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Many urban public schools are often perceived as inclusive due to the demographics of their diverse student populations. This myth of inclusivity reifies notions of equity in both education and broader society. However, upon closer inspection, this myth of inclusion crumbles once immersed within an urban high school. In this article, I present the concept of the inclusion mirage. Through the utilization of critical ethnographic methods, I uncovered how schools that may appear diverse and integrated on the surface are vastly segregated for those that learn and work within their walls.

Purpose: Transitions to and within university studies can be associated with heightened distress in students. This study focusses on the less studied transition from a bachelor's to a master's degree. During a master's degree, study requirements and autonomy increase compared to bachelor's studies. The present study examines how students' experiences of study-related burnout, their approaches to learning and their experiences of the teaching and learning environment (TLE) change during this transition. Moreover, the study examines how approaches to learning and the TLE can affect study-related burnout. Design/methodology/approach: Questionnaire data were collected from 335 university students across two timepoints (bachelor's degree graduation and the second term of their master's degree). Findings: The results show that students' overall experience of study-related burnout increases, as does their unreflective learning, characterised by struggling with a fragmented knowledge base. Interestingly, students' experiences of the TLE seem to have an effect on study-related burnout in both master's and bachelor's degree programmes, irrespective of learning approaches. These effects are also dependent on the degree of context. Originality/value: The study implies that students' experiences of study-related burnout could be mitigated by developing TLE factors during both bachelor's and master's degree programmes. Practical implications are considered for degree programme development, higher education learning environments and student support.

Objective: To compare the experiences of Imposter Phenomenon and discrimination among non-Hispanic White (NHW) and racial and ethnic minority (REM) students at a predominantly White Institution (PWI). Participants: 125 undergraduate students (89.6% women, 68.8% NHW, and 31.2% REM). Methods: Participants completed an online questionnaire including the Clance Imposter Phenomenon Scale (CIPS), Everyday Discrimination Scale (EDS), demographic variables (class year, gender, first generation student status), and 5 items assessing students' feelings of belonging and support. Descriptive statistics and bivariate analyses were performed. Results: Mean CIPS scores were similar for NHW (64.05 ± 14.68) and REM students (63.62 ± 15.90, P = 0.882), but EDS scores were significantly higher among REM students (13.00 ± 9.24 vs. 8.00 ± 5.21, P = 0.009). REM students more frequently felt that they don't belong, are excluded, and lack resources to succeed. Conclusions: Racial and ethnic minority students at PWIs may need additional resources and social support.

Although they constitute twenty percent of Israel's citizens, Arabs have no significant opportunity to study their own language in Israel's academic institutions. Academic courses are conducted in Hebrew, the official language of the country. This has implications for the Arab students' academic achievement as well as for their sense of belonging on Israeli campuses. In the framework of a graduate program on exclusion, the Academic College of Education has recently introduced two courses in Arabic--a revolutionary experiment in the Israeli academic world. Based on interviews with twenty Arab students who participated in these courses, the research presented here demonstrates how these courses not only enhance the students' self-expression, participation, and self-confidence in the classroom; they also send a message to the Arab students that the college sees them and acknowledges their identity. The study has implications for the growing multi-cultural reality of academic institutions elsewhere in the world.

This paper draws on new empirical research examining the impact of gender-based violence (GBV) on students' experiences of higher education. While GBV across the life-course is an extremely prevalent and pressing social problem, it has been invisible within higher education. Indeed, experiences of GBV, which may profoundly shape access to and participation in higher education, are largely perceived as irrelevant to student equity, unless experienced on campus. Institutional silence around the impact of GBV on student equity is related to the gender injustice of misrecognition, whereby the social problem of GBV is located at the personal level. This manifests in the social emotion of shame, experienced at the personal level as disconnection, isolation and not belonging. This paper draws from our analysis of 47 in-depth interviews with student victim/survivors exploring their experiences of higher education to illuminate how deficit discourses and stigmatisation intersect to reproduce gender injustice in higher education.

This qualitative study explores how Black and Global Majority faculty at an English university with an ethnically diverse student population perceive race and racism on campus. Informed by a theoretical framework drawing on Critical Race theory (CRT), CRT methodology and critical whiteness studies, we adopt counter-narrative story telling as a method of analysis. This research foregrounds BGM faculty's everyday experiences of racism in their professional lives and the "normalization" of racism in this setting. Through the construction of composite counter-stories (CCS) the experiences convey how BGM staff are simultaneously "othered" and "unseen". This complex duality of hypervisibility and invisibility reveals subtle and insidious undercurrents of racism that frame the participants' lived realities and ways everyday racism is enacted at institutional and individual levels. Although instances of "overt" racism are rare, these counter-narratives highlight ways institutional racism is perpetuated through white supremacist social and bureaucratic norms.

With a growing number of Latine students in higher education, we investigated the support and protection mechanisms in place for first-generation Latine/Hispanic college students at large-land grant institutions in the Southeastern region. We used the Psychosociocultural (PSC) framework (Gloria and Rodriguez, 2000) to examine how Latine student experiences are supported at their university in the Nuevo Sur. Specifically, we attend to the different ways students' educational experiences are shaped by the resources and services provided by their institution. Using a phenomenological approach, we interviewed 10 Latine college students with various perspectives and experiences of their campus climate. Our key findings were: (a) Student Motivation to Persist, (b) Internal Support Network, (c) On- and Off-campus Activities/Events, and (d) Trudging through Intersecting Forces. Our findings reveal significant opportunities to integrate elements of support that students seek from their institution. We also share implications and future directions for educators, administrative leaders, and policymakers to address and provide appropriate support for the increasing Latine college student population.

Promoting diversity and inclusion is crucial in today's educational settings for the success of every student. This research delves into the important aspect of undergraduates' readiness to embrace diversity within the academic sphere. Rooted in a positivist ideology with quantitative analysis, the study investigates the correlation between the attitudes of management undergraduates towards the inclusion of diverse groups and their readiness to accept diversity within the university environment. The data was collected from 324 participants using a structured questionnaire and the results reveal that the management undergraduates are generally receptive to diversity within the university context. One of the significant observations was that irrespective of the environment (urban or rural) of their upbringing, the undergraduates feel comfortable collaborating with peers from diverse social backgrounds. However, there appears to be a noticeable reluctance among undergraduates to involve individuals of different sexual orientations in university activities. Additionally, those who display high levels of inclusion concerning factors such as ability, gender, sexual orientation, rural/urban background, and ethnicity also demonstrate greater openness to accepting diversity. Beyond merely identifying prevailing opinions, the study carries implications that extend to practical measures for establishing a more inclusive university community. The findings underscore the need for targeted campaigns aimed at changing attitudes, especially concerning sexual minorities. This research contributes valuable insights into the ongoing efforts to cultivate inclusive and diverse learning environments, fostering a university community that is both harmonious and supportive.

Doctoral programmes worldwide are facing numerous challenges. Among these challenges is the diversification of the student body in aspects such as age, socioeconomic background, motivation, and career aspirations. However, these programmes often struggle to respond adequately and promptly to these changes. In this article, we employ the concept of a 'departmental climate' to investigate how doctoral students at Russian universities perceive their environment. The data collected at nine Russian universities (n = 1097) were utilised. Our findings reveal that students whose job is related to doctoral study and those whose job is driven by academic career goals generally perceive the departmental climate more positively. We assume that Russian doctoral programmes are more oriented towards these students and provide them with more support than other students. Our results underscore the need for doctoral programmes to evolve to accommodate a diverse range of student needs, ultimately enhancing the effectiveness and inclusivity of doctoral education. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic was a primary cause for the decline in college enrollment rates for Latino/x college men over the last two years. The aim of this qualitative study was to explore how these students discussed their decisions to attend and enroll college since the onset of the pandemic. Using the Theory of planned behavior (Azjen, 1991), we tried to understand how Latino/x college men, who were first time in enrolled in college, navigated their educational experiences in South Texas Hispanic Serving Institutions. The findings revealed sobering realities that these students faced uncertainty, isolation, mental health concerns, but they also relied on faculty members, staff, and student peer groups to survive the pandemic. We conclude with recommendations that educational leaders, faculty members, and professional staff should consider to develop a college climate and classroom environment which values Latino/x college men and improves their educational outcomes. [ABSTRACT FROM AUTHOR]

Introduction: Real-life project-based courses aim to enhance student learning by integrating authentic projects into the curriculum. However, the complexity of these projects, due to their VUCA (Volatile, Uncertain, Complex, and Ambiguous) nature, can pose significant challenges, especially for students new to the concepts and skills being taught. This study addresses the overarching question: "How can a systematic model be developed and implemented to effectively manage teaching and learning through developing a real-life project in a hybrid cross-cohort environment?". Methods: The study was conducted within an Instructional Systems Design (ISD) course in a hybrid cross-cohort class structure. A diverse class of 27 students with varying backgrounds participated in the course. Data were collected through surveys, interviews, and instructor observations. The implementation process involved multiple student cohorts, primary stakeholders of the project, subject matter experts, and instructors. Results: The study resulted in the development of the proposed 3 Square model to manage hybrid cross-cohort learning environments. Students engaged in developing a real-life project—a public awareness website for Persons with Disabilities (PwD) in a university environment. They navigated the complexities of coordinating within a cross-cohort classroom and developed critical skills such as autonomous decision-making and effective communication. Outcomes included efficient time management, achievement of project objectives, and tangible learning outcomes such as mastering ISD topics, using new tools, and working collaboratively in a group. Discussion: The findings highlight the importance of leveraging diverse student knowledge and experience to manage challenges in cross-cohort classrooms for complex projects. Practical implications are discussed for instructional design and teaching strategies in diverse educational settings, emphasizing the need for systematic approaches to facilitate real-life problem-based learning tasks. Conclusion: This study provides a retrospective evolution of a systematic model for hybrid cross-cohort learning environments. It identifies teaching-learning challenges, determines appropriate instructional strategies, and evaluates the effectiveness of solutions in facilitating real-life project-based learning. The insights gained contribute to managing diverse educational settings and enhancing instructional design practices. [ABSTRACT FROM AUTHOR]

Introduction: Due to the current climatic situation of the planet and the increase in concern for the environment, the Universitat Politècnica de València (UPV) aims to be a model for the university community in terms of the preservation of the ecosystem and prevention of the environmental impact caused by daily tasks; thus, aligning itself with the goals of the 2030 Agenda. For this reason, a project has been launched to carry out the green transformation of the UPV toward a university that prioritizes sustainability in all its areas. Methods: As part of this project, a survey was conducted using anonymous online questionnaires for the student population and employees. The study aimed to gauge the perception of sustainability and campus food supply and included items related to waste management and public awareness. A total of 800 students and 100 employees from the three UPV campuses (Vera, Alcoy, and Gandía) participated, ranging from 17 to 66 years old. Results: After the statistical analysis of the results, significant differences were identified in most of the questions of the different thematic blocks and, in some cases, in terms of gender and age group. In general, good knowledge about sustainability was observed, although participation in initiatives organized by the university was low in both population groups. On the other hand, as the age of the participants increased, a greater adoption of sustainable behaviors was observed, especially in buying and recycling habits. Regarding the food supply on university campuses, the need to improve it to promote healthier and more sustainable options is highlighted. This work investigates ways to improve the menu choices offered in university settings to promote healthier and more sustainable habits. Additionally, the study aims to identify potential obstacles within the university environment that may hinder these efforts, raise awareness, and encourage more environmentally friendly behaviors. Discussion: The proposed improvements include: (i) increasing the variety of plant-based options, (ii) sourcing food locally to reduce its carbon footprint, and (iii) implementing a waste management system that encourages recycling. [ABSTRACT FROM AUTHOR]

This study used structural equation model (SEM) to investigate the mechanism of integrated development of rural industries (IDRI) on the performance of college students' returning entrepreneurial enterprises (CSREE). The results show that: (1) IDRI significantly promotes the performance of CSREE, which is consistent with the theory of "sixth industry". (2) The length, width, and depth of rural industrial integration have a significant effect on CSREE. Among them, the depth of rural industrial integration has the greatest degree of direct influence on CSREE, followed by the width of rural industrial integration, and finally the length of rural industrial integration. (3) IDRI indirectly has a positive impact on the performance of CSREE through internal technological innovation ability and cooperative development ability. Seize the great opportunity of rural integration development to further improve the performance of CSREE. The specific ways are as follows: (1) The government should make overall planning, first determine the local leading industries, establish the whole industrial chain, and give full play to the various functions of agriculture. At the same time, the government should actively guide agricultural enterprises to develop in the direction of internal integration of planting and breeding, three-dimensional agriculture, and other industries, extend the length of the industrial chain, broaden the width of the industrial chain, and deepen the depth of industrial integration, so as to optimize the external environment for college students to return home and start businesses. (2) In the process of returning to their hometowns to start businesses, college students should attach importance to improving internal technological innovation capability and cooperation development capability, cultivate "internal strengths", and comprehensively improve enterprise performance. [ABSTRACT FROM AUTHOR]

Adverse climatic conditions, particularly excessive water and frost, necessitate the design of thick protective sub-ballast layers when dealing with frost-susceptible subgrade surfaces, especially when using standard natural materials (crushed aggregate or gravel–sand). Given the current preference for conserving natural construction materials and promoting sustainable development in the dimensioning of sub-ballast layers, it is advisable to incorporate various thermal insulation, composite, or suitable recycled materials in their design. Therefore, the paper analyses the impact of incorporating different thermal insulation materials (including extruded polystyrene, Liapor, Liapor concrete, and composite foam concrete) into sub-ballast layers. As part of the experimental research, these modified sub-ballast layers were constructed on a real scale in the outdoor environment of the University of Žilina (UNIZA) campus. They were subsequently compared in terms of their thermal resistance to climatic loads. The research results demonstrate that extruded polystyrene provides the optimal thermal insulation effect in modified sub-ballast layers, which was subsequently used in the numerical modelling of railway track structure freezing under different climatic loads. [ABSTRACT FROM AUTHOR]

It is critical and urgent for China to enhance its young people’s climate literacy through effective climate change education. However, little is known about Chinese college students’ climate change education experiences and their knowledge of climate change. In this study, we surveyed first-year geography-major students (n = 437) from Central China Normal University in Wuhan, China. We first analyzed the requirements of secondary school geography curriculum standards on climate and climate change. Then, we surveyed their secondary school learning experiences and knowledge of scientific concepts underlying the climate system and climate change. Despite most students reporting that they have received climate change education of some kind, misconceptions, or lack of knowledge about climate change were common. Students’ secondary school climate change education experiences, especially in the geography curriculum, could possibly explain the large variations in students’ knowledge levels. We further provide policy and curriculum suggestions on future improvements in climate change education in geography programs in higher education of China. [ABSTRACT FROM AUTHOR]

The reflection on the university curriculum and methodology of teaching architecture in Tunisia brings us to opt for a better preparation of the student for a highly competitive professional environment. Trying to understand the deep specificities of the discipline of architecture and to identify the major features of the relationship between the academic and the professional environment allow to identify some tracks and some possible actions related to their teaching. The emphasis is placed on an innovative two-pronged approach. The first concerns a teaching method oriented more towards multidisciplinarity and group teaching. The second concerns the didactic content of the transversal and the optional teaching units which must be both imbued with an applied character and open to communication through new technologies, site visits, marketing, multilingual communication, management and Design as well. [ABSTRACT FROM AUTHOR]

This article deals with some of the cultural publications of the University of Salamanca environment edited during the early post-war period, in which Antonio Tovar (rector of the university between 1951 and 1956) played a leading role. The recovery of a part of the Generation of '98, that had been condemned to ostracism, participated in the awakening of some student community members. We will understand the role that magazines Cátedra (1942-1945), Lazarillo (1943-1944) and Trabajos y Días (1946-1951) had in this movement through a review of the primary sources (the magazines) and cultural studies of the period. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate the impact of viewing different types of digital environment images on college students' positive emotions, nature relatedness and environmental preference. This aimed to address the gap in empirical studies regarding the effects of digital environment images on these psychological constructs. Design/methodology/approach: This study used a three-group experimental between-subjects design. Participants (48 undergraduate students) were divided into three groups, each viewing a different set of digital images (nature, city or object). Pre- and posttest measures assessed positive emotions and nature relatedness, whereas environmental preference was measured after image viewing. One-way analysis of variance and post hoc Tukey's honestly significant difference (HSD) tests were used to analyze the data. Findings: Viewing digital nature images elicited significantly higher positive emotions, nature relatedness and environmental preference compared to viewing city or object images. In addition, environmental preference for the digital object group was marginally higher than the city group. Research limitations/implications: This study was limited by its relatively small sample size. Although further research is needed to investigate the underlying mechanisms behind the observed effects, this study provides valuable implications for education, economic dimensions and public policy initiatives, encouraging the development of pro-environmental attitudes and behaviors. Practical implications: The findings suggest that incorporating digital nature images into learning activities can promote positive emotions, nature relatedness and environmental preference among college students. This has implications for the design of digital learning environments, especially for those with limited access to natural environments. Social implications: By promoting positive emotions and nature relatedness, digital nature experiences can contribute to emotional well-being and potentially foster pro-environmental behaviors. This can have implications for promoting sustainable lifestyles and environmental conservation efforts. Originality/value: This study provides original empirical evidence on the impact of viewing digital environment images on several psychological constructs. It highlights the potential of digital nature experiences as a complement to direct nature exposure, particularly for those with limited access to natural environments. These findings contribute to the growing body of literature on the benefits of digital nature experiences and have implications for various fields, including education, environmental psychology and human–computer interaction. [ABSTRACT FROM AUTHOR]

Unethical research practices are prevalent in China, but little research has focused on the causes of these practices. Drawing on the criminology literature on organisational deviance, as well as the concept of cengceng jiama, which illustrates the increase of pressure in the process of policy implementation within a top-down bureaucratic hierarchy, this article develops an institutional analysis of research misconduct in Chinese universities. It examines both universities and the policy environment of Chinese universities as contexts for research misconduct. Specifically, this article focuses on China's Double First-Class University Initiative and its impact on elite universities that respond to the policy by generating new incentive structures to promote research quality and productivity as well as granting faculties and departments greater flexibility in terms of setting high promotion criteria concerning research productivity. This generates enormous institutional tensions and strains, encouraging and sometimes even compelling individual researchers who wish to survive to decouple their daily research activities from ethical research norms. This article is written based on empirical data collected from three elite universities as well as a review of policy documents, universities' internal documents, and news articles. [ABSTRACT FROM AUTHOR]

Objective: Policymakers in many states are endeavoring to increase graduation rates among older community college students. However, we know little about how the factors that influence college completion among older students differ from their younger peers. We aim to identify features of institutional contexts in which adult community college students are more likely to prosper, as evidenced by an elevated likelihood of graduating. Methods: Using a multilevel statistical approach to analyze administrative data for Ohio's community colleges, we examine how associations between students' age and their likelihood of graduating differ as a function of dosage-weighted exposure to six contextual characteristics that align with the organizational, human aggregate, and socially constructed dimensions of Strange and Banning's (2015) socioecological framework for campus environments. Results: Contrary to expectations, we find more similarities than differences between older and younger students in how exposure to particular institutional characteristics is related to the likelihood of graduating. Only one of the six characteristics has a relationship of meaningful magnitude with the likelihood of graduating among students of any age. Specifically, exposure to classmates taking heavier course credit loads is positively related to the likelihood of graduating for students 40 years of age and older. Conclusion: Our findings point to two potential levers for strengthening outcomes of older students as community colleges seek to become adult- serving not just adult- enrolling. First, incentivize a full-time course load across the student population. Second, create opportunities for adult students, many of whom attend part-time, to take classes with a range of classmates, including younger classmates and classmates who are attending full-time. [ABSTRACT FROM AUTHOR]

This study investigated the effect of career-planning clarity on learning engagement within higher vocational education. We conducted an online survey of 1,216 higher vocational college students in Guangdong Province, China. The results showed that career-planning clarity was positively correlated with learning engagement. In addition, learning motivation played a mediating role in this relationship, while the campus environment moderated the relationships between career-planning clarity and learning motivation, career-planning clarity and learning engagement, and learning motivation and learning engagement. This study enriches understanding of the learning engagement of higher vocational students and provides practical insights for educators and administrators in higher vocational education institutions. [ABSTRACT FROM AUTHOR]

Teacher consultation is a common service in Taiwan’s campus counseling work. Professional support and assistance from counseling teachers promote teacher empowerment in solving student cases and related issues. Consultation services will also be a trend in the future development of school psychology. However, little research has been conducted on teacher consultations in Taiwan. In ensuring that consultation work plays an appropriate role, the views and experiences of the consultees (i.e., teachers) must also be considered to refine the existing working mode of teacher consultation for the promotion of consultation work in schools. This study is based on teachers’ perspectives and aims to clarify their views, participation experiences, needs, and expectations of consultees and consultation services. A total of 19 school teachers (seven men and 12 women; average age of 38.68 years and average teaching experience of 12.26 years) participated in the interviews. The results can be divided into three parts based on the grounded theory analysis. (1) Cognitive, emotional, and behavioral aspects mainly drive teachers’ entry into the consultation process. Regarding the cognitive dimension, teachers seek consultation primarily to expand their perspectives on their own difficulties or students’ problems and reconstruct their views. Regarding the emotional dimension, teachers seek consultation mainly to understand their emotions and obtain emotional support. In terms of the behavioral dimension, teachers seek consultation hoping to settle and improve their own mental and physical conditions affected by distress, receive professional support and advice from teacher-counselors, and thus solve their own difficulties or students’ problems. (2) Teacher consultation comprises steps, including establishing relationships, exploring core issues, deepening understanding, action, consolidation, and adjustment. More specifically, the consultation process begins with the construction of a supportive relationship provided by teacher-counselors, which encourages teachers to engage in a deeper exploration of their problems together with the teacher-counselors under circumstances where they feel supported. Teachers gain a better understanding and awareness of their problems through teacher-counselor assessment and feedback. Finally, through collaborative goal setting, appropriate responses or strategies are made to address these problems. Subsequent follow-ups are used to consolidate or adjust these strategies to ensure problems are adequately resolved. (3) Teachers generally acknowledge the benefits of consultation and base their conclusions on their experiences and reflections, identifying facilitative and inhibitory factors in the consultation progress. The factors that facilitate the consultation process mainly include the following: the teacher-counselors must acknowledge and establish a trusting relationship with teachers; both parties need to collaborate on the foundation of mutual professional respect; the teacher-counselors must assist teachers in gaining insight and recognition of their potential problems and help them positively focus on their abilities and performance; and the teacher-counselors must also base their advice and strategies on their own professional experience to provide teachers with concrete, context-specific guidance that helps them solve the problems. Conversely, inhibitory factors may include hierarchical consultation relationships, teacher-counselors’ advice and strategies not meeting teachers’ contexts and needs, and teachers’ lack of familiarity with the consultation context or teacher-counselors’ role positions, which may all affect the progress and effectiveness of the consultation. Therefore, catalysing facilitative factors and minimising inhibitory factors during the consultation process is essential. Overall, based on the analysis of teachers’ experiences participating in consultations, this study concludes with several practical implications that contribute to the positive development of teacher consultation in Taiwan’s campus counseling environment. [ABSTRACT FROM AUTHOR]

Copyright of Questiones Publicitarias is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Questiones Publicitarias is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Roma population is one of the most discriminated social groups. Ignorance of their culture, traditions, etc. generates prejudices and stereotypes that hinder the processes of intercultural coexistence. The aim is to make the Roma people visible and to intervene in the university population, promoting intercultural and inclusive learning spaces to reduce behaviors that generate inequalities. Students from the University of Valladolid were involved, 1255 students in particular, distributed in control and experimental groups. The instrument consists of 40 closed questions and one open-ended. A quantitative analysis was carried out in the anti-Gypsy attitudes categories with t-tests. Item to item differences were not significant in categories A, B and C, but there were differences in D between the experimental and the control groups, which confirms important trends in the target population. Prejudices towards the Roma population continue to exist. University students who receive training have fewer prejudices than students who do not, although other variables can influence the process. Of the students, 72.2% are disturbed by the same negative behaviors, regardless of the ethnic group, and half of them are disturbed by behaviors based on prejudices. It is confirmed the need for preventive interventions to avoid the establishment of erroneous beliefs about the Roma community. [ABSTRACT FROM AUTHOR]

Purpose: Physical environments, especially the sound environments of ILSs on a university campus, have become increasingly important in satisfying the diverse needs of students. Poor sound environments are widely acknowledged to lead to inefficient and underutilised spaces and to negatively influence students' learning outcomes. This study proposes two hypotheses to explore whether students' sound environment perceptions are related to their individual characteristics and whether students' preferences for the type of ILS are related to their sound environment sensitivities. Design/methodology/approach: An investigation through a questionnaire survey has been conducted on both students' individual characteristics affecting their sound environment perceptions in informal learning spaces (ILSs) of a university campus and their sensitivities to the sound environments in ILSs affecting their preferences for the type of ILSs. Findings: The research findings indicate that students' sound environment perceptions are associated with some of their individual characteristics. In addition, the results show that students' sound environment sensitivities affect their preferences for the type of ILS they occupy. Originality/value: This study could help architects and managers of university learning spaces to provide better sound environments for students, thereby improving their learning outcomes. The article contributes valuable insights into the correlation between students' individual characteristics, sound environment perceptions and preferences for ILSs. The research findings add to the existing knowledge in this field and offer practical implications for enhancing design and management of university learning environments. [ABSTRACT FROM AUTHOR]

Minimal research has been conducted regarding success factors of high school students in rural districts. Through archival data retrieval, student interviews, and observations, this mixed methods study sought to identify success factors of juniors and seniors enrolled at one rural public school in South Texas. The impact of support systems, the campus environment, and the "familia" phenomenon were discovered. The findings could inform districts of comparable size, composition, and classification in achieving increased student success. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The following article discusses Syracuse University's process to overhaul advising practices to better serve students. The initiative included improving advisor training and coordinating advising across all schools and colleges as well as integrating advising with career services. The process engaged the university's strategic plan goals of serving the whole student as well as sustaining an inclusive campus environment. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Existing research clearly shows that the experiences of undocumented students are highly dependent on the campus environment and their interactions within the setting (Cisneros et al., 2022Journal of Diversity in Higher Education, 15(5), 607–616; Shelton, 2019Journal of Student Affairs Research and Practice, 56(1), 92–104). It is common for undocumented students to feel ostracized and experience a campus setting that is unwelcoming despite attending college in states that offer them access to in-state resident tuition (ISRT) rates and state financial aid (Negrón-Gonzales, 2017Journal of Hispanic Higher Education, 16(2), 105–122; Salazar et al., 2023Journal of Hispanic Higher Education, 22(2), 161–174). In this study, we used Museus’ (2014) Culturally Engaging Campus Environments (CECE) model to examine institutional agents’ role in promoting a culturally engaging campus environment for undocumented college students. We used a participatory action research approach and a multiple qualitative case study research design to analyze data from 35 undocumented students attending public universities in California and Texas. The data revealed incongruencies in how faculty affected participants’ sense of inclusion via curricula and one-on-one interactions. Furthermore, findings showed how personnel working at undocumented student resource centers promoted equity through culturally responsive practices. Grounded in our findings, we discuss innovative implications for higher education research, policy, and practice, such as including immigration content in the classroom across majors to increase culturally relevant opportunities and facilitate positive student-faculty interactions for undocumented students. [ABSTRACT FROM AUTHOR]

This article aims to provide an understanding of a multilayered academic publishing field by situating it within broader social, cultural, political and technological contexts. Despite the proximity to higher education, a sociopolitical, economical approach to academic publishing has been limited only to the business perspectives of the field. By interpreting and exploring the field of higher education in Australia using Bourdieu’s concepts of field, capital and habitus, the article strengthens the critical analysis of the academic publishing environment and its position within higher education. While the concept of field assists with identifying the field of higher education in relation to publishing, the concept of capital provides an understanding of the factors that are significant for academics in the field; the capital academics aim to pursue and their publishing habits are explained using the concept of habitus. However, neoliberal academic governance prevalent in universities, such as Australia, emphasize the role of DiMaggio and Powell’s institutional theory in analyzing the university environment and Fligstein and McAdam’s subfield theory strengthens our understanding of the different influencing field of academic publishing. This article, by examining the role of academic publishing within the field of higher education and the dynamics of interdependency of academics in the field of publishing for resources, establishes the interpolation of different social field theories. [ABSTRACT FROM AUTHOR]

There is a significant discrepancy between initiatives aimed at sustainable development and practical advances that meet environmental and social demands. It is essential to prioritize actions that promote concrete changes in human behavior, with the university environment being a space especially conducive to such transformations. Based on this finding, the main objective of this research is to identify key elements for sustainability that should be incorporated into the instruments for assessing the quality of Higher Education Institutions (HEIs). Two complementary methods were used to achieve this objective: literature review and document analysis. The main result of the research is the presentation of a list of 18 key elements that should be integrated into the evaluation instruments of HEIs, enabling an evaluation based on indicators capable of measuring the incorporation of sustainability in the teaching, research, outreach, and operational activities of these institutions. As a secondary result, it was found that the approach to sustainability in the higher education evaluation instruments used in Brazil is limited, requiring modifications that allow the evaluation process to promote, in the long term, a more proactive role of HEIs in the training and awareness of students regarding sustainability. [Display omitted] • Higher education is crucial for promoting sustainable development. • Including sustainability in HEI assessments can mobilize and inspire future generations. • INEP can shape Brazil's education by enhancing its assessment instrument. • KES-HEI enhances quality assessment instruments of HEIs to promote sustainability. [ABSTRACT FROM AUTHOR]