Drawing Inspiration From American Indian Student Success Frameworks: The Role of Family

2019 ◽  
Vol 2019 (167) ◽  
pp. 63-74
Author(s):  
Thai‐Huy Nguyen ◽  
Rose Ann E. Gutierrez ◽  
Patrisha Kahnekakʌ:lé: Aregano
Keyword(s):  
Student Success ◽  
American Indian ◽  
Indian Student

The role of vocational counseling for the American Indian student

1989 ◽  
Vol 10 (1) ◽  
pp. 31-37
Author(s):  
Teri A. Lipinski
Keyword(s):  
American Indian ◽  
Minority Groups ◽  
Vocational Counseling ◽  
Indian People ◽  
Indian Student ◽  
American Indian Students ◽  
Quality Of Living ◽  
Indian Students

American Indian students have been neglected over the years in educational settings more apparently than other minority groups. Problems resulting from poor basic skills and motivation have placed them at a disadvantage when competing with other people for employment. Moreover, the values conflict between Indian and dominant European-American culture has created acculturation difficulties. Persons knowledgeable regarding the particular problems of Indians are greatly needed in educational and counseling situations to move toward a more fulfilling future for the Indian people. Tapping into the special capabilities of the Indian people can enhance the quality of living for all who share this earth.

American Indian Youth: The Role of Research in Resolving Culture and Personality Crises

1969 ◽  
Author(s):  
Dale L. Johnson ◽  
Carmen Acosta Johnson ◽  
Daniel O'Connell ◽  
Harry L. Saslow ◽  
Bernard Spilka
Keyword(s):  
American Indian ◽  
American Indian Youth

scholarly journals The Role of Bias by Emergency Department Providers in Care for American Indian Children

Medical Care ◽  
2016 ◽  
Vol 54 (6) ◽  
pp. 562-569 ◽  
Author(s):  
Susan E. Puumala ◽  
Katherine M. Burgess ◽  
Anupam B. Kharbanda ◽  
Heather G. Zook ◽  
Dorothy M. Castille ◽  
...  
Keyword(s):  
Emergency Department ◽  
American Indian ◽  
Indian Children

The Role of Discrimination Experiences in Postrape Adjustment Among Racial and Ethnic Minority Women

2021 ◽  
pp. 088626052110280
Author(s):  
Kate Walsh ◽  
Amanda K. Gilmore ◽  
Simone C. Barr ◽  
Patricia Frazier ◽  
Linda Ledray ◽  
...  
Keyword(s):  
American Indian ◽  
Ethnic Minority ◽  
Minority Women ◽  
Depression Symptoms ◽  
Post Traumatic Stress ◽  
Rape Survivors ◽  
Ethnic Minority Women ◽  
Drug Problems ◽  
Racial And Ethnic Minority

Although recent studies have linked discrimination frequency among Black and Latinx individuals to PTSD symptom severity, to our knowledge, these associations have yet to be examined among a diverse sample of recent rape survivors. The current secondary analysis of existing data examined the role of discrimination experiences in post-traumatic stress disorder (PTSD) symptoms, depression, and alcohol and drug problems among a racially and ethnically diverse sample of recent rape survivors. Participants were 139 Black (48.2%; n = 67), American Indian (18.7%; n = 26), Hispanic (15.1%; n = 21), and mixed race (17.3%; n = 24) girls and women age 15 or older who presented to the emergency department (ED) for a sexual assault forensic medical exam. They were randomly assigned to one of three intervention conditions, and completed a six-month postrape follow-up, including questions about mental health, substance use problems, and discrimination experiences. Regression analyses revealed that Black women experienced discrimination in significantly more situations and with greater frequency compared to American Indian and Hispanic women. Discrimination frequency was positively associated with PTSD and depression symptoms even after controlling for age, education, race, and intervention condition, but was not associated with alcohol or drug problems. Findings highlight the importance of attending to the heterogeneous experiences of discrimination among racial and ethnic minority women. Future work should adapt evidence-based early interventions to be maximally effective at combating both racial and sexual trauma exposures.

Exploring the role of co-curricular student engagement in relation to student retention, attainment and improving inclusivity

2017 ◽  
Vol 3 (1) ◽  
pp. 93
Author(s):  
Stuart Sims ◽  
Wilko Luebsen ◽  
Chris Guggiari-Peel
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Student Retention ◽  
Survey Data ◽  
Change Agents ◽  
The Core ◽  
Wide Range ◽  
Key Concepts ◽  
Academic Study

Throughout the REACT project, the core institutions of Winchester, Exeter and London Metropolitan have been conducting an in-depth, multi-faceted evaluation of selected co-curricular student engagement activities – ‘Student Fellows’, ‘Change Agents’ and ‘Peer-Assisted Student Success’ respectively. This involved the collection of survey data to explore key concepts related to the motivations of students to participate in these initiatives. This survey explores areas including employability, academic study and partnership, with an aim of improving co-curricular initiatives to make them more inclusive of ‘hard to reach’ students. These ‘motivations’ to participate are used to contextualise data about the attainment and continuation of active student participants. Rather than seek to assert or confirm that various groups are ‘hard to reach’, this research seeks to understand better what does and does not make co-curricular activities inclusive of hard-to-reach students. In this sense, the aim is to have a greater understanding of how students are successfully ‘reached’. Discussion will focus on how attainment and retention can help us to explore whether a wide range of students is benefiting from participation.

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