“Embarrassingly White”

Mowatt, Rasul A.; Johnson, Corey W.; Roberts, Nina S.; Kivel, Beth D.

doi:10.18666/schole-2016-v31-i1-7268

Cited by 22 publications

(6 citation statements)

References 35 publications

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“…Another limitation related to the sample is the high percentage of non-Hispanic Whites. This occurrence was likely the result of the demographic composition of the colleges and departments targeted for recruitment [ 119 ]. Selection bias related to which students participated in the study questionnaire based on interest and access/availability is also possible [ 3 ].…”

Section: Discussionmentioning

confidence: 99%

Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States

et al. 2021

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Background University students are increasingly recognized as a vulnerable population, suffering from higher levels of anxiety, depression, substance abuse, and disordered eating compared to the general population. Therefore, when the nature of their educational experience radically changes—such as sheltering in place during the COVID-19 pandemic—the burden on the mental health of this vulnerable population is amplified. The objectives of this study are to 1) identify the array of psychological impacts COVID-19 has on students, 2) develop profiles to characterize students' anticipated levels of psychological impact during the pandemic, and 3) evaluate potential sociodemographic, lifestyle-related, and awareness of people infected with COVID-19 risk factors that could make students more likely to experience these impacts. Methods Cross-sectional data were collected through web-based questionnaires from seven U.S. universities. Representative and convenience sampling was used to invite students to complete the questionnaires in mid-March to early-May 2020, when most coronavirus-related sheltering in place orders were in effect. We received 2,534 completed responses, of which 61% were from women, 79% from non-Hispanic Whites, and 20% from graduate students. Results Exploratory factor analysis on close-ended responses resulted in two latent constructs, which we used to identify profiles of students with latent profile analysis, including high (45% of sample), moderate (40%), and low (14%) levels of psychological impact. Bivariate associations showed students who were women, were non-Hispanic Asian, in fair/poor health, of below-average relative family income, or who knew someone infected with COVID-19 experienced higher levels of psychological impact. Students who were non-Hispanic White, above-average social class, spent at least two hours outside, or less than eight hours on electronic screens were likely to experience lower levels of psychological impact. Multivariate modeling (mixed-effects logistic regression) showed that being a woman, having fair/poor general health status, being 18 to 24 years old, spending 8 or more hours on screens daily, and knowing someone infected predicted higher levels of psychological impact when risk factors were considered simultaneously. Conclusion Inadequate efforts to recognize and address college students’ mental health challenges, especially during a pandemic, could have long-term consequences on their health and education.

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Section: Discussionmentioning

confidence: 99%

Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States

et al. 2021

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“…The topics considered are diverse. Examples include statements of opinion (Knight, 2010;Poloma, 2014), reflections on experience (Peguero, 2018;Beard & Julion, 2016;Meyer & Warren-Gordon, 2013), the history of and theory relevant to the situation (Wolfe & Dilworth, 2015;Lewis & Olshansky, 2016), documentation of challenges within a discipline (Haizlip, 2012;Mowatt, Johnson, Roberts & Kivel, 2016), concerns related to an ethnic or racial group and/or gender (Gonzales, Murakami & Nunez, 2013;Murakami & Nunez, 2014), descriptions of proposed interventions and best practices (Lechuga, 2012;Zambrana, Ray, Espino, Castro, Douthirt-Cohen & Eliason, 2015;Lewis & Olshansky, 2016), and recommendations for advancing toward ethnic and racial diversity (Bilimoria & Buch, 2010;Greene, Lewis, Richmond, Stockard, 2011;Haizlip, 2012). The topics covered in the data and related findings of this study, as presented below, inform several of these categories but will be focused most strongly on the last three.…”

Section: Underrepresentation Of Minorities In Faculty and Administrative Rolesmentioning

confidence: 99%

Minority Student Preparation for STEM PhD Study: Impact of NSF Bridge to the Doctorate Programming

Preuß

Merriweather

Walton

et al. 2020

IJTES

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The Texas A&M University System (TAMUS) received funding from the National Science Foundation (NSF) for a Louis Stokes Alliance for Minority Participation (LSAMP) project in 1991 as one of the six initial awardees. As part of these efforts and upon reaching eligibility, the TAMUS LSAMP applied for and received additional funding to support a Bridge to the Doctorate (BTD) program. BTD programming provides financial, educational, and social support to incoming STEM master’s degree and PhD students for the first two years of their graduate study. BTD cohorts consist of up to 12 fellows who participate in a program of academic and professional development seminars and workshops. In project evaluation, annual interviews were conducted with the TAMUS BTD participants, the vast majority of whom were underrepresented minorities (92%). During the interviews, the BTD students were asked to discuss ten topics some of which addressed concerns specific to the implementation of the BTD project. This report considers answers provided in the five topic areas which have broader applicability: 1) the learning achieved by participants through participation in BTD, 2) the personal impact of participation in BTD, 3) the influence of BTD on informants’ educational goals, 4) the influence of BTD on informants’ career goals, and 5) barriers the BTD participants perceived to pursuing a PhD. Eighty project participants responded to the questions between 2009 and 2018. They were from eight distinct cohorts of BTD students and represented 32 different areas of STEM specialization. Qualitative analysis of their responses confirmed that students perceived the elements of the TAMUS BTD project to be efficacious and that there was a set of nine seminars from which participants consistently reported benefit. Additional findings were eight key areas in which learning was reported by participants, four areas in which the programming had personal impact, five influences on educational goals, nine impacts on career goals, and a detailed list of barriers graduate students who are underrepresented minorities (URM) perceive to pursuing a doctoral degree. The proven and easily replicated pattern of support programming, the demonstrated results of this programming, and insight into barriers URMs perceive to pursuing a STEM doctorate are immediately applicable to URM graduate student support at many institutions of higher education.

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“…This absence is troubling because future leisure professionals may be missing opportunities to confront oppression in classrooms and subsequently in scholarship and practice. The absence of culturally relevant frameworks may also dissuade undergraduate students of color from continuing their education as graduate students or considering a career as an academic (Mowatt et al 2016).…”

Section: Discussionmentioning

confidence: 99%

A Socio-Historical Overview of Black Youth Development in the United States for Leisure Studies

Theriault

2018

Int J Sociol Leis

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“Embarrassingly White”

Cited by 22 publications

References 35 publications

Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States

Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States

Minority Student Preparation for STEM PhD Study: Impact of NSF Bridge to the Doctorate Programming

A Socio-Historical Overview of Black Youth Development in the United States for Leisure Studies

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