Vulnerable Student Population Research Articles

Representation Matters: Information Literacy Sessions and Supporting Trans and Non-Binary Students

Representation matters and contributes to student engagement, sense of belonging, and overall success. This is especially true for our most vulnerable student populations, which include transgender and non-binary students who do not often see themselves represented within the structure of the academic institution. While university-wide initiatives to engage students such as first year seminars are important, so too are smaller scale efforts such as creating representation through the use of teaching materials and exercises in courses and information literacy sessions. When discussing representation for the LGBTQ + community, and especially transgender and non-binary parts of that community, it is important to acknowledge that within this larger group, there are any number of intersectional identities impacting individuals’ sense of belonging, support, and access to success, all of which cannot be addressed in the space of this column or in the time it takes to run an information literacy session. However, that does not mean we, as educators, should not try.

Identifying and Responding to Gaps in Services for International Graduate Students and Postdoctoral Fellows to Enhance the Graduate Community and Promote Quality Research Outcomes

The growing enrollment of international students in doctoral science, technology, engineering, and mathematics (STEM) programs in the U.S. has contributed to the need for an increase in specifically-designed programs, resources, and services that address the unique challenges of the international student population. When transitioning to the U.S. to pursue higher education, international students often experience obstacles, including language barriers, sociocultural challenges, and academic alienation, which significantly impacts the ability to successfully adapt to the new learning and living environment, oftentimes continuing throughout the duration of the program. Furthermore, international postdoctoral fellows engaged in STEM research fields may lack a sense of belonging due to similar barriers. The recruitment and retention of competitive international students and postdoctoral fellows directly impacts the quality and magnitude of research outcomes, while also enhancing and enriching the cultural diversity and experience of the graduate community. We use data collected from an international student and postdoctoral survey distributed to more than 65 students and 90 postdoctoral fellows as well as listening sessions to identify gap areas where additional resources are required and where modifications are needed to more productively serve the international population at Augusta University. Our findings indicate that international students and postdoctoral fellows experience more anxiety and isolation when they are not supported, personally, socially and academically, by their administrative leaders, faculty, peers, and surrounding community. Incoming students who were connected with current graduate students prior to their arrival to the U.S. experienced a greater level of support and were more confident and comfortable in their adjustment to society in the U.S. The implementation of additional events and experiences led by the responses of the international population, including research shadowing opportunities in on-campus laboratories, social gatherings connecting students and postdoctoral fellows of different cultures, writing circles and professional development workshops, and one-on-one sessions enhances community belonging and prioritizes personal and professional growth among this vulnerable student population. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

French Background Students’ Perception of English as Medium of Instruction at the University of Rwanda: Case of Gabonese Students in Nyarugenge and Huye Campuses

One of the most significant advantages of English as a medium of instruction lies in its ability to advance internationalization and collaboration. However, students from diverse linguistic backgrounds may struggle to grasp complex academic concepts and effectively participate in classroom discussions due to limited English proficiency. This can exacerbate existing inequalities and hinder academic success for vulnerable student populations. This qualitative research sought to investigate the perception of Francophone Gabonese students about English as a Medium of Instruction at the University of Rwanda. Focus group interviews were administered to ten and twenty-two Gabonese students from Nyarugenge and Huye campuses respectively. The data collected were categorized and analyzed thematically. The study found that it is difficult for the Gabonese students to learn in English due to their minimum language background and exposure. It was revealed that these students face a big challenge of communicating with national students who only use Kinyarwanda in their academic activities, which induces them to cope with their learning by visiting YouTube tutorials in French. It was recommended that the University of Rwanda set up a teaching and learning environment using English only in the campuses and provide need-based intensive English courses to francophone students.

Affectional and gender minority student experiences in CACREP‐accredited counseling programs at conservative Christian institutions: A call for change

AbstractThis study explored the experiences of affectional and gender minority students at CACREP accredited counseling programs housed within conservative Christian institutions (CCIs) and the damage caused by the discriminatory environments there. The results highlight the opportunity and responsibility that CCIs have to both protect these vulnerable student populations and provide models for them as well as the need for the counseling field to align the expectations of practitioners with the expectations placed upon training programs.

Student Health Services at Historically Black Colleges and Universities and Predominantly Black Institutions in the United States.

Student health services are associated with improved health outcomes and academic success, particularly among under-resourced college populations. This study compared student health services at Historically Black Colleges and Universities (HBCUs) and Predominantly Black Institutions (PBIs) and identified factors associated with the availability of comprehensive health services (CHS). We conducted a secondary analysis of 2022 data from the Integrated Postsecondary Education Data System (IPEDS), the Minority Serving Institutions (MSIs) Directory, and the websites of HBCUs and PBIs (n=167). Bivariate and multivariate logistic regression analyses were undertaken to identify institutional variables associated with providing CHS. Institutional variables included college type (public vs. private), MSI category (HBCU vs. PBI), undergraduate enrollment, location, and proportion of Pell grant recipients. Approximately 13% of HBCUs and 26% of PBIs offered no student health services; 65% of HBCUs and 39% of PBIs offered on-campus CHS with prescribing providers. Four-year HBCUs were five times more likely than 4-year PBIs to have CHS (p=0.014). Institutions with more Pell Grant recipients were less likely to offer CHS. Access to health care is an important social determinant of health, academic persistence, and achievement for college students. HBCUs were significantly more likely than PBIs to offer CHS. HBCUs are more likely than PBIs to have resources from federal funding, donors, and endowments that may support the development of student health centers and services. Increased funding for PBI health centers could improve access and promote health equity among the most vulnerable student populations.

Digital Education, Mental Resilience and Emotional Well-being of the Students of HEIs: Addressing Mental Health in the Light of NEP 2020

The present paper probes the interplay between digital education, students’ mental resilience, and their emotional well-being within the context of Higher Education Institutions (HEIs). In particular, the paper places a focal point on addressing mental health issues among students and assesses the impact of the National Education Policy (NEP) of 2020 in creating an educational atmosphere and environment facilitative to the cognitive growth and well-being of students. It is evident that the widespread circulation of technology among students of HEIs has detrimental effects on their mental resilience and emotional well-being. Excessive digital screen time leads to deteriorated mental health, including increased anxiety, depression, compulsive behaviours etc., intensified by nomophobia (no mobile phobia). Again, information overload in the digital age hampers decision-making ability and deepens anxiety among students. The deleterious effects of cyberbullying and phubbing on social skills, well-being, interaction and relationships capture the essence for educators, researchers and policymakers to address these concerns without much delay. Nevertheless, NEP 2020 already prioritizes both academic excellence and the mental health of students of HEIs through facilitating counselling services, a flexible curriculum, diverse extracurricular activities etc. The policy aims to reduce anxiety and stress by shifting away focus from rote memorization, high-stakes assessments and a rigid academic atmosphere while cultivating a vibrant campus life. It also recognizes the unique needs of vulnerable student populations, emphasizing targeted support for their academic success and mental well-being. While NEP 2020 acknowledges these concerns, it may fall short of fully addressing these complex mental health challenges, necessitating a more adaptable, holistic approach.

Overview of cultural capital theory's current impact and potential utility in academic libraries

This literature review introduces academic librarians and library administrators to Pierre Bourdieu's Cultural Capital Theory (CCT). CCT originates from the fields of sociology and education. People possess cultural capital in varying degrees according to their level of access to cultural resources, participation in cultural activities, and titles held in high regard by the cultural community. CCT argues that people can acquire certain forms of cultural capital, and those who are successful improve their social status. Academic libraries are in a prime position to be a source of cultural capital, and many already have an established ethos of assisting their vulnerable student populations. A survey of professional library and information science (LIS) literature was conducted to identify articles that substantially discuss cultural capital as it relates to education, libraries, and information literacy. We discovered that CCT has not been comprehensively studied in the LIS discipline. This literature review reveals the limited current understanding of cultural capital from an academic library perspective and posits that students may benefit from academic library leaders examining their services, resources, and programs through a cultural capital perspective. Challenges of this theory, its connection to other critical approaches, and recommendations for future research are also discussed.

Harnessing the Affordances of Action Researchers to Address the Challenges of the COVID-19 Pandemic: Educational Leaders take Action Research Online

The unique affordances of Action Research, including flexibility, playfulness, accessibility, and a focus on practical problem solving provided crucial strategies for generating knowledge and developing solutions to the challenges created by the Covid-19 pandemic. The move to online research settings, in particular, required action researchers to find ways to adapt existing research methods and to devise new approaches. This article describes the work of a group of doctoral students in an Educational Leadership program and their instructor in carrying out action research methods in both synchronous and asynchronous online settings. If the months of the pandemic have taught us nothing else, it is that flexibility and willingness to innovate, which are central to action research, are valuable assets in times of uncertainty. The unique affordances of Action Research include creativity, playfulness, accessibility to multiple participants and audiences, transferability of findings, and a focus on the generation of knowledge designed to be pragmatic and problem-focused. These qualities can be harnessed to address the multiple challenges we have encountered during the pandemic including health equity and access, poverty and unemployment, and the interruption of education for vulnerable student populations. They also offer us hope that action research can continue to contribute to addressing the challenges we are sure to face in the future. As students in an educational leadership doctoral program, we focus on examining problems of practice in our schools and districts through action research. As we adapted to online learning in our own schools, we were able to bring these skills to bear in our doctoral studies by developing strategies for conducting these action research methods in both synchronous and asynchronous online settings. This paper describes some of the approaches we developed in the hope that this will enable other action researchers to implement these methods in their own schools, organizations, and communities. The specific action research methods described in this paper are Future Creating Workshops, Citizens’ Juries, World Café, Nominal Group Technique, and Digital Storytelling.

What Can Data Tell Us?

Researchers have found that student engagement has an impact on student learning, retention, motivation, and persistence in higher education. However, faculty often experience challenges in maintaining high levels of student engagement in their classes. Data collected in class during activities, through learner generated reports, and at various points in students' academic careers can provide valuable insight into student engagement. This datum can be used to enhance instructional approaches and curricula to improve student academic gains and interest. Further, universities can use student engagement data to better support vulnerable student populations and improve institutional effectiveness. Because student engagement can have a profound effect on student engagement, this literature review highlights how universities can collect and analyze data to provide targeted instructional practices to augment student performance.

Community College Student Persistence During the COVID-19 Crisis of Spring 2020.

Objective: This quantitative study examines the impact of the COVID-19 pandemic on students' persistence at a minority-serving, open-access, public, urban community college in New York City. Specifically, the project looked at factors associated with mid-semester college withdrawals during spring 2020 when the college shifted to remote instruction due to the COVID-19 pandemic. Method: Utilizing data from three spring semesters (spring 2018, 2019, and 2020), four logistic regression models tested the marginal effects of student background and college program factors on mid-semester withdrawal and the moderating effect of spring 2020, the COVID-19 outbreak semester. Results: Findings indicated that the withdrawal rates were higher for new students, men, minoritized students, and part-time students across all three spring semesters. Spring 2020 disproportionally affected part-time students, men, Black students, as well as readmitted students. The greatest increase in the probability of mid-semester college withdrawal was observed for Black men who had been enrolled part-time in spring 2020. Belonging to a highly structured full-time study program protected students from leaving mid-semester, although this protection was weaker in spring 2020 and spring 2019 compared to spring 2018. Contributions: The research highlights the equity gap for Black men at the college and points to additional factors contributing to mid-semester college attrition. The work provides insights into factors that worsened during the COVID-19 pandemic. The study thereby contributes to understanding short-term risk factors for vulnerable student populations and adds to the body of literature on crisis situations in higher education.

Online education in COVID-19 scenario: challenges, mitigation strategies and exploring a case study in India

India is one of the largest nations with many geographical differences, which makes the learning process a difficult one in the present COVID-19 scenario. However, online mode offers big opportunity to reach out to students in remote locations though it has its own challenges too. This paper identifies a few such challenges and suggests mitigation strategies towards the same. In addition, an in-depth analysis is performed on a real COVID-19 student dataset to understand student overall behaviour in this pandemic situation as well as their experience in the online learning mode. Also, an automated framework of performing student feedback analysis is presented, which can be utilised to understand the quality of online classes by finding more useful insights from student responses. These measures will definitely support a vulnerable student population to overcome the uncertainties present in the period of extraordinary disruption.

Student Experiences and Equity during Emergency Remote Teaching in U.S. Higher Institutions: A Literature Review

In response to the spread of the COVID-19 pandemic, educational institutions worldwide broadened their use of online delivery modalities to maintain continuity of instruction. This article provides an overview of research that explores students’ experiences of emergency remote education (ERT) in the context of U.S. higher institutions and sheds light on students’ perspective of ERT, the opportunities and challenges it brought, and its impact on educational equity. It also offers insight into measures institutions could pursue to deal with the challenges they encountered. Findings indicate that ERT transcended time and geographical limitations and afforded students’ flexibility and convenience to schedule their learning. In general, students perceived colleges to be supportive, particularly their instructors. However, being forced to study online with limited access to university resources (e.g., financial aid, academic advising, and mental health), less contact with instructors and peers, and experiencing increased mental burden, made the learning experiences largely unpleasurable. The rushed digitalization of education put the vulnerable student population in a more disadvantageous position. Recommendations such as improving technology infrastructure, preparing educators for online teaching, cultivating an inclusive pedagogy, facilitating social interactions, and teaching with care and empathy are also summarized.

The COVID-19 impact on reading achievement growth of Grade 3-5 students in a U.S. urban school district: variation across student characteristics and instructional modalities.

The current study aimed to explore the COVID-19 impact on reading achievement growth by Grade 3-5 students in a large urban school district in the U.S. and whether the impact differed by students' demographic characteristics and instructional modality. Specifically, using administrative data from the school district, we investigated to what extent students made gains in reading during the 2020-2021 school year relative to the pre-COVID-19 typical school year in 2018-2019. We further examined whether the effects of students' instructional modality on reading growth varied by demographic characteristics. Overall, students had lower average reading achievement gains over the 9-month 2020-2021 school year than the 2018-2019 school year with a learning loss effect size of 0.54, 0.27, and 0.28 standard deviation unit for Grade 3, 4, and 5, respectively. Substantially reduced reading gains were observed from Grade 3 students, students from high-poverty backgrounds, English learners, and students with disabilities. Additionally, findings indicate that among students with similar demographic characteristics, higher-achieving students tended to choose the fully remote instruction option, while lower-achieving students appeared to opt for in-person instruction at the beginning of the 2020-2021 school year. However, students who received in-person instruction most likely demonstrated continuous growth in reading over the school year, whereas initially higher-achieving students who received remote instruction showed stagnation or decline, particularly in the spring 2021 semester. Our findings support the notion that in-person schooling during the pandemic may serve as an equalizer for lower-achieving students, particularly from historically marginalized or vulnerable student populations.

Experiences Participating in Online Synchronous Lectures During COVID-19 Emergency Remote Teaching for First- and Non-First-Generation Students

Background: During the COVID-19 pandemic, emergency remote teaching (ERT) was implemented in the U.S., and some of the most vulnerable college students struggled to adapt. Purpose: The current study sought to understand the experiences and outcomes of undergraduate students enrolled in radiography programs while participating in synchronous online lectures during ERT, especially first-generation students. Specifically, this study focused on students who participated in class lectures that were taught online in a live and synchronous format due to COVID-19 stay-at-home orders. Methods: This study utilized a retrospective and longitudinal design where participants were asked to answer a series of questions retrospectively at two points in time with each question forming a pair. Survey participants were enrolled as students during ERT in 2020 through 2021 and participated in class lectures that were taught online in a live and synchronous format due to COVID-19 stay-at-home orders. Results: Wilcoxon Signed-Rank and Spearman Rank-Order tests suggest that ERT has affected the experiences and outcomes of students enrolled in radiography programs, with more pronounced negative effects for first-generation students. Conclusion and Recommendations: The researchers recommend yearly and preventative planning across three academic and administrative areas to include training, support, and technology as essential strategies for delivering remote education, specifically online synchronous lectures, in the context of ERT situations. Strategies in these three areas will keep the academic success of the most vulnerable and underserved college student populations at the forefront during emergency remote teaching scenarios.

Accessing Possible Selves With Limited College Knowledge: Case Studies of Latino Boys in Two Urban Continuation Schools

Justice-involved youth are less likely to hold positive attitudes toward education and education systems due to the unfair treatment that they experience. Despite the exchange of college knowledge between justice-involved Latino young men in urban continuation schools, this topic is relatively absent from college access and higher education literature. Using Oyserman and Markus’s (1990a) notion of possible selves as a theoretical framework and drawing from in-depth interviews and observations with 26 middle and high school Latino young men across two urban continuation schools, I find that educators intentionally did not share college knowledge with Latino young men. Furthermore, I reveal that these youth possess inaccurate information about the college admissions process. If schools are to help the most vulnerable student populations prepare and aspire for postsecondary education, it is important to equitably disseminate accurate college knowledge to all students.

Views on Modifying the Traditional School Calendar for a Post-COVID World: Could a Balanced Calendar Model Mitigate COVID-19 Slide?

The COVID-19 pandemic has provided a period for reexamination of how the world schools its children. Policy makers are considering how to address myriad challenges during this tenuous post-COVID era in primary and secondary education. This paper discusses potential school calendar change in the aftermath of the COVID-19 pandemic. Modifying the traditional school calendar to a balanced approach has been attempted and scrutinized for decades providing varying results on academic achievement. The question is whether a year-round or extended school calendar could counteract COVID-19 learning loss, in addition to addressing achievement gaps, reducing viral transmission, and supporting vulnerable student populations.

Introduction to the Special Issue: Understanding the contexts in which vulnerable students learn, develop, and achieve in reading in the United States.

New Directions for Child and Adolescent DevelopmentVolume 2022, Issue 183-184 p. 5-8 COMMENTARY Introduction to the Special Issue: Understanding the contexts in which vulnerable students learn, develop, and achieve in reading in the United States Nicole Patton Terry, Corresponding Author Nicole Patton Terry npattonterry@fsu.edu Florida State University & Florida Center for Reading Research, Tallahassee, Florida, USA Correspondence Nicole Patton Terry, Florida Center for Reading Research, 2010 Levy Ave, Suite 100, Tallahassee, FL 32310, USA. Email: npattonterry@fsu.eduSearch for more papers by this authorAstrid Pohl Zuckerman, Astrid Pohl Zuckerman The Ohio State University, Columbus, USASearch for more papers by this authorPeggy McCardle, Peggy McCardle Peggy McCardle Consulting, LLC, Tarpon Springs, Florida, USASearch for more papers by this author Nicole Patton Terry, Corresponding Author Nicole Patton Terry npattonterry@fsu.edu Florida State University & Florida Center for Reading Research, Tallahassee, Florida, USA Correspondence Nicole Patton Terry, Florida Center for Reading Research, 2010 Levy Ave, Suite 100, Tallahassee, FL 32310, USA. Email: npattonterry@fsu.eduSearch for more papers by this authorAstrid Pohl Zuckerman, Astrid Pohl Zuckerman The Ohio State University, Columbus, USASearch for more papers by this authorPeggy McCardle, Peggy McCardle Peggy McCardle Consulting, LLC, Tarpon Springs, Florida, USASearch for more papers by this author First published: 11 July 2022 https://doi.org/10.1002/cad.20472Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume2022, Issue183-184Special Issue: Education and Intervention in Vulnerable Student Populations: Science and PracticeJuly 2022Pages 5-8 RelatedInformation

Beyond HTTPS and the Cloud: Building a Safe and Secure Web Resource for DACA and Undocumented Students

In 2016 and 2017, after the election of Donald Trump, the Deferred Action for Childhood Arrivals (DACA) program was in danger of being suspended or revoked entirely. This left many Oregon State University students in legal limbo, impacting their success as students as well as their ability to pay for college. The Department of Homeland Security, especially the small department Immigration and Customs Enforcement (ICE), ballooned in influence with the new administration. Trump had made anti-immigration a cornerstone of his campaign and that did not slow down once he took office. Undocumented students were now staring down new legal and financial challenges that were well outside their (and university) control. The university needed to respond quickly to changes in immigration policy, aid students who were struggling, and have one central location for advisors and students to find resources.
 The Oregon State University (OSU) library got involved in the university's effort to help DACA and undocumented students. At the time, relevant resources were siloed across campus, so it was difficult for students to know what resources were available. Even advisors couldn't navigate the various systems. For example, on the OSU website, the Admissions page and Student Legal Services page both had relevant information, but they didn't refer back to one another. To help resolve this problem, the library offered to gather the resources distributed across campus for undocumented and DACA students.
 After the resources were collected, I was approached by one of the librarians on the project to develop a more permanent technical solution. I'm a website developer for the OSU Valley Library. Just like most smaller libraries, the Valley Library relies on third-party vendors for many services; however, my department also creates custom web solutions for the library. Because this project required special privacy and security provisions for this vulnerable student population, the library opted for a custom solution.

Learning Loss in Vulnerable Student Populations After the First Covid-19 School Closure in the Netherlands

ABSTRACT School closures due to the COVID-19 pandemic raised concerns about increases in educational inequality. We examined the magnitude of the impact of the first school closure for vulnerable student groups in particular. This study was conducted among 886 Grade 3 - 5 students in the Netherlands in schools serving a high percentage of students from disadvantaged backgrounds. Piecewise growth analyses indicated that the school closures caused discontinuity in students’ achievement growth on national standardized tests and led to an average learning loss of 2.47 months in mathematics and 2.35 in reading comprehension, exceeding the duration of the school closure. Findings suggest that school closures contribute to educational inequality and indicate which students may particularly need additional support to overcome the adverse consequences of the lockdowns.

Findings From a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment

This cluster randomized control trial examines the effects of the Science Notebook in a Universal Design for Learning Environment (SNUDLE) on elementary school student science academic achievement and motivation outcomes. Multilevel analyses examined the impact of SNUDLE for all students and important student subgroups. Overall, students who received the SNUDLE intervention had similar motivation and academic achievement in science to their peers who did not receive the SNUDLE intervention. However, relative to students with disabilities in the comparison group, students with disabilities who used SNUDLE scored significantly higher on motivation in science and science academic achievement, with effect sizes (ES) ranging from 0.82 to 1.01. Furthermore, SNUDLE appeared to have a small but statistically significant positive impact on science academic performance among students whose home language is other than English or Spanish with an ES of 0.35. Fidelity of implementation analysis shows sufficient teacher training but fidelity of teacher and student usage of SNUDLE needs to be improved. The qualitative analysis of teacher interviews suggests that teachers perceived benefits of SNUDLE in support language acquisition and science writing skills. Both quantitative and qualitative findings suggest that SNUDLE holds promise for improving academic performance in science and confidence and motivation among some of the most vulnerable student populations.