scholarly journals Doctoral Students with Disabilities: Challenges in Academic Programs and Research Methodology

10.28945/3900 ◽  
2017 ◽  
Vol 2 ◽  
pp. 181-193
Author(s):  
Michelle C Lizotte ◽  
Stacy C. Simplican
Keyword(s):  
Students With Disabilities ◽  
Doctoral Students ◽  
Undergraduate Students ◽  
Minority Group ◽  
The United States ◽  
Small Sample ◽  
Future Research ◽  
University Faculty ◽  
Research Needs ◽  
Research Subjects

Aim/Purpose: Doctoral students with disabilities represent 5 to 10 percent of the graduate student population and, yet, research seldom documents their experiences. We propose a research agenda and methodological approaches that circumvent these limitations, including a substantive focus on universal design to measure graduate program’s awareness of disability, experimental methods to minimize response bias, and ways to redefine disability to improve recruitment of potential research subjects. Background: Research suggests that doctoral students with disabilities face different challenges than undergraduate students with disabilities and that graduate advisers are pivotal to their success. Existing literature has several limitations, including small sample sizes, a reliance on survey and interview data, little attention to issues of diversity within doctoral students with disabilities, and difficulty defining disability. Methodology: This article utilizes a systemic literature review (SLR) in order to describe the current state of both the research and the practice of doctoral students with disabilities. Contribution: This paper defines major gaps in the existing literature and addresses potential ways to address these gaps through research and practice. Findings: There are barriers for doctoral students with disabilities at every level of the process, which is not being addressed or remediated resulting in greater disadvantages and decreased successful outcomes. Recommendations for Practitioners: In this context, practitioners will refer to professionals employed at university disability centers and university faculty. Recommendations include disability awareness and resource training for university faculty and staff. Faculty can maintain open lines of communication with their students and advisees related to disability and accommodations as well as increasing program flexibility. Recommendation for Researchers: Research is critically needed regarding the experiences, needs, and outcomes of doctoral students with disabilities. This research needs to come from both the individuals, faculty, and systemic level of higher education. Impact on Society: Individuals with disabilities are the largest minority group in the United States. However, this population rarely receives the research, funding, services, and social attention paid to other marginalized groups. Future Research: Future research needs to utilize larger scale quantitative studies to obtain reliable data. Longitudinal information would greatly improve the information regarding outcomes for doctoral students with disabilities.

Preparing Culturally Diverse Special Education Faculty: Challenges And Solutions

2010 ◽  
Vol 3 (9) ◽  
pp. 27
Author(s):  
Patricia Peterson ◽  
Stephen Showalter
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Doctoral Students ◽  
Linguistic Diversity ◽  
The United States ◽  
University Faculty ◽  
Highly Qualified ◽  
Education Faculty ◽  
Linguistically Diverse Students ◽  
Research Technology

This paper describes why more bilingual culturally responsive special education faculty are needed to meet the needs of the increasing number of culturally and linguistically diverse students with disabilities in the United States.  In addition, the paper presents the successes and challenges in the journey to prepare university faculty leaders in bilingual multicultural special education.  The NAU Faculty for Inclusive Rural-multicultural Special Educators (FIRST) program is a bilingual/multicultural special education program which prepares doctoral students from Latino and Indigenous backgrounds to become highly qualified university faculty in the areas of teaching, research, technology, and cultural/linguistic diversity. 

Engaging Vital Older Adults in Intergenerational Service-Learning

2018 ◽  
pp. 266-287
Author(s):  
Reneé A. Zucchero
Keyword(s):  
United States ◽  
Older Adults ◽  
Service Learning ◽  
Older Adult ◽  
Undergraduate Students ◽  
The United States ◽  
Life Review ◽  
Future Research ◽  
Negative Stereotypes ◽  
Adult Volunteers

The population of older adults within the United States is growing rapidly, which calls for increased understanding of that population. However, ageism is pervasive and one of the most engrained forms of prejudice. Intergenerational service-learning may be one way to reduce negative stereotypes and ageism. The Co-Mentoring Project is an intergenerational service-learning project that matches undergraduate students and vital older adult volunteers. Students meet with their partners at least four times over the course of the semester to conduct a life review and gather information to begin the older adults' memoirs. This chapter provides a rationale for intergenerational service-learning and information about its theoretical underpinnings. The chapter also offers information about service-learning best practices, including structured reflection, and how the Project's methodology is consistent with them. The multi-modal assessment conducted for the Project and its outcomes are discussed. Finally, directions for future research are described.

Navigating the Academic Developmental Maze

2015 ◽  
Vol 6 (1) ◽  
pp. 1-17
Author(s):  
Kathleen P. King ◽  
Lu Norstrand ◽  
Julie A. Leos
Keyword(s):  
Doctoral Students ◽  
The United States ◽  
Future Research ◽  
College And University ◽  
The Past ◽  
International Graduates ◽  
International Doctoral Students ◽  
Faculty Mentors ◽  
University Classrooms ◽  
Research Recommendations

As an increased number of international students join College and University classrooms across the United States, their transition and acclimation to campuses has received attention over the past few years, particularly, in the areas of preparation and acculturation. This topic is important because faculty mentors can play a pivotal role in the professional development of international doctoral students. This article addresses these needs with a model which integrates adult learning and mentoring strategies to support international doctoral students. The model includes developing the skills which not only international graduates, but all graduates will benefit from in the 21st century. The significance of this model is its contribution to develop the valuable capabilities of proactive, problem solving, self-directed learners/academics able to self-reflect and navigate different cultural environments than their own. The discussion also provides future research recommendations.

Educational Attainments of Immigrant Offspring: Success or Segmented Assimilation?

2002 ◽  
Vol 36 (4) ◽  
pp. 1037-1060 ◽  
Author(s):  
Monica Boyd
Keyword(s):  
Second Generation ◽  
Minority Groups ◽  
Minority Group ◽  
The United States ◽  
Small Sample ◽  
Visible Minority ◽  
Foreign Born ◽  
The Third ◽  
Educational Attainments ◽  
Statistics Canada

In this article, I study the educational attainments of the adult offspring of immigrants, analyzing data from the 1996 panel of the Survey of Labour and Income Dynamics (SLID). Fielded annually since 1993 by Statistics Canada, respondents are asked for the first time in 1996 to report the birthplaces of their parents, making it possible to define and study not only the foreign-born population (the first generation), but also the second generation (Canadian born to foreign-born parents) and the third-plus generation (Canadian born to Canadian-born parents). The survey also asked respondents to indicate if they are members of a visible minority group, thus permitting a limited assessment of whether or not color conditions educational achievements of immigrant offspring. I find that “1.5” and second generation adults, age 20–64 have more years of schooling and higher percentages completing high school compared with the third-plus generation. Contrary to the segmented “underclass” assimilation model found in the United States, adult visible minority immigrant offspring in Canada exceed the educational attainments of other not-visible-minority groups. Although the analysis is hampered by small sample numbers, the results point to country differences in historical and contemporary race relations, and call for additional national and cross-national research.

scholarly journals Markets and Market Values of Nontimber Forest Products in the United States: A Review, Synthesis, and Identification of Future Research Needs

2019 ◽  
Vol 117 (6) ◽  
pp. 613-631
Author(s):  
Gregory E Frey ◽  
Susan J Alexander ◽  
James L Chamberlain ◽  
Keith A Blatner ◽  
Alisa W Coffin ◽  
...  
Keyword(s):  
United States ◽  
Forest Products ◽  
The United States ◽  
Economic Research ◽  
Future Research ◽  
Regional Economies ◽  
Research Needs ◽  
Nontimber Forest Products ◽  
Informal Markets ◽  
Market Values

Abstract Although numerous and varied users harvest, trade, and consume nontimber forest products (NTFPs), relatively little is known about the organization of the markets for these products and the market value or contribution to local and regional economies. In this article, we review and synthesize economic research and information on the markets and market values of NTFPs in the United States. We describe formal and informal markets for NTFPs, and the extent to which and reasons why many of the details of these markets remain unknown to researchers and decisionmakers. We provide examples of the market values of various species and identify information gaps and research needs to improve resource management and increase economic development.

scholarly journals Faculty/librarian collaborations enhance doctoral student success: Strategies for retention and graduation

2018 ◽  
Vol 79 (10) ◽  
pp. 560
Author(s):  
Yu-Hui Chen
Keyword(s):  
Doctoral Students ◽  
Undergraduate Students ◽  
Meta Analysis ◽  
Doctoral Student ◽  
The United States ◽  
Student Attrition ◽  
Success Strategies ◽  
Doctoral Study ◽  
Attrition Rates ◽  
Retention And Graduation Rates

Doctoral study is perhaps the most rigorous educational experience anybody can have. In higher education, a great amount of effort has been focused on increasing retention and graduation rates of undergraduate students. Yet, there has been little discussion about effective qualitative measures for retaining and graduating doctoral students. This neglect masks the reality that doctoral student attrition rates in the United States have been problematic for several years. A meta-analysis conducted in 2001 showed that about 50% to 71% of doctoral candidates in the humanities did not complete their degrees.1

International Students’ Social Outcomes, Educational Status, and Country of High School Graduation

2019 ◽  
Vol 23 (5) ◽  
pp. 589-606
Author(s):  
Nelson C. Brunsting ◽  
Megan Mischinski ◽  
Wenjin Wu ◽  
Tenisha Tevis ◽  
Risa Takeuchi ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
International Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
International Student ◽  
Educational Status ◽  
The United States ◽  
Social Outcomes ◽  
Future Research

Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country in which they graduated high school. The current study was designed to examine whether demographic variables are associated with a range of social outcomes. Participants ( N = 245) from 23 U.S. colleges and universities completed a survey in Fall 2017. Undergraduate students reported having a higher number of close friends at their institution than did graduate students; however, they also reported a lower sense of belonging than did graduate students. Students who graduated from high school in the United States reported less social support from international students at university. Implications for students and for future research are provided.

scholarly journals Youth violence secondary prevention initiatives in emergency departments: a systematic review

CJEM ◽  
2009 ◽  
Vol 11 (02) ◽  
pp. 161-168 ◽  
Author(s):  
Carolyn Snider ◽  
Jacques Lee
Keyword(s):  
Systematic Review ◽  
Case Management ◽  
Youth Violence ◽  
Service Use ◽  
Injured Patient ◽  
The United States ◽  
Small Sample ◽  
Future Research ◽  
Control Group ◽  
Management Interventions

ABSTRACTObjective:Youth violence continues to trouble Canadians. Emergency department (ED) visits by youth after a violent injury may represent a “teachable moment,” and thus secondary violence prevention interventions may be effective. We conducted a systematic review to identify the success rates of any interventions, the populations likely to benefit and the outcome measures used.Data source:We searched 8 databases (i.e., MEDLINE, EMBASE, PubMed, CINAHL, the Cochrane Database of Systematic Reviews, the ACP Journal Club, DARE and CENTRAL).Study selection:Studies were included if they described and evaluated an intervention, were health care–based and targeted youth who were injured by violence. Two blinded investigators selected 15 articles from 181 abstracts. After full-text review, 8 articles were excluded, leaving 7 articles from 4 intervention programs.Data extraction:All interventions used ED case management of the violently injured patient. One randomized control trial (RCT) demonstrated a significant reduction in reinjury rates (treatment group 8.1% v. control group 20.3%,p= 0.05). Another small RCT found no statistically significant reductions in repeat violence or service use. One retrospective cohort study demonstrated a lower relative risk (RR) in future criminal justice involvement (RR = 0.67, 95% confidence interval 0.45–0.99). A retrospective study of pediatric patients with violent injuries found only 1% of these youth returned with injuries as a result of repeat violence.Data synthesis:Although all 4 case management interventions that we reviewed showed promise in the United States, small sample sizes and incomplete follow-up limited their ability to demonstrate significant decreases in reinjury.Conclusion:Future research is necessary to help EDs capitalize on the opportunity to effectively reduce youth violence.

Popular Dramas Between Transgression and Order

2016 ◽  
Author(s):  
Daniel Siemens
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Mass Media ◽  
The United States ◽  
Global Perspective ◽  
Future Research ◽  
Research Needs ◽  
Criminal Courts ◽  
Criminal Trials ◽  
Crime News

This article examines the importance and the effects of crime news and courtroom journalism for modern societies, taking a global perspective. Mass media starting in the middle of the nineteenth century identified criminal courts as important places that allowed for popular and often-sensational stories of transgression and order. In the United States, in Europe, and in Asia, popular dramas based on criminal trials that appeared in the newspaper stimulated important societal debates, questioning the very notion of modern law and its application. However, it is argued that future research needs to pay more attention to the narratives and effects of courtroom reporting on democracy, both past and present.

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