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During their studies, Roma university students enter into a milieu different from their family environment and this can affect their identity. In our research, we used life story interviews (N 5 108) to study Roma university students who attended Roma College for Advanced Studies (RCAS). We were interested in how their identities were formed and what role their family Roma identity strategy and the RCAS played in it. In our analysis, we divided the Roma students into five categories (separated, integrated, assimilated, negative, marginalized) and these identity strategies were also used to determine the respondents' family identity. In the sample, the largest proportion consisted of those who had an integrated personal and family Roma identity strategy. The majority of the respondents had not changed identity strategies and also interpreted their personal identity according to the family pattern. Some of the Roma university students went to RCAS specifically to strengthen their Roma identity. Overall, it can be said that the family Roma identity strategy can be linked to the development of personal identity, and the RCAS can have a role in preserving and strengthening the Roma identity of university students.

We present a dialogue between two community-based scholars in Tio'tia:ke/Montréal, who are examining the experiences of low-income Black families and youth, and gender-diverse, homeless youth. We argue that success must be understood differently in light of the systemic discrimination many youth navigate in schools and explore how research may mirror experiences of discrimination and lack of access that youth navigate in schools. The article highlights how relational research approaches may provide lessons for supporting youth and community leadership and posits that we must foster deep practices of trust-building, shared aims for research impact, and trust in youth.

Given the lack of research into native-speakerism among teachers of languages other than English (LOTEs), this qualitative study aims to bridge the gap by investigating the discriminatory and inclusive language employed in online recruitment for post-secondary institution instructors of LOTEs. The study also looks at how post-secondary institutions phrase language requirements and whether there is a difference in "native-speaker-teacher" bias depending on the language. For the purposes of this study, qualitative content analysis was used to examine 187 online job advertisements for teaching positions of different LOTEs that were posted by different post-secondary institutions across the United States. The findings of the study show that post-secondary institutions use discriminatory language such as "native" or "near-native" much more often than inclusive language such as "superior language skills," regardless of the language(s) that the position advertises for. The findings, however, show that job candidates for teaching positions of LOTEs are often required to have "native" or "near-native" proficiency in at least two languages, most commonly English plus the target language of focus.

Microaggressions are commonplace overt and covert forms of discrimination that convey disparaging messages to individuals who hold marginalized identities, including people with disabilities (PWD). Although PWD are a prevalent nondominant identity group in the United States, little is known about the occurrence of ableist microaggressions in this culturally diverse community, including how ableist microaggressions are experienced based on disability characteristics and other nondominant identities. A sample consisting of 201 PWD completed an electronic survey that examined the occurrence of ableist microaggressions based on visibility of disability, type of disability, and nondominant sociocultural identities. We found that PWD have a moderate level of lifetime occurrences with ableist microaggressions, the visibility of disability impacts the occurrence of ableist microaggressions and the types of ableist microaggressions experienced, and sociocultural identities may predict minimization types of ableist microaggressions.

Since the outbreak of the COVID-19 pandemic, cases of discrimination and hate crimes against minority populations including international students have soared in the U.S. This study explores the relationship between international students' perceived discrimination and their self-reported overall health and the role of social support and positive emotions in such relationship. In total, 203 international students studying at two U.S. universities participated in an online survey. The results indicated that: (1) when international students perceive higher levels of discrimination, they experience lower levels of positive emotions and have lower levels of perceived social support; and (2) positive emotions were significantly associated with both psychological distress and physical health. Perceived social support was only significantly associated with physical health not psychological distress. We also provided meaningful implications for higher educational institutions that strive to enhance international students' overall health.

This study comprehensively analyzes the effectiveness of the services provided to disabled people in the Turkish Republic of Northern Cyprus (TRNC) within the legislation framework and the communication barriers experienced by these individuals. The research examines how disability affects individuals' participation in social life and how TRNC legislation limits this participation. While attention is drawn to the communication difficulties faced by disabled people, especially those living in rural areas, it is emphasized that technological innovations and updating existing legislation are of critical importance in solving these problems. The article provides recommendations for education, awareness programs and policy changes to improve services for people with disabilities. This study aims to serve as an essential resource for developing disability policies in TRNC.

Equity-seeking groups of students participating in work-integrated learning (WIL) face disparities in access, retention, and future employment, reflecting challenges and barriers associated with their intersectional identities and dimensions of diversity. These disparities include international students facing cultural discrimination, students with disabilities facing bullying, and 2SLGBTQIA+ and female students facing discriminatory attitudes and underrepresentation within WIL placement. Through the lens of the social model of disability, where limitations are viewed as barriers in the environment rather than personal deficits, designing for equity is essential. This paper offers guidance to WIL employers and educators wrestling with expanding diversity and improving equity. Practical strategies for enhancing WIL access, inclusion, and equity are described for five identified design factors: context, timing, level of independence, degree of scaffolding (support), and connection with theory.

Work-integrated learning experiences of LGBTQIA+ students are rarely considered, with no specific consideration of paramedic students in this context. Students' perceptions of WIL and the challenges associated with navigating the off-campus clinical setting have highlighted the need for a sense of belongingness, safety and security, and a healthy self-concept. The present study piloted a 37-question online survey with participants from six paramedic programs from metropolitan and regional Australian universities in 2021. Semi-structured interviews were conducted with 12 participants from three universities, with participants selected from both metropolitan and regional universities. A mixed method approach was used to guide the data collection and analysis. Data were interpreted to suggest that paramedic students are unlikely to be open about their gender identity and/or sexual orientation with WIL staff for fear of discrimination. Study limitations and directions for future research are also discussed.

This paper reflects my journey, as a racialized settler and K-12 practitioner in British Columbia, Canada, towards developing a pedagogical understanding of how to transform the experience of inherited colonial shame among settler children in my classroom. Canada has a shameful history of colonialism, the progressive revelations of which provoke an iterative cycle of shame among many of the children in our schools. This cycle prevents these children from emerging as responsible agents of reconciliation. I examine the hidden pedagogical potential of shame to function as an ethical catalyst for reconciliatory change. I posit that Aristotle's conception of shame (aidos), when paired with Freire's (1970) critical pedagogy, can provide the means to energize my pedagogical efforts to address the shame of settler students and enable them to pursue respectful mutual relationships with Indigenous Peoples in Canada. By fusing the philosophical horizons of Aristotelian shame with Freire's critical pedagogy, I argue that the future for settler children need not appear as a fait accompli, in which the "sins of father" will be visited upon the children of another generation.

This multimodal/multimedia discourse analysis explored institutional practices regarding native and non-native English speaker teachers in five language centers in Medellín, Colombia, as reflected in interviews with coordinators and teachers, language centers' websites, social media, and recruitment materials. Data were analyzed using content and multimodal discourse analysis. Findings unveiled that, in general, these language centers favor native English speaker teachers and discriminate against non-native English speaker teachers in multiple ways, as the former are privileged in job searches, are asked fewer hiring requirements, have more room for negotiation, earn higher salaries, and enjoy more perks.

This study aims to reveal school principals' unethical behaviours based on teachers' perceptions within schools, to reveal the causes for these behaviours and recommendations to prevent them. An interpretive qualitative approach was applied. Data were gathered via face-to-face interviews conducted with 17 public school teachers in Kocaeli Province of Turkey. The data was examined through content analysis technique. The participants listed the unethical behaviours of school principals in seven different themes as discrimination, favouritism, violation of the rules of courtesy, misconduct, mobbing and pressure, neglect of duty, and other behaviours. The causes of unethical behaviours of school principals were stated as the factors related to administrative qualifications, personal factors, institutional factors, the factors related to teachers, and environmental factors. To prevent unethical behaviours of school principals, the participants suggested some training activities as post-graduate education in educational administration and psychological guidance to school principals. They also suggested some activities to increase the professional development levels and human relations competences of school principals. It was also recommended to make some legal regulations regarding the appointment, assignment issues, reward, rotation, and supervision of administrators. In addition to these suggestions, it was recommended to organize social activities for preventing unethical behaviours of school principals.

This research delved into the experiences of five international graduate students (comprising three from China, one from Germany, and one from Saudi Arabia) attending a university in the United States. The aim was to gain insights into their adjustment process to a new academic, linguistic, and cultural environment. The data were gathered through surveys, on-site observations, and semi-structured interviews, and were analyzed using Domain analysis. The study employed transcaring pedagogy as a theoretical lens to interpret and present the findings. Results indicated that international graduate students often felt discriminated against due to their different language usage. Additionally, professors tended to uphold the dominance of mainstream culture while silencing the voices of international students. These instances of 'uncaring practices' contributed to the students feeling marginalized and oppressed. These findings underscored the necessity for transcaring pedagogy within higher education programs. Thus, professors can create inclusive environments where international students feel empowered to express their identities, engage in dialogues, and socialization with mainstream students.

The current research investigated the endorsement of hegemonic masculinity, sexism, and homophobia, and the perceptions of discrimination, among samples of heterosexual male and female, and LGB students who had entered into traditionally male-dominated and female-dominated fields of study. Specifically, students from vocational and educational training in Swiss upper-secondary schools were recruited. Results revealed that adherence to hegemonic masculinity, sexism, and homophobia is higher in male-dominated fields of study (vs. female-dominated). Furthermore, heterosexual female and LGB students enrolled in male-dominated fields of study have been found to experience and anticipate more discrimination than heterosexual male students. Implications of these results are discussed.

This study examined the links between COVID-19 psychosocial stressors, ethnic discrimination, COVID-19 fears, and their combined effects on mental health outcomes among U.S.-based Latinx college students (N = 148; M[subscript age] = 20.68, SD = 2.53). Findings showed that sleep and eating disturbances, emotional distress, and work disruptions were linked with fear of contamination, fear of social distancing, and fear of pandemic impact. Further, ethnic discrimination was found to uniquely contribute to COVID-19 fears above and beyond COVID-19 psychosocial stressors. Finally, COVID-19 emotional distress and COVID fear of pandemic impact were significantly linked to anxiety and depression symptomatology. Recommendations for practice and future research are provided.

In the past five years, Delta State University's academic library has made significant efforts to develop sustainable outreach programs that support the LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Queer+) community. This program has increased the library's visibility and enhanced its image among its students, faculty, and staff. The article describes the outreach program's effort, and the collected data will provide a framework for others interested in designing and hosting such programs, including adaptability during the COVID-19 pandemic.

Among the many social determinants linked to adolescent alcohol use and depression, racial and ethnic discrimination is a prevalent determinant among Latinx adolescents and adults that is largely overlooked in preventive interventions. This study explored the influence of perceived racial and ethnic discrimination on depressive symptoms and alcohol use intentions among Latinx adolescents. Additionally, the study explored the cross-generational effects of how mothers' perceived discrimination impacts the depressive symptoms and alcohol use of the adolescent. The study used a sample of 800 inner-city Dominican and Puerto Rican adolescent-mother dyads (adolescent mean age = 12.42 years, SD = 0.81; mother mean age = 40.55 years, SD = 8.70). Employing a five-wave panel design that followed adolescents from 8th grade to 10th grade, the study found statistically significant mediation pathways which showed that adolescents' self-reported racial and ethnic discrimination experiences were associated with increases in their immediate and long-term depressive symptoms, which in turn were associated with stronger intentions to use alcohol in the future. Further, perceived racial and ethnic discrimination experienced by Latinx mothers was associated with increases in adolescents' intentions to drink alcohol in the future, mediated by the mothers' depressive symptoms and subsequently the adolescents' depressive symptoms. As discussed, these findings have wide-ranging implications for alcohol use prevention programs targeting inner-city Latinx adolescents.

Social origin affects not only access to higher education but also how students proceed through higher education. Based on the argument that an advantageous family background facilitates linear study trajectories through parents' provision of cultural and economic resources, this article investigates study trajectories in Germany and the United States, assessing the institutional structures as an intermediating factor. We reconstruct study trajectories of bachelor-degree-seeking students using sequence analysis based on two high-quality panel data sets (U.S. Beginning Postsecondary Students Longitudinal Study and the German National Educational Panel Study). The findings reveal that study trajectories are more complex overall and shaped by social origin in the United States. In both countries, study trajectories differ by higher education institution type. We conclude that not only are access pathways to higher education shaped by the institutional context of higher education systems but also that study trajectories and the disparities structured by socioeconomic background are equally institutionally embedded.

Although research has overwhelmingly demonstrated the negative consequences of perceived racial-ethnic discrimination on children's and youth's well-being and academic outcomes, context- and perpetrator-specific discrimination experiences are rarely disaggregated. Racial-ethnic discrimination in the school environment is common, and the perpetrators are often teachers who may treat racial-ethnic minority students unfairly. This work used a three-level multilevel approach to meta-analytically synthesize existing evidence with the aim to (a) document the links between perceived teacher-based racial-ethnic discrimination (TBRED) and students' psychological, behavioral, and physical well-being, substance use, grade point average and school motivation, and (b) to examine whether these associations differ by sample and study characteristics. Based on 68 studies and 259 effect size estimates, we found that perceived TBRED is linked to lower well-being (r = -0.15, 95% confidence interval [CI] [-0.18, -0.12]), higher substance use (r = 0.13, 95% CI [0.06, 0.20]), and lower academic performance (r = -0.16, 95% CI [-0.20, -0.13]) with substantial heterogeneity across effect sizes. Similarly, TBRED had small-to-medium negative associations within each domain of well-being and academics. The results were partially moderated by school racial-ethnic composition, suggestive of a protective function of a higher concentration of racial-ethnic minority students. In addition, more reliable scales and a greater number of items measuring TBRED were associated with stronger negative correlations with well-being. These findings highlight the importance of increasing awareness around issues of racism and discrimination in initial teacher training and professional development. We encourage further exploration of effect size heterogeneity and call for research on TBRED outside the United States.

We tested whether a brief self-affirmation writing intervention protected against identity-threats (i.e., stereotyping and discrimination) for adolescents' school-related adjustment. The longitudinal study followed 639 adolescents in Germany (65% of immigrant descent, 50% female, M[subscript age] = 12.35 years, SD[subscript age] = 0.69) from 7th grade (pre-intervention at T1, five to six months post-intervention at T2) to the end of 8th grade (one-year follow-up at T3). We tested for direct and moderated (by heritage group, discrimination, classroom cultural diversity climate) effects using regression and latent change models. The self-affirmation intervention did not promote grades or math competence. However, in the short-term and for adolescents of immigrant descent, the intervention prevented a downward trajectory in mastery reactions to academic challenges for those experiencing greater discrimination. Further, it protected against a decline in behavioral school engagement for those in positive classroom cultural diversity climates. In the long-term and for all adolescents, the intervention lessened an upward trajectory in disruptive behavior. Overall, the self-affirmation intervention benefited some aspects of school-related adjustment for adolescents of immigrant and non-immigrant descent. The intervention context is important, with classroom cultural diversity climate acting as a psychological affordance enhancing affirmation effects. Our study supports the ongoing call for theorizing and empirically testing student and context heterogeneity to better understand for whom and under which conditions this intervention may work.

The present study aims to examine whether by promoting the socio-analytic thinking it is possible to intervene in the reliance on ethnic moral disengagement as a negative consequence of racial misleading news, that can seriously contribute to the diffusion of ethnic prejudice. We focus on the neglected phenomenon of racial hoaxes, which can be defined as misleading news stories dealing with health or safety threats, in which the protagonist is described in terms of ethnicity or nationality. The intervention procedure has been created starting from the well-established literature focused on media biases' reflection, integrated with the recent studies on 'mediated intergroup contact' where the observation of the person belonging to the outgroup is crucial for prejudice reduction. The intervention involved 83 adolescents (M[subscript age] = 13.9; SD[subscript age] = 0.9) and it was composed of two different parts, one focused on the analytical racial hoax reading, and the other focused on racial hoax rewriting after the 'mediated contact', represented by an alternative story given by the African protagonist. The results show that in dealing with misleading news, the promotion of this social-analytic processing reduces ethnic biases of moral disengagement. In particular, it was found that analytical processes are supported by the participants' level of propensity for analytical reasoning and that these processes directly hinder distorted ethnic beliefs. Overall, these results suggest that improving social-analytic processes related to reflexivity could be an effective intervention to counter those distorted beliefs, such as ethnic disengagement beliefs, associated with discrimination and racial prejudice.

Over the past decade, the artificial intelligence (AI) industry, as it relates to the speech and voice recognition industry, has established itself as a multibillion-dollar global market, but at whose expense? In this forum article, we amplify the current critiques of the architectures of large language models being used increasingly in daily life. Our commentary exposes emerging AI accent modification technology and services as agents of racial commodification and linguistic dominance, as it rests on the perceived superiority of standardized US English. We discuss our concern for such services leaching into academia. We argue that this technology follows a standardized language framework, which poses a fundamental problem of being informed by purist monolingual principles. These principles often help to perpetuate and maintain harmful raciolinguistic ideologies that result in language discrimination and the continual framing of the language practices of racially minoritized speakers as deficient. Thus, we write this piece with the intent to expose the fabricated humanity of accent modification technology whose existence perpetuates capitalism's reliance on dehumanization for economic advancement and the legacy and reproduction of white language superiority.

In this study, the researchers aims to uncover the social factors that affects the students mental health of the junior high school students. The study participants are the Junior High school students of Northwestern Agusan Colleges. Based on the results, social factors contributes on the upbringing of the students and how they view their own selves. Furthermore, the results showed the extent of the effects of community programs and occurrence of incidents have greatly affects the mental health of the students.

This Notes in Brief contribution explores instances of Holocaust denial on college campuses and addresses issues of academic freedom for faculty as well as students. The author explores questions regarding how we teach the Holocaust and how to better decrease denial and antisemitism.

Discrimination is associated with numerous psychological health outcomes over the life course. The nine-item Everyday Discrimination Scale (EDS) is one of the most widely used measures of discrimination; however, this nine-item measure may not be feasible in large-scale population health surveys where a shortened discrimination measure would be advantageous. The current study examined the construct validity of a combined two-item discrimination measure adapted from the EDS by Add Health (N = 14,839) as compared to the full nine-item EDS and a two-item EDS scale (parallel to the adapted combined measure) used in the National Survey of American Life (NSAL; N = 1,111) and National Latino and Asian American Study (NLAAS) studies (N = 1,055). Results identified convergence among the EDS scales, with high item-total correlations, convergent validity, and criterion validity for psychological outcomes, thus providing evidence for the construct validity of the two-item combined scale. Taken together, the findings provide support for using this reduced scale in studies where the full EDS scale is not available.

By paying attention to what Peruvian and Bolivian students in schools say about how they are seen and treated by their native-born peers, this article aims to analyze the ways in which symbolic boundaries are produced, eventually giving way to social boundaries between natives and migrants. The methodology is based on in-depth interviews with students, parents, and educators of rural and urban schools in the region of Arica y Parinacota, the northernmost region of Chile, by the borders with Peru and Bolivia. We conclude that the production of symbolic boundaries among students emerges as discourses about nationality, skin color, ethnicity, and history. Peruvian and Bolivian migrant students describe being teased by their native-born peers because of their country of origin, for being darker-skinned, for being Aymara, and for having lost the War of the Pacific (and, in the case of Bolivians, for having lost access to the coastline). Some migrant students perceive these discourses as discrimination and consider them harmful; however, many others accept them as normal school stuff -- as long as there is no physical violence. Moreover, teachers and parents do not see these interactions as problematic. The article concludes that the normalization of stigmatizing and discriminatory dynamics against migrant students complicates their inclusion in Chilean schools.

This paper examined the impact of the 2017 Recognition of Irish Travellers as an Ethnic Minority through the lens of Fraser's model of justice. A number of interviews were held with a community development worker, a Traveller support worker, a Traveller education officer and three groups of Traveller women in relation to the impact of the recognition, and several themes emerged. Overall, the recognition as an ethnic minority was celebrated by Traveller organisations but for Travellers in the community there was little to no impact on their daily lives and on education provision, and no impact on Traveller status and recognition of the Traveller culture. Gaps in educational provision persisted with insufficient literacy and other learning supports. Awareness of Traveller culture was needed in schools for staff and students, and discrimination continued to be an issue.

This article maps considerations of inclusiveness and support for students with disabilities by reviewing articles within the field of learning analytics. The study involved a PRISMA-informed systematic review of two popular digital libraries, namely Clarivate's Web of Science, and Elsevier's Scopus for peer-reviewed journal articles and conference proceedings. A final corpus of 26 articles was analysed. Findings show that although the field of learning analytics emerged in 2011, none of the studies identified here covered topics of inclusiveness in education before the year of 2016. Screening also shows that learning analytics provides great potential to promote inclusiveness in terms of reducing discrimination, increasing retention among disadvantaged students, and validating particular learning designs for marginalised groups. Gaps in this potential are also identified. The article aims to provide valuable insight into what is known about learning analytics and inclusiveness and contribute knowledge to this particular nascent area for researchers and institutional stakeholders.

Academic labor has expanded beyond the walls of academic institutions. Academics are expected to communicate with students online, use digital tools to complete their work, and share their research with broad audiences--often through online spaces like social media. Academics also face technology-facilitated violence and abuse (TFVA) in these same spaces. When this happens, employers have a responsibility to protect and support workers. However, recent events have shown that universities are not always prepared to do so. We use data from a discourse analysis of harassment and discrimination policies and interviews with university managers (including Vice President Academics/Provost, Faculty Deans, and directors of human rights offices) to examine how prepared Canadian universities and colleges are to support academics targeted by TFVA. We found that institutions are unprepared in three ways: first, they focus on physical safety over non-contact harms; second, they envision perpetrators to be named, local, and part of the campus community; and third, the reporting process is cumbersome and outpaced by the speed and frequency with which TFVA occurs. We consider these findings in the context of work-overflow and context collapse to demonstrate how the institutional apparatus for maintaining a safe and respectful working environment has not expanded in kind with the extensification of contemporary academic labor.

Bullying refers to degrading actions, recurring and prolonged, exerted by minors on an equal. Physical or virtual assaults and insults, rejections or intimidations that hinder the victims' school activity and cause them to feel continually threatened are examples of bullying and cyberbullying, which have serious repercussions, not only on the emotional well-being and academic performance, but also on physical and mental health. It is necessary to build a citizenship engaged to education (Global Citizenship Education) to prevent bullying, and to work in other Sustainable Development Goals (SDGs). The solutions must involve families and teachers, particularly in the context of regulated education, where participation can be promoted in a more planned and controlled way. Expert approaches insist on the relevance of the school to prevent aggression and discrimination through critical and reflective attitudes towards the violence that surrounds these situations. It is about teaching students to reject them "ab initio" as inappropriate. The aim of this paper is to identify the characteristics of the interventions aimed at the prevention and detection of physical and psychological violence among school children in various settings and populations, specifically in Spain, as well as their results and controversial aspects. [Note: The page range (9-26) shown on the PDF is incorrect. The correct page range is 9-25.]

In response to the dearth of research focusing solely on immigrant fathers, we propose the Integrative Conceptual Model to investigate the psychological well-being of recent immigrant fathers from East Asia to the United States. This model addresses how multiple factors in the society (e.g., policy), work and community (e.g., employment), family (e.g., father-child and couple relationships), and individual (e.g., education) levels in the host and home countries are linked to East Asian immigrant fathers' adaptation to their new environment. More specifically, we focus on the unique risk factors and protective factors to their adjustment, which are vital to the psychological well-being of recent immigrant fathers from East Asia. The Integrative Conceptual Model contributes to the limited fatherhood literature to help understand the multifaceted nature of immigrant fatherhood. Implications include creating culturally sensitive education and intervention programs for East Asian immigrant fathers.

This study explored undergraduate students' changes in attitudes toward marriage equality in an introductory family science course. Students enrolled in the course were exposed to teaching activities centered largely around prejudice and discrimination to examine their effectiveness in facilitating the development of more positive attitudes toward marriage quality. The results of quantitative analyses revealed that substantial numbers of students became more supportive of marriage equality over time in this course. Qualitative analyses of written open-ended student responses utilizing the constant comparative method resulted in three emergent themes: support of marriage equality, increased understanding of marriage equality, and opposition to marriage equality. Collectively, the findings of this exploratory study indicate that the teaching method utilized was effective in fostering the development of more positive attitudes toward marriage equality. Implications for future research, replication, and adaptation in other disciplines are discussed.

Centered on superiority over a certain group or individual, discrimination becomes predominant in prestigious institutions that pride themselves on exclusivity. Collegiate honors programs tend to deepen this practice by creating highly elite spaces accessible only to a select few. This rigidity can lead to an underrepresentation of historically marginalized groups, students who often lack the necessary resources for achieving academic excellence. This case study examines the ways honors programs inadvertently perpetuate discrimination among different social identities. Using inductive interviewing of honors students (n = 12) to gauge individual perceptions of program diversity, researchers rely on content analysis to generate four themes (relationship, discrimination, exclusion, conformity). By cross-analyzing participant responses with social identities, key programmatic components that may have led to covert systemic bias are uncovered. Results further indicate a possible link between a student's racial identity and their sense of belonging within the program, with people of color reporting more instances of "othering" and discrimination. This study reveals a pressing need for increasing access to honors for minority students and improving the level of integration and retention among students currently enrolled.

This study examines data from a participatory research action study on the experiences of underrepresented students in Science, Technology, Engineering, and Mathematics (STEM) fields at a small liberal arts college in the United States. Our analysis aims to move away from the framework that students needed to be taught how to cope with and overcome the challenges they faced in their STEM experiences, including racism and sexism. Instead, we propose a stronger focus on how to end racist, sexist, and other forms of discrimination. We draw on the concept of "cultural humility" as a concrete framework that professors, departments, and institutions can use to approach their work of changing practices, policies, and systems. Results discuss specific strategies that educators and institutions can use to promote a cultural humility framework as one way to create anti-oppressive and equitable classrooms, departments, and institutions.

Although international female students accounted for 44% of the enrolled international students in the United States (U.S. Department of Homeland Security's Student and Exchange Visitor Information System, 2020), their experiences regarding their ethnic name are relatively understudied in the onomastic literature. This study considers the experiences of eight international female graduate students of Color who are studying at a Midwestern predominantly White university. Utilizing critical race theory (CRT) and critical race feminism (CRF) as the theoretical and analytical lenses, this qualitative phenomenological study collected data through semistructured, in-depth interviews. We explore the meaning of ethnic names and their connection to participants' multidimensional identities. The findings include experiences with microaggressions, discrimination, and racism among students in relation to their ethnic name and point to underlying factors. Finally, implications are offered for students, faculty members, and administrators to build authentically inclusive and equitable learning communities more effectively.

International students constitute an important sojourner group. The current research aimed to test the psychometric characteristics of the Satisfaction with Migration Life Scale (SWMLS) for international students and the role of different psychosocial variables in predicting SWMLS. The sample included 189 Brazilian college students who attended Portuguese institutions of higher education. Sixty-three percent were females, and 37% were males, aged between 18 and 38 years. The average length of sojourn in Portugal was 14 months. The confirmatory factor analysis revealed that the one-dimensional model of the SWMLS is adequate and possesses good internal consistency. The study found that international students are generally satisfied with their migration life. Subsequent analysis indicated that the SWMLS scores were significantly associated with other measures of financial status, perceived discrimination, cultural intelligence, sociocultural adaptation, and subjective well-being. Suggestions for future research with international students are proposed.

Adolescence is a critical phase that can cause a problem, one of which is violence. This condition is detrimental to the dynamics of school academic activities. School counselors are one of the parties who have a central role in developing peace-loving characters to suppress student violence. This research is a systematic literature review that describes the role of counselors as agents of peace whose primary focus is to build peace in students in the school environment through social sensitization strategies based on the teachings of KH Ahmad Dahlan. Systematic literature review searches and reviews various articles using search engines of reputable article journals. The study reviewed ten articles with the following procedure steps: identification, screening, eligibility, and included. The data analysis of this research used data extraction. The results showed that the counselor could use a social sensitization strategy containing the teachings of KH Ahmad Dahlan. The peace values of KH Ahmad Dahlan include sincerity, humility, critical thinking, tolerance, and compassion. This paper discusses the operational description of a social sensitization strategy based on the teachings of KH Ahmad Dahlan that consists of four phases (sensitivity to security, sensitivity to the surrounding environment, sensitivity to discrimination, and sensitivity to victims of violence). This study recommends further research to identify the effectiveness of the social sensitization strategy containing the teachings of KH Ahmad Dahlan to achieve peace among students at school.

Current diversity and sexual harassment trainings often take an informative approach that results in a gap between theoretical knowledge and practical resolutions of ethical dilemmas. Available research suggests that diversity training programs often elicit the greatest amount of change among people with a minority identity and can result in hostility from majority group members. To better prepare all engineering students for modern-day organizations, it's imperative that universities develop effective approaches at the student level to mitigate these discrepancies. We propose that our novel ethics-based training will elicit positive diversity-related outcomes overall. We inductively explore the differential impact of diversity training across majority and minority identities. Longitudinal quantitative data were collected to examine changes in participant attitudes and behaviors in response to the diversity module. Undergraduate engineering students enrolled in an introductory engineering ethics course at a large Southwestern university were presented with a week-long teaching module on diversity. Survey results were evaluated to measure differences in effectiveness among majority and minority students. The diversity training successfully decreased levels of sexism, acceptance of sexual harassment myths, and increased intentions to confront discrimination. Differences in outcome variables between majority and minority members were found with regard to political orientation, race, and physical and mental disability status. Overall, this study presents a promising new avenue for diversity training scholarship. Specifically, we find that an ethics-based approach to diversity training may be particularly effective for majority group students.

International students make up an increasingly large portion of the US student population, especially among graduate students studying the science, technology, engineering and math (STEM) fields. In this article we analyzed the microaggression experiences of 22 international students in graduate STEM programs at predominantly white institutions. International students, often people of color (PoC), may be subject to facing discrimination within their universities. Our results break down the different types of microaggressions that our participants reported experiencing from faculty, peers and students, both on and off campus. These experiences include individuals insulting a participant's country of origin, doubting their academic ability, threatening them, and otherwise discriminating against them. Each event reported by our participants is classified into a type of microaggression and is further discussed using Critical Race Theory to connect how international students' racialized and intersectional experiences are connected to the larger societal issues of racism in the US.

Some Canadian undergraduate engineering programs report 30-40% of enrolled students are women. Kanter's tipping point theory argues that women become less tokenized when they make up 30% of a group's population. Other scholars have found that in comparable situations, women continued to experience discrimination, hostility, and competition. This critical study provides further evidence against a tipping point for equity by centring the experiences of traditionally underrepresented undergraduate students studying at a faculty of engineering with 35% women undergraduates enrolled. Reflective thematic analysis of experiences shared by women, racialized students, 2SLGBTQ+ students, and students from lower socio-economic statuses found instances of discrimination, varying perceptions of capabilities, and inequitable access to support, community, and on-campus leadership roles. Therefore, institutions need to acknowledge the intersectional experiences of students and work toward changing campus culture in addition to diversity efforts.

When the "New York Times" released the 1619 Project in August 2019 it was met with enthusiasm and critical review. The outcome of the public debate, as of now, is mixed. Research is also mixed. Education findings suggests the project has the power to heal. Case study evidence indicates culturally centered approaches positively impact academic outcomes and mental health of historically oppressed peoples. By emphasizing and affirming African American experiences 1619 has potential to narrow the achievement gap and disrupt rising suicide rates. However, philosophy and psychology warn against overemphasizing culture. Excessive affirmation can cause groupthink. Continual praise aggrandizes the in-group to the detriment of individuality. Members are stripped of autonomy and the ability to function outside in-group norms and expectations. Experimental case studies show the power of in-group allegiance to become divisive and even predatory when interfaced with an out-group. The cultural (mis) attribution bias offers a window into the balance between the opportunity costs of too much culture and not enough culture. Too much culture strips away individual identity whereas not enough culture strips away group identity. Both are damaging. The project's embrace and criticism are expressive of the juxtaposition.