Moving Forward
Understanding Racism and the Effects on Black Mental Health within Social Work Education View Digital Media
Paper Presentation in a Themed Session Tynecca Lynch, Adrian Van Breda
There is a multifaceted relationship between racist systems and adverse mental health outcomes for Black people within the United States. For example, a substantial body of research has linked racism to adverse mental health outcomes. Moreover, structural racism has been identified within the field of mental healthcare itself. Therefore, it is not surprising that Blacks report a disinclination to engage with systems such as mental healthcare, out of fear of discriminatory practices and losing things that are important to them, such as their children, home, or employment. Efficacious and ethical social work practice with Black clients requires that social workers be skilled in recognizing covert racism and its effects on mental health. It is imperative to develop these skills within social work education. However, with its obstinate hold, racism can be assumed to be present in social work education. We must reckon with racism in social work education and in our programs by taking action at the institution, program, curricular, and course levels. With careful examination, it may be found by identifying what appears in, or is absent from, our curricula, courses, and topics covered within our courses, in addition to what our behaviors as instructors’ model. For example, we must reflect on whether Black mental health is addressed as having distinct considerations as compared with other populations.
Featured Cultivating Excelencia: Empowering Hispanic Student Success in Private Christian Universities View Digital Media
Paper Presentation in a Themed Session Daniela Hernandez, Sandra Cleveland, Jennifer Butcher, Stephanie Ferrell, Brandi R. Muñoz
This study centers on conducting quantitative analysis to advance the success of Hispanic students within 4-year, private Christian universities, accommodating undergraduate and graduate online learners. The higher education landscape is transforming, marked by the rapid expansion of the online Hispanic student demographic within these institutions. The study's core focus is to mitigate disparities in educational outcomes among Hispanic students through quantitative methodologies. The conceptual framework is based on Excelencia in Education, underscoring the importance of evidence-based practices in empowering Latino student achievement. The study will examine the implementation and impact of Title V federal funding programs tailored to enhance Hispanic students' educational experiences and outcomes. A quantitative approach will be employed to analyze institutional data, assessing variables such as retention rates, graduation rates, and academic achievement concerning Hispanic students. The primary focus is on accumulating quantitative evidence to understand the effectiveness of Title V initiatives in driving success within this distinctive higher education context. The implications of this research primarily center on bolstering the quantitative comprehension of how Title V funding can strategically contribute to cultivating excellence in Hispanic student success within private Christian universities. The research findings will furnish quantitative insights that can serve as a compass for these institutions, aiding in developing and refining Title V programs that cater to the distinctive quantitative needs and aspirations of their online Hispanic learners. This research represents a significant stride towards advancing equity and academic excellence in higher education by empowering Hispanic student success in private Christian universities through data-driven analysis.
Kangaroo Classroom for Developing Talented Learners’ Abilities in the Science Subjects View Digital Media
Paper Presentation in a Themed Session Martins Veide, Anastasya Pantelejeva, Valerijs Dombrovskis
Some children have potential beyond what is normally expected at school for their grade level - they learn faster and more independently than most students their age, but at the same time if the approach to teaching such pupils is not tailored to their individual strengths and interests, they may exhibit behavior problems or poor performance in school. One methodology tailored to the unique needs of these students, referred to as talented learners, is a dynamic approach called the kangaroo classroom. Taking in to account the importance and difficulty of STEM subjects, the aim of this study was to find out how to practically use the kangaroo classroom approach to develop the learning process of children who are talented in sciences. At a Latvian state school, special classes with a personalized and inclusive learning environment were created for pupils aged 7 to 14 years, and their behavior and developmental progress were monitored. Optimum division of pupils into separate special classes was found while simultaneously clarifying the peculiarities of the pupils' application. The factors that contribute to the psychological support of learners in these classes were clarified. During the seven months of specially organized classes, changes in the students' attitude toward learning, as well as the cognitive results and the realization of the talents of the participating pupils were observed.
