Perceived Barriers, Anxieties, and Fears in Prospective College Students from Rural High Schools

Morton, Terrell R.; Ramirez, Nestor Alexis; Meece, Judith L.; Demetriou, Cynthia; Panter, A. T.

doi:10.1353/hsj.2018.0008

Cited by 32 publications

(24 citation statements)

References 53 publications

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“…However, this can be seen as more of an opportunity than a problem. The lack of studies in non-WEIRD contexts [46], where students from the rural sector face significant challenges due to their low academic preparation, geographic isolation, and poor socioeconomic conditions [47], [48], can motivate further research in this topic. These studies would soften the bias of only performing studies on similar countries.…”

Section: Research Opportunitiesmentioning

confidence: 99%

Empirical Evidence of the Usage of Programming Languages in the Educational Process

et al. 2021

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A systematic literature review on the empirical evidence regarding the usage of programming languages for learning purposes is presented. The review analyzes different methods and tools at different educational levels and with different objectives.Background: Learning programming has gained relevance in the last decade. This is due to the massive presence of programmable elements ranging from computers to toys. Because of this, the interest of researchers on this topic has increased. Questions, such as what to use, in what educational stages to use it, the effectiveness of the method, and the focal objectives for learning programming are questions that do not have obvious answers.Research Questions: 1) What empirical evidence exists on the use of educational programming languages (EPLs)? 2) In what context is the research performed? 3) How is effectiveness reported in the literature after applying EPLs? 4) What pedagogical goals are achieved by using EPLs?Methodology: Following a formal protocol, automated searches were performed for primary studies from 2007 to 2018. A total of 62 studies were identified, of which 29 were selected and analyzed since they include some type of empirical evidence.Findings: After performing the evaluation, the results support the need for better approaches with empirical evidence when reporting research on the usage of EPLs. Some research opportunities are identified which concerns the used programming languages, the areas or stages of their application, or the need to have more empirical evidence in general and more studies in non-WEIRD (Western, educated, industrialized, rich, and democratic) contexts.

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Section: Research Opportunitiesmentioning

confidence: 99%

Empirical Evidence of the Usage of Programming Languages in the Educational Process

et al. 2021

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“…Rural students face many challenges as they pursue higher education (Byun et al, 2012a;Irvin et al, 2012;Morton, Ramirez, Meece, Demetriou, & Panter, 2018). Some of these barriers are due to poverty (Roscigno & Frowley, 2001), having less access to college information (Means, Clayton, Conzelmann, Baynes, & Umbach, 2016), and attending underresourced schools (Byun et al, 2012a;Irvin et al, 2012).…”

Section: Deficit-based Perspectives About Rural Students Rural Students Of Color and Rural Latinx Studentsmentioning

confidence: 99%

“…School-community partnerships serve as a vital source of social capital for rural Latinx college aspirants (Bettencourt, Mwangi, Green, & Morales, 2020;Means, 2019;Morton et al, 2018). While students in Morton et al (2018) were nominated for a college preparation program by their school counselor, they did not perceive counselors were helpful in providing information and resources about college. This heightened students' concerns about their preparation to succeed in higher education.…”

Section: Cultural Capital Among Latinx and Rural Latinx Studentsmentioning

confidence: 99%

Translating rural Latinx students’ cultural wealth to college campuses

Marlow‐McCowin

Ottley

Pérez

2020

New Drctns for Student Srvcs

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“…Gatekeeping educators—typically White teachers—determine who does and does not have access to quality, advanced mathematics and science education (Ridgeway & McGee, 2018) by single‐handedly selecting which students are placed in advanced science and mathematics programming (Martin, Gholson, & Leonard, 2010). Thus, stereotyped assumptions about how Black, Latinx, and Native American students perform begin early on, in turn, shaping beliefs about who in the racialized hierarchy is engaged and who merits access to STEM resources and advancement (Gholson & Wilkes, 2017; Morton, Ramirez, Meece, Demetriou, & Panter, 2018).…”

Section: Introductionmentioning

confidence: 99%

Invalidated identities: The disconfirming effects of racial microaggressions on Black doctoral students in STEM

2020

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Black students face repeated racial microaggressions that may challenge their mental health and academic performance in engineering doctoral programs. Researchers attribute this to stereotypes and institutional climates that juxtapose their STEM and racial identities as incongruent. In this article, we analyzed the perceptions of environmental, behavioral, and verbal racial microaggressions of 33 Black doctoral students and postdocs, with a focus on their interactions with non‐Black peers. Data were collected through semi‐structured interviews with Black doctoral students from 11 Predominantly White Institutions in the United States. To analyze the experiences of our participants, we utilized two theoretical frameworks: Racial microaggressions and identity nonverification. Across the interviews, participants described various forms of racial microaggressions that greatly challenged their sense of belonging and identities as engineers. This research affirms the need to develop initiatives at the departmental and institutional levels to encourage more inclusive spaces for diverse students in STEM doctoral programs and to combat the types of exclusionary practices found in this study.

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Perceived Barriers, Anxieties, and Fears in Prospective College Students from Rural High Schools

Cited by 32 publications

References 53 publications

Empirical Evidence of the Usage of Programming Languages in the Educational Process

Empirical Evidence of the Usage of Programming Languages in the Educational Process

Translating rural Latinx students’ cultural wealth to college campuses

Invalidated identities: The disconfirming effects of racial microaggressions on Black doctoral students in STEM

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