Cultural congruity and academic confidence of American Indian graduate students in STEM: Peer interactions, mentor cultural support, and university environment fit.

2021 ◽  
Author(s):  
Shihua Chen Brazill ◽  
Carrie B. Myers ◽  
Scott M. Myers ◽  
Catherine Mary Johnson
Keyword(s):  
Graduate Students ◽  
American Indian ◽  
Peer Interactions ◽  
University Environment ◽  
Academic Confidence ◽  
Cultural Congruity ◽  
Cultural Support

Panel: MFT Education and Training with American Indian Graduate Students

2013 ◽  
Author(s):  
Linna Wang ◽  
Waymon Hinson ◽  
Jeremiah Whitebird ◽  
Jodene Platero
Keyword(s):  
Graduate Students ◽  
American Indian ◽  
Education And Training ◽  
And Training

scholarly journals The impact of confinement in the psychosocial behaviour due COVID-19 among members of a Brazilian university

2020 ◽  
pp. 002076402097131
Author(s):  
Heloísa Monteiro Amaral-Prado ◽  
Filipy Borghi ◽  
Tânia Maron Vichi Freire Mello ◽  
Dora Maria Grassi-Kassisse
Keyword(s):  
Mental Health ◽  
Graduate Students ◽  
Coping Strategies ◽  
Perceived Stress ◽  
Depression Symptoms ◽  
University Environment ◽  
Final Exams ◽  
And Coping ◽  
The University ◽  
The Impact

Background: The current situation due COVID-19 may cause an eminent impact on mental health because the confinement restrictions. Aims: The aim of this study was to analyze and compare perceived stress, resilience, depression symptoms and coping strategies on the members of University of Campinas, in Brazil, before and during the outbreak of the COVID-19. Methods: Volunteers over 18 years of both sexes, members of the University of Campinas (Unicamp) in Brazil answered instruments related to perceived stress, depression, resilience and coping strategies during final exams at the end of semester during 2018 to 2020. Results: We obtained 1,135 responses (893 before COVID-19 and 242 during COVID-19). The volunteers did not show significant differences for perceived stress, depressive signs and resilience before and during the pandemic. In both periods, men exhibited lower scores for perceived stress and depression and higher scores for resilience when compared to women. Undergraduate and graduate students exhibited higher perceived stress scores, more pronounced depressive signs and lower resilience, and employees and professors presented lower scores for perceived stress, depressive signs and greater resilience. Conclusions: These first months of confinement did not directly affect the scores of perceived stress, depression and resilience, however, each subgroup adapted to the new routine by changing the coping strategy used. This study suggests the importance of monitoring the mental health of member in the university, especially in times of epidemic, in the search for policies that aim to improve the resilience of the population and seek positive and effective coping strategies within the university environment.

Teaching-learning: a mutual exchange between high school and graduate students in the field of microbiology

2020 ◽  
Author(s):  
Josicelli Souza Crispim ◽  
Marcelo Gomes Marçal Vieira Vaz ◽  
Kissia Ferreira Pereira ◽  
Jéssica Duarte da Silva ◽  
Vinícius da Silva Duarte ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Graduate Students ◽  
Learning Strategy ◽  
School Students ◽  
Information Retention ◽  
University Environment ◽  
Excellent Teaching ◽  
One Year ◽  
Teaching Learning

Abstract The teaching-learning process becomes more attractive when practical classes are used as part of methodological tools. Aiming (i) to stimulate the interest of high school students in the microbiological world and (ii) to provide didactic experience for microbiology graduate students, practical classes were undertaken. These classes were carried out during the years 2016 and 2017, using the infrastructure held at Universidade Federal de Viçosa. Briefly, laboratory classes were prepared and taught by microbiology graduate students and an evaluation questionnaire was answered by the participants after the classes. Approximately 95% of the high school students, from both years, evaluated the experience outside of the school routine as very good and good. A total of 90.09% (2016) and 100% (2017) of graduate students evaluated this experience as very good and good. The relationship between high school and graduate students also increased the curiosity of the former regarding the university environment. Accordingly, the information retention regarding the ‘microbiology world’ was verified after one year and the students were able to remember important terms related to the microbiology class. In addition, this work allowed graduate students and high school students to build a closer relationship and created an excellent teaching-learning strategy for both.

American Indian/Alaska Native Graduate Students: Fostering Indigenous Perspectives in STEM

2017 ◽  
Vol 56 (3) ◽  
pp. 34
Author(s):  
Catherine M. Johnson ◽  
Carrie B. Myers ◽  
Kelly Ward ◽  
Nick Sanyal ◽  
Dusten Hollist
Keyword(s):  
Graduate Students ◽  
American Indian ◽  
Alaska Native ◽  
Indigenous Perspectives

Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

2008 ◽  
Vol 10 (3) ◽  
pp. 361-389 ◽  
Author(s):  
Kadian M. Callahan
Keyword(s):  
Academic Success ◽  
Identity Development ◽  
Peer Interactions ◽  
First Year ◽  
Undergraduate Mathematics ◽  
First Year Students ◽  
University Environment ◽  
Self Confidence ◽  
Undergraduate Study ◽  
Undergraduate Programs

Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini, 1980, 1991, 2005). Research shows that reasonable levels of social interactions along with interactions that are academically-centered support students' persistence in undergraduate study (Bank, Slavings, & Biddle, 1990; Liu & Liu, 2000; Loo & Rolison, 1986). While both social and academic interactions among students shape undergraduate learning experiences, these interactions can differentially influence students' academic success and retention in undergraduate education. This study examined the ways first-year students supported their academic success in undergraduate mathematics-based programs by exploring the types of academic-centered peer interactions (ACPIs) in which students engaged both inside and outside of the classroom setting, and the relationship between participation in ACPIs to retention in undergraduate mathematics-based programs.

scholarly journals The Influence of Persistence Factors on American Indian Graduate Students

2018 ◽  
Vol 7 (4) ◽  
pp. 32
Author(s):  
Aislinn Heavy Runner-Rioux ◽  
Frances L. O’Reilly ◽  
John Matt
Keyword(s):  
Graduate Students ◽  
American Indian ◽  
Postsecondary Education ◽  
Graduate Student ◽  
Student Persistence ◽  
Future Research ◽  
Academic Factors ◽  
Bivariate Correlation ◽  
American Indian Students ◽  
Indian Students

The underrepresentation of American Indian students continues to exist at the undergraduate and graduate levels of postsecondary education despite increases of American Indian student enrollment. The purpose of this quantitative study is to identify correlations between academic factors and graduate student persistence, as well as to understand how likely graduate degree completion is based on known academic factors for American Indian students. The analyses of the data included survey results, descriptive statistics, bivariate correlation, and multivariate regression. A sample of n=63 American Indian Graduate students represented 41 tribes and villages with over 32 unique tribal languages. The respondents indicated a challenge to balance graduate school, family and cultural responsibilities, however most felt a personal responsibility to complete their graduate degrees for their communities.Although academic factors, American Indian programs, and self-awareness are not significant predictors of American Indian Graduate student persistence, the relationship between the independent variables and the dependent variable were statistically significant. Implications for academic institutions include strategic planning with American Indian representation throughout the entire process.Recommendations for future research include further development of measurable concepts of indigenous theories and recognition of dual conclusions for American Indian and non-American Indian researchers.

Sign in / Sign up

Export Citation Format

Share Document