| 1 |
Calculus Reform: Increasing STEM Retention and Post-Requisite Course Success While Closing the Retention Gap for Women and Underrepresented Minority Students
|
|
|
|
In: Mathematics Faculty Publications and Presentations (2017)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
The meaning of ποικίλος in Greek inscriptions ; El significado de ποικίλος en las inscripciones griegas
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Mother-tongue diversity in the foreign language classroom: perspectives on the experiences of non-native speakers of English studying foreign languages in an English-medium university.
|
|
|
|
In: Bruen, Jennifer orcid:0000-0002-9279-2978 and Kelly, Niamh (2017) Mother-tongue diversity in the foreign language classroom: perspectives on the experiences of non-native speakers of English studying foreign languages in an English-medium university. Language Learning in Higher Education, 7 (2). ISSN 2191-6128 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Experiences of Underrepresented Minorities in Doctoral Nursing Programs at Predominantly White Universities
|
|
|
|
In: Gregory, Linda Darlene. (2017). Experiences of Underrepresented Minorities in Doctoral Nursing Programs at Predominantly White Universities. UC San Francisco: Nursing. Retrieved from: http://www.escholarship.org/uc/item/9799r7rg (2017)
|
|
Abstract:
ABSTRACTThe representation of racial and ethnic minorities in the nursing workforce is disproportionately low in comparison with their representation in the general population in the United States. Despite diversity initiatives, the slight increase in enrollment of under-represented minority (URM) students in graduate schools of nursing at predominantly White universities (PWU) has not resulted in a significantly more diverse nursing workforce. The purpose of the study was threefold: (a) to describe the pre-admission personal backgrounds and pre-entry decision-making processes of URM students in doctoral nursing programs at PWUs, (b) to describe the processes of academic socialization and progression experienced by URM students in doctoral nursing programs at PWUs, and (c) to describe the availability of and access to institutional resources from the perspectives of URM students in doctoral nursing programs at PWUs. It is hoped that the findings of this study may in turn help to elucidate the facilitators and barriers that contribute to admission, retention, attrition, and graduation of URM students in order to design better, targeted diversity initiatives in nursing education. In the long-term, the education of a more diverse pool of nurses may lead to a more diverse nursing workforce, which will benefit an ever-increasing diverse society in which health disparities, inequities, and inequalities still exist.The study design was constructivist grounded theory. Participants were recruited using social media, flyers, and snowball sampling. Recruitment yielded 20 participants, who self- identified as an URM, spoke English, and attended a public or private PWU with a PhD in nursing program. Semi-structured interviews were audio-taped and transcribed. Iterative, simultaneous data collection and analysis used the ATLAS ti data management software program. Findings indicate that multiple factors, positive and negative, influenced URM PhD nursing students’ experiences at PWUs. Four overarching themes emerged: preadmission history and preparedness, becoming a scholar, support and resources and the journey toward graduation and beyond. Subcategories included multiple support systems; racial, ethnic and cultural influences; decision-making processes; and academic environment and resources. Addressing these multifactorial factors may broaden academic nursing’s understanding of how to foster successful degree attainment with a significantly diverse professoriate and clinical workforce.
|
|
Keyword:
Attrition; Diversity; Doctoral; Higher education; Nursing; Social sciences education; Socialization; Success; Underrepresented
|
|
URL: http://www.escholarship.org/uc/item/9799r7rg
|
|
BASE
|
|
Hide details
|
|
|
| 6 |
Interview with the Chicana Motherwork Collective
|
|
|
|
In: Gómez, Isabel. (2017). Interview with the Chicana Motherwork Collective. Mester, 45(1). Retrieved from: http://www.escholarship.org/uc/item/7t11f55k (2017)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Crowdsourcing for Transnational Texts
|
|
|
|
In: The Eighth International Conference on the State of Mark Twain Studies :The Place of Mark Twain in Digital Humanities ; https://hal.archives-ouvertes.fr/hal-01618431 ; The Eighth International Conference on the State of Mark Twain Studies :The Place of Mark Twain in Digital Humanities, Aug 2017, New York, United States ; http://marktwainstudies.com/wp-content/uploads/2016/05/Schedule-for-Website-1.6.pdf (2017)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Proceedings of the workshop "Linguistic diversity and NLP - DiLiTAL" ; Actes de l'atelier « Diversité Linguistique et TAL » (DiLiTAL 2017)
|
|
|
|
In: https://halshs.archives-ouvertes.fr/halshs-01541153 ; France. 2017 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Preservice Teacher Training for Diversity: A Research Project Based on anIntercultural Course
|
|
|
|
In: III International Colloquium on Languages and Cultures in School and Society ; https://hal.univ-lorraine.fr/hal-02488564 ; III International Colloquium on Languages and Cultures in School and Society, Loyola Marymount University School of Education, Los Angeles California, Jul 2017, Soria, Spain. pp.17-24 ; http://digitalcommons.lmu.edu/internationalcolloquium/2/ (2017)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
A proposito della diversità: essere alunni sud-asiatici nella società italiana ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Being and Becoming in the Space Between: Co-Created Visual Storying through Community-Based Participatory Action Research
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492844169485159 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
El discurso sobre las lenguas en El País: un análisis de las ideologías lingüísticas en la columna semanal Brou de llengua
|
|
Tacke, Felix. - : Les Éditions de l'Université de Sherbrooke (ÉDUS), 2017. : Érudit, 2017
|
|
BASE
|
|
Show details
|
|
|
| 14 |
In their own words. Factors impacting on the higher education (HE) experiences of black and minority ethnic (BME) students in Ireland
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Communicative Function Use of Preschoolers and Mothers from Differing Racial and Socioeconomic Groups
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
« Nous parlons la même langue » : les BRICS à l’épreuve de leur diversité linguistique ; “We speak the same language”: the BRICS coming to terms with their linguistic diversity
|
|
|
|
In: Hermès [ISSN 0767-9513], Les BRICS, un espace ignoré, 2017, 79, p. 208 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
What’s the Difference With “Difference”? Equity, Communication, and the Politics of Difference
|
|
|
|
In: International Journal of Communication; Vol 11 (2017); 21 ; 1932-8036 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
“Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling in a Multicultural Society
|
|
|
|
In: School of Social Work Faculty Publications and Presentations (2017)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
The Power of Languages: Linguistic Discourse on Migration and Cultural Diversity
|
|
|
|
In: World Languages and Literatures Faculty Publications and Presentations (2017)
|
|
BASE
|
|
Show details
|
|
|
|
|
