Minority Students In Colleges Research Articles

Research on the Innovation of Path of Nurturing Education for Ethnic Minority Students in Service Colleges and Universities in the Context of Big Data

Abstract This paper firstly discusses the special name of ethnic minority students’ formation education in colleges and universities under the background of big data, analyzes the influencing factors of formation education, and puts forward the 1535 innovative education model of formation education in colleges and universities. Secondly, based on the innovative education model, the evaluation index system of nurturing education was constructed, the triangular fuzzy number was introduced to optimize the hierarchical analysis method, and the weights of the indexes were determined by using TNFAHP. Finally, an empirical analysis was carried out to assess the effectiveness of the 1535 education model in nurturing education and the evaluation index system. The results show that the path of ethnic minority students in colleges and universities can be coordinated through the development of living habits, learning habits, and civilized habits, and the comprehensive evaluation score of the Adult Education 1535 education model is 80.57 points. This shows that the 1535 education model can effectively promote the formation of education for ethnic minority students and improve their study habits, civilized quality, and life etiquette.

Underrepresented Minority Students in College: The Role of Classmates

The role of racial diversity at colleges has been debated for over more than a half a century with limited quasi-experimental evidence from classrooms. To fill this void, I estimate the extent that classmate racial compositions affect Hispanic and African American students at a large and oversubscribed California community college where they are minorities. I find that when minority students are exposed to a greater share of same-race classmates, they are more likely to complete the class with a pass and are more likely to enroll in a same-subject course the subsequent term. The findings are robust to first-time students with the lowest registration priority versus all students and different combinations of fixed effects (e.g., student, class, and instructor race).

Evaluation and optimization of financial aid policies for ethnic minority students in colleges and universities under the background of comprehensive well-off society

Based on William Dunn's public policy evaluation theory, this paper analyzes and abstracts six dimensions and 23 standards to evaluate the implementation effect of the financial aid policy for ethnic minority students. And select colleges and universities in Tianjin to conduct a questionnaire survey, build a structural equation model, and study the multiple factors affecting the implementation effect of the student aid policy for ethnic minority students. Finally, put forward the path of the optimal policy. The results show that the existing financial aid policies for minority students in Colleges and universities in Tianjin have been effective in helping the poor, but there is still room for improvement in the implementation effect of the policies. Colleges and universities in Tianjin also need to optimize the financial aid policies for minority students from strengthening ideological guidance, broadening financial aid sources, opening green channels and other aspects.

The Grading Model of College Minority Students Based on Visual Information Technology

At present, the most effective teaching tool is the interactive visualization platform, which directly or indirectly promotes the development of the education field. In addition, the development of this technology will affect many existing fields. The purpose of visual education is to help learners grasp relevant concepts in teaching more clearly. At the same time, visualization technology has a wide range of applications in various teaching fields of computer technology. In programming and data structure courses, the use of visualization teaching platform can deepen the understanding of learners. Based on the visualization information technology, this paper makes an in-depth study on the grading model of minority students in colleges and universities. This paper designs a scoring model by using visualization technology, and uses the model to collect teachers’ scoring results of various indicators of ethnic minority students in colleges and universities, and finally analyses the data.

Research on E-Learning Preference of Minority Students in Colleges and Universities

Through the literature review and content analysis, this paper systematically reviews the current situation of Minority College Students' E-learning (Electronic Learning), and preliminarily studies the characteristics, strategies, preferences and so on. Based on the questionnaire survey and interview, we analyzed the Minority College Students' e-learning tools and common learning resources, learning methods and learning environment, and carry out the case study, get a deeper understanding of Minority College Students' e-learning strategies and preferences. The study found that, due to the differences in network coverage and usage lead to the lag in the e-learning of minority college students. Likewise, the differences form their preferences in the ways of learning objectively, and then influence the performance of e-learning.

Improving Urban Students’ College Readiness as a Driver of High School Curriculum Enhancement

Many factors inhibit college completion by African-American high school graduates who come from low socio-economic backgrounds. Some factors are “cognitive,” while others can be classified as “non-cognitive.” Variables in the latter classification are examined in this study conducted at an urban high school in the Midwest with an African-American student population five times the national average, and in a city with a median income well below that of the nation. An instrument designed and validated to predict success of impoverished minority students in college was administered to over 200 students at this school. This paper outlines the connection between findings and specific curricular plans put forth by high school and district staff, assisted by two researchers from an area public university, as a way to prioritize the school resources aligned with non-cognitive variables leading to curriculum enhancement and successful student transition to college.

A Theory of Minority Students' Survival in College

This paper sets forth a theory to explain the survival of minority students in college. Minority students are faced with barriers such as cultural and racial isolation, unfamiliarity with college life, and hostility. As colleges place greater emphasis on diversity, campuses are more likely to turn into hostile milieus for minority students. In reaction, minority students will close ranks and seek other minority students on campus to form ethnic social networks rooted in their ethnic subculture. The ethnic social networks serve: (1) to reinforce excellence in academics; (2) to provide social support and information for students in navigating the college maze; and (3) to increase solidarity and pride in members. These minority social networks on campus help integrate minority students into the college social and academic systems and thereby maximize the students' survival in college.

Attitude Formulation Of Ethnic Minority Students Toward The Food And Agricultural Sciences

Most solutions that have been implemented to eliminate the persistent under-representation of ethnic minority students in colleges of agricultural sciences have produced limited success. Many of these solutions ignore theories which suggest that education and substantive experiences must precede positive attitudes and resultant behaviors toward the food and agricultural sciences (FAS). Also, during high school, many minorities do not enroll in upper level science courses that FAS majors require. Given these scenarios, this research investigated the influence of an FAS pre-college workshop on the attitudes of participants. Forty-four academically talented high school minority students were selected for the one-week workshop taught by college faculty and 28 students participated Objective #1 focused on the stability of the 28 participants' FAS attitudes. When the workshop began, the participants agreed that they (1) knew little about food and agricultural science careers and (2) associated the FAS with farms. However, they left the workshop with more positive attitudes that were maintained a year later. Objective #2 compared the attitudes of the 28 workshop participants and 16 comparable students who did not participate in the workshop. On six of 10 indicators, the participants had significantly more positive attitudes than nonparticipants.Recommendations for future pre-college programming are offered based on the findings.