Factors Influencing Academic Motivation of Ethnic Minority Students: A Review

Isik, Ulviye; Tahir, Omaima El; Meeter, Martijn; Heymans, Martijn W.; Jansma, Elise P; Croiset, Gerda; Kusurkar, Rashmi A.

doi:10.1177/2158244018785412

Cited by 66 publications

(74 citation statements)

References 88 publications

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“…Our finding that perceived discrimination was positively associated with personal/career-driven academic motivation is surprising considering previous research about the adverse effects of discrimination (Alfaro et al, 2009;Walsh et al, 2018). However, there is evidence that discrimination may be also associated with increased motivation (Isik et al, 2018). For example, in a study of Latino students in the United States, Perreira et al (2010) compared the academic motivation of Latino youth in an emerging Latino community with that of Latino youth in a traditional settlement community.…”

Section: Discussioncontrasting

confidence: 78%

“…Investigating ethnic minority students’ reasons for acquiring higher education is especially crucial because such reasons influence academic engagement and eventually determine which students persist with their studies ( Isik et al, 2017 ; Milovanska-Farrington, 2020 ) however, research focusing on the academic motivation of minority students in higher education is severely limited and currently hindered by the lack of data on non-United States population. In a recent literature review of academic motivation in ethnic minority students ( Isik et al, 2018 ), only eight of the 45 included studies were conducted in the context of higher education. Of these eight studies, seven were conducted in the United States and one in New Zealand ( Gavala and Flett, 2005 ).…”

Section: Introductionmentioning

confidence: 99%

“…These findings support Neblett et al’s (2006) view that discrimination might lead to heightened feelings of vulnerability, which, in turn, lead to a decrease in intellectual curiosity, academic self-esteem, and academic persistence. However, a recent systematic review found that discrimination may also be associated with increased academic motivation ( Isik et al, 2018 ), probably because it drives ethnic minority students to overcome adversity and exceed in their education ( Perreira et al, 2010 ). For example, Reynolds et al (2010) found that institutional racism-related stress was positively correlated with intrinsic academic motivation and negatively correlated with extrinsic motivation (behave for some external rewards or outcomes) among Latino and African American college students.…”

Section: Introductionmentioning

confidence: 99%

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Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-Origin Students: The Moderating Role of Ethnic Identity

et al. 2021

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Research has increasingly recognized the adverse effects of perceived discrimination on the academic outcomes of children and adolescents from ethnic and racial minority backgrounds. However, little is known about the association between perceived discrimination and the motivation of ethnic minority students to pursue higher education. Guided by an academic resilience framework, the current study examined the relationship between perceived discrimination and two types of motivation to pursue higher education (personal/career-driven and expectation-driven) among Ethiopian undergraduate students in Israel. In addition, we examined the role of ethnic identity as a potential moderator of this relationship. Participants were 183 undergraduate students of Ethiopian origin (77% females) who studied in 18 different higher-education institutes. Participants completed self-report questionnaires concerning their experiences of perceived discrimination, affiliation with their Ethiopian identity, and their reasons for pursuing higher education. Results showed that frequent discrimination experiences were positively related to a stronger ethnic identity and to higher levels of personal/career motivation to pursue higher education. Ethnic identity moderated the relationship between perceived discrimination and personal/career motivation so that the association was significant under low and moderate levels of ethnic identity but not under high levels. Our findings suggest that the awareness of discrimination may motivate students to pursue higher education and succeed in academia. However, the motivating force of perceived discrimination diminishes under high levels of ethnic identification. Further investigation is needed to explore how discrimination and ethnic identity work together to impact academic motivation in different developmental stages and socio-cultural contexts.

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Section: Discussioncontrasting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-Origin Students: The Moderating Role of Ethnic Identity

et al. 2021

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“…Children liked to go to primary schools and this was not an obligation for them. This was not typical only for some children from minority groups that attended segregated schools in outskirts of towns, which was confirmed by other studies [17]. Students finishing primary schools knew what they had to do and wanted to be better in behavior -this was especially true for municipal schools.…”

Section: Discussionsupporting

confidence: 54%

Children’s attitude toward different types of primary schools in Bulgaria

Boiadjieva

Vachkov

2021

SHS Web Conf.

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This paper presents the results of research of children’s attitude toward education and atmosphere at primary school – what they like, which relationships exist among students and between students and classroom teachers, which activities are available during their free time at school and outside of it, and how they understand and spend their time with others at school. The research is focused on studying personal attitude, feelings of children, as well as choice and real opportunities of different types of schools in Bulgaria. Students share their opinion and ideas of what they would have changed in their own school if they had such an opportunity. The specificity of children’s attitude towards public and private schools in the capital and large cities is especially clearly visible. Private schools applying new ideas and pedagogical philosophy are more liberal and focused on children’s style in pedagogical interaction, have more flexible organization of educational process and school life inside and outside the classroom. Students’opinion about national and private schools as well as schools located in capital, capital area and provinces differs significantly. This is due to specifics of educational environment and different quality of education in different types of primary schools in Bulgaria.

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“…Drawing upon their available capital, traditional students may be better equipped to rebuild their confidence after rejection and reapply to medical school. However, non-traditional students, having overcome more barriers throughout their educational pathway (e.g., discrimination experienced by ethnic minority students [16]), may have built resilience to deal with rejection [5]. How applicants are effected by rejection warrants further research.…”

mentioning

confidence: 99%