks/fights, gun or knife possession, and threats and attacks with a weapon. The sample was divided by racial composition of the school (predominately white, and predominately minority schools) and by grade level (high schools, and all other grades). A negative binomial regression was conducted due the count-based dependent variables.

Findings

Findings revealed that minority schools often face higher levels of reported violence and had a heavier law enforcement presence, which often had mixed or counterproductive results for reducing school violence. School characteristics, such as reports of bullying, location, gang activity, and security measures yielded numerous statistically significant results.

Research limitations/implications

Officials proposing school violence prevention efforts should strongly consider the importance of school and community characteristics, most notably grade level, and the unique context of a predominately white or minority school as there were different statistically significant results. Furthermore, officials should be cautious about relying on simple efforts such as more security personnel to address school violence. Violence and crime on school grounds should not be viewed as being isolated from violence and other forms of crime in the community. Policy recommendations and suggestions for future research are provided.

Originality/value

This study differs from much of the previous literature, which typically examines student and administrator attitudes about victimization and crime prevention. The current study examines detailed information on the effects of school violence prevention efforts and moves beyond most other works as it considers school safety approaches within the context of racial composition of the school and by different grade levels.

Details

Policing: An International Journal of Police Strategies & Management, vol. 39 no. 3
Type: Research Article
ISSN: 1363-951X

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

Article
Publication date: 31 October 2017

Anja Johnsen, Gaby Ortiz-Barreda, Guro Rekkedal and Anette Christine Iversen

The purpose of this paper is to summarise and analyse empirical research on protective factors that promote academic resilience in ethnic minority children mainly aged between 13…

Abstract

Purpose

The purpose of this paper is to summarise and analyse empirical research on protective factors that promote academic resilience in ethnic minority children mainly aged between 13 and 18 years attending schools in the Nordic countries.

Design/methodology/approach

This paper was opted for a literature review of 23 peer-reviewed quantitative articles published between 1999 and 2014. The analysis entailed protective factors at both the personal and environmental levels in ethnic minority children.

Findings

Some minority children’s school performance may be just as good if not better than majority children when having similar or even lower socioeconomic status than majority children. Protective factors at the personal level included working hard, having a positive attitude towards school, and having high educational aspirations. Protective factors at the environmental level included supportive school systems, supportive schools, and supportive networks including parental qualities and support. The findings are comparable to the findings outside the Nordic countries with one exception; minority children in the Nordic countries performed better than expected despite socioeconomic disadvantages.

Research limitations/implications

Protective factors affecting academic resilience need further attention in a time with an increased global migration. Research implications may be related to how schools and policy makers develop supportive school systems, supportive schools, and supportive networks to contribute to making a difference for minority children’s educational opportunities in the Nordic countries.

Originality/value

Academic resilience is a relatively new research field in the Nordic countries. This review is the first review which has summarised and analysed existing findings on academic resilience in the Nordic countries in minority children.

Details

International Journal of Migration, Health and Social Care, vol. 13 no. 4
Type: Research Article
ISSN: 1747-9894

Keywords

1 – 10 of over 13000