The racial politics of diversity, equity, and inclusion (DEI) work.

Abrica, Elvira Julia; Oliver Andrew, Ruth

doi:10.1037/dhe0000566

Cited by 3 publications

(1 citation statement)

References 90 publications

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“…For example, Froehlich et al, [7] saw that immigrants lack a sense of belonging and a lack of engagement on campus. At the request of the Obama Administration, many US universities have improved Diversity, Equity, and Inclusions efforts, but media and policy has also started to scrutinize this effort and cut positions [8]. Yet, Saroughi and Kitsantas [5] note a dearth of research on the sense of belonging and academic satisfaction of immigrant language-minority students in higher education.…”

Section: Introductionmentioning

confidence: 99%

Measuring Perception of College Welcome Provided to Foreign-Born Students: Validation with Pilot Data

Evans

2024

IJCE

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Immigrant and foreign-born students are one of the fastest growing populations in higher education across the US, and yet there is a dearth of research around their sense of belonging on campus and in the classroom. Therefore, this paper will cover the development and evaluation process for a scale designed to evaluate the perception of college welcome provided to immigrant students. Data from 94 college students was used to conduct a series of factor analyses to assess the survey questions and their utility for measuring college welcome. The scale is made up of four factors. The Cognitive awareness of college welcome factor showed a Cronbach's alpha of 0.72, the Emotional college welcome factor showed a Cronbach's alpha of 0.732 Behaviors of college welcome showed a Cronbach's alpha of 0.75 and the Relational college welcome showed a Cronbach's alpha 0.767. Overall, Cronbach's alpha is 0.864 for the perception of college welcome which is excellent. While the results are promising that this scale could indeed be measuring college welcome, it is important that more data be collected, reflect a higher percentage of immigrant students, and that future research be done to continue to assess the reliability and validity of this scale. This scale is the first step in better understanding the perception of welcome provided to foreign-born students, which is critical so that social workers can intervene and help improve the social and emotional well-being of students.

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Section: Introductionmentioning

confidence: 99%

Measuring Perception of College Welcome Provided to Foreign-Born Students: Validation with Pilot Data

Evans

2024

IJCE

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Cultivating kinship and refusal in Indigenous diaspora

Kovats Sánchez

2024

Diaspora, Indigenous, and Minority Education

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Attending to STEM education in servingness at Hispanic-serving institutions: a systematic review of more than a decade of scholarship

Ro,

Aguilar-Smith,

Anderson

et al. 2024

IJ STEM Ed

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Background, context, and purpose of the study Enrolling over 60% of all Latinx undergraduate students, Hispanic-serving institutions (HSIs) are poised to play a critical role in diversifying and strengthening Science, Technology, Engineering, and Mathematics (STEM) education and the STEM workforce. However, how HSIs serve STEM students is not well understood. Accordingly, guided by Garcia et al. (Review of Educational Research 89:5–745, 2019) multidimensional servingness framework, we conducted a systematic review of the research on STEM education within the HSI context. By attending to STEM education in conversations around how HSIs may serve Latinx students and their campus communities, our ultimate aim is to improve STEM education particularly at HSIs and advance STEM servingness more broadly. Results, main findings Through our systematic review of STEM education research at HSIs, we identified (under)studied components of servingness and gaps within this literature base. Specifically, among the 128 qualifying articles, nearly two-thirds focused on student outcomes but overlooked institutions’ organizational context, raising questions about the effect(iveness) of the studied interventions. Additionally, we identified three thematic gaps in this literature: ghosting the HSI context (i.e., relying on HSIs as research sites without considering the unique HSI context); ghosting Latinx culture (i.e., decentering Latinx students and the Latinx community’s sociocultural aspects and assets), and ghosting people and places (i.e., under-examining certain student populations like Latino men in STEM and places like Hispanic-serving community colleges). Ultimately, our study extends the field’s understanding of servingness by attending to STEM education within the context of HSI institutions. Conclusions, brief summary, and potential implications By systematically reviewing studies on STEM education at HSIs, we identified (under)studied components of servingness and patterned gaps within this literature. In doing so, we highlight opportunities to advance STEM servingness at HSIs through future research, policy, and practice. Collectively, these avenues hold the promise of improving STEM education and diversifying the STEM workforce.

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The racial politics of diversity, equity, and inclusion (DEI) work.

Cited by 3 publications

References 90 publications

Measuring Perception of College Welcome Provided to Foreign-Born Students: Validation with Pilot Data

Measuring Perception of College Welcome Provided to Foreign-Born Students: Validation with Pilot Data

Cultivating kinship and refusal in Indigenous diaspora

Attending to STEM education in servingness at Hispanic-serving institutions: a systematic review of more than a decade of scholarship

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