Minority Students Research Articles

Thriving Together: How Sharing Sessions Empower Eastern Indonesian First-Year Minority Students

Thriving Together: How Sharing Sessions Empower Eastern Indonesian First-Year Minority Students

On the verge of ‘post-secondary education-for-all’ and deficit thinking: teachers’ paradoxical identities towards minority students in Hong Kong

ABSTRACT Despite the broadening participation in post-secondary education (PSE) worldwide, the conundrum of disproportionately low PSE enrolments among minority student populations continues to command scholarly attention. Yet, there is a lack of empirical research on the identities of secondary school teachers in the context of minority choice and access to PSE. Taking a critical poststructuralist conceptualisation of teacher professional identity as the complex interplay of macro discourses and policies, school contexts, and individual agency, this study interviewed 11 senior secondary school teachers in Hong Kong and explored the ways in which they perceived and enacted professional identities when navigating dominant ideologies, institutional conditions, and PSE-going possibilities of minority students. The findings revealed their in-situ identity as PSE-for-all educators against the institutional backdrop of the numerical majority of minority students in the study school that also celebrated its demographic and cultural diversity and inclusion. However, the findings also reflected their saviourist tendencies that perpetuated the ethnic, classed, and gendered stereotypes towards minorities in Hong Kong society. Such contradictory identities signified their agentic demarcation from external structural inequalities and ‘minority deficiencies’, thereby seemingly dismissing their responsibility or culpability for the PSE under-representation of minorities.

Empowering Underrepresented Minority Students: a STEM-Focused Research Internship Program Bridging the Path to Graduate and Professional Success

Abstract The goal of this Research Education Program (REP) is to increase diversity in science, technology, engineering, math, and medicine (STEMM) fields. However, few programs include research internship opportunities and summer education programs for student participants. In our REP we integrated a research internship program into the summer curriculum and provided stipends aimed to alleviate the financial stress for underrepresented minority (URM) students, allowing them to focus on research, academics, and professional development. More than 90% of research mentors were satisfied with interns’ ability in various aspects of STEM research, including integrating research with academic work, developing research skills, engaging in research, formulating scientific hypotheses, implementing constructive feedback, and their readiness to become independent researchers. Over 80% of student interns reported satisfaction with the positive impact of the internship program on their professional development in scientific research, oral presentation, and written communication skills. This improvement was attributed to experiences such as preparing posters and manuscripts, collaborating in teams, working independently, and engaging in overall program activities. There was a significant positive association (r(9) = .60, P < 0.05) between student satisfaction and research mentors' evaluation of their satisfaction with students' performance during the research internship program.

The Education of Roma Students: Integrated Education and Teacher Preparedness in Hungarian-Language Schools

This study examines the integration of disadvantaged Roma ethnic minority students in Hungarian-language vocational schools in Central European countries with highly segregated education systems. It focuses on Romania, Slovakia, and Hungary, where Roma students face significant segregation. This research investigates two Romanian, two Slovak, and four Hungarian vocational schools, selected based on their proportion of Roma students aligning with national averages. Surveys and interviews were conducted with teachers to assess their attitudes, commitment, and preparedness in educating Roma students. The main findings of this research are that schools with Roma student proportions matching national averages do not face significant challenges in co-education, teachers generally believe Roma students should complete lower secondary education, and teachers are committed to supporting Roma students but often feel unprepared to teach them. This study’s results suggest that governments should implement policies to eliminate educational segregation in vocational schools and promote inclusive education. Teacher training programs should focus on equipping educators with better tools to support Roma students. Possible directions for further research include a comparative analysis of vocational and grammar secondary schools in the integration of Roma students, longitudinal studies on the long-term educational and career outcomes of Roma students in vocational schools, and an examination of best practices in inclusive vocational education across different European countries.

En/countering white affect: Toward relational pedagogies of whiteness in museum and classroom education

This article explores the normative power of whiteness in education and how it can be countered. Bringing concepts from affect theory and critical studies of whiteness to bear, and working data gathered from white majority and non-white minority students in museum and classroom settings, we show how affect plays into whiteness as a structural formation. Analyses indicate that affect performs a foundational role in whiteness through arrangements which both abet and combat it. Also indicated are how injurious effects of whiteness can be offset by way of relational pedagogies. The argument is made that relational pedagogies of whiteness create conditions of possibility for white and non-white students alike to confront effects of whiteness: unacknowledged advantages of privilege and painful effects of exclusion come into focus. Spaces of relation, particularly of affective relations, play into these pedagogies, countering these effects. Where whiteness remains unacknowledged however, its normative power prevails.

Language attitudes of ethnic minority secondary school students in Urumqi, China

PurposeThis paper investigates the language attitudes of ethnic minority junior secondary school students in a complex language ecology in Urumqi, in the People’s Republic of China. It focuses on the attitudes of these students towards Uyghur, Mandarin Chinese and English.Design/methodology/approachMethods comprise a questionnaire survey and interviews. The survey of 294 students in three schools catering for ethnic minority students asked about their attitudes towards the three languages. Using a Likert scale and open-ended questions, it covers social and affective aspects. Semi-structured group interviews and individual student interviews were conducted with a stratified random sampling of 12 students to explore issues raised in the questionnaire survey.FindingsMost students demonstrate positive affective attitudes towards Uyghur and social attitudes towards Mandarin Chinese. Their attitudes towards English are ambivalent. They are generally supportive of multilingualism and multilingual education.Practical implicationsPolicy action that respects the complexity of the language ecology could enhance the pathways. Different models of trilingual education in the PRC are available for policymakers to support these students to achieve their aspirations as well as local, regional and national goals.Originality/valueThere is little research in China into this topic. Language attitudes of this age group can influence their choice of pathway into an examination-oriented senior secondary school or vocational education, and are important factors in their motivation and capacity to build multilingual competences. Although the claims that can be made on the basis of findings from a relatively small-scale study are limited, the findings are valuable in understanding the dynamics of a complex language ecology. Policy action that respects the complexity of the language ecology could enhance the educational options available to the students. There are models of trilingual education in the PRC that policymakers could select to support these students to achieve their aspirations as well as local, regional and national goals.

Campus Sexual Violence Victimization and Perpetration Experiences in Racial, Gender Identity, and Sexual Orientation Minority Student Subpopulations: A Scoping Review.

Research on campus sexual violence (CSV) victimization and perpetration has grown considerably in recent years; however, knowledge of the experiences of CSV among students within specific racial, gender identity, and sexual orientation subpopulations remains limited. The purpose of this scoping review was to (a) determine any documented differences in CSV prevalence rates among students based on race/ethnicity, sexual orientation, and gender identity, and (b) synthesize proposed mechanisms relating to these differences. A total of 37 studies published between 2004 and 2022 met our inclusion criteria, which included peer reviewed quantitative methodology, a U.S. higher education student sample, measures of CSV since entering college/university, and prevalence reports on CSV rates for racial, ethnic, sexual, and/or gender minority students. We found that cisgender women and gender-nonconforming students, sexual minority students, and students from some racial/ethnic minority groups experienced elevated rates of CSV victimization. However, we observed considerable variation in sampling procedures as well as victimization, perpetration, and demographic measures used in these studies. We discuss these findings and offer several explanations for the higher prevalence rates among minoritized student subgroups. We conclude with recommendations for future research.

Exploring Experiences of Muslim Students in Germany: Empirical Insights on School-Based Religious Discrimination

ABSTRACT Mass influx of Muslim refugees in Germany has reported a parallel rise in “Islamophobia” in the country, which includes systematic “othering” of Muslims. Muslim school-going students, who constitute for a significant proportion of the migrant population in Germany, cannot be isolated while addressing issues of discrimination and exclusion. As societal anti-Muslim rhetoric spill over into classrooms, playgrounds and schools; minority students become particularly vulnerable to religious bullying. This research study aims to empirically understand the lived experiences, realities and challenges of a Muslim student (10–18 years) attending a German public school. Using a purposive snowball sampling, 16 students and 5 parent participants from Munich were interviewed. Qualitative findings, derived from theoretical coding of data, contributed to the conceptualization of a unique model of school-based religious discrimination. The model, based on the narratives of the study participants, details upon the possible locations, sources, types and effects of religious bullying on Muslim migrant students.

Religiousness, sexual orientation, and depression among emerging adults in U.S. higher education: Findings from the Healthy Minds Study

Religiousness has long been found beneficial for mental health, although its protective effects may be attenuated for sexual minorities. We sought to examine the associations between religiousness and depression and whether these associations were moderated by religious affiliation and/or sexual orientation. We analyzed the dataset (N = 103,161 undergraduate and graduate students) from the Healthy Minds Study (2020-2021), which was an online survey administered at 140 higher education institutions across the United States. We used multivariable logistic regression to examine the associations between religiousness (religious affiliation and importance) and depression, adjusting for age, gender identity, and race/ethnicity. We tested for effects moderated by religious affiliation and/or sexual orientation. Associations between religious importance and depression varied across sexual minority groups (gay/lesbian, bisexual, or other) and religious affiliations, although the differences across sexual minority groups were only statistically significant among Catholic students. Broadly, among Christian students, higher religious importance was associated with lower odds of depression, but this protective association was only evident among heterosexual students (and not among sexual minority students). Higher religious importance was also associated with lower odds of depression among Muslim students, but again this effect was only present among heterosexual students. Among students who identified as Hindu or Catholic, religious importance was associated with lower odds of depression among students who identified as heterosexual or queer/questioning/other. Among those who identified as Buddhist or Mormon, religious importance was associated with greater odds of depression for bisexual students. In conclusion, religiousness was associated with lower odds of depression for young adults generally. This association was moderated by sexual orientation, showing often weaker or non-significant effects among sexual minorities, depending on sexual orientation and religious affiliation.

213 The Utah CTSI SLCSE-BEES Program: Boosting engagement through experiences in science

Objectives/Goals: The University of Utah (U of U) CTSI has partnered with the Salt Lake Center for Science Education (SLCSE), a Title I school serving grades 7–12. Goals of this partnership are to 1) bridge the gap between K12 classroom learning and real-world applications and 2) better prepare students from underrepresented populations to enter the STEM workforce. Methods/Study Population: To cultivate science self-efficacy in grade 7–12 students, experiences included interviewing a scientist for 7th graders, model organism lab visits for 11th graders, and summer research internships for rising seniors. Additional engagements on the SLCSE campus included U of U guest speakers, U of U faculty and student participation in afterschool STEM clubs, U of U graduate students’ mentorship of high school science fair projects, and U of U faculty support in establishing a zebrafish lab for biology students. All students were surveyed at the start and end of the academic year using DEVISE evaluation tools developed by the Cornell Lab of Ornithology. Students participating in the summer internship program also completed the mentoring competency assessment before and after their ten-week internship experience. Results/Anticipated Results: During the first year of a seven-year longitudinal study, 380 SLCSE students engaged in at least one science experience through the Utah CTSI-SLCSE partnership named BEES (Boosting Engagement through Experiences in Science). Pearson product-moment correlations were used in preliminary studies to examine relationships between experience type and student motivation and interest in STEM. Field trips to U of U STEM labs and of U graduate students’ mentorship of high school science fair projects were significantly correlated with student motivation and interest, while the interview-a-scientist experience was significantly correlated with motivation only. The Utah CTSI-SLCSE BEES Program’s impact on student STEM success continues to be assessed using surveys and student reflections. Discussion/Significance of Impact: Access to science for underserved K-12 students is a critical issue in addressing educational equity and improving pathways into STEM fields. Many students attending SLCSE are low-income minority students with limited access to role models in STEM. The BEES partnership provides impactful opportunities for students to gain access to STEM.

Psychosocial readiness for college and higher education orientations among first- and non-first-generation Arab ethnic minority students in Israel: A longitudinal study.

Psychosocial readiness for college and higher education orientations among first- and non-first-generation Arab ethnic minority students in Israel: A longitudinal study.

Combating racism in medical education: Problems, definitions, principles and practical steps.

Combating racism in medical education: Problems, definitions, principles and practical steps.

Exploring Minority Students’ Perceptions of Using Open Educational Resources in a Computer Game Design Course

With the increasing use of open educational resources (OERs) in higher education, and the potential of OERs to enhance student learning, this study investigated minority students’ perceptions of using OERs in learning computer programming. The influence of minority students’ OER perceptions on their learning outcomes, as well as the relationships of the perception variables were explored. The participants were minority students from an HBCU institution in the southeastern United States. Quantitative approaches were used to analyze the collected data. The results indicated that the minority students’ perceptions of using OERs had a significant influence on their perceived learning outcomes in learning computer programming. OER self-efficacy did not influence the minority students’ perceived learning for programming. Understanding of OERs, OER interest, and OER self-efficacy significantly predicted the minority students’ perceived value/usefulness of OERs in learning coding.

Experiences and Minority Stress of Sexual Minority Student Athletes in Chinese Collegiate Sports.

Sexual minority youth frequently encounter discrimination in sports, limiting their ability to fully access the physical, psychological, and social benefits of sports participation. This issue remains particularly underexplored in Asian contexts, creating a significant gap in the research on sexual minority youth in sports. Using interpretative phenomenological analysis and minority stress theory as a framework, this qualitative study examined the experiences and stress of sexual minority student-athletes (SMSAs) in China. Based on semi-structured interviews with 16 current and former SMSAs, the study identified three key themes: (1) Chinese cultural pressures and normative expectations, (2) Sports norms reinforcing the sex-gender-sexuality triad, and (3) Anticipated stigma and internalized stigma. While echoing global patterns of discrimination within sports, the findings highlight the unique cultural influences shaping SMSAs' experiences and stress in China. This study underscores the urgent need for inclusive sports policies, diversity training, and mental health support systems to create safer, more equitable environments for sexual minority athletes.

Supplemental Material for Psychosocial Readiness for College and Higher Education Orientations Among First- and Non-First-Generation Arab Ethnic Minority Students in Israel: A Longitudinal Study

Supplemental Material for Psychosocial Readiness for College and Higher Education Orientations Among First- and Non-First-Generation Arab Ethnic Minority Students in Israel: A Longitudinal Study

Exploring access to postgraduate research: Perceptions and experiences of ethnic minority students at a Post-92 United Kingdom university

Exploring access to postgraduate research: Perceptions and experiences of ethnic minority students at a Post-92 United Kingdom university

Why High Income Fails to Reduce E-Cigarette Use: The Knowledge-Attitude Paradox in the SMOKES Study.

Electronic cigarette (e-cigarette) use and vaping tobacco have increased rapidly worldwide, raising concerns about their health effects, social acceptability, and regulatory challenges. In many countries, e-cigarettes are more commonly used by individuals from higher socioeconomic status (SES) backgrounds, who, in theory, should have greater knowledge about e-cigarettes and their associated risks. However, it remains unclear why a group with more knowledge about e-cigarette risks would also hold more positive attitudes toward vaping and exhibit higher usage rates - a phenomenon that may represent a knowledge-behavior paradox. Understanding this paradox, along with the complex relationships between e-cigarette knowledge, attitudes, and behaviors, is critical for informing effective public health interventions, campaigns, social media messaging, and regulatory policies. This study aimed to evaluate the complex relationship between SES, correct e-cigarette knowledge, pro-vaping attitudes, and actual e-cigarette use. The SMOKES Study (Study of Measurement of Knowledge and Examination of Support for Tobacco Control Policies) used a multi-center, cross-sectional design, collecting data from 2,403 college and university students across 15 provinces in Iran (covering nearly half of the country's provinces). The survey measured family income, age, sex, ethnicity, e-cigarette use, knowledge, and attitudes. Structural Equation Modeling (SEM) was employed to examine the interrelations between SES, knowledge, attitudes, and behavior, while adjusting for age, sex, and ethnic minority status. SEM analysis confirmed the hypothesized paradox. Although greater knowledge about e-cigarettes was linked to less favorable attitudes toward vaping and lower use, pro-vaping attitudes emerged as the strongest predictor of vaping behavior, while knowledge played a weaker protective role. Notably, individuals with higher SES simultaneously showed higher knowledge and, paradoxically, more pro-e-cigarette attitudes and greater usage. Female students and ethnic minority students reported higher correct knowledge and lower pro-vaping attitudes and use. Although age and higher family income were associated with more favorable attitudes, they did not directly predict vaping behavior. These results suggest that for higher SES individuals, poor knowledge is not the main driver of e-cigarette use; rather, their pro-e-cigarette attitudes, which seem to outweigh the influence of knowledge, play a key role. Although individuals from higher SES backgrounds report greater correct knowledge about e-cigarettes, this knowledge does not necessarily translate into reduced positive attitudes or lower usage. This study highlights the complexity of these paradoxical effects and suggests that public health strategies need to go beyond simple education and knowledge-based interventions. Targeted approaches should address industry messaging, challenge misconceptions, and strengthen regulatory efforts to reduce e-cigarette use among young adults, including those from higher SES backgrounds.

Linguistic colonialism impairs educational and mobility justice for minority students in Vietnam

Linguistic colonialism impairs educational and mobility justice for minority students in Vietnam

Occupational Therapy Practitioners' and Students' Experiences of Diversity, Equity, and Inclusion: An International Scoping Review.

The evolution of theory and practice in occupational therapy has been dominated by the perspectives of White, middle-class, English-speaking practitioners. The lack of diversity among occupational therapists may harm both client care and minority practitioners in the field. To investigate the inclusion and belonging experiences of minoritized occupational therapy practitioners and students internationally. A scoping review explored articles published between January 2010 and July 2022 using six journal databases (Ovid MEDLINE, Scopus, Web of Science, CINAHL, Ovid ERIC, and PsycINFO). An updated search was completed using Litmaps and Google Scholar to check for articles published between August 2022 and May 2024. Study Selection and Data Collection Demographic and content codes were inductively developed and data managed via Covidence, EndNote, and NVivo. Thirty-one studies across 17 journals highlighted four distinct minoritized groups (some study criteria included multiple identities): culturally and linguistically diverse people (n = 16), people with disabilities (n = 8), LGBTQ+ individuals (n = 8), and First Nations people (n = 2). Four themes were identified: (1) negotiating a normative cultural context, (2) feeling a sense of belonging, (3) interacting with clients, and (4) fostering equity and inclusion. Minoritized groups face trade-offs between personal safety and cultural identity because institutions undervalue diversity, underscoring the need for systemic change. Occupational therapists sometimes tolerate mistreatment, emphasizing the need for policies that protect client and therapist dignity. Globally, the occupational therapy profession can improve inclusivity and reduce exclusion in education and practice by enhancing representation and promoting culturally safe work and educational environments. Plain-Language Summary: This study looked at how minority occupational therapists and students around the world experience inclusion and belonging in their profession. Researchers reviewed 31 studies published between 2010 and 2024 that focused on different minority groups, including culturally and linguistically diverse people, people with disabilities, LGBTQ+ individuals, and First Nations people. The research revealed that minority practitioners often struggle to fit into a profession largely shaped by White, middle-class, English-speaking perspectives. They sometimes face difficult choices between staying true to their cultural identity and feeling safe at work. Many experience challenges in feeling like they belong and sometimes endure unfair treatment. The findings suggest that the occupational therapy profession needs major changes to become more inclusive, including increasing diversity among practitioners and creating safer workplaces and educational settings that respect all cultures. These changes would improve both the experiences of minority practitioners and the care they provide to clients. Positionality Statement: Author reflexivity: The research team consists of Celine Rachel Serrano-Diaz, a PhD candidate, and two supervisors, Lynn V. Monrouxe and Justin Newton Scanlan. Using the pronouns she/her, Serrano-Diaz is a cisgender, heterosexual, neurodivergent woman. Born in the United States, she is a first-generation Australian immigrant settler with Filipino ancestry. Her lived experience of minoritization results from the intersections of race, gender, and disability and serves as the impetus for this study. She has an insider perspective on navigating inclusion and belonging in the profession, having spent almost 20 yr as an occupational therapist and educator in Australia. Scanlan identifies as a gay/queer, White, cisgender man. Growing up in Australia and the United States, he has a qualification in occupational therapy and a PhD. Monrouxe identifies as a White, anticolonialist, Australian-British, heterosexual, cisgender female who uses the pronouns she/her. She has lived in England, Wales, Taiwan, and Australia for significant periods. She has a degree in psychology and a PhD in cognitive linguistics. The team collaborated in a critically reflective way, considering how their identities shape individual research praxis and viewpoints, as well as how their diverse experiences of marginalization and privilege influence the research process.

Mediating Factors and Demographic Disparities Associated With Disordered Eating in University Students During the Era of COVID-19.

Disordered eating (DE) increased during the COVID-19 pandemic, and a recent systematic review identified marginalised identity, psychological wellbeing, loneliness, stress, higher body mass index (BMI), and internalised weight bias (IWB) contributing to pandemic-era DE. The present study aimed to extend these findings by evaluating hypothesised contributors to pandemic-era DE while evaluating pandemic era stressors among a single, more diverse sample of university students. A diverse cohort of first-year university students (N=1289, 43.4% White, 24.2% LGBTQ+) were surveyed in Autumn 2021 about the pandemic's impact on health, socialisation, and academic readiness and performance as part of a larger research project. BMI, IWB, loneliness, self-esteem, depression, DE, screen time, and perceived stress measures were collected. General linear and PROCESS mediation models evaluated group differences and mediators of pandemic-era stressors and DE. Depression, self-esteem, stress, and loneliness partially mediated the relationship between pandemic-era stressors and DE. IWB partially mediated associations between Pandemic-era stressors and DE, with higher IWB strengthening this relationship; however, greater media exposure and higher BMI strengthened these findings [Figure] the extent to which IWB mediated the relationship between Pandemic-era stressors and DE. Black students had lower DE than other racial groups, while sexual minority students had higher DE, though this differed across genders. IWB, loneliness, and psychological distress may exacerbate pandemic-era DE. Further, marginalisation of bodies, genders, and sexual orientations may play a role in pandemic-era DE. These factors may help identify students most at-risk for DE and help target preventive care to kerb rising eating disorders rates.