Your search found 11198 results.

Descriptors:
Motivation; Behavior Theories; Ethnic Groups; Migrants; Psychological Characteristics; Young Adults; Group Membership; Citizen Participation; Internet; Correlation; Immigrants; Goodness of Fit; Peer Groups; Parent Child Relationship; Guidelines; Minority Groups; Computer Mediated Communication; Ethnicity; Foreign Countries

Abstract:
Levels of civic engagement are assumed to vary according to numerous social and psychological characteristics, but not much is known about online civic engagement. This study aimed to investigate differences and similarities in young people's offline and online civic engagement and to clarify, based on Ajzen's theory of planned behavior (TPB), associations between motivation for civic engagement, peer and parental norms, collective efficacy, and civic engagement. The sample consisted of 755 youth (native German, ethnic German Diaspora, and Turkish migrants) from two age groups (16-18 and 19-26; mean age 20.5 years; 52% female). Results showed that ethnic group membership and age moderated the frequency of engagement behavior, with Turkish migrants taking part more than native Germans, who were followed by ethnic German Diaspora migrants. Analyses based on TPB showed good fit for a model relating intention for offline and online civic engagement to motivation for civic engagement, peer and parental norms, and collective efficacy. Ethnic group moderated the findings for offline civic engagement and questioned the universality of some model parameters (e.g., peer and parental norms). This study showed the utility of the TPB framework for studying civic engagement but also reveals that the predictive utility of peer and parental norms seems to vary depending on the group and the behavior under study. This study highlights the importance of including minority samples in the study of civic engagement in order to identify between-group similarities and differences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Evaluation; Scoring; Writing Instruction; Essays; Essay Tests; Computer Assisted Testing; Statistical Analysis; At Risk Students; College Freshmen; Ethnic Groups; Computer Software Evaluation; Automation; Research Universities; Student Placement

Abstract:
This study investigated the use of automated essay scoring (AES) to identify at-risk students enrolled in a first-year university writing course. An application of AES, the "Criterion"[R] Online Writing Evaluation Service was evaluated through a methodology focusing on construct modelling, response processes, disaggregation, extrapolation, generalization, and consequence. Based on the results of our two-year study with students (N = 1,482) at a public technological research university in the United States, we found that "Criterion" offered a defined writing construct congruent with established models, achieved acceptance among students and instructors, showed no statistically significant differences between ethnicity groups of sufficient sample size, correlated at acceptable levels with other writing measures, performed in a stable fashion, and enabled instructors to identify at-risk students to increase their course success. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Vocational Education; Minority Groups; Minority Group Students; Dropout Rate; Educational Attitudes; Educational Experience; School Orientation; Foreign Countries; Regression (Statistics); Ethnic Groups; Prior Learning; Role

Abstract:
In this study, we examine students' educational attitudes upon the transition to Dutch senior vocational education (SVE), a transition associated with high dropout rates in the first year. Prior studies have identified differences in educational attitudes between sociodemographic groups. However, the mechanisms underlying those differences remain topic of debate: some studies point at differences in the school orientation and support in students' social communities outside school, others focus on differences in educational experiences between sociodemographic groups. Multilevel sequential regression analyses on a diverse sample of 1438 students in urban SVE schools reveal that students have very positive educational attitudes upon their transition to SVE. Ethnic minority students express particularly positive attitudes. School-related encouragement and support at home plays an important role in students' attitudes, but the attitudes of students from lower educated or ethnic minority communities are less related to this support. Prior school experiences play an essential, but occasionally counterproductive, role in students' attitudes upon transition, depicting the transition as a fresh new start for some, and an unwelcome threshold for others. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethnicity; Cultural Background; Ethnography; Foreign Countries; Research Methodology; Information Science; Information Science Education; Researchers; Archives; Ethnic Groups

Abstract:
This paper argues that researchers involved in cultural heritage preservation need to adopt a more inclusive ethnographic research methodology that pays special attention to how power, class, and status shape the communities we study. Based on observations from field research in Ghimes-Faget, Romania, we discuss why the Hungarian ethnic identity was chosen as the village's most visible representation although residents had many other identities from which to choose. We show how local efforts to preserve culture, history and self "in one direction" were shaped by the current socio-economic reality in the village. Our findings suggest that identity selection is influenced by shifting power relations between ethnic groups over time as much as it is by the dominant ethnic group in a community. In an effort to show how existing research falls short, we discuss why one recently proposed "culturally responsive research methodology" could not support any kind of legitimate preservation agenda in Ghimes or any other community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Jews; Grade 12; Ethnic Groups; Social Cognition; Controversial Issues (Course Content); History Instruction; Evidence; Empathy; Perspective Taking; Group Membership; Self Concept; Identification (Psychology); Bias; Classification

Abstract:
Learners' identity is considered a resource, but is also assumed to conflict with impartial history learning practices. This empirical study explores the relationship between learners' social identity and their historical practices and understanding. Sixty-four Jewish-Israeli 12th-grade students of Mizrahi and Ashkenazi ethnicities studied a historical controversy concerning the relations between the two ethnic groups. Participants' discussions were analyzed to trace the impact of social identity on historical learning and the application of disciplinary practice. Findings attest to the impact of social identity. Participants frequently approached evidence and applied empathy in ways benefitting in-group image. However, social identity and intergroup interaction also motivated elaboration of arguments and disciplinary practices. Implications for engaging diverse students' identities in history teaching are discussed. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethnic Groups; Social Science Research; Evaluation Methods; Behavioral Science Research; Likert Scales; Research Methodology; College Students; Student Attitudes; Test Bias; African American Students; Hispanic American Students; White Students; Racial Differences; Psychometrics; Probability

Abstract:
Though ubiquitous, Likert scaling's traditional mode of analysis is often unable to uncover all of the valid information in a data set. Here, the authors discuss a solution to this problem based on methodology developed by quantum physicists: the state multipole method. The authors demonstrate the relative ease and value of this method by examining college students' endorsement of one possible cause of prejudice: segregation. Though the mean level of students' endorsement did not differ among ethnic groups, an examination of state multipoles showed that African Americans had a level of polarization in their endorsement that was not reflected by Hispanics or European Americans. This result could not have been obtained with the traditional approach and demonstrates the new method's utility for social science research. (Contains 2 tables, 5 figures and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Race; Foreign Countries; Social Change; Feminism; Racial Differences; Critical Theory; Racial Bias; Guidelines; Educational Research; Minority Groups; Ethnic Groups; Self Concept

Abstract:
There has been much debate around the extent to which post-structuralist theory can be applied to critical research. In this article, it is argued that aspects of the two approaches can be combined, resulting in productive tensions that point towards a possible new framework for researching race and racism in education in the UK. The article specifically considers combining critical race theory with a post-structural approach to understanding identity based on the work of Judith Butler, and explores the usefulness of such a theoretical approach to investigate minority ethnic young people's experiences of education and the way in which these experiences shape their sense of self, leading to the perpetuation of racial inequalities. It is argued that working at the boundary of these two theoretical traditions provides a deeper understanding of the way in which racism operates, the way it shapes experience and the possibilities for political and social change. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Surveys; Social Work; Social Science Research; Anglo Americans; Whites; Stranger Reactions; Intergroup Relations; Cultural Awareness; Foreign Countries; Limited English Speaking; Employment; Psychological Patterns; Attitudes; Ethnic Groups; Context Effect; Social Discrimination

Abstract:
Using survey data from 1,036 participants, which included 4 immigrant groups, we examined the factors that influence immigrants' experiences as they interact with nonimmigrant Americans. Logistic and multinomial regression results indicate that non-European immigrants were more likely to report negative experiences with Americans. The odds of reporting negative interactions were lower for African than for Hispanic immigrants. Immigrants who have lived in the United States for 10 years or longer and immigrants who have been involved in community activities were more likely to report negative interactions. Immigrants with employment, perception of lack of cultural understanding, and limited English proficiency also reported positive interaction. The study reinforces the need for social workers to facilitate intergroup relations among diverse populations. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Groups; Recruitment; American Indians; Sampling; Probability; Race; Hispanic Americans; Birth; Documentation; Infants; Mothers; Questionnaires; State Surveys; Cooperation; African Americans; Ethnic Groups; Whites; Socioeconomic Status

Abstract:
This study examined whether and how survey response differs by race and Hispanic origin, using data from birth certificates and survey administrative data for a large-scale statewide experiment. The sample consisted of mothers of infants selected from Oklahoma birth certificates using a stratified random sampling method (N = 7,111). This study uses Heckman probit analysis to consider two stages of survey response: (1) being located by the survey team and (2) completing a questionnaire through collaboration with the survey team. Analysis results show that African Americans, American Indians, and Hispanics are significantly less likely to be located during the study recruitment than white Americans, controlling for other demographic and socioeconomic factors. Conditional on being located, the probability of collaboration did not differ among the four groups. Findings suggest that researchers should pay attention to separate stages of respondent recruitment and improve strategies to locate members of racial and ethnic minority groups during recruitment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethnicity; Role of Education; Social Mobility; Social Integration; Minority Groups; Ethnic Groups; Outcomes of Education

Abstract:
This paper seeks to develop a clearer understanding of the role of education in the formation of ethnicity. The basic meaning of the term "ethnicity" is that it gives a distinct identity to a community and distinguishes one community or an individual from another. It has been found that ethnic consciousness or ethnic identity has been in increase even in the most developed countries of the world. Ethnic strife and conflict is the topic of the day everywhere. Education is one of the most potent components of development, and it can be considered that it does play a very distinguishing role in the formation of ethnic identity. Therefore, in this paper, an evaluative study has been made to know how, and in what ways, the education is helping in building up the ethnic awareness amongst the people. This study raises two questions: (1) How did the educational initiatives undertaken by the governmental and non-governmental agencies help in enhancing social integration and social mobility of the ethnic minority groups? and (2) What impact did educational (both negative and positive side of education) initiatives have on the ethnic minority groups? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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