Facing Challenges
Challenges to Minority Student Success in STEM Disciplines
Paper Presentation in a Themed Session Gheorghita Faitar
In one Upstate New York institution, an introductory mathematics applied course is offered to first year students. The initial course is followed by an algebra and trigonometry class. The qualitative longitudinal study is conducted on the progress of the first-year students of immigrant descent. As some of the students prove a great level of progress in the first year applied mathematics, the second year, the challenges of sustained effort, participation, interest come to forefront. The impact of culture, and grit for students pathway to success are analyzed and interpreted.
The Role of Self-Efficacy on Discrimination and Satisfaction with Life of Migrant Children and Adolescents
Paper Presentation in a Themed Session Alejandra Caqueo-UrÃzar
The aim of this research is to report the relationship between discrimination and life satisfaction in migrant children and adolescents in Chile, and how self-efficacy mediates the relationship between discrimination and life satisfaction. Two studies were conducted with 494 migrant children and adolescents in Chile (Study 1, n=292; Study 2, n=202), their ages ranged from 9 to 18 years (Study 1, ME=12.30, SD=2.57; Study 2, ME=12.57, SD=2.51). Of the participants 50% were female (Study 1, n=143; Study 2, n=104) and 50% male (Study 1, n=149; Study 2, n=98). The first study investigates the relationship between Discrimination and Life Satisfaction. The second study replicates this association in a different sample, but including, in addition, Self-efficacy as a mediating factor of this relationship. In both studies, structural equation modeling was used to estimate the proposed relationships. The estimation method used was robust weighted least squares estimation. The estimated models indicate that discrimination is negatively related to Life Satisfaction and that this relationship is partially mediated by the Self-Efficacy of migrant children and adolescents in Chile. According to these findings, less discriminated children and adolescents could develop a more robust self-efficacy, allowing them to perceive higher levels of life satisfaction.
Inclusion in Occupational Therapy Education: An Exploration of Supports and Barriers
Paper Presentation in a Themed Session Anne Kiraly Alvarez, Arielle Ramirez
The purpose of this study was to identify the supports and barriers to inclusion in occupational therapy (OT) education in the United States from the experiences of OT students from historically marginalized groups and the perspectives of OT faculty/staff. The authors used a convergent mixed methods design for the study, which consisted of an online survey and semi-structured interviews. 131 students and 35 faculty/staff completed the survey, while 20 students and 11 faculty completed interviews. Five themes emerged from the data: 1) Barriers and facilitators exist while exploring OT as a potential career; 2) There are pros and cons to the OT admissions process for students from historically marginalized groups; 3) Students from historically marginalized groups experience varying degrees of exclusion and a limited sense of belonging within their OT programs; 4) Many OT programs have good intentions to promote diversity and inclusion through various efforts; and 5) Some OT program efforts may be counterproductive, and more actions must be taken to further promote inclusion and address barriers to inclusion. Numerous supports and barriers to inclusion in OT education were identified within these themes. Findings indicate that despite numerous inclusion efforts, students from historically marginalized groups continue to experience several barriers that impact inclusion in OT education. Based on these findings, the presenters provide strategies to promote and advocate for inclusion not only in OT programs, but across other professional and graduate programs as well.
