US Students Research Articles

From the Chief Executive and News

From the Chief Executive and News

Effectiveness of peer-mediated learning for English language learners: A meta-analysis

This manuscript reports the findings from a series of inter-related meta-analyses of the effectiveness of peer-mediated learning for English language learners (ELLs). Peer-mediated learning is a broad term that as operationalized in this study includes cooperative learning, collaborative learning, and peer tutoring. Drawing from research on interaction in second language acquisition, as well as from work informed by Vygotskian perspectives on socially-mediated second language learning, these meta-analyses synthesize the results of experimental and quasi-experimental studies. Included studies were conducted with language learners between the ages of 3 and 18 in order to facilitate comparisons to US students in K-12 educational settings. All participants were identified as ELLs, though learners in both English as a Second Language (ESL) and English as a Foreign Language (EFL) settings were included. Similarly, learners from a variety of language backgrounds were included in order to facilitate generalizations to the linguistic diversity present in US schools, and abroad. Main effects analyses indicate that peer-mediated learning is effective at improving a number of outcome types, including: language outcomes, academic outcomes, and social outcomes. Funnel plots and Egger’s regression analyses were conducted to examine the probability of publication bias, and it appears unlikely in most analyses. Moderator analyses were also conducted, where sample sizes were sufficient, to examine what measured variables were capable of explaining heterogeneity in effect sizes between studies.

Nonmedical Use of Prescription Stimulants Among US High School Students to Help Study: Results From a National Survey

Objective: Mixed findings exist regarding extent and efficacy of nonmedical use of prescription stimulants (NMUPS) for study enhancement (SE). This national study of US high school seniors examined NMUPS for SE and addressed risk/benefit questions: To what extent are students reporting NMUPS specifically for SE, and do these individuals demonstrate fewer problem behaviors and superior academic performance? Method: Total of 15 098 US students surveyed (2009-2015) and divided into 4 subgroups: (1) no past-year NMUPS (nonusers), (2) past-year NMUPS to help study (NMUPS-SE only), (3) past-year NMUPS for study/nonstudy motives (NMUPS-SE+ other), and (4) past-year NMUPS for nonstudy motives (NMUPS-nonSE only). Student characteristics (eg, grade point average [GPA]) and substance-related problems (eg, binge drinking) compared between subgroups. Results: Among students who reported past-year NMUPS (n = 781), 7.4% reported NMUPS-SE only, 40.9% NMUPS-SE+ other, and 51.7% NMUPS-nonSE only. Odds of binge drinking, cigarette smoking, marijuana, and opioid nonmedical use significantly higher among all NMUPS subgroups. GPAs significantly lower among subgroups reporting NMUPS nonstudy motives; did not differ between NMUPS-SE only and nonusers. Conclusions: 7% of US high school seniors engaged in NMUPS for SE only (0.4% total population). Findings indicate greater substance-related problems without superior academic performance among NMUPS-SE subgroups.

A systematic review of food insecurity among US students in higher education

ABSTRACTAccumulating evidence suggests that food insecurity in US colleges and universities is higher than in US households, making this a new public health priority. We conducted a systematic review of food insecurity among US students attending higher education institutions. A total of eight studies met inclusion criteria, representing data from 52,085 students. Unweighted mean food insecurity prevalence among this sample was 43.5% (SD = 12.4), significantly higher than the 13% reported for US national households in 2015. Higher education institutions must critically examine the problem of food insecurity and take creative policy and programmatic steps to mitigate its consequences. Short-term emergency solutions, such as food pantries, may be useful, but upstream solutions to address basic needs are imperative.

Comparing Work-Related Values of US, Canadian, Chinese, Iranian, and Moroccan Business Students: Multi-Theory Perspective

Comparing Work-Related Values of US, Canadian, Chinese, Iranian, and Moroccan Business Students: Multi-Theory Perspective

Ethical Decision Making of Future Mexican Managers

A study to measure ethical decision making of Mexican business students compared to their US counterparts. Results suggest that Mexican students’ ethical decision-making frameworks differ from those documented by Keller et al. (2007) in their study of US students. Mexican students were not found to be highly religious, but subscribed more to utilitarian, deontological and hermeneutical frameworks for their ethical values. It is suggested that multinational firms doing business in Mexico might want to schedule ethics training of managers and to have a set of standards that employees can follow.

The Relationship of STEM Attitudes and Career Interest

This study examines the relationships between attitudes toward all core STEM subjects and interest in STEM careers among 4th through 12th grade US students through the administration of the Student Attitudes toward STEM (S-STEM) Survey to over 15,000 public school students. The research developed a model based on expectancy-value theory that incorporates key demographic factors of age, gender, and race/ethnicity. Our findings reinforce prior research that students across key demographic factors perceive biological/clinical and physical science career paths differently, resulting in two career clusters. Of interest, the relationship of mathematics attitudes to career interest varied by STEM career cluster. Findings were also supportive of the conclusion that students’ attitudes towards STEM careers are not static over their primary and secondary grades, stabilizing and leveling during their secondary years. Gender showed significantly different interest levels for the two career clusters: males higher for physical sciences and females higher for biological/clinical sciences. Racial/ethnic disparity in STEM career interests can be seen more readily in physical sciences and engineering than in the biological sciences. Overall, our work reinforces findings that students, as young as elementary grades, are forming attitudinal associations between their academic and life experience and future STEM careers.

MPOWERing Global Students

Emanuel Smadja and Mike Davis had cofounded the start-up MPOWER Financing, which offered loans to high-promise international students in US colleges through an application process that opened up credit approval to more than just credit history. Their new lending approach relied on partnerships with universities, pooled private investments, and advanced risk analytics to estimate borrowers' postgraduation earnings and payback ability. Unlike traditional lenders, MPOWER opened application all nationalities and required no guarantees, cosigners, or collateral. Smadja and Davis had taken MPOWER far and fast, thanks to a tsunami of innovations in the financial technology (fintech) field. But the US political sands had shifted, and immigration had become a contentious legislative issue. As a lender to foreign nationals, MPOWER found itself at the intersection of market innovation and government policy, and Smadja questioned how to negotiate that vulnerable ground. He wondered if his company would have to adapt to an altered ecosystem. And if it couldn't, what were his options? Excerpt UVA-ENT-0220 May 25, 2018 MPOWERing Global Students Emmanuel (Manu) Smadja picked up the “Special Innovators and Disruptors Issue” of Washington Life magazine, whose cover was a photo of himself with four other up-and-coming tech entrepreneurs, and flipped to the cover story. He was elated, yet anxious, to see that his start-up was receiving high-profile attention: As an international student from France, Smadja found it hard to get the financial assistance he needed during his college years, relying on odd jobs and financial sacrifices from his family in order to graduate from the University of Virginia. He and co-founder Mike Davis began MPOWER to help the one million international students and more than two million domestic students across the United States whom they say don't have access to traditional student loan options. Putting down the magazine, Smadja's thoughts turned to the personal experience that had been the genesis of his company. As a French citizen, he had had difficulty financing his education in the United States. He recalled: . . .

Cooperative and interactive teaching methods for forming tertiary students’ intercultural competence (from the US higher education experience)

The paper highlights the role of cooperative and interactive methods in the course of the US general education in developing intercultural competence as internalized knowledge of the grammar of a language and of the rules for appropriate use concerning language in social contexts on the basis of integrating attitudes, values, and motivations. The theoretical analysis of American psychological and pedagogical sources on the essence of the notion «intercultural competence» shows that the notion under study is viewed as a learners’ ability to use language to communicate successfully in different sociocultural situations and solve communication problems as they arise. The main features of cooperative and interactive methods of teaching which contribute to forming intercultural competence of the US students are outlined. The research is focused on the theoretical analysis of many benefits that can result from using cooperative and interactive learning which are as follows: an increase in students’ own knowledge and enhancing their motivation, self-esteem, trust of peers, critical thinking, problem-solving and communication skills; students are actively concerned with sharing ideas and working cooperatively to complete tasks; positive impact on the social relations with students of different backgrounds. The application of the Socratic method of critical reading and the method of creative writing «RAFT» are considered in view of their effectiveness in forming the intercultural competence of American undergraduate students.

Customer involvement, fashion consciousness, and loyalty for fast-fashion retailers

PurposeThe purpose of this paper is to investigate how customer involvement in product development creates an emotional connection, satisfaction, and subsequent loyalty toward fast-fashion retailers across high vs low fashion-conscious consumers.Design/methodology/approachBoth qualitative and quantitative methods were used to gain understandings of the impacts of customer involvement. To explore customers’ general perceptions of fast-fashion retailers, a focus group interview with 11 US students was conducted. Data for a hypothesis test were obtained from 306 US female consumers and analyzed through structural equational modeling.FindingsThe findings underscored the relational benefits of involving customers in product development and the substantial moderating impact of female customers’ fashion consciousness.Practical implicationsThe study’s findings support that the customer-brand relationship can be solidified by proactively involving customers in product development. This is beyond benefits derived from leveraging customers’ operant resources in product innovation. Thus, apparel retailers should take such interactive opportunities to build relationships with customers. Also, involving customers in product development can be a critical way for fast-fashion retailers to establish an emotional bond with and loyalty from consumers with a low level of fashion consciousness. Thus, any digital opinion platform designed to foster customer involvement should be managed with the customer-brand relationship in mind.Originality/valueThis study contributes to the emerging body of literature on customer involvement in product development in fast-paced retailing by elucidating the psychological process through which their participation strengthens the customer-brand relationship manifested in emotional, evaluative, and behavioral responses to the brand, and by identifying a consumer attribute that fortifies this process.

Exploring the complex and non-linear evolution of Chinese international students’ experiences in US colleges

ABSTRACTThis article contests the narrative of Chinese international students (internationals for short) as passive and problematic to reveal the complexity and fluidity of their experiences. Simultaneously, it troubles the overly linear approach of stage theory in understanding internationals’ adjustment. Following nine first- and nine second-year students in US colleges over a year and involving them in semi-structured interviews and journal prompts, this research examined how they evolved. Findings show that while participants grew on academic and personal fronts, their experiences remained multi-dimensional, with second years being less sanguine and reporting challenges different from first years. This article argues that seeing Chinese internationals’ evolution as an uneven ascent affords a more nuanced understanding compared to a U-shape stage theory as it recognizes that while internationals are evolving, new situations provide challenges which they learn to overcome. Consequently, Chinese internationals’ growth troubles the deficit discourse around them and departs from pre-existing research around postgraduates. Findings spell implications for how the college community should enhance transcultural understanding and how future research around internationals could develop.

Development of Global-Mindedness among College Students: a Comparative Study among the Japanese and US Students

Development of Global-Mindedness among College Students: a Comparative Study among the Japanese and US Students

Recognition of, and beliefs about, causes of mental disorders: A cross-sectional study of US and Chinese undergraduate nursing students.

Nursing students' beliefs about etiology and manifestation of mental illness will impact on their professional attitudes in future clinical practice. The aims of the present study were to examine and compare US and Chinese undergraduate nursing students' recognition of, and beliefs about, causes of depression and schizophrenia. A total of 310 US (n = 152) and Chinese (n = 158) nursing students completed the Australian National Mental Health Literacy Survey questionnaire between April 2016 and April 2017. Although nursing students in the USA and China were highly accurate in recognizing depression and schizophrenia, the US students were more likely to nominate multiple items alongside the correct diagnosis than the Chinese students. The Chinese students were more likely to view depression and schizophrenia as multi-causally-determined mental disorders than the US students. The findings highlight the need for the incorporation of mental health issues, including symptomatology of different mental disorders and their application to patient care, into various aspects of the US nursing curriculum. In China, opportunities can be created for nursing students to discuss the impact of personal beliefs on care delivery and social stigma during clinical placement.

Beliefs about prognosis and outcomes for people with mental disorders: A cross-cultural study of Bachelor of Nursing students from the US and China

The purpose of this study is to examine and compare the US and Chinese Bachelor of Nursing students' beliefs about prognosis and long-term outcomes for people with depression and schizophrenia following interventions. A total of 310 nursing students in the US (n = 152) and China (n = 158) completed a survey questionnaire between April 2016 and April 2017. Overall, the Chinese students rated prognosis and outcomes more negatively than did the US students. The main finding suggests the need for cultural-specific pedagogical considerations to be given to mental health education in undergraduate nursing curricula in the US and China.

Social media choices and uses: comparing Turkish and American young-adults\u2019 social media activism

Advocates of new media—especially social networks, blogs, and photo/content sharing sites—argue that these tools create transformative impacts on society. Recently, around the world younger activists in popular democracy movements, uprisings, and protests, feeling disengaged by traditional forms of political discourse, have debated their positions on new media, and have used digital media to communicate, organize, and coordinate protest activities. While some media scholars suggest this is an indication that young people are active in creating a public sphere constructed by social media, there is still little real-world evidence that the technological potentials are widely realized. To address this gap, this comparative case study aims to reveal how some “ordinary” young people are using social media in response to political issues, investigating: if social media create a new kind of dynamic arena for their public activism; which factors may stimulate the young to activism; and whether their motivation is powerful enough to resist the status quo. Describing and analyzing qualitative interview data from a study of Turkish students and a parallel collection of data from US students, we construct an explanation of their communicated understandings of their differences and similarities in opportunities for political actions. Our findings indicate: there are many similar technical capacities; some similar topics are seen as political; and there are different understandings of what is and is not for public discussion among their personal collections of contacts and friends, with varying levels of real-world connections. This analysis is important in terms of understanding the ways uses of media technologies may be affected by different cultures, political and social conceptualizations and online communication patterns.

A Collaboration to Teach US MPH Students about Cuba's Health Care System.

In 2011, the US Department of the Treasury changed its regulations to allow US students to participate in short-term education programs in Cuba. Beginning in 2012, and each year thereafter, Cuba's National School of Public Health and the Colorado School of Public Health have jointly taught a class on the Cuban public health system. The program goals are to provide US students with an opportunity to learn about the Cuban national health system's focus on 1) prevention and primary health care services; 2) financial and geographic access to services and health equity; 3) continuum of care across the home, family doctor-and-nurse offices, polyclinics and hospitals; 4) data collection at all levels to understand health risks, including outbreaks, and to guide resource allocation; 5) assessing patients' health and risks using a comprehensive definition of health; 6) multisectoral collaborations between the Ministry of Public Health and other Cuban agencies and organizations to address population health risks; 7) disaster preparedness, response and recovery; and 8) provision of international health assistance. The class incorporates information about health systems in Latin American and other Caribbean countries to provide context for understanding the Cuban health system. The course includes: 1) seminars, online readings and discussions before travel to Cuba; 2) seminars at Cuba's National School of Public Health, visits to Cuban national health institutions at all levels, from community-based family doctor-and-nurse offices and multispecialty clinics (polyclinics) to internationally recognized national health institutions, and guided visits and activities about Cuban culture and history during their 12 days in Cuba; and 3) followup course work upon return to the USA in which students integrate what they learned into their final class reports and presentations. During time spent planning, implementing and revising the program, both institutions have learned from each other about global health teaching methodologies and have laid a foundation for future teaching and research collaborations. To date, 49 individuals have participated in the program. KEYWORDS Medical education, public health system, collaboration, Cuba, USA.

‘The Most Developed of the Underdeveloped Nations’. US Foreign Policy and Student Unrest in 1960s Spain

ABSTRACTThroughout the 1960s, Spanish students staged a strong opposition against the dictatorship of General Franco. Also during this decade, the U.S. Foreign Service in Spain began to pay great attention to these students for two key reasons. On the one hand, student protests posed a threat to US defensive interests in a country with a high strategic value during the Cold War in southern Europe. However, on the other hand, campus agitation could lead to positive effects for the United States if students’ expectations of social change were channeled toward national development in a context of order and political stability. So, how could student activism and idealism be directed toward a controlled modernization of Spain? This article attempts to answer this question by studying American programs aimed at disseminating the principles of modernization theory in Spanish universities as an instrument to (1) influence students’ political and intellectual socialization and to immunize them against radical ideologies and (2) channel students’ aspirations towards constructive and responsible reform of their country's socioeconomic structures.

Learning from our mothers: examining the role of intergenerational knowledge transfer in advancing gender equity among Sri Lankan youth

Abstract Background In a 2013 survey, over half of Sri Lankan men and women expressed gender-inequitable attitudes that equated masculinity with violence, and femininity with obedience to men. High rates of gender-inequitable attitudes are a community-level risk factor for gender-based violence including rape and intimate partner violence. In Sri Lanka, public health practitioners focused on reducing the health disparities resulting from gender inequity need to better understand the processes by which gender-inequitable attitudes develop and how to prevent them. The goal of this research was to identify potential points of intervention at which appropriate programmes and policies could most effectively cultivate gender-equitable attitudes among young people in Sri Lanka. Methods Over 9 months in 2016 and 2017, we interviewed more than 30 young adults in Sri Lanka to understand how their experiences helped them to develop their own gender identity, as well as to understand and respond to gender norms. Their responses were analysed using a grounded theory approach to explore which factors have most influenced the processes of gender norm learning, acceptance, or rejection throughout Sri Lankan young adults' lives. Findings Many interviews focused on the impact of elder family members on the interviewee's perception and acceptance of gender norms. Many young adults who did not agree with gender-inequitable norms reported receiving advice from their parents or other elder relatives to disregard norms and pursue their own non-conforming interests. In one example, many non-working mothers insisted on their daughters working and becoming financially independent. Interpretation Young people in Sri Lanka are repeatedly confronted by gender-inequitable attitudes in school, the media, politics, and society at large. However, family members can support youth to develop gender equitable attitudes and behaviours within this gender-inequitable society. Harnessing elders' positive wishes for their offspring's future may prove essential to advancing gender equity in the next generation of Sri Lankan adults. Even from gender-inequitable roles, parents may still support gender equity, and could be encouraged through public health interventions to support their children in realising their full potential. Elder family members are an untapped public health resource for advancing gender equity and reducing its related health disparities among Sri Lankan youth. Funding 2016 Fulbright US Student Grant.

A US Student Reflects on Her Cuban Medical Education

A US Student Reflects on Her Cuban Medical Education

Thinking Critically about Algorithmic Thinking

This article examines a decline in mathematics acumen among US students, looks at some circumstantial causes, assesses their consequences, and seeks a broad solution to encourage mathematical and algorithmic thinking.