Barriers and Facilitators to Higher Education Applications and Admissions Among People in Recovery [0.03%]
康复人士接受高等教育的障碍与促进因素——从申请到录取
Emily Pasman,Kim Gannon,Michael Broman et al.
Emily Pasman et al.
People in substance use disorder recovery represent a marginalized and underserved student population. Improving access to higher education for people in recovery can benefit the individual, institution, and society at large. This study exp...
Longitudinal Associations between Well-Being and Academic Achievement throughout the COVID-19 Pandemic: Testing the Moderating Role of Academic Stress among First-Generation and Continuing College Students [0.03%]
新冠疫情下福祉与学业成就的纵向关系——检验学术压力对高校新生和在校生影响的调节作用
Chelsea Derlan Williams,Oswaldo Moreno,Kristina B Hood et al.
Chelsea Derlan Williams et al.
First-generation and ethnic-racial minoritized college students experience greater academic disparities, but limited work has focused on intersectional experiences underlying academic achievement in higher education during the COVID-19 pand...
Cara Margherio,Anna Lee Swan,M Claire Horner-Devine et al.
Cara Margherio et al.
Within higher education, professional networks are critical to faculty success. Prior research on the networks of faculty belonging to marginalized groups has taken a deficit model perspective, focusing on limited access to and structural e...
Diversifying the Academy Through a Peer-to-Peer Mentorship Model: Insights and Recommendations From the NextGen Psych Scholars Program (NPSP) [0.03%]
下一代心理学者项目（NPSP）的同行指导模式：学术多元化实践与建议
Meriah L DeJoseph,Katherine A Carosella;NextGen Lead Mentors
Meriah L DeJoseph
PhD programs have long struggled to recruit and retain trainees and scholars representative of an increasingly diverse U.S. population. In this practice brief, we describe barriers facing marginalized students in pursuing a PhD and offer re...
How Ethnic Identity Affects Campus Experience and Academic Outcomes for Native American Undergraduates [0.03%]
民族认同如何影响美国原住民本科生的校园经历和学业成绩
Alise Dabdoub,Lori Anderson Snyder,Stephanie R Cross
Alise Dabdoub
College can serve as a transition point that encourages exploration and development of one's ethnic identity (Syed & Azmitia, 2009). This may be especially critical for Native American (NA) college students given the turbulent history betwe...
Guiding Principles for Culturally Responsive Facilitation: Lessons Learned from Delivering Culturally Aware Mentor Training to STEMM Faculty [0.03%]
面向STEMM教师开展文化意识指导培训的启示：响应式辅导基本原则
Stephanie C House,Angela Byars-Winston,Sonia Zárate et al.
Stephanie C House et al.
Diversifying the academic workforce requires equitable and inclusive training environments. Essential to achieving this goal is understanding the relevance of racial and cultural identities in our interactions, and a willingness and ability...
White American Students' Recognition of Racial Microaggressions in Higher Education [0.03%]
白人美国学生在高等教育中对种族微攻击的认识
Allegra J Midgette,Kelly Lynn Mulvey
Allegra J Midgette
Racial microaggressions often occur in U.S. higher education. However, less is known about how White American students reason about their evaluations of racial microaggressions. The current study investigated how 213 White college students ...
Angela Byars-Winston,Patrice Leverett,Ross J Benbow et al.
Angela Byars-Winston et al.
This case study investigated how mentors and mentees in biology experience and understand race and ethnicity in their research mentoring relationships. Semi-structured interviews were conducted with mentors (n = 23) and mentees (n = 15) who...
Mentors' Motivation to Address Race/Ethnicity in Research Mentoring Relationships [0.03%]
导师在科研指导关系中涉及种族/族裔问题的动机研究
Amanda R Butz,Kimberly Spencer,Nancy Thayer-Hart et al.
Amanda R Butz et al.
The purpose of this study was to investigate the motivation of research mentors to address race/ethnicity in their research mentoring relationships, using self-determination theory as a conceptual framework. Mentors from STEM fields primari...
A research experience for American Indian undergraduates: Utilizing an actor-partner interdependence model to examine the student-mentor dyad [0.03%]
美国印第安大学生的研究经历——采用“行动者互依模型”考察学生和导师之间的关系
Emily R Griese,Tracey R McMahon,DenYelle Baete Kenyon
Emily R Griese
The majority of research examining Undergraduate Research Experiences focuses singularly on student-reported outcomes, often overlooking assessment of the mentor role in student learning and outcomes following these experiences. The goal of...