scholarly journals Sexual Minority Status, Anxiety–Depression, and Academic Outcomes: The Role of Campus Climate Perceptions among Italian Higher Education Students

2020 ◽  
Vol 10 (12) ◽  
pp. 179
Author(s):  
Anna Lisa Amodeo ◽  
Concetta Esposito ◽  
Camilla Esposito ◽  
Dario Bacchini
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Minority Students ◽  
Sexual Minority ◽  
Academic Outcomes ◽  
Campus Climate ◽  
Minority Status ◽  
European Higher Education ◽  
Climate Perceptions ◽  
Anxiety Depression

Students from sexual minorities generally describe Higher Education contexts as unwelcoming and chilly environments. Based on the Minority Stress theory, these disparities in climate perceptions may lead sexual minority students to negative health and academic outcomes. To date, research documenting the experience of sexual minority students within European Higher Education Institutions is limited. Framed within campus climate literature, the current study aimed to expand on previous knowledge by investigating the associations between sexual minority status, students’ perceptions of campus climate and psychological (i.e., anxiety–depression), and academic outcomes (i.e., intellectual and academic success and considering leaving the university) using a self-selected sample of 868 Italian university students (17.9% sexual minority students). The results showed that sexual minority status was associated with negative perceptions of campus climate, which, in turn, were associated with higher levels of anxiety–depression symptoms, lowered academic success, and a high probability of considering leaving university. Further research is needed to investigate the experience of sexual minority students within European Higher Education contexts and to explore possible actions that could contribute to fostering a greater sense of belonging to the campus community for all students, and particularly for students from sexual minority groups.

Sense of belonging of sexual minority students participating in work-integrated learning programs

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maureen T.B. Drysdale ◽  
Sarah A. Callaghan ◽  
Arpan Dhanota
Keyword(s):  
Minority Students ◽  
Sexual Minority ◽  
Sense Of Belonging ◽  
Well Being ◽  
Minority Status ◽  
Integrated Learning ◽  
Cross Sectional ◽  
Content Type ◽  
Learning Programs ◽  
Work Integrated Learning

PurposeThis study examined sexual minority status on perceived sense of belonging and compared sexual minority students and exclusively heterosexual students as a function of participating in work-integrated learning (WIL).Design/methodology/approachA cross-sectional, quantitative design was used with participants grouped by sexual minority status and participation in WIL.FindingsSexual minority students (WIL and non-WIL) reported lower sense of belonging than exclusively heterosexual students (in WIL and non-WIL). Sexual minority students in WIL also reported significantly weaker sense of belonging compared to non-WIL sexual minority students suggesting that WIL presents some barriers to establishing a strong sense of belonging for sexual minority students.Originality/valueThe findings provide evidence for developing programs to ensure all students are in a safe environment where they can develop and strengthen their sense of belonging regardless of minority status. This is important given that a sense of belonging impacts mental health and overall well-being.

Increasing the Recruitment and Retention of Historically Underrepresented Minority Students in Higher Education

1998 ◽  
Vol 7 (3) ◽  
pp. 39-48 ◽  
Author(s):  
Terry Irvine Saenz ◽  
Toya A. Wyatt ◽  
John C. Reinard
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Minority Students ◽  
State University ◽  
Underrepresented Minority ◽  
Underrepresented Minority Students ◽  
Recruitment And Retention ◽  
Dynamic Relationship ◽  
Communicative Disorders ◽  
University Training

There is a need for more bilingual and/or minority speech-language pathologists to serve an increasingly diverse population. To recruit and retain minority students, faculty in university training programs should increase their awareness of minority students’ needs and expectations. This paper reviews the literature pertaining to the factors relating to minority students’ success in higher education and reports the results of a survey designed to assess students’ perceptions of factors related to academic success. It also delineates how faculty of the Department of Communicative Disorders at California State University, Fullerton, used these results to improve the recruitment and retention of minority students. Because there is a dynamic relationship between faculty, students, and institutional requirements, other communicative disorders departments are encouraged to use this survey to better understand and respond to their students’ needs.

Experiences of Sexual Minority Students and Alumni in Faith-Based Higher Education

2014 ◽  
Author(s):  
Mark A. Yarhouse ◽  
Holly Doolin ◽  
Kristina Watson ◽  
Melissa Campbell
Keyword(s):  
Higher Education ◽  
Minority Students ◽  
Sexual Minority ◽  
Faith Based

Effect of exposure to a safe zone symbol on perceptions of campus climate for sexual minority students.

2016 ◽  
Vol 3 (3) ◽  
pp. 367-373 ◽  
Author(s):  
Jennifer Katz ◽  
Dillon Federici ◽  
Michaela Ciovacco ◽  
Aiden Cropsey
Keyword(s):  
Minority Students ◽  
Sexual Minority ◽  
Campus Climate ◽  
Safe Zone

scholarly journals Predicting Academic Outcomes: A Survey from 2007 Till 2018

2020 ◽  
Author(s):  
Sarah Alturki ◽  
Ioana Hulpuș ◽  
Heiner Stuckenschmidt
Keyword(s):  
Higher Education ◽  
Data Mining ◽  
Academic Success ◽  
Academic Outcomes ◽  
Educational Data Mining ◽  
Dropout Rate ◽  
Educational Institutions ◽  
Learning Material ◽  
The Past ◽  
Extract Information

Abstract The tremendous growth of educational institutions’ electronic data provides the opportunity to extract information that can be used to predict students’ overall success, predict students’ dropout rate, evaluate the performance of teachers and instructors, improve the learning material according to students’ needs, and much more. This paper aims to review the latest trends in predicting students’ performance in higher education. We provide a comprehensive background for understanding Educational Data Mining (EDM). We also explain the measures of determining academic success and highlight the strengths and weaknesses of the most common data mining (DM) tools and methods used nowadays. Moreover, we provide a rich literature review of the EDM work that has been published during the past 12 years (2007–2018) with focus on the prediction of academic performance in higher education. We analyze the most commonly used features and methods in predicting academic achievement, and highlight the benefits of the mostly used DM tools in EDM. The results of this paper could assist researchers and educational planners who are attempting to carry out EDM solutions in the domain of higher education as we highlight the type of features that the previous researches found to have significant impact on the prediction, as well as the benefits and drawbacks of the DM methods and tools used for predicting academic outcomes.

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