Ethnicity Of Students Research Articles

‘I am really expecting people to judge me by my skills’: ethnicity and identity of international students

There is an increasing volume of international students enrolled in the vocational education and training sector in many countries. However, questions of ethnicity and identity in VET have not been explicitly examined in relation to this group. This paper offers some valuable insights into the complex and varying ways in which ethnicity is interrelated to the issues of identity of international students who have non-citizen status in the host country. It draws on a four-year qualitative study funded by the Australian Research Council that includes 105 interviews with international students and fieldwork in VET institutes across three states of Australia: New South Wales, Queensland and Victoria. The research highlights forms of injustice including non-recognition of skills due to skin colour, disadvantage with regard to employment opportunities, being positioned as deficient in the classroom and workplace, unjust stereotypes and violation of rights. The research also reports international students’ specific strategies in exercising both individual and collective agency to seek a ‘space’ for comfort, mutual support and communal strength and to confront injustices. The paper concludes with some practical recommendations for institutions to support international students’ agency and build an inclusive environment for international students in VET.

중국 연변 지역 대학생의 성별과 민족, 거주형태에 따른 건강관련 생활습관 및 식생활 비교

This study aimed to examine the health-related lifestyle habits and eating behaviors according to gender, ethnicity, and residence type of university students in Yanbian, China. Self-administered questionnaires were collected from 302 university students. Of the male students, 12.1% and 42.0% were in the underweight and overweight groups, respectively, and of the female subjects, 21.3% and 16.3%, were in those respective groups. More male than female students preferred the overweight body somatotype. In contrast, about 49.4% of female students were hoping to be underweight, and female students had more obvious difficulties with body somatotype perception, whereas their exercise frequency and time spent exercising per day were much less than those of male students. More Chinese than Korean-Chinese subjects exhibited regular eating habits, which included eating at the same time everyday and at the same frequency per day; these habits were, accompanied by generally healthier lifestyle habits regarding regularity of activity and exercise time. Self-boarding students had a significantly higher BMI (<TEX>$23.7{\pm}5.1kg/m^2$</TEX>) and were more likely to be overweight (43.5%) as compared to students who lived in a dormitory or with family. Salty taste was preferred by Chinese students more than Korean-Chinese students, and greasy taste was preferred by Korean-Chinese students as compared with Chinese students. This study found that inherent and environmental factors are related with the dietary behaviors of university students in Yanbian, China. Further studies are required to elucidate the structural elements of family life and the sociocultural factors associated with dietary behaviors in Yanbian.

De genderkloof in onderwijsprestaties op een kruispunt met etniciteit en sociale klasse: een kwantitatieve benadering

Empirical research shows that, in general, boys underachieve in comparison with girls on numerous educational outcomes, including school grades. Qualitative research in particular, suggests that the size of this gender gap is related to the ethnicity and social class of students. Especially in Flanders, there is little research using quantitative methods that has examined boys’ and girls’ study achievement at the intersection with ethnicity and social class. The aim of this study is to quantitatively test if the gender gap in achievement varies according to the ethnic and social class background of students. Use is made of data (2004-2005) from the Flemish Educational Assessment (FlEA) from 11872 students in the third and fifth year of secondary education in a sample of 85 Flemish schools. Multilevel analysis suggest that a gender achievement gap favoring girls exists in Flemish secondary education and that the size of this gap is dependent upon the social class of students. The gender gap turns out to be larger for students from the highest social class in comparison to working class students. The gender gap, however, does not vary according to the ethnicity of students. The implications of these results are discussed.

The quality of inter- and intra-ethnic friendships among roma and non-roma students in Hungary

In this paper I compare the quality of inter- and intra-ethnic friendships. Findings of previous studies suggest that interethnic friendships are less likely to be characterized by closeness and intimacy than friendships among same-ethnic peers. I analyze data of a Hungarian panel study conducted among Roma and non-Roma Hungarian secondary school students. Descriptive analysis of 13 classes shows that interethnic friendships are indeed less often characterized by a co-occurring trust, perceived helpfulness, or jointly spent spare time nomination than intra-ethnic ones. This association holds if I include self-declared ethnicity as well as peer perceptions of ethnicity into the analysis. Analyzing self-declared ethnicity of students I also find that interethnic relations are less often reciprocated than intra-ethnic ones. If I concentrate on ethnic peer perceptions, however, I find that outgoing nominations of non-Roma students are more often reciprocated by classmates perceived as Roma than by classmates perceived as non-Roma.

ETHNOPSYCHOLOGICAL FEATURES OF VALUABLE ORIENTATIONS OF STUDENTS

The difficulty of studying the actual problems of modern science ‒ the value-motivational sphere of personality is the lack of a common understanding of the nature and function of value orientations. Recently, it became necessary to study the factors affecting the formation of value-motivational sphere of personality determinants of which are cultural and psychological characteristics of the individual. In this regard, relevant is the study of gender and ethno-psychological features of valuable orientations of students. The purpose of this study is to identify the characteristics of the impact of ethnicity and gender of students in their value orientation. We investigate the severity of valuable orientations of students as process ‒ result, altruism ‒ egoism, work ‒ free, power ‒ money and their tier structure. The influence of ethnicity and gender of students on degree and level structure abovementioned value orientations.

Ethnicity as social capital: an examination of first-generation, ethnic-minority students at a Canadian university

In this article, we use interview data collected in a four-year longitudinal study of first-generation university students to answer the question: how might the ethnicity of first-generation students impact their university experiences? After briefly examining previous literature written on the educational achievement levels of ethnic-minority Canadians, specifically Asian-Canadians, and on first-generation students, we explain the concept of social capital and how it relates to ethnicity. The findings extracted from the interviews in this paper suggest that, although first-generation students lack general knowledge about university, their ethnic identities serve to ease their disadvantaged positions in university by serving as both bonding and bridging social capital in the form of relationships, peer groups and ethnic clubs.

Does ethnicity, gender or age of physiotherapy students affect performance in the final clinical placements? An exploratory study

ObjectivesTo explore demographic differences in awarded marks of the final clinical placement in a physiotherapy undergraduate programme. DesignRetrospective analysis of clinical placement assessment marks. SettingA London university offering clinical placements throughout South East England. Participants333 physiotherapy students entering physiotherapy training between 2005 to 2009. Main outcome measuresMarks awarded following assessment using a clinical placement assessment form. ResultsThe mean mark (SD) for age were standard entry 71 (7.4) vs. mature entry 72 (7.99) (ns); for gender male 72 (8.45) vs. female 71 (7.21) (ns); and ethnicity White British 72 (7.71) vs. ethnic minority 70 (7.01) (p=0.023). No interaction effects were observed between the independent variables and only ethnicity demonstrated a statistically significant effect (mean difference (MD) 2.4% 95%CI 0.5 to 4.3, F=5.24, p=0.023).This difference was maintained in most subcategories. Significant differences were observed for the interpersonal section (MD 2.21% 95%CI 0.14 to 4.28, F=4.409, p=0.03), the clinical reasoning section (MD 2.39% 95%CI 0.53 to 4.25, F=6.37, p=0.012) and the treatment section (MD 2.93 95%CI 1.10 to 4.83, F=9.198, p=0.003). ConclusionsPhysiotherapy students from minority ethnic backgrounds were awarded a significantly lower mark than their white majority peers in final clinical placements, although the difference was small. Potential reasons are considered, with the strongest recommendation being for further enquiry into the potential relationship between ethnicity and success in undergraduate physiotherapy education.

Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender

This research examines student information and communication technology (ICT) literacy and its relationships to a student’s socio-economic status (SES), gender, and ethnicity of middle school students. We recruited 5,990 students from 13 school districts across the state of Florida. Student participants completed the Student Tool for Technology Literacy (ST2L), a performance-based assessment of ICT literacy skills based on the 2008 National Educational Technology Standards for Students (NETS.S). Results show a digital divide between low and high SES, white and non-white, and female and male students on all measures of the ST2L. Specifically, high-SES, white, and female students outperformed their counterparts. The results provide compelling evidence of a digital divide within Florida schools. The article discusses the implications of the findings for practice and future research.

Minority Representation in Special Education: 5-Year Trends

The disproportionate representation of minority students in special education has been a concern for decades. The Individuals with Disabilities Education Act mandates states to have policies and procedures in place to prevent inappropriate over identification or disproportionate representation by race and ethnicity of students with disabilities. The purpose of this study was to investigate the current status of minority representation in special education given the mandate and related efforts to reduce overrepresentation and to identify trends for the 5-year period from 2004 to 2008. Growth models were used to analyze trends in national data collected from the 50 states and the District of Columbia for these 5 years. Findings indicate some improvements from 10 years ago, especially noteworthy are a significant decrease in the number of African American students and a moderate decrease in the number of Hispanic students categorized as having intellectual disabilities. However, during the same period, the number of Hispanic students in learning disabilities increased. Otherwise, the trend of racial/ethnic representation in special education remains the same as it was a decade ago.

Graduate Education in U.S. Geography: Students’ Career Aspirations and Faculty Perspectives

The career aspirations of U.S. graduate geography students and how these are perceived by faculty and addressed in departmental curricula and programs have important implications for sustaining and enhancing geography's position in higher education in the current period of economic, political, and social change. Recent interdisciplinary research on academic socialization identifies differences in expectations between students and faculty as an important factor affecting departmental climates, completion of graduate degrees, and assessments by graduates of their preparation for the workforce. Based on qualitative analysis of interviews conducted in five doctoral and five master's departments selected to reflect a range of programs across the United States, we found considerable difference between students’ aspirations and faculty perceptions. Approximately half the doctoral students interviewed were considering careers in academia, although many were also considering opportunities in other sectors or were uncertain of their future directions. Students in master's departments were predominantly interested in careers outside academia. Doctoral faculty and curricula tended to stress preparation for research-oriented academic careers. Master's faculty generally recognized students’ aspirations and adapted curricula to meet them, especially by the provision of internship programs. We take into consideration campus location and the gender, ethnicity, and international origins of students. The results suggest improving graduate programs and advising by aligning them with student career plans and aspirations.

Influence of Avatar Choice on Teacher Expectations and Perceptions of Student Success

The gender and ethnicity of students have been shown to affect teacher expectations. As part of a Multi User Virtual Environment (MUVE), people socially interact via avatars that have the capability to be customized to details of ethnicity and gender. Teachers in MUVEs instruct students with little knowledge of potential biases and prejudices toward avatars of different genders and ethnicities. This study’s purpose was to examine the influence of student avatar choice of gender and ethnicity on teachers’ expectations. Teachers were asked to review a transcript, image, and video of a student avatar and then respond about the student’s intellectual and relational abilities. Results indicate that avatar gender and ethnicity influence teachers’ expectations. Results may help teachers discover potential biases and prejudices toward some student avatars, as well as level the playing field for student avatars of differing genders and ethnicities.

Potential influence of selection criteria on the demographic composition of students in an Australian medical school

BackgroundPrior to 1999 students entering our MBBS course were selected on academic performance alone. We have now evaluated the impact on the demographics of subsequent cohorts of our standard entry students (those entering directly from high school) of the addition to the selection process of an aptitude test (UMAT), a highly structured interview and a rural incentive program.MethodsStudents entering from 1985 to 1998, selected on academic performance alone (N = 1402), were compared to those from 1999 to 2011, selected on the basis of a combination of academic performance, interview score, and UMAT score together with the progressive introduction of a rural special entry pathway (N = 1437).ResultsMales decreased from 57% to 45% of the cohort, students of NE or SE Asian origin decreased from 30% to 13%, students born in Oceania increased from 52% to 69%, students of rural origin from 5% to 21% and those from independent high schools from 56% to 66%. The proportion of students from high schools with relative socio-educational disadvantage remained unchanged at approximately 10%. The changes reflect in part increasing numbers of female and independent high school applicants and the increasing rural quota. However, they were also associated with higher interview scores in females vs males and lower interview scores in those of NE and SE Asian origin compared to those born in Oceania or the UK. Total UMAT scores were unrelated to gender or region of origin.ConclusionsThe revised selection processes had no impact on student representation from schools with relative socio-educational disadvantage. However, the introduction of special entry quotas for students of rural origin and a structured interview, but not an aptitude test, were associated with a change in gender balance and ethnicity of students in an Australian undergraduate MBBS course.

Culturally Different Learning Styles in Online Learning Environments

The importance of individual culture depends on the characteristics of national culture and the individual’s background; within individual culture, different learning styles also exist. This paper addresses the topic of how learning style interacts with receptivity to online methods in different cultures, in this case in Nigeria. It examines and analyzes online learning environments in terms of differences in the learning styles of Nigeria university students according to their cultural backgrounds, specifically tribes, gender, and program of studies and how that can affect their online learning. The differences in tribes and learning styles affect the way the students respond to online learning. Despite the need for improvement, the future of online learning environments seems bright. The online instructor should try to offer learning activities that will appeal to the widest variety of learning styles possible. The ethnicity and cultural diversity of students needs to be considered in online systems design.

Widening access to medical education for under-represented socioeconomic groups: population based cross sectional analysis of UK data, 2002-6

Objective To determine whether new programmes developed to widen access to medicine in the United Kingdom have produced more diverse student populations.Design Population based cross sectional analysis.Setting 31 UK universities...

So, Appearance Doesn't Matter? A Comment on Student Perceptions and Respect Towards Academic Staff at Otago University

This report is part of a research project to explore how distinctions in hegemonic constructs (respect, power and authority) contribute to students’ perceptions of quality in business schools. The data is derived from a survey administered to first year accounting students in the UK, Australia and New Zealand. The research question is: does the ethnicity of students affect the qualities they respect in their teachers? This study includes analysis of how to determine ethnicity as an independent variable, and finds that the survey responses suggest ethnicity impacts in unexpected ways on the different qualities they respect in their teachers.

Does outdoor alcohol advertising around elementary schools vary by the ethnicity of students in the school?

Objectives. The objectives of this study were to determine: (1) if the number of outdoor alcohol advertisements around schools varied by ethnicity of students in the school; and (2) how the content of alcohol advertising around schools varied by the ethnicity of students in the school. Methods. All outdoor alcohol advertisements within 1500 feet of 63 Chicago schools were documented and coded for content and theme. On average, the ethnic make-up of schools was 54.9% African American, 24.4% Hispanic, and 16.2% White; 79.7% of students were low SES. To compare the mean number and type of ads by ethnicity of the school, schools were coded by ethnicity (i.e., 20% or more Hispanic students compared with less than 20% Hispanic students). Results. Youth attending schools with 20% or more Hispanic students were exposed to 6.5 times more alcohol advertising than students attending schools with less than 20% Hispanic students. Schools with 20% or more Hispanic students were also surrounded by more beer advertising and alcohol advertisements on bars and liquor stores. Conclusions. Alcohol advertising is more prevalent around schools with 20% or more Hispanic students. Policies should be considered to reduce the amount of alcohol advertising around schools.

Racial and Ethnic Representation in Gifted Programs

The Elementary and Secondary School Survey data and Civil Rights Data Collection of the Office for Civil Rights (OCR) were analyzed to describe the issue of overrepresentation of gifted Asian American students in gifted education programs in the United States. Nationally, Asian and Whites have been overrepresented in gifted education since 1978, whereas, students from other ethnic backgrounds, such as those from American Indian or Alaska Native, Hispanic, and African American groups, have been underrepresented with gradual increases in this underrepresentation since 1994. When the data were disaggregated by state for the period from 2002 to 2006, each racial and ethnic group displayed varied ranges of representation. Those varied distributions can be attributed to each state's unique demographic profile, varied definitions of giftedness, identification procedures, and identification policies. By focusing on Asian American students, this study addressed some difficulties that gifted Asian American students may face concerning the image of model minority and through the acculturation processes as immigrants or descendents of immigrants. Furthermore, this study suggests a need for disaggregated data collection and more research concerning gifted Asian American students from various ethnic Asian groups. Putting the Research to Use: Findings from this study highlight the need for carefully collected data in the field of gifted education concerning race and ethnicity of students in programs and provide the reader with a picture of both underrepresentation and overrepresentation of students by state and ethnic group. Attention needs to be paid to sub-groups within categories of race and ethnicity to understand representation. By considering the issue of Asian Americans and their overrepresentation, this research has raised awareness about factors, such as identification processes, acculturation, and academic motivation that might promote recognition of giftedness among some ethnic groups. Finally, this research offers readers with a new, multiple-year, current, analysis of the representation in gifted programs nationally and by state for racial/ethnic groups, an area of continued concern to those in the field of gifted education.

“She’s hungarious so she’s Mexican but she’s most likely Indian”

Schools in California have become increasingly diverse and the demographic composition of school populations has become heterogeneous in the language, nationality, and ethnicity of students. Using ethnographic and interactional analysis, the present article examines how California youth employ a variety of concepts associated with ethnicity to classify themselves and others. For youth who have peers from multiple national, ethnic, and linguistic backgrounds, the criteria of citizenship, national origin, language, and phenotype are negotiated interactionally for ethnic labeling. The article further suggests that ethnicity is not a simple category, but rather a concept that youth in a multiethnic context actively construct and co-construct with the help of associated notions. Finally, it is demonstrated that ethnic labeling in interviews may be a dispreferred practice for some interviewees due to its potential connection with racism and discrimination.

White Faces, Black Faces: Is British Sociology a White Discipline?

In promoting its public profile, sociology must be mindful of the face it presents. Whilst ethnicity is a key sociological concept, little is understood about the ethnicity of sociologists or sociology students. Recent attention on a purported black `brain drain' to the USA charged UK sociology with hypocrisy for identifying ethnic differences elsewhere but failing to put its own house in order, implicitly alleging that the public face of sociology is white. Ethnic differences in sociology are investigated using extensive datasets about UK graduates and postgraduate students for 2001/2 to 2004/5.The findings indicate ethnic-group differences between first-degree graduates and postgraduates in sociology. `Rational' choice and Bourdieusian interpretations of these differences are discussed in the context of sociology's status as a subject in the academy and the labour market. Charges of hypocrisy are not proven, but neither is the discipline exonerated of myopia concerning its own ethnic composition.

Emotional intelligence and student retention: Predicting the successful transition from high school to university

Examined the relationship between emotional intelligence and academic retention. Participants were selected from a sample of 1270 young adults (368 men and 902 women) making the transition from high-school to university. Participants were recruited during the first week of classes in their first year at the university and completed a measure of emotional intelligence. Participants’ academic progress was tracked over the course of the year and students were divided into two groups. The first group consisted of students who withdrew from the university before their second year of study ( N = 213); the second group consisted of a matched sample (on the basis of age, gender and ethnicity) of students who remained at the university for a second year of study ( N = 213). Results revealed that students who persisted in their studies were significantly higher than those who withdrew on a broad range of emotional and social competencies.