Ethnic Minority Students Research Articles

A Study on the Influence of University Funding on Educational Effect of Ethnic Minority Students with Economic Difficulties in China : Focusing on the Empirical Analysis of D University in Jilin Province

A Study on the Influence of University Funding on Educational Effect of Ethnic Minority Students with Economic Difficulties in China : Focusing on the Empirical Analysis of D University in Jilin Province

An ethnic advantage: teacher-student ethnicity matching and academic performance in Nepal

ABSTRACT Reducing the standardised test score gap between ethnic minority and majority students remains a global challenge in education. Research on this matter is sparse in Nepal, where ethnic minorities comprise the country’s majority population but experience systemic oppression. We hypothesised that the lack of proportional teacher diversity has contributed to lower outcomes on standardised tests among ethnic minority students in Nepal. We collected data of eighth-grade students and their teachers from 10 secondary schools in two towns in Nepal through convenient and snowball samplings. Multiple linear regression was used to explore the relationship of teacher-student ethnicity matching and teachers’ ethnicity on students’ academic performance in science, mathematics, social studies, and the Nepali language using students’ exit examinations. Our analysis showed a statistically significant positive association between teacher-student ethnicity matching and students’ mathematics and social studies test scores, an ethnic advantage. In most cases, teachers from minority groups were associated with a significantly higher student-test-score than Brahmin teachers, who were in majority in teaching force. We recommend that policymakers, international education organisations, and researchers attend to teacher-student ethnicity matching and teachers’ ethnicity through strategic hiring and professional developments for teachers to redress educational disparities in Nepal.

‘I’m going home to breathe and I’m coming back here to just hold my head above the water’: Black students’ strategies for navigating a predominantly white UK university

Twenty-four percent of Black and minority ethnic students in the UK report facing racial harassment at university, and one in twenty leave their studies due to this. But how do those who remain negotiate a hostile climate and what can we learn from their strategies? In our focus groups conducted with 16 Black students at a predominantly white institution, we found a sophisticated awareness of multiple strategies, and awareness of the social and psychological consequences of each. Our reflective thematic analysis focuses on three of these strategies: First, the experience and expression of two versions of the self, depending on context and audience; second, performing a strategic whiteness both for personal and collective motives; and third, accentuating and embracing Blackness. Our analysis highlights how these strategies were adopted, encouraged, and discarded over time as well as the tensions between strategies; for instance, when the performance of whiteness is received as ‘inauthentic’ by other Black students. Importantly, our research troubles the notion that there are positive and negative strategies and instead emphasises the complex relational processes at play. Thus, rather than emphasising ‘fitting in’, institutions should endeavour to support the range of strategies used by marginalised students who remind us that it is not that straightforward.

A Bibliometric analysis of multicultural education in international and Indonesian contexts using Vosviewer

The research aims to analyze and describe the theme of multicultural education more comprehensively and in-depth. The method in this study uses a bibliometric analysis approach. Data is sourced from the Scopus publication database. The data search on title-abs-key uses <em>“multicultural education”</em> with limited articles and reviews. Publication years between 2013 -2022 or the last ten years. Data analysis using VOSviewer software. The results of this study show that in the international and Indonesian contexts, the theme of multicultural education has received significant attention and will continue to grow along with the needs and advances of science and technology. In this theme, the United States has the most immense contribution at the international level, and Indonesia contributes the most in South East Asia. In the future, the theme of multicultural education will continue to evolve, especially in the following topics: model, critical multicultural education, multicultural competency, responsive teaching, teacher candidate, preservice teacher, ethnic minority student, self-efficacy, diverse student, multicultural content, responsive pedagogy, critique, intercultural education, peace, dan personality. The implications of these findings are for the development and improvement of future multicultural education research and publications.

Factors Influencing Ethnic Minority Students’ Programme Development Capacity: Case Study at Pedagogical Universities in Vietnam

Educational programme development capacity is one of the indispensable competencies of teachers today. This competency should be developed early on for students enrolled in pedagogical universities. In this regard, ethnic minority students need more attention than ethnic majority students. The goal of this study was to look into the various factors that affect the ability of ethnic minority students enrolled in pedagogical universities in Vietnam to develop educational programmes. This was done in order to assist ethnic minority students and their parents, which necessitated pedagogical universities as well as administrators having a scientific foundation in studying and training students to meet the requirements of society. In this study, a quantitative research methodology was employed. Data were collected from a sample of 324 students using a survey (from March 13 to 27, 2023). Cronbach‘s Alpha test () and Exploratory Factor Analysis (EFA) techniques were used to evaluate and build the scales. The reliability and construct validity of the scales were also assessed using Cronbach’s  and EFA respectively. Multiple linear regression was also used to determine the variables that affect students’ ability to design programmes. The findings of the research indicated that there were four groups of factors that affected students’ programme development capacity: individual factors, family factors, school factors and social factors. Among these, family factors were found to exert the greatest influence (Beta coefficient equal to 0.556), while social factors had the smallest impact (Beta coefficient equal to 0.276) on students’ programme development capacity. The research results provide a scientific basis for the development of programmes and policies to support ethnic minority students, enhance their educational capacity and meet the objectives of general education in Vietnam.

Whose English gets paid off?—Neoliberal discourses of English and ethnic minority students’ subjectivities in China

AbstractThe study traces the trajectories of Uyghur college students’ subjectivity construction and transformation from Foucault's governmentality perspective. Drawing on ethnographic data of two telling cases, it explores how minoritized students’ subjectivities were linked to neoliberal discourses of English and constituted by power techniques, self‐technologies, and affective dispositions embedded in wider institutional transformations. Participants were found experiencing a shift to the individualistic subjectivity associated with academic achievement and performance in English away from the collective identity of “authentic Uyghur” symbolized by the Uyghur language. Two salient discourses of English, i.e., English as constraints, and English as academic excellence, emerging from the neoliberal‐oriented institutional English language education policies and practices, shaped the participants either as incompetent English learners or elite subjects. Participants learned to responsibilitize themselves through such self‐technologies as confession and preaching, and affective practices. Yet, technologies of hope and optimism became for a few the enjoyment of experiences and performance of elitism while projecting a majority disadvantaged as affectively problematic others. The self‐technologies and affective responses without recognition of larger structures of inequality could further reinforce the neoliberal logic. The affective labor of sense of solidarity, commitment to community, empathy for the deprived ones with critical reflection and collective action, nevertheless, may counter neoliberal logic and point to an alternative path to meaning‐making and social relations.

The Student Voice: Decolonising the Curriculum

This case study presents the importance of the student voice to decolonise the curriculum at a British university. The aim is to emphasise the increasing necessity and urgency for student input to the wider decolonisation process as a means to foster equality. It has been argued by some scholars that decolonisation of the curriculum in higher education institutions (HEIs) is closely connected to the racial awarding gap and the student voice plays an integral role regarding future decisions about pedagogy. The Student Voice: Decolonising the curriculum project did not ask Black, Asian, and Minority Ethnic (BAME) students to spend time helping the university to decolonise the curriculum, rather it sought input from students who are experiencing the current curriculum. The process of decolonisation is often underestimated and not acted upon due to a lack of time. However, it is important as often the racial awarding gap reflects pedagogical practices which exclude BAME students. Student input to pedagogical decisions is an important step towards inclusivity. Critical conversations and co-produced resources such as websites can all contribute to an institution better equipped to deliver pedagogical practice contributing to narrowing the racial awarding gap and the wider aim to decolonise the curriculum.

Anatomical sciences education needs to promote academic excellence of ethnic minority students-Evidence from Pasifika students at the University of Otago.

The Department of Anatomy at the University of Otago offers anatomical sciences education for various programs, but currently, little information is available on how the academic performance of anatomy students differ based on ethnicities. Here, we aim to determine if there is an ethnic disparity in academic performance among anatomy students at the University of Otago. We conducted a 5-year review of academic performance of New Zealand European (NZE) and Pasifika students in 10 undergraduate anatomy courses, including clinical anatomy, neuroscience, reproduction, cell biology, and biological anthropology. NZE students achieved higher marks than Pasifika students in each academic year for four courses and in 3-4 of 5 academic years for the remaining courses. In eight courses, there were higher proportions of Pasifika students than NZE students who repeated the courses (in 4-5 of 5 academic years for two courses, in 1-2 of 5 academic years for six courses). Multiple regression analyses showed that Pasifika students were more likely to achieve lower marks than NZE students in all courses. Other predictors for academic marks included year of study for five courses, age for three courses, international student status for two courses, major specialization for eight courses, home location for one course, and gender for one course. Data from this research provide evidence that ethnic inequity may exist in anatomical sciences education, and can be used by institutions globally to justify evaluating their anatomy programs, with the aim to better support ethnic minority students who may be struggling academically.

Is social media use for math learning beneficial for ethnic minority students' math identity? A socialization perspective

AbstractAlthough the educational potential of social media has been widely acknowledged, it remains unclear whether social media use might present opportunities for the development of math identity. This study drew on the socialization framework of math identity to examine the relationships between social media use for math learning, bicultural identity integration, ethnic‐math beliefs and math identity among ethnic minority high school students in China. Structural equation modelling results showed that (a) social media use was positively related to math identity; (b) high bicultural identity integration was positively associated with math identity, while biased ethnic‐math beliefs were negatively related to math identity and (c) social media use suppressed the socialization process of math identity, weakening the maladaptive roles of low bicultural identity integration and biased ethnic‐math beliefs in shaping math identity. Our findings highlight the beneficial role of social media use in student math learning. Theoretical and practical implications are discussed. Practitioner notesWhat is already known about this topic Social media use for learning is associated with students' academic motivation, engagement and academic achievement. Social media use may have affordances for identity development, especially for ethnic minorities. The formation of ethnic minority students' math identity is intertwined with their math and ethnic socialization. What this paper adds Social media use for math learning was directly and positively related to ethnic minorities' math identity. This study quantitatively confirmed the associations of bicultural identity integration and ethnic‐math beliefs with math identity. Social media use suppressed the relations of bicultural identity integration and ethnic‐math beliefs with math identity. Implications for practice and/or policy Promoting social media use for math learning benefits ethnic minority students' math identity. Social media use for math learning could alleviate the maladaptive role of low bicultural identity integration and biased ethnic‐math beliefs in math identity development. Ethnic minority students' math identity socialization processes merit attention.

Educational Equity: Study Abroad for Underrepresented Minority and First-Gen Public Health Students

For public health students, global education supports development of core skills towards becoming effective leaders and advocates for health equity. Despite the growing number of undergraduate students participating in experiential study abroad opportunities, there remains a stark educational disparity: racial and ethnic minority students continue to be underrepresented. Less than 20% of Hispanic/Latinx and African American students participate in study abroad (NAFSA, 2022). This situation is especially urgent given the shortage of diverse public health professionals. It is imperative for the educational pipeline to address the structural limitations that hinder access to academic opportunities for diverse and disadvantaged students. To meet the challenge, our institution created a course expressly for underrepresented minorities and first-generation public health students. This article describes the course’s intentional design, implementation, and assessment of long-term outcomes. Findings highlight the impact of this experience for minority and first-gen students as they entered graduate education and the public health workforce. All participants voiced benefits in developing relevant career skills, global citizenship, and personal growth. As public health educators, our focus on health equity must include equitable access to innovative experiences for underserved public health students as fundamental to public health pedagogy.

The Status of Training Presentation Skills of Ethnic Minority Students in Tuyen Quang

The presentation not only helps students improve their communication skills but also contributes to promoting other positive relationships. However, the content and methods of education in high schools today still attach great importance to the teaching of scientific knowledge and study skills and have not paid enough attention to the education of presentation skills public speaking and presentations. That is also the reality of presentation skills of ethnic minority students in high schools in Tuyen Quang province, which this study concludes based on a survey of the actual situation. This situation is the practical basis to propose measures to improve this skill for ethnic minority students in high schools in Tuyen Quang province in Vietnam.

From emergency to sustainable online learning: Changes and disparities in undergraduate course grades and experiences in the context of COVID-19

The abrupt transition to online instruction has created an opportunity to improve models of online instruction. We investigated changes in student grades and experiences during emergency online learning (spring 2020) and sustainable online learning a year later (spring 2021) relative to a pre-pandemic in-person semester (spring 2019). We examine variation in outcomes by student sex, first-generation college student status, and ethnic-minority status to understand the consequences for educational equity. For students enrolled in four undergraduate courses at a U.S. research university, we combined student survey responses (N = 1290) with registrar records (N = 2375). We found that students received higher grades on average during emergency online learning, but the transition to sustainable online learning significantly exacerbated the achievement gap for ethnic-minority students. While the overall course experience improved going from emergency to sustainable online learning, we found differences between identity-based groups. Overall, historically disadvantaged students experienced lasting negative effects following the disruption. Student experiences and learning outcomes should therefore be monitored and supported to avoid exacerbating educational inequities during prolonged periods of online learning.

Teacher expectations and ethnic minority students’ second language and foreign language learning

ABSTRACT This study investigated whether teacher expectations had significant effects on ethnic minority students’ second language and foreign language learning in senior high schools. The participants of this study were 52 teachers and 836 ethnic minority students from 10 senior high schools in southwest China. Data of teacher expectations for students’ second language achievement, teacher expectations for students’ foreign language achievement, students’ prior achievement in a standardized test of the second language and foreign language at the beginning of senior high school, and students’ achievement in a standardized test of the second language and foreign language at the end of senior high schools were collected respectively. Regression analysis showed that with students’ prior achievement being controlled, 1) teacher expectations had significant effects on ethnic minority students’ foreign language learning, but 2) teacher expectations were not closely related to ethnic minority students’ second language learning, suggesting a moderation effect of the subject. Implications for expectancy theories and multilingual instructions are further discussed.

NEWLY ARRIVED STUDENTS: CHALLENGES AND PERSPECTIVES FOR TEACHERS

The rapidly changing political situation in the world puts an impact on education. After the invasion of Russia in the territory of Ukraine on the 24th of February 2022, the number of refugees in Latvia increased significantly and newly arrived students from Ukraine started learning in the schools of Latvia. In order to facilitate the successful integration of newcomers, Amendment No 48 was accepted by the Cabinet of Ministers of Latvia, which states that newcomers receive their education in Latvia in the state language of Latvia. Therefore, newly- arrived students started learning in schools of Latvia receiving instructions in Latvian. The aim of this publication is to describe the situation of integrating newly arrived students in schools of Latvia from the perspective of a teacher, focusing on difficulties and challenges for a teacher who has no or relatively little experience (ethnic minority students or children of re-migrants) in working with students who have no or relatively poor Latvian language skills at the same time ensuring an inclusive and meaningful educational process.

How Inclusive, Diverse, and Equitable Is Advanced Placement Human Geography? A Comparison of Participation and Performance by Ethnicity and Race

The Advanced Placement (AP) Human Geography course offers a geographic perspective for students to study differences, dynamics, and disparities in society and the globalized world. This article seeks to relate this thematic diversity to the profile, participation, and performance of the exam takers in comparison to other subjects, with a special emphasis on race and ethnicity. The online database on AP exams released annually by the College Board served as a starting point to analyze data on exam scores by subject and ethnic group. The results point out that participation and scores are improving for ethnic minority groups, especially for Black students, but their achievements remain below the average grades and the performance by those of other ethnicities. It is suggested that measures and policies beyond participation and effectiveness and with a focus on equity are necessary to overcome structural inequalities in teaching and learning. AP Human Geography should not only be conceived as a diverse discipline, but also as a critical and inclusive social science to support ethnic minority students and other marginalized groups to be successful in their education.

Alternative School Breakfast Service Models and Associations with Breakfast Participation, Diet Quality, Body Mass Index, Attendance, Behavior, and Academic Performance: A Systematic Review.

The United States (US) School Breakfast Program provides Breakfast After The Bell (BATB) to alleviate hunger, provide nutrition, and ensure students have a healthy start to the day. This study aims to review the evidence regarding the impact of BATB on students' diet and academic outcomes, including participation, diet quality and consumption, body mass index (BMI) and weight status, attendance, classroom behavior, and academic performance. The articles were extracted from three electronic databases and published since the start of the literature through December 2022. Studies were peer-reviewed; quantitative research articles or government reports; and conducted in public or private elementary, middle, and high schools. Quality was assessed using the Newcastle-Ottawa Scale. Thirty-seven studies were included in this review. This review found BATB increased school breakfast participation, improved diet quality, and improved classroom behavior particularly among students from racial and ethnic minority backgrounds and students eligible for free or reduced-price meals. The impact of BATB on BMI and weight status, academic achievement and attendance was mixed. This review is particularly timely given free school meals and updated school nutrition standards are being prioritized over the next decade in the US. Thus, it is important to evaluate the nutritional and educational outcomes of BATB. (PROSPERO registration: CRD42021289719).

The disproportionality of ethnic minority teachers in England: trends, patterns, and problems

Abstract Background: England has an ethnically diverse population; reflected in the teacher workforce, and the student body in schools. However, it is not clear that these figures are in proportion to each other. This paper examines the ethnic profile of students and their teachers and considers their geographical distribution. Methods: This paper uses existing aggregated official publicly available datasets to describe the patterns and trends in the proportion of ethnic minority teachers compared to ethnic minority pupils in England 2015-2021. Data comes from the Department for Education (DfE), the University and Colleges Admissions Service (UCAS), the Organisation for Economic Co-operation and development (OECD/TALIS), and the Office for National Statistics (ONS). Results: We found that there are proportionately more White British teachers than in the student intakes to schools. This disproportion (where there are more White British teachers among teachers than there are White British pupils among pupils) is worse for promoted school leaders like deputies and headteachers than it is for classroom teachers. In London, due to the exceptional number of ethnic minority students, the disproportion (or mismatch) is worse in London than anywhere else. Areas with the fewest ethnic minority pupils (and teachers), like the North East, have the most proportionate workforce (in this limited sense). Conclusions: A student lacking any teachers of the same ethnic group might be treated differently at school, and there is some evidence that this might affect their attainment outcomes. The lack of ethnic diversity in some schools and areas, regardless of proportions, may impoverish the diversity of the whole school system. Several possible reasons for these patterns are noted in the paper, but it is clear that ethnic minority applicants to teacher training are less likely to be accepted, and less likely to obtain qualified teacher status or an eventual teaching post.

The nature of social media use and ethnic minorities’ acculturation

Social media plays an increasing role in immigrants’ and sojourners’ cultural adaptation process. Understanding how the nature of social media use is associated with immigrants’ psychological as well as sociocultural adjustment is critical to maximizing its potential for acculturation. Interviews with 34 secondary school ethnic minority students in Hong Kong revealed that these students engaged in different types of social media experiences. Different social media experiences afforded different potentials for acculturation. But social media also had negative aspects, carrying over and amplifying some power relationships and struggles in society. The realization of the potentials of social media for acculturation was embedded in the dialectical interactions between the positive and negative aspects of social media experience. The nature of social media use was also situated in specific acculturation situations. The findings suggest a more critical and dynamic approach to understanding the complex relationships of social media use with acculturation and the cyclical interaction between the two.

Preserving Mother Tongue For Ethnic Minority Students Through Experiential Activities At Primary Schools To Meet The Requirements Of Innovating General Education

Preserving Mother Tongue For Ethnic Minority Students Through Experiential Activities At Primary Schools To Meet The Requirements Of Innovating General Education

Social factors are associated with academic stress in Pasifika students at the University of Otago

The majority of Pasifika students at the University of Otago come from other parts of New Zealand and have to adapt to studying and living in an environment that does not have a strong Pacific culture. These changes potentially affect their education experience and academic performance. Students may form social networks through religious institutions or student associations. Using a brief (10–15 minute) survey, we investigated how religiosity, social provision, and social anxiety as ethnic minorities are associated with perceived academic stress among Pasifika students in our department. We recruited 54 Pasifika students from a cohort of 101 students: 20 male, 33 female, and 1 akava’ine. Male students had higher academic stresses related to academic expectation than female students. Religiosity, social provision, and avoiding interaction with New Zealand European people were all associated with perceived academic stress in our cohort. Students preferred seeking social support from Pasifika friends and family members, and academic support from academic staff, tutorials organised by the University’s Pacific Islands Centre, and friends. In conclusion, social factors are associated with academic stress of Pasifika students in the University of Otago. Institutions need to establish strong support infrastructure for ethnic minority students as they may have additional stressors which may affect their study.