Education Commons^™

Experiences Of Minoritized Learners In Preparation For Graduate Medical And Health Care Education, Ashley M. White, Lindsey E. Eberman, Matthew J. Drescher, Justin Young, Kenneth E. Games

Internet Journal of Allied Health Sciences and Practice

Context: Disparities in the healthcare system persist in society today, affecting both minoritized patients and providers. A diverse healthcare workforce is ideal to treat a patient population that is also becoming increasingly diverse. We examined the experiences of minoritized students pursuing healthcare-related degrees, including athletic training, in pre-medicine and healthcare professions. Methods: We used a phenomenological approach to explore the lived experiences of 10 minoritized pre-medicine and healthcare profession students (age=20±2 years). Participants engaged in an online semi-structured interview (Zoom, San Jose, CA). All interviews were audio-recorded and transcribed. We used a consensual qualitative research (CQR) approach with a 3-person …

Detroit Mercy Dental: Empowering Leaders And Igniting Change, Mert N. Aksu Dds, Jd, Mhsa, Cert. Dph

The Journal of the Michigan Dental Association

This article is a review/recap of activities at the University of Detroit Mercy School of Dentistry over the past year, including information on community service programs, diversity and inclusion, research, faculty and staff accomplishments, student life, and demographic information.

U-M School Of Dentistry: A New Leader, But The Same Longstanding Commitment To Advancing Dental Education And Oral Health Sciences, Jacques E. Nör Dds, Ms, Phd

The Journal of the Michigan Dental Association

This article is a review/recap of activities at the University of Michigan School of Dentistry over the past year, including introducing the new dean of the school, Dr. Jacques Nör, the mission of the school, student demographic information, community outreach, faculty news, student achievement, and research.

Leading And Mentoring Women In Stem: Mitigating Gender & Microaggressions, Lilicia Bailey, April Curry

The Scholarship Without Borders Journal

Microaggressions, behaviors that can be nonverbal or verbal, can occur when individuals “communicate negative, hostile, and derogatory messages to people rooted in their marginalized group membership (based on gender, race, ethnicity, sexuality).” This statistic, according to the Institutional Transformation program at the University of New Hampshire,¹ is in alignment with what researchers indicate regarding microaggressions, asserting that they can be “intentional or unintentional” can occur daily, and are unacknowledged (Making the Invisible Visible: Gender Based Microaggressions, n.d.).

We consider the various types of microaggressions, specifically those based on gender, and assess the effect it has on women in leadership …

Scholars From Underrepresented Groups In Engineering And The Social Sciences (Surge) Capacity In Disasters: The Benefits And Challenges Of Mentoring For Racial And Ethnic Minority Graduate Students, Melissa Villarreal, Nnenia Campbell

Higher Learning Research Communications

Objective: The purpose of this study was to evaluate the mentoring program of the Minority Scholars from Under-Represented Groups in Engineering and the Social Sciences (SURGE) Capacity in Disasters initiative, a pilot program that aimed to address the challenges that graduate students of color face in academic programs. SURGE promotes mentoring and professional development through its mentoring program for Science, Technology, Engineering, and Mathematics (STEM) students.

Methods: Data collection involved distributing online surveys designed in Qualtrics to mentors and mentees five months after the SURGE program’s initiation. Separate surveys were created for student mentees and faculty mentors in order to …

World Language And Culture Intensive Summer Camp: Window To The World With Access The World, Dilnoza F. Khasilova Dr.

The Montana English Journal

The purpose of the article is to introduce readers to the summer World Language and Culture camp. The author of the article describes two-weeks camp activities that participants took part, and she concludes with participants’ feedback and resources used to create the World Language and Culture Program’s summer camp.

Driving Change: A Model For Collaborative Librarianship In Prince George’S County, Maryland, Nicholas A. Brown, Kyla Hanington

Collaborative Librarianship

The Prince George’s County Memorial Library System (PGCMLS) has a long-standing partnership with the county’s human rights education and enforcement agency, the Office of Human Rights (PGCOHR), formerly the Prince George’s County Human Relations Commission (PGCHRC). The two agencies serve over 967,000 Prince Georgians, a majority-Black (64.4%) and Latin or Hispanic (19.5%) population with a sizable immigrant community (22.7%). The civil rights issues of 2020 hit close to home in Prince George’s County and the agencies have sustained a multi-year effort to provide residents with opportunities to learn how to engage with social justice topics for personal and collective advancement. …

Evaluating The Structure, Demographics, And Effectiveness Of The Mississippi Master Naturalist Program, Sarah Cunningham, Eric Sparks, Adam Rohnke

The Journal of Extension

The purpose of our evaluation was to assess the structure, demographics, and effectiveness of the Mississippi Master Naturalist Program (MMNP) from 2015-2019. Results show that racial diversity within the MMNP was low and offering basic training courses during the work week attracts more retirees. Subsequently, an average retiree completed nearly three times more annual volunteer service hours than a non-retiree. Therefore, targeting retirees may be the most effective means of enhancing environmental stewardship within this program. Additionally, the results of this evaluation highlight that active recruitment of underserved populations is necessary to increase the diversity of participants in Extension programs.

The Trauma-Informed Equity-Minded Asset-Based Model (Team): The Six R’S For Social Justice-Oriented Educators, Srividya Ramasubramanian, Emily Riewestahl, Shelby Landmark

Journal of Media Literacy Education

This paper describes the Trauma-informed Equity-minded Asset-based Model (TEAM) framework for social justice-oriented educators. We draw on trauma-informed approaches to illustrate how systemic racism as systemic trauma and normative whiteness as dominant ideology are embedded in the U.S education and media institutions. From an equity-minded perspective, we critique notions such as egalitarianism, colorblind racism, neoliberal multiculturalism, and abstract liberalism. Using an asset-based model, we urge educators to avoid deficit ideologies to frame marginalized communities. The TEAM approach offers the following “Six R’s” as strategies: (1) Realizing that dominant ideologies are embedded in educational systems, (2) Recognizing the long-term effects of …

Uncommon And Non-Traditional Urban Relationship Strategies: From Relationship Loss To Relationship Recovery, Lasonya L. Moore

Journal of English Learner Education

With increasing student diversity across our nation, there is a growing need to scale up educational innovations related to building holistic relationships. Many students in K-12 public schools enter educational settings with uncommon and nontraditional ways of building and developing longitudinal relationships that allow students to thrive and not just survive. Specifically, teachers/educators feel ill-equipped and ill-trained to adequately support the increasing number of English learners(ELs) and Exceptional education students (specifically Students of Color (SOC) with emotional and behavioral disorders) identified in inclusive classrooms. Thus, there remains an urgent need to share uncommon and non-traditional strategies to develop and build …

Mission Unaccomplished: Beyond “Talk[Ing] A Good Game” To Promote Diversity And Inclusion, Tara Lehan, Heather Hussey, Ashley Babcock

Journal of Educational Research and Practice

Guided by feminist standpoint theory and scholars’ calls to move beyond merely counting individuals to understand the extent to which higher education institutions are diverse, the authors invited faculty members, staff members, and administrators from minoritized groups to describe their perceptions and experiences, including those associated with diversity and inclusion efforts at their institutions. In association with various dynamics, these individuals frequently described such initiatives as mostly talk with little to no meaningful objectives and outcomes. Based on these findings, we provide a three-step process that can be followed to disrupt and dismantle systems of (dis)advantage to promote greater diversity …

The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen

Teaching and Learning in Communication Sciences & Disorders

There is limited representation in Communication Sciences and Disorders (CSD) professions of individuals from diverse populations. This study examined the relationship among CSD students' degree of financial, emotional/moral, and academic support. The relationship between role models and admissions outcomes was also assessed. It explored how support received by CSD students differs by racial/ethnic backgrounds. A survey was completed by 57 alumni of an undergraduate CSD program, revealing information about participants’ backgrounds, support characteristics, and other factors. The study 1) highlighted the importance of emotional/moral and financial support, 2) revealed reduced access to financial and academic role models among alumni from …

An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth

Journal of Science Education for Students with Disabilities

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …

A Work In Progress: The Lived Experiences Of Black Male Undergraduates At One Predominantly White University, Wayne D. Lewis, Steven Thurston Oliver, Jennifer L. Burris

Kentucky Journal of Higher Education Policy and Practice

This exploratory study examines the lived academic and social experiences of current black male undergraduate students, including their perceived barriers and their strategies for persistence and achieving success. Study participants included black male undergraduate students at one predominantly white, four-year, public research university. Data collection methods included two focus group interviews with a purposeful sample of 12 undergraduate, black male students. Students reported that explicit and implicit messages of racial hatred have contributed to a general campus atmosphere of discomfort for black male students. The students described an environment where they continually encounter racial micro aggressions and prejudice. Students reported …

R2d2 Model: Creating Diverse Online Instructions, Ke Zhang

Journal of Educational Technology Development and Exchange (JETDE)

With the increasing applications of online learning at all levels in training and education in Chinese-speaking countries and regions, together with the diversity of online learners in terms of age, background, and learning style, educators are faced with a critical challenge: how to design and implement online learning experiences to meet the varied needs of highly diverse online learners. This article introduces a highly practical, easy-to-apply model, the R2D2 model (Bonk & Zhang, 2006, 2008) to the Chinese readers in particular, for the creation of diverse online learning activities. R2D2 (Read, Reflect, Display, and Do), is a new model particularly …