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Background: Individuals identifying as a sexual minority report engaging in nonsuicidal self-injury (NSSI) at substantially higher rates compared to their heterosexual peers. Given that NSSI is a known risk factor for suicide, it is important to understand the processes unique to being a sexual minority that increases risk for NSSI so that adequate prevention efforts can be established. The current study integrated Minority Stress Theory and the Interpersonal Theory of Suicide to test a model of NSSI and suicide risk. Methods: A total of 137 college students who identified as a sexual minority completed an anonymous on-line study assessing NSSI, suicidal thoughts/behaviors, and constructs of the minority stress and interpersonal theories. Two linear regressions using bootstrapping analyses were conducted to test our hypotheses. Results: Minority stress was directly associated with NSSI and via perceived burdensomeness, explaining 27 % of the variance. NSSI was associated with increased risk for suicide thoughts/behaviors directly, and through acquired capability, explaining 45 % of the variance. Conclusions: These findings provide evidence that unique stressors individuals face as a result of their sexual minority status increases risk for self-harm by influencing cognitive and emotional processes such as burdensomeness and acquired capability. Implications for prevention, intervention, and future research are briefly discussed. [ABSTRACT FROM AUTHOR]

The article discusses the collaboration among the faculty, staff and students of a predominantly white institution (PWI) to respond to the sudden loss of their Multicultural Affairs coordinator in the summer of 2013 in the U.S. Topics include the impact of the loss on the emotional well-being of the students, the use of The Sanctuary Model, a trauma-informed organizational culture approach, and the challenges facing students of color enrolled in an PWI, including lack of support.

Although research on disclosure following intimate partner violence (IPV) victimization is burgeoning, sexual minority young adults' (lesbian, gay, bisexual, queer, questioning, etc.; LGBQ+) experiences have not received equal attention. The current study employed the minority stress framework to examine disclosure experiences of LGBQ+ college students across the United States reporting physical IPV victimization within their current relationship ( n = 77). Participants completed measures assessing minority stress and IPV disclosure, and answered open-ended questions regarding the most and least helpful persons/responses to disclosure or reasons for non-disclosure. Results indicated that approximately one-third (35 %) of victims disclosed to at least one person, with friends being the most common recipients. Thematic analyses indicated that talking or listening to the victim was considered the most helpful response and not understanding the situation least helpful. Reasons for non-disclosure centered on themes of the victims' perception that the IPV was not a big deal. Quantitative findings regarding physical IPV disclosure indicated that non-disclosers experienced greater minority stress than disclosers. The current study suggests the presence of differences between sexual minority (i.e., LGBQ +persons) and non-sexual minority persons, as well as between LGBQ+ young adults/college students and older adults and presents a theoretical structure (i.e., minority stress framework) through which these differences may be understood. [ABSTRACT FROM AUTHOR]

Heterosexism on campus can create a chilly climate for sexual minority students. Research has documented the negative impacts of campus climate on sexual minority students' health; however, little research has examined the role of potential protective factors among this population. Drawing on data collected from self-identified sexual minority students as part of a larger campus climate study, we examine the relationship between heterosexism on campus (experiential and psychological) and mental health (depression, anxiety, and alcohol abuse) and negative physical health symptoms. To explore potential protective factors, we investigate the role of individual-level (selfesteem and physical exercise) and interpersonal-level (LGB friends and instructor relations) variables on the climate-mental/physical health relationships. Our findings suggest that experiencing heterosexist harassment, but not perceived attitudes toward sexual minorities, is a risk factor for all 4 outcomes. Further, exercise moderated the impacts of heterosexist harassment on depression and anxiety, self-esteem and LGB friends moderated the impacts of heterosexist harassment on risk for alcohol abuse, and instructor relations moderated the relationship between heterosexist harassment and negative physical health symptoms. Practitioners and researchers should consider the specific buffering impacts of protective factors on health outcomes among sexual minority students. [ABSTRACT FROM AUTHOR]

This study sheds light on how ethnic minority students in Norway seek to navigate occupational opportunities after graduating from professional bachelor programmes. Students’ career ambitions and career expectations are investigated. The study adopts a comparative approach and includes students of Asian origin and western minority students as well as majority students. The findings show that ethnic minorities have higher career ambitions than majority students, but their career expectations are not correspondingly high. The study identifies ethnicity both as a resource (ethnic capital) and as an obstacle in the pursuit of a professional career. Structural disadvantages such as perceived discrimination seem to curb the utility of ethnic capital in capitalising on occupational opportunities, particularly for managerial positions. Ethnicity as a resource seems to play a role among both Asian and western minority students, and appears particularly strong in the development of career ambitions and in the efforts to pursue educational qualifications. [ABSTRACT FROM PUBLISHER]

About 40% of Blacks and 50% of Hispanics entering college will earn a degree. However, many of these successfully matriculating students may experience a sense of intellectual phoniness known as the impostor phenomenon (IP). Few studies have explored the development of the IP in minority students. To address this gap in the literature, the present research investigated the predictors of IP in 161 academically talented Black and Hispanic students. Specifically, firstgeneration status, psychological well-being and ethnic identity were examined as potential predictors of IP. The results revealed that low psychological well-being and low ethnic identity are predictors of IP. Implications for university-based counseling and academic programs targeting minority students at predominantly White institutions (PWIs) are also discussed. [ABSTRACT FROM AUTHOR]

Part one of two-part series Allegheny College is the 32nd oldest college in the nation. In 2015 it will celebrate its bicentennial. The college has rigorous standards and is dedicated [...]

This paper explores how second-generation Tamil-Canadian university students have modified their ‘cultural heritage’ in the period after the defeat of the Liberation Tigers of Tamil Eelam (LTTE) in May 2009. Using a generational framework suggested by the work of Karl Mannheim, I show that the events of May 2009 situated second-generation Tamil-Canadian political activism as a response to the ambivalence of their parents to the conflict in Sri Lanka. Second-generation Tamil-Canadians are also shown to have altered the key LTTE symbol of the Maaveerar (great hero) to better fit a transnational social field that is framed by the new realities of post-LTTE Sri Lanka and by intolerance to imported conflict in Canada. I argue that the Tamil second generation is highly engaged with the politics of their cultural identity, and that this engagement may have a lasting influence on transnational Tamil identity and on the political status of the Tamil community within Canada. [ABSTRACT FROM PUBLISHER]

This grounded theory study explored the critical influences on college sexual minority males’ meaning-making of their multiple identities. Twenty-six cisgender males attending colleges and universities within the United States and Canada were interviewed and provided journal responses to specific prompts. Four themes emerged, including: involvement in LGBT-affirming spaces, intimate relationships with other males, involvement in student leadership positions, and ongoing exposure to heterosexism and homophobia. [ABSTRACT FROM PUBLISHER]

A basic principle of objectification theory is that a mere glance from a stranger represents the potential to be sexualized, triggering women to take on the perspective of others and become vigilant to their appearance. However, research has yet to document gendered gaze patterns in social groups. The present study examined visual attention in groups of varying gender composition to understand how gender and minority status influence gaze behavior. One hundred undergraduates enrolled in psychology courses were photographed, and an additional 76 participants viewed groupings of these photographs while their point of gaze was recorded using a remote eye-tracking device. Participants were not told that their gaze was being recorded. Women were viewed more frequently and for longer periods of time than men in mixed-gender groups. Women were also more likely to be looked at first and last by observers. Men spent more time attending to pictures of women when fewer women were in the group. The opposite effect was found for pictures of men, such that male pictures were viewed less when fewer pictures of men were in the group. Female observers spent more time looking at men compared to male observers, and male observers spent more time looking at women than female observers, though both female and male observers looked at women more than men overall. Consistent with objectification theory, women's appearance garners more attention and interest in mixed-gender social groups. [ABSTRACT FROM AUTHOR]

The international migration of healthcare labor is a significant social issue due to shortages in healthcare workforces at national, regional (European Union) and global levels as well. Possessing high-skill human capital, these professionals take advantage of their right to free movement, experiencing a strong pull effect from (more) developed countries and expecting a favorable reception. The aim of the research on which this article is based was to survey the migration potential of students who are graduating in medicine, dentistry, pharmacology and nursing at the University of Medicine and Pharmacology of Tirgu-Mures, Romania. Using interviews, the paper aspires to give a finely-detailed picture of their motivation for taking up employment abroad or staying in their homeland, the mechanisms behind their decision making and their views concerning how they intend to join and take part in the migration flows of healthcare workers in Europe. [ABSTRACT FROM AUTHOR]

This paper presents a rationale for discussing the marginalization of nontraditional students in the diversity discourse. Background: There is tremendous growth in adult college student enrollment, however marginalization of the nontraditional population is perpetuated through institutional policies and practices. Although there has been improvement in educational access for these students, they are still neglected programmatically and in service provision, similar to underrepresented student populations. This neglect is apparent in the omission of their experiences in scholarly diversity literature. Method: A content analysis of 706 sources was conducted to determine how often and in what ways nontraditional adult student experiences are explored as diversity issues. Results: A huge gap in the diversity literature regarding nontraditional adult students' experiences exists. Conclusion: This oversight silences adult students' voices and impedes their academic and economic progress. Application: Increasing diversity publications about adult students' experiences as a marginalized population will provide resources to educate diversity scholars, practitioners, and college personnel. [ABSTRACT FROM AUTHOR]

Gender integration within science has been uneven: some fields have integrated women to almost equitable levels, while others remain male-dominated. Explanations for this variation abound, but few are able to assess empirically the relevance of disciplinary cultures in a systematic way. We take up this challenge by analysing accounts of scientific success in fields that integrated women to a large degree (Psychology and the Life Sciences) and fields that did not (Engineering and Physics). We qualitatively assess how the salience of relationships changed over time in these fields. We find that scientists from disciplines that have crossed the threshold whereby women are no longer tokens culturally value informal relationships more than those in which women remain a small numerical minority. [ABSTRACT FROM AUTHOR]

This paper highlights deficit-oriented descriptions of underrepresented undergraduate students in STEM intervention programs at large public 4-year universities. Drawing from interview data and using critical discourse analysis, the author identifies how deficit discourses are mobilized among program staff and argues that such descriptions reproduce discriminatory perceptions of underrepresented students. Recommendations for practice are provided as they relate to campus-wide recruitment and retention efforts. [ABSTRACT FROM AUTHOR]

This study focuses on 15 foreign-born students majoring in physics who are also racial/ethnic minorities. We address the research question: What are the acculturation experiences of foreign-born Students of Color majoring in physics? Berry's (2003) theory of acculturation and Bandura's (1994) theory of self-efficacy were substantive frameworks for analyzing the data. The findings illustrate participants' cultural, educational, and social adjustments. Emphasis is placed on how participants navigate and achieve success in this process. [ABSTRACT FROM AUTHOR]

This thematically analyzed study seeks to explore the career decision perceptions of sexual minority college students at an urban historically black college/university (HBCU). This qualitative focus group study delved into how sexual minorities feel their visible variables of race, gender expression, and degree of disclosure influence their career thought process. Theories relative to the study included Krumboltz’s social learning theory of career decision-making, gender role theory, racial socialization, Cass’s homosexual identity model, and impression management. Though participants initially proclaimed they did not allow their sexual minority identity to affect their career decisions, their overall responses indicated otherwise. [ABSTRACT FROM PUBLISHER]

Universities have increased the number of female students of color. However, inconsistency remains in terms of the number of women of color in positions of power and privilege. This discussion attempts to forward the dialogue about the challenges as well as the resilience of female students of color based on the experiences of four female African-American students in a graduate social work program at a predominantly white institution (PWI). Participants shared their daily experience of isolation and exclusion in their graduate programs compared to their experience in Historically Black College or Universities (HBCUs). Participants also discussed the divide that exists in institutions, as well as the sustaining forces and implications for education and research. [ABSTRACT FROM PUBLISHER]

The article discusses a collaboration among City College of New York (CCNY) staff to expose CCNY students to the history of the occupation of CCNY buildings from April 23, 1969, to May 5, 1969, by the organization the Black and Puerto Rican Student Community (BPRSC). It examines the work of CCNY archivist Sydney C. Van Nort, librarian William C. Gibbons, and history professor Adrienne Petty, the authors of the article, in developing a course taught by Petty concerning radical student movements.

Administrative data from a large and diverse community college are used to examine if underrepresented minority students benefit from taking courses with underrepresented minority instructors. To identify racial interactions, we estimate models that include both student and classroom fixed effects and focus on students with limited choice in courses. We find that the performance gap in terms of class dropout rates and grade performance between white and underrepresented minority students falls by 20 to 50 percent when taught by an underrepresented minority instructor. We also find these interactions affect longer-term outcomes such as subsequent course selection, retention, and degree completion. (JEL I23, J15, J44) [ABSTRACT FROM AUTHOR]

College readiness is a national policy priority in the United States, yet relatively little is known from large national samples about the factors and experiences that determine college readiness for historically underrepresented minorities at 4-year colleges and universities. The purpose of this study is to identify the factors and experiences that influence various measures of college readiness for historically underrepresented or underserved minorities (URMs) at 4-year colleges and universities using data from the Education Longitudinal Study (ELS:2002). Using multivariate statistics and hierarchical linear regression techniques, the author examines the following questions: (a) Are there differences among historically underrepresented groups in their level of college readiness? and (b) What factors significantly predict URMs’ college readiness as measured by high school GPA, 12th grade National Assessment of Educational Progress (NAEP) standardized math score, and 12th grade highest math level? Implications for future policy, practice, and research are highlighted. [ABSTRACT FROM PUBLISHER]

Studies of collegiate party and hookup culture tend to overlook variation along social class and racial/ethnic lines. Drawing on interview data at a “party school” in the Midwest, I examine the meanings and practices of drinking and casual sex for a group of class and race-diverse fraternity men. While more privileged men draw on ideas of age and gender to construct college as a time to let loose, indulge, and explore, men from disadvantaged backgrounds express greater ambivalence toward partying. For these men, partying presents both opportunities and dilemmas and taps into tensions inherent in being upwardly mobile college men. For some, symbolic abstention from extreme party behavior addresses some of these tensions and validates their place on campus. Men’s talk of collegiate partying reveals the dynamic and relational construction of intersectional identities on campus. [ABSTRACT FROM PUBLISHER]

Latino males are grossly underrepresented at four-year postsecondary institutions in the United States. This phenomenological study seeks to address this emergent educational crisis by focusing on the experiences of two Latino male achievers at predominantly White research universities. Community Cultural Wealth is used to explore how Latino male collegians with a cumulative grade point average (GPA) above 3.75 employed linguistic, resistant, and navigational capital to enhance their academic and social experiences during college. The reports offered by participants in this study are intended to advance knowledge regarding the experiences of Latino male collegians as well as to enhance research, policies, and practices that increase the educational attainment of Latina/o students within higher education. [ABSTRACT FROM PUBLISHER]

The attainment of black and minority ethnic (BME) students in UK higher education has only recently achieved a strong research and policy profile, gaining the prominence that the subject has acquired in other sectors and regions (in particular the USA).This article reviews the key findings and messages from a wide range of publications to synthesise the key research evidence relating to the participation, retention and success of BME students that has emerged in the last fifteen years. It then explores possible explanations and justifications for the persistent attainment gap between white and non-white students in UK higher education. Finally, it focusses on aspects of student and teacher expectations, and suggests potential areas for research to expand understanding of the relationship between BME attainment and teacher and student expectations. [ABSTRACT FROM AUTHOR]

The article presents an examination into the social interactions of biracial students in U.S. colleges as of 2014, focusing on the level of interactions which occur between biracial and mono-racial students and highlighting recommendations by biracial students for improving inclusivity on campuses. An overview of existing social barriers and challenges for biracial college students is offered. Methodology, instrumentation, and analysis findings are then outlined in turn.

Numbers of students of color enrolling in higher educational institutions is expected to increase across all racial groups. With continued increases in minority enrollments, minority-serving institutions have and will continue to play a major role in educating student of color. A large national data set was used to examine the numbers of bachelor's degrees awarded to students by minority-serving institutions, predominantly minority institutions, and predominantly white institutions. The analysis indicates that minority-serving institutions are important producers of students of color who earn bachelor's degrees. [ABSTRACT FROM AUTHOR]

Previous research suggested that candidates from some black and minority ethnic groups were less likely to receive an offer of a place from an ‘old’ university. These findings were disputed in a re-analysis carried out for HEFCE which found that only Pakistani candidates were significantly less likely to receive offers (from both ‘old’ and ‘new’ universities). In this paper we return to the question of ethnic differences in university offer rates, examining UCAS admissions data for 2008. We use a cross-classified multi-level modelling approach to predict the probability that applications from candidates from different ethnic groups will receive an offer. Controlling for variables seeking to capture the academic quality of applications we find significant differences between offer rates for different ethnic groups. Significantly lower offer rates remained for the main ethnic groups when social characteristics were also taken into account in the model (social class background, gender and school type). However, offer rates for candidates from mixed ethnic groups were not significantly different from those for white British candidates. Our analysis did not find evidence of differences in offer rates from higher and lower status institutions for black and minority ethnic candidates relative to white British applicants. [ABSTRACT FROM PUBLISHER]

Early determinants of college attendance and degree attainment for economically disadvantaged minority youth were examined in the present study. The study sample (n = 1,379) was drawn from the Chicago Longitudinal Study (CLS), an ongoing investigation of a panel of low-income minority children born in 1980, growing up in high-poverty neighborhoods in Chicago. Regression findings indicated that three factors in elementary grades can potentially improve both college attendance and bachelor’s (BA) degree completion for economically disadvantaged minority students: better classroom adjustment, high parent expectation in child’s education, and better academic performance. Findings have implications for schools, educators, and policy makers. [ABSTRACT FROM PUBLISHER]

This longitudinal study examined factors that contribute to the persistence of underrepresented racial minority (URM) undergraduates in STEM fields. The primary source of data came from the Cooperative Institutional Research Program's 2004 The Freshman Survey (TFS) and 2008 College Senior Survey (CSS). The sample included 3,670 students at 217 institutions who indicated on the TFS that they intended to major in a STEM field, 1,634 of whom were underrepresented minority (URM) students. Findings indicate that Black and Latino undergraduates were significantly less likely to persist in STEM majors than were their White and Asian American counterparts. Background characteristics and college experiences moderated this race effect, suggesting both that pre-college factors may explain some of the observed racial disparities and that individual institutions can take more concrete actions to improve science achievement. Findings from the follow-up analysis of the sample of URMs suggest that institutions can improve URM STEM persistence by increasing the likelihood that those students will engage in key academic experiences: studying frequently with others, participating in undergraduate research, and involvement in academic clubs or organizations. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 555-580, 2014 [ABSTRACT FROM AUTHOR]

Diversity in the student body, particularly the inclusion of disadvantaged groups, has been incorporated into the discourse of inclusive education, with social justice and equality now part of the agenda. However, the conflation of diversity with equality potentially obscures some structural elements of the contemporary university system. This research reports on the experiences of culturally and linguistically diverse (CALD) social work students and their experiences and maps the views of CALD student's engagement with the social work course. Overall data indicated that for CALD students to successfully engage with their studies, social work programmes must address the personal, cultural and political dislocation that CALD students experience while undertaking their studies [ABSTRACT FROM AUTHOR]

Research indicates that interpersonal discrimination contributes to mental problems among sexual minorities. However, little attention has been given to subtle discrimination and witnessing discrimination. This study examines the relationship among sexual orientation, experiencing and witnessing hostility (e.g., verbal threats), incivility (e.g., dirty looks), heterosexist harassment (e.g., homophobic names), and moderate/high anxiety and depression symptoms among college students. Results indicated that experiencing hostility, incivility, and heterosexist harassment each partially mediated the relationship between sexual minority status and anxiety. Similar relationships were found for experiencing incivility and heterosexist harassment and depression. Witnessing hostility and heterosexist harassment partially mediated anxiety among sexual minority students. [ABSTRACT FROM PUBLISHER]

This study compared mental health among diverse college students to understand whether majority status buffered hypothesized relationships between poor mental health outcomes and minority status. Contrary to expectations, students at the majority-minority college (i.e., the college in which the majority of students were ethnic minorities), regardless of race or ethnicity, reported poorer mental health than their White peers at the predominantly White college. Internalizing symptoms were associated with minority race or ethnicity. These findings may inform the adaptation of college mental health services for diverse student bodies. Este estudio comparó la salud mental de diversos estudiantes universitarios para comprender si el estatus de mayoría amortigua las hipotéticas relaciones entre el estatus de minoría y pobres resultados en salud mental. Contrariamente a lo que se esperaba, los estudiantes en universidades con mayoría minoritaria (es decir, universidades en las que la mayoría de estudiantes pertenece a minorías étnicas) reportaron peor salud mental, sin importar su raza o etnicidad, que sus compañeros blancos en universidades predominantemente blancas. Se asociaron síntomas de interiorización con raza o etnicidad minoritaria. Estos resultados pueden proporcionar información para la adaptación de los servicios de salud mental en campus para distintos grupos de estudiantes universitarios. [ABSTRACT FROM AUTHOR]

Students need to acquire professional skills before entering the workforce in order to achieve career success and this is particularly important for female students and minorities. This article draws upon engineering education literature and student learning theories to understand the interconnected relationships among student characteristics (gender and race), instructional methodologies and gains in Higher-Order Cognitive Skills (HOCS) and the achievement of learning outcomes using the 4-P model of student learning. The model was tested for students enrolled in an undergraduate introduction to engineering course at a southeastern U.S. university and a historically black college and university (HBCU) for five semesters, where students participated in experimental (multi-media case studies) and control (round table discussions) sections. Both female and minority students achieved better learning outcomes, particularly in grade performance, after working on multimedia case studies. All students perceived improvement in HOCS and learning outcomes in a multimedia case study learning environment. These results support the use of multimedia case studies in classrooms to increase students' engagement in learning and exposure to real-world experiences, thereby building their professional skills. The widespread adoption and implementation of multimedia case studies is also likely to encourage more female and minority students to pursue careers in engineering. [ABSTRACT FROM AUTHOR]

The pathway to college is not equal for all students. Students from low socioeconomic backgrounds and minorities often face difficult challenges in trying to obtain a college education. Thus, this study utilized a qualitative grounded theory approach to explore and to understand how first-generation minority college students are motivated to overcome their family histories to achieve a college education. The study consisted of two groups of participants. The first group, the central group of focus, was made up of three first-generation college students. The second group, the comparison group, consisted of two third-generation college students. Semi-structured interviews conducted in person and online were pivotal ways in which data were collected. After data collection, the data were transcribed, coded, and emergent themes identified. Results of the study revealed that first-generation college students, unlike the third-generation college students in this study (the comparison group), were not encouraged by family to attend college but their inner drive to attend college to achieve a better way of life for themselves led to them being the first in their families to attend and to graduate from college. In light of the findings of this study, it is suggested that teachers become mentors who can encourage students, particularly, minority students to attend college. [ABSTRACT FROM AUTHOR]

This study examined the perceptions of campus climate among students of diverse worldviews. Results from this study suggest that climate perceptions and experiences were more negative among worldview majority students (e.g., Protestants, Catholics) than among worldview minority students (e.g., Muslims, Jews) and nonreligious students. Theoretical implications are discussed. [ABSTRACT FROM AUTHOR]

Of all the many numbers that illustrate community colleges' rich diversity, the most telling are these: In 2000, the latest year for which comparable U.S. Department of Education and U.S. [...]