Podcasts about minority students

Have you contemplated sending your student to an all-Black school? Patricia Hogan Williams is Head of the Imani School, the largest black independent school in the U.S. Founded in 1988, the school serves 100% African American students and emphasizes faith, confidence, and self-belief. Williams highlights the importance of setting high expectations and providing a nurturing environment that fosters academic excellence and self-worth. The school's curriculum includes African American history and literature, aiming to instill pride and competence in students. Williams stresses the critical role of education in empowering black children and the need for intentionality in their learning environment.  ABOUT PATRICIA HOGAN WILLIAMS A graduate of Fisk University, Patricia Hogan Williams has more than 40 years of experience as an educator with students from preschool classrooms to university campuses. She is the Founding Head and Executive Director of The Imani School — now the largest independent, predominantly African American private Christian school in the nation, serving students from preschool through eighth grade. Williams continues to be the driving force behind the school's progression, prevailing at the school's helm since 1988. The institution has grown to include more than 350 students across pre-kinder, elementary, and middle school grade levels, receiving national and international recognition for its success in developing self-confidence and academic excellence in African-American children. Mrs. Williams also serves as an adjunct professor in Child Development at Texas Southern University, where she helps sow into the next generation of educators. For her commitment to improving the lives of children and youth, Williams has received numerous honors and awards including: U.S. News and World Report's “Twelve Indispensable Americans''; “Current History Maker” by KHOU –TV; the Distinguished Woman Award from Alpha Kappa Alpha Sorority Incorporated; Wheeler Avenue Baptist Church's Audrey A. Lawson Impact Award winner; the American Heart Association Award of Excellence as well as its Outstanding Educator Award; the National Association for Financial Assistance to Minority Students' Outstanding Educator Award; Links, Inc. Western Area for Outstanding Services to Youth; Texas Southern University Award for Excellent Service; and the Community Service Award from the Top Ladies of Distinction. Williams is the wife of Attorney Connie B. Williams, and the proud mother of three sons, Brian, founder of Step Afrika, the first professional company dedicated to the tradition of stepping; Christopher, owner of Lucille's Hospitality Group, which includes nationally acclaimed restaurant Lucille's and its non-profit Lucille's 1913; and Benjamin, the co-owner of Highway Vodka, the country's first of its kind spirit crafted with hemp seed. Follow us at @artic.ulating on IG for more of Articulating! Special thanks to Vibrant Health for sponsoring this episode of Articulating! We're thrilled to share an exclusive 20% discount for our listeners. Use code ARTIC20 and take a step toward vibrant living!

05/01/24: Kirsten Baesler is the North Dakota Superintendent of Public Instruction, and joins Joel on "News and Views." They talk about a recent incident at the Flasher Prom where some students were dancing in an offensive way to Native American culture. They also talk about the state of the NDGOP and the recent convention. See omnystudio.com/listener for privacy information.

The University of Auckland is under fire after a picture of a designated study space for Māori and Pasifika students surfaced online. The University has since claimed they're obligated to respond to the needs of their diverse student population with facilities, spaces and support. ACT's Parmjeet Parmar has expressed concern over race becoming a big agenda item for more organizations.  "The discussion is really important in my view. Because we don't want to go backwards, we all have fought hard for the values of inclusivity, and we need to stand by those values." LISTEN ABOVESee omnystudio.com/listener for privacy information.

In this episode, Sydney discusses the ideal timeline for preparing your law school applications. She emphasizes the importance of early preparation and offers tips on solidifying your reasons for pursuing law school, exploring practice areas, and researching LSAT prep options. She also highlights the significance of strategic LSAT preparation based on the removal of the logic games coming this June. The goal is a smooth application process leading to acceptance letters in the fall, allowing for scholarship negotiations and thoughtful decision-making. Watch to learn how to navigate the law school application journey with confidence and success.

Are gifted and talented programs discriminatory? Why do so many adults still remember their SAT scores? And how did Angela transform from a party girl to an Ivy League psychologist? SOURCES:Alfred Binet, 19th-century French psychologist.Stefan Dombrowski, professor of psychology and director of the School Psychology Program at Rider University.Johann Wolfgang von Goethe, 18th- to 19th-century German author.Travis Kelce, tight end for the Kansas City Chiefs in the N.F.L.Robert O'Connell, writer and reporter.Robert Rosenthal, professor of psychology at the University of California, Riverside.Amy Tan, author. RESOURCES:"What's the Best Way to Find a Gifted 4-Year-Old?" by Ginia Bellafante (The New York Times, 2022)."Without the Wonderlic, the N.F.L. Finds Other Ways to Test Football I.Q.," by Robert O'Connell (The New York Times, 2022)."The Dark History of I.Q. Tests," by Stefan Dombrowski (TED-Ed, 2020).Grinnell College 2019 Commencement Address, by Amy Tan (2019)."Universal Screening Increases the Representation of Low-Income and Minority Students in Gifted Education," by David Card and Laura Giuliano (PNAS, 2016)."The Supreme Court Ruling That Led To 70,000 Forced Sterilizations," by Terry Gross (Fresh Air, 2016)."Intelligence Is Not Enough: Non-IQ Predictors of Achievement," by Angela Lee Duckworth (Dissertation Abstracts International: Section B: The Sciences and Engineering, 2006)."Pygmalion in the Classroom," by Robert Rosenthal and Lenore Jacobson (The Urban Review, 1968). EXTRAS:"Are Humans Smarter or Stupider Than We Used to Be?" by No Stupid Questions (2021)."America's Math Curriculum Doesn't Add Up," by People I (Mostly) Admire (2021).The Hundred Secret Senses, by Amy Tan (1995).The Joy Luck Club, by Amy Tan (1989).

The U.S. has experienced a hot summer so far. Yet one group of students from Historically Black Colleges and Universities (HBCUs), are spending their time in heavy gear, learning to fight wildfires. It is part of a partnership between the U.S. Forest Service and a group of four HBCUs. For details, Federal Drive Host Tom Temin spoke with the National Diversity Student Programs Manager, Stephanie Love. Learn more about your ad choices. Visit megaphone.fm/adchoices

Elite Wisconsin colleges like UW-Madison and Marquette may have to alter their admissions practices following the U.S. Supreme Court ruling against affirmative action.

Michele looks at three news stories that should startle anyone sane.See omnystudio.com/listener for privacy information.

Michele looks at three news stories that should startle anyone sane.See omnystudio.com/listener for privacy information.

In this episode, we interview Stanford psychology professor, Dr. Greg Walton. We discuss: The successful ways that Greg has used "wise interventions" to address social problems like educational inequalities. The importance of social belonging and how feelings of belonging uncertainty can create a downward spiral. Most importantly: Greg's new paper in Science! We focus on what the social belonging intervention is, why it worked, how the effects are influenced by the social context, how universities can learn from the intervention, and how many more students would graduate if the intervention was used at more institutions! Citations: Where and with whom does a brief social-belonging intervention promote progress in college?: https://www.science.org/doi/10.1126/science.ade4420 A brief intervention to improve college success and equity (companion perspectives piece to the Science article): https://www.science.org/doi/10.1126/science.adh7681?intcmp=trendmd-sci A question of belonging: Race, social fit, and achievement. https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-3514.92.1.82 A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students: https://www.science.org/doi/abs/10.1126/science.1198364 Social-Psychological Interventions in Education : They're Not Magic https://umaine.edu/provost/wp-content/uploads/sites/14/2018/11/Social-Psychological-Interventions-in-Education-Theyre-Not-Magic-Yeager-Walton.pdf Wise interventions: Psychological remedies for social and personal problems. https://psycnet.apa.org/record/2018-49648-001 Seed and Soil: Psychological Affordances in Contexts Help to Explain Where Wise Interventions Succeed or Fail: https://journals.sagepub.com/doi/pdf/10.1177/0963721420904453 Find the intervention materials here: https://collegetransitioncollaborative.org/resources/

Imani Maatuka, Esq., 24-year-old GenZer, is the youngest attorney working at her firm, Sidley Austin LLP Dallas, a prestigious corporate ‘Big Law' firm with national offices. Sidley is the law firm that former First Lady Michelle and Barack Obama met at. Working in the legal field where minorities represent less than 5%, Imani has created a nonprofit organization and scholarship program (The Bridging the Gap Scholarship) to advocate and assist more minorities to get into Big Law careers.  The Bridging the Gap Scholarship is sponsored by four minority law students seeking to ‘bridge the gap' between minorities and corporate ‘big law.' In a field where most scholarships reward those interested in seeking public-interest law careers, this scholarship presents a unique approach to social change by seeking to encourage upward social mobility for minorities and access to resources to pay it forward.Imani's Linkedin: https://www.linkedin.com/in/imanimaatuka/Imani's Facebook: https://www.facebook.com/imanim/Imani's Instagram: https://www.instagram.com/imanimaatuka/ Support the showFollow us on Instagram @ladieswholawschoolpodcast

Minority families in Colorado now have a better shot at getting a college education from the school of their dreams, thanks to College Planning Experts. If you want to learn more, visit https://www.collegeplanningexperts.com/free-workshops

Did you know that the government gives $46 billion in college grants each year? If you live in Chicago, College Planning Experts gives you insider tips on how to maximize your grant package. To learn more, attend a free college planning workshop now: https://www.collegeplanningexperts.com/free-workshops (https://www.collegeplanningexperts.com/free-workshops)

This series of podcast episodes will focus on Decolonising Research, and feature talks from the Decolonising Research Festival held at the University of Exeter in June and July 2022. The twelth epsiode of the series will feature Dr. Musarrat Maisha Reza from the University of Exeter and her talk 'How a predominantly white faculty can empower ethnic minority students.'   Music credit: Happy Boy Theme Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/   Transcription   00:09 Hello, and welcome to rd in the in betweens. I'm your host, Kelly Preece. And every fortnight I talk to a different guest, about researchers development, and everything in between.   00:31 So, hello, everyone, thank you so much for coming for this session. I am Dr. Marcia Raisa, and I'm a senior lecturer in Biomedical Sciences at the College of Medicine and Health, I also hold the position of the race equality resource officer. So I'm going to use both my experiences to you know, discuss the topic today, which is how a predominantly white faculty can empower beam students. Now being students, basically black Asian minority ethnic students, I'm not really going to use this term moving forward, I will just say, ethnic minority students, because, you know, this is not the favorite term anymore. So I'm going to stick to specifically talking about the role of advising and mentorship, because we know that we do have a predominantly white faculty, and we do have a lot of ethnic minority students, which is quite disproportionate, especially within the medicine and medical sciences curriculum, compared to the kind of ethnic minority faculty that we have. But that doesn't mean that we should deprive our ethnic minority students of mentorship that they deserve, just because the demographics don't align specifically. So how do I become an ally? This is something that is a very interesting conversation that goes on, where white individuals are always wondering how do I become an ally. But before that, we need to start thinking about self work and critical reflection. So this whenever I have this conversation, it seems like a very up in the air kind of conversation, oh, we need to do self work and critical reflection. But I think it is not sufficiently emphasized on how important this work is, before we actually, you know, self work and critical reflection is going to take us a lifelong journey of learning and reflection. But without engaging in this process, trying to mentor and be at or be an ally, to different marginalized groups can actually be more harmful than beneficial. So in this process of self work and critical reflection, I believe it's really important to discover our unconscious biases that shape our decision making and shape our thought process on a regular basis. And what kind of active measures and resistance to these unconscious bias do we need to engage in? This section will not be the main topic of my conversation, I just want to touch on it briefly before I go into the actual mentorship process. So what's an ally? An ally is any person that actively promotes and aspires to advance the culture of inclusion through intentional positive and conscious efforts that benefit people as a whole, or benefit the marginalized communities that we are, we claim to be allies off? Now how do we become an ally, very, very superficial. And simply we can just be an anyone can be an ally, anyone has the capacity and capability of being an ally, regardless of their ethnicity, and you don't have to be a member of a specific marginalized group to support them. So what is really required is the conscious and active effort that is required to better understand the obstacles faced by the members of these marginalized groups. And allies are really important because often they are in positions of more privilege, then members within the marginalized group. So they are powerful voices alongside marginalized ones.   04:07 Now, moving quickly into conscious, being conscious of our unconscious bias. So in terms of unconscious bias, what it's a term that is regularly contested as well, and it's something that also puts people on a bit of a defense where they don't let if they support a certain group, there's a resistance to accept that there is unconscious bias in all of us actually. So our privileges, many of us fall into different spectrums of privilege, and our privileges, it blinds us from the negative experience of marginalized groups. So I have different intersectionalities as a person that makes me who I am that confers upon me certain privileges or disadvantages in society. Now, given the privileges that I have, it is natural for me to be blind. To the experiences that I do not go through in terms of, you know, negative experiences, but that doesn't excuse us from not being aware. So bias is an inevitable as a result of social conditioning and cognitive processes. But it is not evidence or accusations of prejudice. So contrary to our conscious intentions, we all hold hidden biases that manifest in subtle or unconscious ways. And sometimes it can actually manifest in dangerous ways as well. So it's important that we are aware of them, or we may be creating more harm than good for marginalized groups we support. So I'm just going to stop sharing my screen for one second, so that I can close all my tabs, so we don't disturb the rest of the meeting. My apologies. Alright, so we'll go back to this. All right. So thank you. Now, what can I do? These are some of the in my previous talks, where I focused specifically on unconscious bias and, you know, set   06:13 up, sorry, so. So what can I do to counter unconscious biases? These are just some recommendations that I've suggested. But they're not again, I'm not going to go deep into this one. Because this was what I covered in like my previous talks on, you know, self worth and critical reflection, and how do we go about that journey. In previous talks, I also spoke about how I went on my specific journey to, you know, to discover my unconscious biases, and actually start working on them. So that was a lot more comfortable, because I was using myself as an example. So that kind of puts people a little bit at ease. So in terms of my recommendations I made for firstly, being aware of differences in different candidates that we're, you know, we're involved in, a lot of us are academics, a lot of us are in positions of power and leadership positions. We have times where we engage with candidates, with students, with individuals who rely on us for decision making. So it's important that we are aware of those differences in different individuals and ourselves. And acknowledging that we all have bias, even when we do not realize that I think this is this is really important, because the biggest step is to acknowledge it is the lack of acknowledgement, that actually puts a lot of people on the defense. And the third recommendation I'd make would be to actively resist inappropriate advocacy and unreasoned judgment that this person, for example, is not suitable for this position because we are coming from a space of a bias or stereotype. So we don't think that they're capable because of certain gender or certain ethnicity. And lastly, and quite importantly, getting involved in reflective activities to continuously work on unconscious biases. It is a learning process, it is something that everyone has, it is also something that helps us navigate our world. So we're not suggesting that you don't have biases anymore. We're suggesting that you actively engage with your bias so that you know that it does not disadvantage someone who's relying upon you for your decisions. Right. Now, moving forward from this section of self worth, and critical reflection, which is really important to engage with, while and before we get into engagement with ethnic minority students as mentors or allies or advisors. So under this engagement with ethnic minority students, today, I will speak a lot about empathy and vulnerability, which is really important to express because we, we don't have to know everything. I think it is important for us to be vulnerable and know that we don't know everything we are learning. And I'll show you examples on how that honesty and that transparency about where we are on our journey can be really helpful and can gain the interest of students who are different from us. And I would also be talking about some of the positive action and active support that we can provide to our students. So the main flow of my talk would be understanding firstly, the distinction between role models and mentors. Then I'll go into a bit more discussion on a certain publication, which talks about cross race mentoring. And finally, I'll end off with a recording of personal experience of an ethnic minority student who very kindly recorded that for me, and it is very telling and quite aligned with the kind of theory that has been established through this publication.   09:57 So firstly, let's have a look at what Role Models versus mentors are, they're both significant, and they can't be overlooked in terms of their difference, it is important to establish that. So let's look first at what a role models. A role model is someone who we can look up to be inspired by, we admire with an aspiration to emulate their life or behavior, they don't need to be known. So the the role model does not need to know me or I don't need to know the role model, it could be a very silent relationship where we just watch them from afar and want to be like them. And role models usually provide an inspiration from afar. Rather than direct advice and support, it could go into advice and support as well. But this is usually someone you look from afar. Sometimes celebrities, sometimes Nobel Prize winners, it's a one way relationship largely. Mentors, on the other hand, they engage in long term relationships. And they are focused on supporting the growth and development of their mentees by sharing the wealth of experience they have. So mentors are usually on some sort of similar career trajectory, or some kind of space that you connect with in your life and you feel like their experiences can help you. So a mentor is a lot more invested. They ensure and guide their mentees to make informed decisions regarding personal and professional development. And as I said, that relationship happens to be a lot more personal, and there is significant trust that is built between them. So both parties usually agree to that mentorship making this a two way relationship. Now, just some statistics that I found very interesting 87% of UK staff within higher education, they reported that there is a lack of role models from ethnic minority backgrounds and teaching practices. And that is one that has been attributing to work that has been one of the main factors leading to the awarding gap between white and ethnic minority students within higher education. And this was reported by The Times Higher Education survey. So just again, because I am from the College of Medicine health, I would give you a few examples from medicine as well. There is an overall 14% degree awarding gap among medical students within the UK 78% of students within the UK also held similar views on the main reason for the attainment gap. This is directly from the report of the National Union of Students, I want to also highlight that we are changing that attainment gap term, two awarding gap which is a lot more which puts a lot more responsibility on the institution. Because when we use that attainment gap, we kind of put that responsibility of poor achievement to the students or the individuals who are not, you know who are falling in that gap. So an awarding gap puts them takes that deficit model away. But this is a quotation from the NUS UK report. So they cite lack of diverse senior leaders as one of the main factors of the awarding gap. So role models in academia can create that sense of belonging for students who tend to report the imposter syndrome where they feel like they may not belong in that space. 1.3% of ethnic minority students choose to do a PhD, almost half of their white counterparts, which is two point by 2.4%. And that was reported by the Higher Education Funding Council for England.   13:41 Now, role models and mentorships do go hand in hand. And we need to improve diversity in both student and faculty leadership to increase the role models for our students. And today we focus on tools to empower our existing ethnic minority students with resources we have through mentorship, which is basically parallel ongoing work. Now benefits of mentorship would be basically when student and faculty engage in mentoring programs, it has significant benefits to students, especially those that are considered to be at at risk because of academic difficulties. Some of the benefits, these are quite common benefits that we already I think we've all heard of it. It improves self efficacy. There's increased academic scores to help eliminate the degree awarding awarding gap that we have found in literature that students end up completing more credit units, there is a reduced rate of dropouts, increased graduation, more opportunities for growth, and also higher enrollment in graduate programs. And you know, students actually following through with careers in academia. So cross race mentoring, this is the second part of the talk. We're going to look at a case Study, which talks about highly successful versus the least successful mentorship. And the main important reason for why I even talk about this is because in Exeter 88% of our students who are accepted are, you know, is white. And a majority of academics within Russell Group universities are also white. So 86% are white, you have 6%, who's Indian and South Asian 6%, who has Chinese and East Asian, mixed and black are 1%, an Arabic 0.4%. So largely majority of our academics are also white, you know, that kind of puts our ethnic minority students in a position where they are really a minority, where, you know, their counterparts are largely white. And they're the academics that they look up to are also largely white. So discussions with academics in general, one of the quotes that I'm going to make here is something that stayed with me, one of the white colleagues said, I am a white faculty member, it is not my place to mentor, an ethnic minority student, I do not share their lived experiences, and they will not be able to relate. And I cannot help that. So there is this apprehension that they are not qualified or they're not suitable to be a mentor for ethnic minority students. And so they sort of shy away from that role and responsibility, because they don't feel that they can help. Now, there are in again, in literature, there are two sides of the argument for cross race mentorships, some of the concerns raised were that white mentors tend to promote their own racial views, and encourage their mentees to assimilate into the white mainstream. And that largely stems from the unconscious bias where they say things like, you know, you need to, you know, try and integrate better, you need to do better with making friends and you need to do, you just need to try and assimilate with, you know, with the population, if you want to be if you want to feel included. And that's a problem. If we go on to the next one, a lot of academics also want to avoid difficult conversations about racial issues, they don't acknowledge that racial differences, one of the very problematic terms that that that tends to get used as colorblindness, where they say I don't see color, so it doesn't even matter when that is something that can be really, really harmful. So there is a tendency to downplay the significance of race, though it could be central not could be the it is actually central to the lived experiences of their mentees or their tutees. And often, this stems from a huge discomfort that mentors have been discussing race giving, and they tried to give the impression that racial discrimination is not that important, or race is not important. So we don't want to use that or bring that in the into the conversation. There is a positive side to this where you know provenance of this cross race mentorship actually explain why it's needed.   18:23 There are obviously as I showed you, in some steps, just now currently, a lot more people of color who are in need of mentors, then there are minority mentors. So that should not deprive ethnic minority students of mentors. So waiting for some foreseen race match can result in valuable time lost for the for the mentees. There are also practices that can help individuals overcome the obstacles of different lived experiences. For instance, it is important to select mentors who promote their mentees cultural and ethnic identity, who remain cognizant of the lived experiences of minorities. The mentorship gap for ethnic minority students why, as I said, Why white mentors tend to shy away from the mentoring from mentoring their mentees of different ethnicities, because largely they feel that it is not their place. And because of the different lived experience, there can't be a relatability. So some of some research stresses on same race mentoring, and others highlight the resulting dearth of mentors and therefore leaving ethnic minority students with no mentors, there is evidence for contact hypothesis, which which discusses the theory that frequent intergroup contact between equal status members under appropriate conditions meaning like under friendly, hospitable conditions, can I Truly reduce prejudice between majority and minority groups. There are I first personally who really struggled to find studies and analysis of, you know how successful crossways mentorship could be. But I did find one very interesting study. And it was a very, it was a thesis, which really had some some lessons that I think we can learn and implement. So this mentorship program, it was the New Horizons mentorship program that was a program from the Portland State University. It happened in 2013. The study group was basically white faculty members with black and Latino first generation community college students in a formal mentoring program in higher education. So there was this mentorship program went on for three months, and six of the mentor pairs or trios were interviewed. So the aim of this entire project in this university was to understand the perceptions of white adult mentors, and black and Latino mentees of their activities, interactions, and their views on the advantages and drawbacks of their cross race mentoring relationship. So I'm going to set out a few definitions these definitions are from, they're all summarized from this thesis, when they define it to be successful. It describes that both the mentor and the mentee describe their experiences as positive that the relationship involves a close interpersonal bond, there was high level of agreement between the mentoring partners, and both mentors and mentees identify personal and our professional gains or growth during the interview. Sorry, give me one second, let me close my teams as well, this is.   22:02 Okay, my apologies. Let me continue, I have too many tabs open that I think I really need to start closing. So in terms of the low to no success, low to no success, mentorship experience, the participants explicitly describe their experience and partnership in a negative manner. There was very little or negligible relationship that developed between the mentor and the mentee. And mentors and mentees did not discuss anything beyond their research projects, or, or mentees were not even engaged in the research task. So this was classified as low to no success versus successful. So in this entire study, three themes emerge from their from from their entire project. And they've classified it as expectations and perception, the mentoring relationship and the racial component. So for each of these themes, I will give you some examples, a quotation for both successful and non successful relationships under each of the categories. So I think that will give us a very good understanding of, you know, how these mentors and mentees really felt. So in terms of expectations and perceptions, that was defined as mentors motivations and expectations in the program, and the mentor mentee understanding of their relationship and how they describe each other. So in a successful mentoring relationship, the mentor this mentors decision to participate in this project centered on providing mentees with opportunities to advance the mentees educational and career aspirations. They also had raised awareness and highlighted the importance of mentoring students from underrepresented and minority groups in higher education. There was a primary focus on mentees growth and progression towards their academic goals, rather than the mentors own research agenda. That is not withstanding that, of course, that these students were engaged in research, you know, mutually agreed research projects, but there was a lot of focus on what exactly the mentee wants to achieve from it. There is also mutual liking for each other, which helped them develop a personal relationship. And some of the mentees expressed that, you know, despite things being successful there, in the beginning, they still found that race class educational differences, and awareness of the kind of implicit racial attitudes, their white mentors might have created a bit of tense and uneasy feelings for them. So to illustrate that I took one of the courts, which said a black male mentee said the first few meetings I was just like, wow, just the dynamics, you know, an older white woman We have our perceptions about older white women and how they see black men. So it has probably played on me more than it played on them. So it was just like all these emotions, like, Okay, well, I'm in this position, I got to step up show that I'm worthy. So this was one of the comments, the black male mentee made in the beginning, which of course, transformed moving forward in that mentoring relationship. Whereas in a low to no success mentoring relationship, the mentor mentees that were interviewed, the theme that emerged was that mentors had very different motivations for joining this program, because they wanted to get help for their own research and work more than, you know, understanding the mentees career goals or aspirations. And often these mentees were considered a pair of eyes or a pair of hands. And their goals were not given similar consideration. So there was a mich mismatch of their expectations. And that led to a difficulty in the bonding between the mentor and mentees. And you know, there's a difference in personality, there's lack of common interest. So there was little to no mutual liking, and no vision towards that common goal. So mentees often describe that mentorship as like a job, they often felt judged, and they did not feel mentored at all. So one of the mentors, a white mentor, who was a part of this program said, I was kind of at the point where I was working on my research. And that was really the priority for me. I was thankful Jared was able to give me some help. But also I wasn't too concerned about you know, do we like each other.   26:42 Now, let's move on to the second aspect of this theme from this project, which they classified as the mentoring relationship. So the mentoring relationship talks about the overview on the amount of time mentor spent with the mentees and how mentees perceive this experience as contributing to their academic and career goals. So let's look at the successful relationship first. In successful relationships, there was frequent contact with one another, apparently, it was at least once, two thrice a week during the mentorship period, there were opportunities for mentees to expand their social network within the university and community through the mentors network, of course. Them mentees gain a clearer perspective on their academic goals and enhance their personal development. They didn't feel like they were in an employer employee relationship, they really felt like this was more of a friendship. And the tools and support provided really helped to advance the specific skill sets that they aim to advance. And mostly, the mentees talked about equal status relationship where it was more collaborative, and they were working towards shared goals. And both their goals were considered important. So they didn't feel that power hierarchy. That was they're in a non successful mentoring relationship. So the work that they were assigned, was aligned to their career aspirations. So one thing that they did highlight was that equal status is difficult to achieve, especially when you have faculty versus first generation undergrads, that could really lead to a clear hierarchy, which was quite evident for the non successful mentoring relationship. And that gap became becomes more pronounced for ethnic minority mentees. And that often leads to that imposter syndrome. Now, one of the mentees said that the mentor had me talk to different people so I could get a greater perspective of what I want to do. I felt like that was a really good thing. I never felt at any point throughout the whole process that it was just about getting my work done for her. I felt like she wanted me to learn something about what I want to do as well. So that was a really nice quote from the mentee. Now let's look at the unsuccessful one. In an unsuccessful mentoring relationship, there were no clear definitions of the mentor and mentee role, the mentee was largely unclear about what was expected of them. Now, the mismatch of mentor mentee expectations resulted in poor mutual liking. And there was also a mismatch of personality and interest. So the mentor did not really work together with the mentee to achieve the mentees academic goals, and build that entire mentorship program around their own research agenda, rather than working on shared goals. And the mentee also did not perceive the mentor accordingly, but saw the mentorship as an opportunity to gain job experience. So it became automatically this employer employee relationship rather than a collaborative one. Now, one of the mentees said I felt like I didn't get as much For me being where I am in my life and my career, I didn't feel that I got as much out of it as somebody without a career and knowledge base would have got, I think I would have chosen a different research project for myself, I didn't get to hone in on my skills, I got to kill time.   30:18 So the third component, which is the racial component, which is which I personally found the most interesting, and in successful mentoring relationships, the mentors demonstrated raise awareness, and they acknowledge racial stereotypes as barriers to interracial interactions and relationships, which is, which was very interesting for me to read. Mentors stressed the importance of mentoring students from underrepresented groups, and they actively tried to create more inclusive environments. Mentors also demonstrated awareness of implicit racial attitudes, and use experience. As a member of another out group, for example, women in higher education are also they face significant disadvantages as well to empathize with their students. So mentors needed to put in more effort as compared to same race mentorship to ensure success. And this was the sentiment of a lot of the mentors in interviewed in this project. And mentors expressed that same race mentors would have the biggest impact on how they felt only at the beginning, but did not, you know, as same race mentor would not have changed much about their overall mentoring mentoring relationship. Over the three months, one of the mentors said, I am quite a bit older than her, also white male. And so kind of on all levels, there are a lot of differences. And I knew I'd have to make it work to put her at ease and have regular contact, I have to I have to keep in mind my age, my degree, my kind of status, that I was male and white, and all those kinds of things just to try and make it more make it comfortable for her. In a low to no, no success relationship. The racial component was, I think, a very significant factor as well, where white mentors did not believe that racial difference between mentor and mentee had an impact on the outcome of the relationship. This is where I mentioned the color blindness that just now where they use that as a little bit of that shield, to not engage in that difficult conversation. So mentors expressed that it was not important to consider how racial dynamics might affect the mentor mentee interaction. They believed that if work interests align, racial dynamics would not influence the relationship, since common interests should supersede racial differences. The mentors also when interviewed, were very uncomfortable answering questions that explicitly asked about race. And they also did not exhibit racial awareness. So mentees also did not have a have any significant thought about race and its impact on the mentoring relationship. So I wouldn't say it was only the mentors being unaware the mentees also didn't necessarily want to engage with the racial component of it as well. So the mentor said, one of the mentors said, I just don't see how race ethnicity class minority anything. I just don't see how that came out. I really don't and I thought about it. So this was one of the most this was to me, one of the most prominent statements that a mentor from a from an unsuccessful mentoring relationship made, which is why I put it here that I feel like there is especially when mentors do not see how race class ethnicity any of these intersecting factors that make up the life of their mentee had anything to do with a successful mentoring relationship. That is one of the biggest indicators of that of the fact that this relationship is not going to be successful. And this really came out in this particular mentor statement. Now, I want to this this is a four minute clip, I want to play this for you. This student who is speaking here is you know, I cannot reveal any any details about the student at all, but I had received consent to play this for the presentation. So this is an ethnic minority students personal experience with two different white mentors. So I think it'd be really useful to for us to listen to this.   34:34 I am a first generation South Asian immigrant and my parents and I first immigrated to the UK in 2002. I'm currently in the penultimate year of my undergraduate degree and since being University I've had two different white male academic advisors. I really really struggled during the first year at university with undiagnosed ADHD and my Mental health issues. My performance really was limited by my circumstances at the time. So I do feel that it's quite important to highlight my individual case as the different ways my two advisors, approached my problems really dictated my experience as a beam student in terms of having the confidence to approach my difficulties at the time. So my first advisor was assigned to me during my first year at university. And I did feel at the time that although he knew my problems, he had no genuine private concern about them. I was really vocal about negative South Asians specific cultural norms and how they impacted me, pressured me, or caused a lot of difficulties in my academics. And I felt no real response from my previous advisor, I think that maybe you felt you had no place to give input. I mean, maybe speculating doesn't really explain the extent to the of the issue, but I didn't feel a response. And that paired with the fact that we didn't have consistent meetings, when we did meet, it solely focused on academic aspects of my experience, and I essentially had no outlet to explain my difficulties and ask for help. With regards to my personal difficulties. I do feel when I did feel at the time that a vain faculty member would have resonated with my struggles a lot more. And I do feel that he himself was sort of indifferent to my problems at the time. Towards the end of the academic year, I was given the opportunity to change advisors, I did so immediately. My current advisor is also a white male. But the experience has been completely different. He gives me the room to talk about my experiences without judgment, I'm again very vocal about my problems. And my present advisor shows no expression of judgment or confusion. I mean, rather, he shows a real attempt to understand or try to understand. And he's accepted the way that I choose to express myself. It's that acceptance that's really given me comfort. He also kind of links discussions together, so the discussions would have meaningfully linked to each other. And he remembers what I refer to in a previous discussion and then linked it without outright reminding me of a negative experience. I mean, it seems that he tries himself to understand and mentally map out what I'm going through. And he just continuously encourages me, I think, whenever my dialogue is self deprecating or defeatist, he really tries to advise me on how to be positive. And we're both aware of the sort of interracial differences when conversations are centered around culture. But he actively tries to avoid being sort of presumptuous or speechless, he just accepts me and looks to engage and try to understand which is really important to me. During my first year, I had consistently achieved grades a lot lower than what I knew I could achieve, I received to choose thirds, I even scored a 17% on one assignment. I recently received some feedback on two summative assignments, one of which I received in 84%, and the other 95%. Although there are many, many reasons as to why I'm now better able to manage my difficulties, I do feel that my having my present advisor has very much improved my confidence and has equipped me to be better able to kind of reach my potential and approach my issues. It seems clear to me that the demographic of advisors for Boehm students in my case does not necessarily dictate the quality of the experience, rather a space for I mean, open dialogue, with encouragement, persistence, and acceptance does. And I hope that my experience is useful in showcasing that white faculty members can also empower them students. Thank you for listening.   39:19 Alright, so I found that personally very, very inspiring. You know, hearing the students speak the way that she did, I tried to extract some of the things that she has said, and tried to align it with what the research project from Portland State University tried to show as well. So first, when she discussed about developing a personal relationship and her two different experiences, she mentioned that there was no opportunity to express the personal issues that limited her and how all her meetings focused only on only on academic matters, versus the next mentorship. An experience that she had, where she felt free to express herself and mentor provided comfort, reassurance and showed genuine concern. And they also discussed issues outside of work in academia. Now, the second theme that emerged from her conversation was ongoing and meaningful follow up discussions. So comparing her two experiences, the one that she found unsuccessful showed a failure to follow up and maintain communication, despite the students initiative to establish contact and express her challenges versus the successful mentorship mentoring experience, where she said that meetings were very consistent. And the mentor listened actively remembering the students challenges to help monitor her progress. And finally, sensitivity to cultures specific concerns, her unsuccessful mentoring relationship had indifference when you know, she met with her mentor, you know, because there was no discussion on culture, or there was an indifference to the discussions on culture or cultural differences more specifically. So there was also no real attempt to engage or try to understand the students feelings. Versus during a successful relationship. There was that acknowledgement of the difference in cultural backgrounds, and engagement and fruitful dialogue without judgment or disapproval. So if I can go further and map the same, the same themes that extracted you know, I extracted from her conversation, it really does match up with what the study actually found on the themes that they identified, which is expectations and perception of the mentoring relationship, the actual mentoring relationship and what that entails, and the racial component where there is an acknowledgement and understanding that these differences exist, and the differences actually can, you know, impact how the relationship goes on. Now, if I could summarize, overall, based on my entire talk, I think under expectations and perceptions, it is important for to keep mentees goals and aspirations at the forefront. Along with of course, the supervisors or the mentors goals where you know, why they engage in the relationship, it needs to be, you know, both of their goals and aspirations need to be equally valuable. So it is also important to overcome negative perceptions, stereotypes and try and build that trust, which is important in developing mutual liking and the bond. In terms of the mentoring relationship, it is important to provide mentees with tools for growth and development, it is important to have an equal status relationship working towards that shared goal, and of course, effective communication. And finally, the racial component, which I always find very fascinating is demonstrating the awareness of race and ethnicity, acknowledging our own unconscious or implicit biases, being empathetic and allowing vulnerability as I first mentioned in the in the beginning, and having open conversations about racial dynamics that can play into the relationship and the success of the mentoring relationship.   43:27 And that's it for this episode. Don't forget to like, rate and subscribe. And join me next time where I'll be talking to somebody else about researchers development and everything in between.

In light of the upcoming diversity week at NSU MD, we discuss the difficulties and benefits to being a minority student in medicine. Today's episode features guest speakers Stachyse Stanis and Maria Pereira.

If you're a minority or low-income family in Santa Ana or surrounding parts of Los Angeles, the award-winning college admissions consultancy College Planning Experts (818-201-4847) can help you access fully funded grant programs. Go to https://collegeplanningexperts.com (https://collegeplanningexperts.com) for more information.

Today's episode is from an hour long keynote I gave at the 2022 Midwest Association of Colleges and Employers Annual Conference. Despite being widely used, the name "first-gen" has a negative connotation. Yet, many college career service administrators, employers, and even us, first-gen students/professionals frequently use it. I talk about helping first-gen students change the narrative, embrace their journey, value their identity, and the power of vulnerability. To employers, I give simple techniques to help identify first-gen talent. Aspira Consulting culturally relevant Career Readiness Program information

On this Juneteenth Weekend, Dr. Stephanie Krusemark, co-host of the AdmitIt podcast, sits down with Dr. Marybeth Gasman to discuss the history of race and culture embedded within the minority serving institutions in the United States. We discuss the positive impact these institutions have on student success, the realistic challenges of their survival and ability to thrive, and why it's important to advocate for their sustainability within the larger higher education ecosystem of colleges and universities in the United States and globally. Dr. Marybeth Gasman is the Samuel DeWitt Proctor Endowed Chair in Education, the Executive Director of the Samuel DeWitt Proctor Institute for Leadership, Equity & Justice, and the Executive Director of the Rutgers Center for Minority Serving Institutions at Rutgers University. RESOURCESPublications by Dr. GasmanDoing the Right Thing: How Colleges and Universities Can Undo Systemic Racism in Faculty Hiring (Princeton, NJ: Princeton University Press, 2022). Educating a Diverse Nation: Lessons from Minority Serving Institutions. (Cambridge, MA: Harvard University Press, 2015). Relevant Context MaterialConsider a College With a Focus on Minority Students, U. S. News and World Report Minority Serving Institutions, American Council on Education  Education Dept. Delivers $1.4 Billion in Stimulus Funds to Minority-Serving Institutions, AACRAOBiden Unveils FY 2023 Budget Blueprint, AACRAO

S3, E6: Oakton Community College in Illinois recently received a $1.5 million grant to help support its Asian American and Pacific Islander (AAPI) students, who make up about 23% of Oakton's student population. Dear Aunaetitrakul, the grant's senior program manager, shares how Oakton promotes the grant and supports Oakton's large AAPI population – including some thoughts about why it might be time to start a subject-specific podcast at your own institution.

Today, in episode 551, our expert Infectious Disease Doctor and Community Health Specialist discuss what you need to know about Public Health. We bring on our producer, Graham Patterson, to talk about how minority racial groups are impacted by affirmative action for medical schools, as well as how community intervention impacted uncontrolled hypertension in rural China. As always, join us for all the Public Health information you need, explained clearly by our health experts. Website: NoiseFilter - Complex health topics explained simply (noisefiltershow.com) Animations: NoiseFilter - YouTube Instagram: NoiseFilter (@noisefiltershow) • Instagram photos and videos Facebook: NoiseFilter Show | Facebook TikTok: https://www.tiktok.com/@noisefiltershow --- Send in a voice message: https://anchor.fm/noisefilter/message

The left makes a big deal about teaching race in America. From the 1619 Project to critical race theory, the left claims that America is irredeemably steeped in racism and that race should be the central focus of all aspects of American life.Delano Squires, a homeschool father and scholar at the pro-America education group 1776 Unites, says that isn't helpful. Hyperfocusing on race and racism sows division, and also foments hatred for America, he says.“It doesn't matter what country or what ethnicity, because I can't think of any institution in which a person flourishes when they hate the institution,” Squires says. “I don't know of anyone who hates their wife that would then say that they have a good marriage, or hates their job and then turns around and says, ‘Yeah, I want to work there for the next 40 years.'” Squires joins “The Daily Signal Podcast” to discuss how race should be taught in our schools, and why the left's brand of race-conscious education is a bad idea. We also cover these stories:Austrian Chancellor Karl Nehammer meets with Russian President Vladimir Putin, the first time a European leader has done so since Russia invaded Ukraine.President Joe Biden announces new gun control measures that he says are aimed at “ghost guns.”A new poll from CBS News and YouGov finds that Biden's approval rating is at an all-time low.Enjoy the show! See acast.com/privacy for privacy and opt-out information.

Dr. Zainab Osakwe shares the results of a systematic review on barriers that minority nursing students face in their studies and facilitators to their success in a nursing program.

On this bonus episode, Erin welcomes Shelly Quance, Director of Graduate Admissions at West Virginia University, to announce an exciting, new initiative for future minority graduate students at the university! During West Virginia University's Aspiring Doctoral Scholars Research Colloquium, you will have the opportunity to come to the campus of West Virginia University for eight weeks of summer undergraduate research. Participants receive a $4,000 stipend for participating, and room and board are provided. Along with the research, those attending the summer program participate in developmental workshops focused on preparing students to apply for doctoral study. Apply now by going to our website! Applications close on March 16, 2022.If you enjoyed or found value in this podcast, please leave a review on your favorite listening platform or follow us on the following social media networks:FacebookTwitterInstagram

A brochure Mario Coronado's uncle found for the Best Healthcare Institute led Coronado to the free summer school program — and his job as a pharmacist. Institute co-founder Steven Player of BJC Healthcare joins Coronado to discuss how the program prepares minority high school students for future studies in pharmacy and other health care fields.

In this episode we replay the December 7th Diverse Talk Live! webcast, "Meeting the Mental Health Needs of Minority College Students." In case you missed it, listen in as a panel of experts evaluate and advise on how higher ed institutions can best address the mental health needs of minority students — particularly as they grapple with a myriad of challenges including the ongoing COVID-19 pandemic and a nationwide flashpoint on systemic racism, punctuated by the recent guilty verdicts of the individuals charged with the murder of Ahmaud Arbery.   Panelists include: Nahed Barakat, Psy.D., Licensed Clinical Psychologist, Interim Training Director/Coordinator of Diversity & Inclusion Initiatives, University of Denver, Health & Counseling Center Nathaan Demers, Psy.D., Licensed Clinical Psychologist, VP of Clinical Programs & Strategic Partnerships Amy Gatto, Senior Manager of Higher Ed & Evaluation, Active Minds   KEY POINTS: - Where does the responsibility start and end for higher ed institutions when it comes to the mental health needs of students? - How investing in student mental health increases retention and persistence - What range of support should institutions aim to provide? - The unique challenges facing students today - How is mental illness manifested differently in minority students? - Ensuring appropriate responses to mental health crises - How to overcome cultural stigmas and barriers around mental health care   QUOTABLES: “We're talking and teaching people how to think, how to interact, how to support others, how to be global citizens, and maintaining mental health and well-being is essential in that mission." “We need to elevate well-being and mental health to being a topic that's just as important as your grades and getting a diploma.”   OTHER RESOURCES: Watch this as a webcast at: diverseeducation.com/webinar­s/webinar/15282037/meeting-the-mental-he­alth-needs-of-minority-college-students?utm_campaign=&utm_medium=email&utm_source=Eloqua Panel Proposes Ways to Meet the Mental Health Needs of Minority Students: diverseeducation.com/student­s/article/15286117/panel-proposes-ways-t­o-meet-the-mental-health-needs-of-minori­ty-students?utm_campaign=&utm_medium=email&utm_source=Eloqua   PRODUCTS / RESOURCES: Visit the Diverse: Issues In Higher Education website: diverseeducation.com Or follow us on social media: Twitter: twitter.com/diverseissues Instagram: instagram.com/diverseissuesinhighereducation Facebook: facebook.com/DiverseJobs?_rdc=1&_rdr Linkedin: linkedin.com/company/diverse-issues-in-higher-education In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at instapodcasts.com)

We continue our series “Show(CASE)ing Success” as CASE marketing interns Janae Taylor and DuVonte' Beard speak with special guest, CASE Student Service Coordinator Karen Hayes. We discuss her purpose and passion for serving minority students and how impactful representation and support can be for those underrepresented and underserved students. What do you plan to wear for Halloween? Janae and DuVonte' discuss their ideal costumes in our LowerCASE segment. If you need a laugh, you don't want to miss this segment!

On Episode 6 of More Math for More People, Joel and Misty begin an 3-part conversation with Marcus Blakeney and Tom Stricklin, two CPM teachers who have focused on connecting with and advocating for their minority students within their classroom.  We address the question "How can a white math teacher better support minority students?"We also demonstrate a Pick Three teaching strategy and discuss the merits of cows on National Cow Appreciation Day. Enjoy!

Gia Grier McGinnis, DrPH, Executive Director, discusses the UMB Cure Scholar program that encourages Health Care and STEM interest in Minority Students in West Baltimore. https://www.umaryland.edu/cure-scholars/

Dr. Leon McCrea talks about the importance of being a mentor, as well as a mentee to help guide clinicians' careers, the mentoring program at Drexel University SOM for mentees and mentors and mentoring assessments with Preston Reynolds, MD, PhD, MACP.

Cesar sits down to talk to the man who changed his life, Dr. Leanord Moore. Dr. Moore is the Executive Director of the Historically Black Colleges and Universities (HBCU) initiative in the Office of the President, and the George Littlefield Professor of American History at The University of Texas at Austin. ------ Follow Cesar on Instagram @TheDoseOfCesar Sign up for The Cesar Encyclopedia: https://mailchi.mp/76bd4b82fc49/the-cesar-encyclopedia-2021 Check out Cesar's other stuff: https://linktr.ee/TheDoseOfCesar --- Send in a voice message: https://anchor.fm/cesar-jaquez8/message

Join us on a conversation about:biggest obstacles for first-generation and minorities and how to overcome them.  five step plan  to land your dream jobHost:Arnold's LinkedIn - arnoldtheengineerInstagram-@arnoldtheengineerNontraditional College Success Links:Linkedin PageInstagramFacebook PageFacebook GroupLinktreeList of Hiring ManagersYouTubeGuest Links:Daniel Boterohttps://www.linkedin.com/in/thedanielbotero/https://www.masteringcollegetocareer.com/

It's SPEND-A-THON! Congress approving yet another massive stimulus for problems that are very much self-induced. Comrade Bill de Blasio is being awarded $4 billion of taxpayer money for NYC. How is this FAIR? Plus, more "do as I say, not as I do." The hypocrisy from the left is off the charts and Americans are fed up. And, an elite NYC $54k/year private school is under fire for what one parent considers a list of "demands" surrounding race. The teachers at the Dalton School want the hiring of 12 diversity officers, and the elimination of high-level classes if minority students can't get the same grades as white students. Subscribe to hear this insane list of woke expectations that should insult any freedom-minded intellectual. SUBSCRIBE here to get the FEARLESS TRUTH. https://trishintel.com  See omnystudio.com/listener for privacy information.

Ronald Beghetto talks with Mildred Boveda about her educational journey, coming from an immigrant family who had few formal educational opportunities in the Dominican Republic, compared to Boveda’s ethnically diverse education experience in Miami with many teachers who believed in and encouraged her. Boveda discusses how she noticed the higher her educational attainment, the whiter the learning spaces became. She became drawn to education, wanting to support minoritized and marginalized students.Early on in her career as a special educator, Boveda reflected on how students are often labeled and categorized based on ability, and she wondered how this socialized departmentalizing impacted how teachers understand and reflect on their own sociocultural identities and the role this plays in their teaching. Boveda believes pre-service teachers should feel comfortable and prepared to talk about their own sociocultural identity, and as such, her research focuses on understanding and measuring intersectional competencies. You can learn more about Dr. Mildred Boveda and her work by accessing her directory page at Arizona State University and by following her on Twitter: @MildredBoveda

 EQUITY  & SOCIAL JUSTICE FOR GIFTED MINORITY & UNDER-REPRESENTED STUDENTS : An NAGC show  with a vision to champion under-represented  groups for Gifted learning .NAGC Board member Tarek Grantham, from the Dept of Ed Pych at the University of GA and NAGC past-President  Sally Krisel from Hall County Schools in Gainesville,GA are our guests JOIN THE PRE K-12 EQUITY CONSORTIUM, FREE TO EDUCATORS, AT ACE-ED.ORG

 EQUITY  & SOCIAL JUSTICE FOR GIFTED MINORITY & UNDER-REPRESENTED STUDENTS : An NAGC show  with a vision to champion under-represented  groups for Gifted learning .NAGC Board member Tarek Grantham, from the Dept of Ed Pych at the University of GA and NAGC past-President  Sally Krisel from Hall County Schools in Gainesville,GA are our guests JOIN THE PRE K-12 EQUITY CONSORTIUM, FREE TO EDUCATORS, AT ACE-ED.ORG

The Top Local Stories Of The Day See omnystudio.com/listener for privacy information.

Studies show that children retain more information and form a deeper connection to Nature when it is presented to them near their home as opposed to part of a field trip. In this episode, we sit down Attiyya Atkins of Broward Count Parks and Rec to discuss the latent potential of urban parks and how conducting environmental education programs right in children’s backyard can have a future impact on not just conservation but climate change and environmental justice. Connect with Attiyya on LinkedIn! In this episode you’ll learn: How even the most blighted park can be a source of pride for a community through environmental initiatives and programs that allow people to take pride in where they live. The definition of Eco-Cognizant. How you can take steps to start a similar program in your community. If you enjoyed this episode and are looking for more information on the topic or would like to learn how you can become a contributor or guest visit us at www.letstalkparks.com. In addition please be sure to follow us on Instagram @Lets_talk_parks for more great content from purpose-driven Parks and Recreation Professionals like yourself. --- Send in a voice message: https://anchor.fm/lets-talk-parks/message

Fresh out of college, Marcus Mason-Vivit began working in education through a college readiness community-based organization (CBO) based in Chicago, Illinois. After several years of CBO work in under-resourced areas, Marcus made the transition to the Higher Education field a little less than a decade ago. Throughout his career, no matter the title or position, Marcus has worked extensively to promote the benefits of higher education and increase diversity, access, and inclusion – especially for historically underrepresented and first-generation populations. Marcus is a proud alumnus of Northwestern University. What you'll learn about in this episode: How Marcus found his love of Higher Education and his passion for working toward bringing justice and equity to education Why effective marketing involves bringing students into the conversation to ensure that your messaging is student-focused Why conversations around diversity, minority student needs and underrepresented student outreach should happen year-round Why change and increased access at your institution starts with trust within your own office and team What key questions you should ask yourself to ensure that you're being intentional and inclusive Why first-generation students have a diverse range of challenges they have to face and obstacles to navigate, and why being clear in your language is critical Why higher education institutions should consider doing a full review and potentially an overhaul of their websites to make them easier to navigate for first-generation students Why involving students in your marketing process can help you better determine what messaging will work and connect with them Why we should be embracing video and audio content, and why it allows greater nuance and personalization Why both your messaging and the experience you are presenting to prospective students must be true and authentic Resources: Website: www.luc.edu LinkedIn: www.linkedin.com/in/masonvivit/ Additional resources: Website: www.theundeclaredpodcast.com Website: www.upandup.agency Email: contact@upandup.agency LinkedIn: https://www.linkedin.com/in/foglemanscott LinkedIn: https://www.linkedin.com/in/allison-lanier Facebook: https://www.facebook.com/upandupagency Twitter: https://twitter.com/upandupagency

If you are a minority or want to understand some struggles minorities go through, this episode is for you. I talk about the struggles of not seeing people that look like us, being perceived as inferior, thinking less of our accomplishments, and I talk about the advantages of being Hispanic. Our Guest Jonathan talks about not being able to rely on immediate family to help with college, family pressures that are even higher for Latinas, feeling you do not belong, and do not deserve to be in top positions. He also will advise on how to overcome these and provides advantages of being Hispanic/LatinX. After this episode, you will feel empowered as a minority and have new tools to succeed.I promised links to organizations and I will post those on the Facebook Page "Nontraditional College Success".What are your biggest insecurities?Chat with Jonathan and Arnold on the Facebook Group "Nontraditional College Success".Arnold's LinkedInLinktreeArnold's InstagramJonathan's Contact Info:LinkedInGo entrepreneur yourself FB page

In a time of pivotal discussion on equality, leaders across different industries are examining diversity and inclusion in their cultures. Zachary Brown is the National Graduate Student President of MANRRS and a doctoral student at Purdue University. He joins Gerry Dick from Inside INdiana Business on this week’s episode of the podcast to talk diversity, the agbioscience industry and a nationwide organization with a mission to connect minorities to careers in the sector. MANRRS: Minorities in Agriculture, Natural Resources and Related Sciences is a national organization that promotes academic and professional advancement by empowering minorities in agriculture, natural resources and related sciences. Visit manrrs.org for more information.

Ms. Danielle Thomas sits down with Dr. Thomas Hughes to discuss her  journey to becoming a Human Capital Partner in Baltimore. She has lived  and worked in various settings and will talk about her experiences as a  teacher, coach, and HCP.    *this podcast is not monetized and no money is being generated from its production or presentation*      Danielle Thomas IG:  peachesfromauntsarah   Dr. Thomas Hughes IG:  psychadjacent website:  psychadjacent.com All platform access:  linktr.ee/psychadjacent

Yalissa is an 18 year old alumni of mine, who today is coming to the podcast to talk about her experience as a brown student who went to underfunded schools most of her life. Get to know how despite her upbringings, she made it to Wesleyan University in Middletown, Connecticut on a full ride scholarship, where she is getting ready to one day be able practice Law. 

Several years later, we still find barriers and biases towards minority students in classrooms across America. Join in on the conversation as a group of teachers in training discuss how educational barriers of the past are still haunting students in the present.

The nation's minority-serving and tribal colleges and universities house a lot of science and technology talent. For more than a decade, NASA has been funding specialized course work at these institutions. The agency wants students to consider joining NASA's advanced aerospace manufacturing programs. Now there's a new round of funding. With more on the program, the manager of NASA's Minority University Research and Education Project, Torry Johnson, joined Federal Drive with Tom Temin.

HOME SCHOOLING HAS IMPACT AND PROVIDES A QUALITY EDUCATION

5) Iraqi militia groups claim the US military is helping Israel carry out drone strikes against them; 4) Mixed signals on economy; 3) Rep. Rashida Tlaib throws senior Democrats under the bus; 2) Gender-minority students report high rates of depression, self-injury; 1) Fact-check site Snopes apparently thinks satire is dangerous.

From a small HBCU to emergency medicine to organizing conferences, Alden joins me to talk about encouraging and supporting underrepresented minorities in medicine. Links: Full Episode Blog Post Tour for Diversity Find out more about Tour for Diversity on Facebook, Twitter, and YouTube. Reach out to Alden on Twitter @AMLandryMD and he can help you connect with people. Summer Health Professions Education Program (SHPEP)

The role of law enforcement officers on school campuses is not well understood.  Devon Lincoln is joined by attorney Tom Manniello, an expert in student discipline issues and discipline reform, and Jenell Van Bindsbergen, an attorney specializing in working with police officers and police departments.  In a wide ranging discussion, the panelists lay out the complex issues that come up when an officer polices a school campus. Show Notes & References Client News Brief: Settlement Addresses Discriminatory Treatment of Minority Students and Students with Disabilities (Link to CNB) Client News Brief: New Law Requires Legal Consult Prior to Custodial Interrogation of Minor Under Age 16 (Link to CNB) For more information on the topics discussed in this podcast, please visit our website at: www.lozanosmith.com/podcast.

In our abbreviated episode today due to the snowstorm that hit the Washington, D.C., area, we feature an interview with C.J. Sailor of the Gloucester Institute, a nonprofit that works to engage minority students on campus.The Daily Signal podcast is available on Ricochet, iTunes, SoundCloud, Google Play, or Stitcher. All of our podcasts can be found at DailySignal.com/podcasts. If you like what you hear, please leave a review. You can also leave us a message at 202-608-6205 or write us at letters@dailysignal.com. Enjoy the show! See acast.com/privacy for privacy and opt-out information.

My guests on today’s episode are Craig Frisby and Joshua D. Phillips. Craig Frisby is co-editor, with William O’Donohue, of a new book, Cultural Competence in Applied Psychology: An Evaluation of Current Status and Future Directions.  The book takes a critical look at what professionals in the fields of clinical psychology, counseling psychology, school psychology refer to as cultural competence, also referred to as cultural sensitivity or multicultural competence. Josh Phillips is the author of a chapter in the book titled The Culture of Poverty: On Individual Choices and Infantilizing Bureaucracies. Sean Stevens, our research director, has a chapter in the book titled Cultural Competence: A Form of Stereotype Rationality. The chapter is coauthored with Lee Jussim (Rutgers), Lillian Stevens (NYU), and Stephanie Anglin (Carnegie Mellon). Craig Frisby is a professor in the college of education at the University of Missouri, and author of Meeting the Psychoeducational Needs of Minority Students. Josh Phillips's background is in rhetoric and communications, and he is author of Homeless: Narratives from the Streets. He’s a professor in the Communication Arts and Sciences department at Penn State Brandywine. Timeline 1:07 Multicultural competence is an impressionistic term 7:30 How should students be introduced to cultural competence? 12:18 Josh’s “controversial” research on poverty and homelessness 18:20 Too much attention to race without class 21:30 No attention to individual traits and human universals 27:40 The template of victims and victimizers 32:00 Evidence of student self-censoring unorthodox opinions Links * Cultural Competence in Applied Psychology (publisher site) * Joshua D. Phillips on Twitter * Craig Frisby on an Education Reforms panel on Prospects for Black America (C-Span video and transcript) * Cultural Competence: A Form of Stereotype Rationality by Sean Stevens, Lee Jussim, Lillian A. Stevens, & Stephanie M. Anglin Rating the Show Please rate this show on iTunes: * Go to the show's iTunes page and click “View in iTunes” * Click “Ratings and Reviews” which is to the right of "Details" * Next to "Click to Rate" select the stars. See the full list of episodes of Half Hour of Heterodoxy >> Transcript Here is a transcript of Episode 41.

Welcome to Mentor Me to PhD!In this episode you will learn a more about me, Ja'lessa, and why I was motivated to start this podcast. Wherever you are in your journey, please join the MentorMe network as a place of support and encouragement.

Morning Coffee with Craig: 8/27/2018 - MSNBC Contributor Claims Armed Teachers Might Shoot Minority Students _____ Craig DeLuz's program about gun rights, "Coffee with Craig" , which airs every morning on the Firearms Policy Coalition Facebook page https://www.facebook.com/gunpolicy/ , YouTube Channel https://www.youtube.com/channel/UCQwal7KaCKPDWarooZ3p4Kw?view_as=subscriber & via podcast at https://anchor.fm/coffee-with-craig Please support our efforts by making a donation at http://bit.ly/2H7fm0L

According to the US Department of Education, 56% of American students will be students of color by 2024. Yet today, just 18% of teachers are teachers of color. In today's episode of Parents Engaging Parents, Altorice is joined by two educators to discuss this disparity, how it impacts student outcomes, and what innovative educators are doing to address it.

NACUBO assistant directors of research and policy analysis Lesley McBain and Lindsay Wayt join us today to share new NACUBO research, a new paper in the NACUBO Perspectives Series, addressing the relationship between tuition discounting and access and affordability for underrepresented minority students. This paper examines whether increasing tuition discount rates between 2011 and 2015 was associated with an increase in the enrollment of underrepresented minority students. Findings indicate that institutions that increased their tuition discount rates the most had above-average increases in their proportions of undergraduates from underrepresented backgrounds. Listen in for additional findings and background on the study and its relationship to the broader NACUBO Tuition Discounting Study today! Links & Notes Download Tuition Discounting and College Access for Underrepresented Students

In 2016, 82% of all public school teachers were white, while 49% of all public school students were non-white. According to the US Department of Education, in 2024 it is anticipated that 56% of all public school students will be minorities. In this week's episode of Parents Engaging Parents, Altorice and his guests will discuss the causes of the racial disparity between educator and students and whether or not this disparity affects student outcomes.

It is widely believed that minority students are overrepresented in special ed programs, possibly due to racial bias. But controlling for other factors that might put students at risk for problems at school, Paul Morgan and George Farkas find that minority students are actually less likely to receive special ed services than similarly situated white students. In this episode, they discuss why there is under-identification and under-treatment of black children with a demonstrated clinical need for special ed services compared to white children with the same need. They explain the issue in more detail in “The Wrong and Right Ways to Ensure Equity in IDEA” available at http://educationnext.org/the-wrong-and-right-ways-ensure-equity-idea/

http://www.usefulscience.org/podcast/11 This week we learn about ambient noise for creative thinking, email checking frequency, and academic tracking, which is separating students into different classes or schools according to their academic ability. Follow us @usefulsci or email us at podcast@usefulscience.org. Show Notes Individuals who were instructed to only check e-mails 3 times per day (as opposed to as many times as they wanted) reported lower levels of daily stress. Ask Useful Science: Academic Tracking The Variable Effects of High School Tracking (Gamoran, 1992) Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya (Duflo, Dupas & Kremer, 2008) Implications for Ability Grouping in Mathematics for Fifth Grade Students (Stinnet, 2013) Ability Grouping Interventions and Math Performance Among Inner-City School (Sreckovic, 2015) Can Universal Screening Increase the Representation of Low Income and Minority Students in Gifted Education? (Card & Giuliano, 2015) The optimal noise level for carrying out abstract thinking and creative tasks is 70 dB, which is the average noise level of a coffee shop.

(I SUGGEST YOU START LISTENING AT THE 12 minute mark! I was having sound issues!) We've seen numerous accounts of minority teens being rude, disrepectful and a loof within classrooms. Many are saying that they arent able to learn due to a lack of home training. Is it really that hard to teach black and brown youth? How can educators from all aspects within the arena of academic development provide a better platform to engage and empower our youth? 

Members of Moraine Valley's GASP (Gender and Sexual Progress club) discuss their experiences.

Members of Moraine Valley's GASP (Gender and Sexual Progress club) discuss their experiences.

Members of Moraine Valley's GASP (Gender and Sexual Progress club) discuss their experiences.

Members of Moraine Valley's GASP (Gender and Sexual Progress club) discuss their experiences.

The University of Hawaii at Manoa's William S. Richardson School of Law has been ranked tops in the nation as the "Best Environment for Minority Students" in the 2012 Princeton Review rankings.

Suffolk University, Suffolk University Law School, Boston, Office of Academic Access and Opportunity, LSAC, Law School Admissions Council, Diversity, Inclusion, Disadvantaged Groups, Minority Students, Access to Higher Education, Diverse Populations

In this podcast, Dr. Eugene Walls discusses his research on school engagement among sexual minority students. His research is aimed at understanding the contributing roles of school climate, adult allies, and gay-straight alliances in predicting academic outcomes.