Currently, the literature provides some coherent evidence of what underrepresented minority (URM) students perceive they need to be successful, as well as what researchers empirically find important for URM student success. However, while success factors overlap with adoption factors, online course adoption is also affected by several important non-success factors such as flexibility. Adoption patterns of URM students have not been coherently studied using a well-tested technology adoption model. This study applies an expanded unified theory of acceptance and use of technology (UTAUT) model to address these gaps. Among a sample of 1231 students, URM students perceived online classes to require more effort to achieve lower grades relative to non-underrepresented students. Second, a narrower set of factors predicts URM students' intention to take online courses in the future. Finally, contextually, URM students are 46% more likely to be employed, first-generation students, and have substantial family responsibilities than non-URM students.
Currently the central thrust of education is focused on inclusion and how it affects the values of democracy. This chapter will explore the complexity of educational reform and establish a desired state for strategic thinking for systemic inclusion. It will explore authentic inclusion and how leadership and understanding the intersectionality of students can affect outcomes and change the gap of what the educators know and can do to achieve systemic inclusion. It will also explore reframing inclusion through policy and communication to elevate inclusion so every student can have the access and opportunities to fulfill their educational dreams.
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