Approaches in Higher Education (Asynchronous Session)
The Dual Impact of Diversity Climate: The Effect on Faculty Extra Role Behaviors and Student Satisfaction with Academic Performance View Digital Media
Paper Presentation in a Themed Session Monica Gavino, Ekundayo Akinlade, Jason Lambert
The aim of this study was to examine the dual effect of the diversity climate (faculty and students) on faculty extra effort and going above and beyond for student success. Our model hypothesized that faculty extra effort mediates the relationship between perceptions of the diversity climate and students’ satisfaction of their academic performance. Furthermore, we tested the moderating role of race and that the effect of diversity climate on student satisfaction will be stronger for minority students. Our results demonstrate that the effect of faculty and student perceptions of both the diversity climate and faculty extra role behaviors on student outcomes are not only significant but connected. The study suggests that the extra role behaviors that students observe of faculty may be influenced by the faculty perceptions of diversity climate, as their perceptions of diversity climate was significantly related to their reported faculty extra role behaviors. In turn, students’ perceptions of both faculty extra role behaviors and diversity climate affected their satisfaction with their academic performance. In addition, our results indicate that students’ race plays a role in how diversity climate affects their satisfaction with their academic performance satisfaction. Minority students were generally more satisfied than non-Hispanic White students, and especially so when the climate of diversity was perceived to be strong.
Addressing Educational Needs of Latinx Students in U.S.School System View Digital Media
Paper Presentation in a Themed Session Abigail Gadea
This paper considers a program focused on cultural-responsive teacher professional development to promote healthy learning environments for immigrant students. Healthy learning environments contribute to the wellbeing and development of Latinx immigrants facing many barriers to learn and perform well in the U.S. educational system. Latinx children from low-income families often attend the most poorly equipped urban schools in the most impoverished school districts. These schools lack resources to educate their increasingly diverse populations (Lee,2002). Economic constraints (Lopez & Velazco, 2011; Gormley et al., 2005); language barriers (Hakuta, Goto Butler, & Witt, 2000; Soltero, 2008); and acculturation (Vega, 1990; Bacalao & Smokowski, 2007; Skuza, 2007; Hernandez & Napierala, 2013) are among the factors that impact the educational outcomes of children of immigrants in the United States. This study discusses a program developed at the University of Minnesota focusing on family engagement and culturally-responsive teacher professional development to address children of Latino immigrants’ barriers and gaps in the U.S. educational system impacting their mental health and well being. The program uses an ecodevelopmental approach influencing the systems in which the Latinx students grow: their family and school. Whole Learners is a year-long teacher professional development program tailored to improving student engagement and academic outcomes. This training dives deep into equitable teaching practices for dismantling structural racism in the schools. The program shows promising outcomes in addressing teachers’ implicit bias in particular when working with immigrants and refugee students.
Moving the Socratic Method Online: Livestreaming Lectures to Prompt Diversified and Inclusive Discussions During a Pandemic
Paper Presentation in a Themed Session Carol Strong
Use of the Socratic Method in higher education engages students in the learning process and gives them ownership over what they know more effectively than if they just absorb information from lectures alone. While professors must be seen as experts, classes are not productive, if the students do not foster their own understanding of the topics covered. Hence, purposeful (shorter) lectures should be combined with in class discussions organized according to the Socratic Method; whereby the professor facilitates discussion and prompts students to engage actively in core, discipline-specific debate. Such discussions are moreover ideal for the introduction of diversity and inclusion into student debate, whereby students question and evaluate what they know without feeling like their entire world view is under attack. This paper examines how to best teach what would normally be covered in person online, as prompted by the outbreak of COVID-19. It aims to create a 'best practice' toolbox for those interested in shifting Socratic debate online by reviewing existing literature for online education and testing it against the experience of shifting seminar classes (predominantly involving in-class discussions) abruptly online, March 2020. The purpose of this project is to test the effectiveness livestreaming in-person lectures (thus allowing those unable to attend class in-person to participate virtually) via Zoom and fostering Socratic debate between the students present in class and those online. This pilot study will later be expanded into a more formalized study consisting of multiple professors in the social sciences in different universities.
Impulsive Diversity in Higher Education: Advancing Diverse Critical Analysis and Cultural Literacy in U.S. Classrooms View Digital Media
Paper Presentation in a Themed Session Murali Venugopalan
University-level students must utilize diversity as a means to improve their critical and cultural literacy skills. U.S. students rank much lower than students from other countries in reading literacy, which in turn leads pupils to lack critical thinking skills. This study focuses on embracing diversity toward advancing critical analysis and cultural literacy through innovative and challenging instruction in courses over a period of two years. In addition to improving their reading comprehension and critical thinking skills, students reported to have increased their interest in reading as a result of enhancing diversity of analysis as well as advanced cultural literacy.
COVID-19’s Impact on Black Students: A Pilot Study View Digital Media
Paper Presentation in a Themed Session B.J. Bryson, Modjadji Choshi, Ailton Coleman, Shanza Isom
The disproportionate impact of the COVID-19 virus on Black communities has been documented through looking at health disparities and through the application of the social determinants of health. This mix-method pilot study investigates the COVID-19 experiences of Black students at a USA mid-size mid-Atlantic predominantly white state university where they represent about five percent of the student body. Black students are situated in their families and communities bringing these realities into higher education. Within their COVID-19 experiences of academic disruptions, students engaged in social activism to the degree possible and within family dynamics. Exploration of the intersection of Black student identity, higher education experiences on a predominantly white institution, and the disparate Black community COVID-19 impact highlights the many challenges experienced. Self-care efforts, social media engagement, and sustaining family/friend connections identify coping strategies employed by Black students during their academic disruptions during the COVID-19 pandemic thus far.
