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Descriptors:
Assistive Technology; Personality Traits; Student Attitudes; Interpersonal Relationship; Altruism; Statistical Analysis; Intimacy; Photography; White Students; Misconceptions; Ethnicity; Gender Differences; Human Body; Biographies; Undergraduate Students; Surveys; Hispanic American Students; Dating (Social); Marriage; Friendship; Attitudes toward Disabilities; Intelligence; Humor; Sexuality; Diseases; Role Playing; Social Attitudes

Abstract:
Student attitudes toward having a relationship with a wheelchair user were explored. Participants initially selected one of six opposite gender head shots and subsequently viewed their selection's whole body photograph in a wheelchair along with reading a short biography. Primarily undergraduate Hispanic and Caucasian students (N = 810) were surveyed regarding their interest in potentially being friends, dating, or marrying a wheelchair user, with 66% indicating they would have no problem dating or marrying a wheelchair user. Chi-square tests of pairwise association, logistical regression, and test of proportional odds revealed significant differences, p = 0.001, between ethnicity, gender, type of relationship, and having had a prior disability relationship. Personal traits of intelligence, humor, kindness, and physical appearance were rated most highly. Those unwilling to date or marry their selection perceived the partner would require too much caregiving, social interaction awkwardness, inability to sexually perform, and the partner being sick often. Counselors can benefit from informing clients about intimacy misconceptions by role-playing and providing clients with insights regarding societal beliefs. (Contains 6 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 Characteristics; Racial Factors; Ethnicity; Stereotypes; White Students; Racial Differences; Grade 10; African American Students; Hispanic American Students; High School Students; Asian American Students; Surveys; Teacher Attitudes; Student Attitudes; Parent Attitudes; Student Behavior; English Teachers; Mathematics Teachers

Abstract:
Previous research demonstrates that students taught by teachers of the same race and ethnicity receive more positive behavioral evaluations than students taught by teachers of a different race/ethnicity. Many researchers view these findings as evidence that teachers, mainly white teachers, are racially biased due to preferences stemming from racial stereotypes that depict some groups as more academically oriented than others. Most of this research has been based on comparisons of only black and white students and teachers and does not directly test if other nonwhite students fare better when taught by nonwhite teachers. Analyses of Asian, black, Hispanic, and white 10th graders in the 2002 Education Longitudinal Study confirm that the effects of mismatch often depend on the racial/ethnic statuses of both the teacher and the student, controlling for a variety of school and student characteristics. Among students with white teachers, Asian students are usually viewed more positively than white students, while black students are perceived more negatively. White teachers' perceptions of Hispanic students do not typically differ from those of white students. Postestimation comparisons of slopes indicate that Asian students benefit (perceptionwise) from having white teachers, but they reveal surprisingly few instances when black students would benefit (again, perceptionwise) from having more nonwhite teachers. (Contains 4 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:
Racial Discrimination; Racial Bias; Racial Factors; High School Students; Secondary School Teachers; Administrators; Attitude Measures; Cultural Influences; Racial Relations; Educational Environment; Public Schools; African American Students; White Students; Hispanic American Students; Special Education; At Risk Students; College Bound Students; Honors Curriculum

Abstract:
This article uses data drawn from nine months of fieldwork and student, teacher, and administrator interviews at a southern high school to analyze school racial conflict and the construction of racism. We find that institutional inequalities that stratify students by race and class are routinely ignored by school actors who, we argue, use the presence of so-called redneck students to plausibly deny racism while furthering the standard definition of racism as blatant prejudice and an individual trait. The historical prominence of rednecks as a southern cultural identity augments these claims, leading to an implicit division of school actors into friendly/nonracist and unfriendly/racist and allowing school actors to set boundaries on the meaning of racism. Yet these rhetorical practices and the institutional structures they mask contributed to racial tensions, culminating in a race riot during our time at the school. (Contains 2 tables and 16 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:
Racial Attitudes; Qualitative Research; White Students; Undergraduate Students; Ethnic Diversity; Focus Groups; Racial Bias; Affective Behavior; Racial Relations; Familiarity; Psychological Patterns; Empathy; Fear; Social Bias; Social Justice

Abstract:
Prior quantitative research using the Psychosocial Costs of Racism to Whites scale (PCRW; Spanierman & Heppner, 2004) identified five racial affect types among White undergraduate students. To better understand the Antiracist type, the most racially aware and sensitive among the five types, the authors of the present study conducted two focus groups. One group comprised White students (n = 5) whose scores reflected the Antiracist racial affect type, whereas the other comprised White students (n = 6) who did not score as Antiracist. Using a modified version of the consensual qualitative research method (Hill et al., 2005; Hill, Thompson, & Williams, 1997), analysis revealed six topic domains: (a) manifestations of racial awareness, (b) experiences with diversity while growing up, (c) experiences with diversity at the university, (d) emotional responses to racial issues, (e) perceptions of the racialized mascot of the university, and (f) expressions of racism. Providing additional validation for the PCRW, findings indicated that White students in the Antiracist group differed in important ways on each of the six domains from those in the non-antiracist group. Moreover, the students classified in the Antiracist affect type demonstrated a number of similarities to how White antiracist activists have been described in the broader interdisciplinary literature. (Contains 2 tables and 1 footnote.) 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:
Racial Composition; White Students; College Students; Intergroup Education; Higher Education; Student Diversity; Racial Attitudes; Ethnicity; Social Justice; Stereotypes; Intergroup Relations

Abstract:
The purpose of the present study was to investigate White students' experiences in an intergroup dialogue course that employed critical Whiteness pedagogy (Kincheloe & Steinberg, 2000) and focused on being White in a multicultural society. Using a qualitative approach, the authors investigated student participants' (n = 6) perceptions of the dialogue course and what they learned from engaging in this dialogue. Data from semistructured, individual interviews revealed several themes. With regard to students' general experiences during the course, findings suggested that they benefitted most from a balance of reading, personal reflection, and peer dialogue. Additionally, students reported mixed feelings about the racial composition of the students and cofacilitators in the course. With regard to the goals of critical Whiteness pedagogy, findings indicated that students increased their racial self-awareness, enhanced their knowledge of critical racial issues (e.g., institutional racism and White privilege), and engaged in some small behavioral steps toward becoming allies. Limitations of the study and directions for future research are discussed. Additionally, the authors provide practical implications of the findings for university personnel. (Contains 1 table.) 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:
Academic Achievement; Educational Policy; Racial Composition; Social Science Research; Elementary Schools; Secondary Schools; Age Differences; Effect Size; Minority Group Students; Meta Analysis; Outcomes of Education; Educational Environment; Racial Differences; Socioeconomic Status; At Risk Students; Grade Point Average; African American Students; Hispanic American Students; White Students; High School Students; Middle School Students; Elementary School Students; Grades (Scholastic)

Abstract:
Recently published social science research suggests that students attending schools with concentrations of disadvantaged racial minority populations achieve less academic progress than their otherwise comparable counterparts in more racially balanced or integrated schools, but to date no meta-analysis has estimated the effect size of school racial composition on mathematics outcomes. This metaregression analysis reviewed the social science literature published in the past 20 years on the relationship between mathematics outcomes and the racial composition of the K-12 schools students attend. The authors employed a two-level hierarchical linear model to analyze the 25 primary studies with 98 regression effects. Results indicate that school racial isolation has a small statistically significant negative effect on overall building-level mathematics outcomes. This relationship is moderated by the size of the sample in the study and by the way the independent variable was operationalized. Although it is small, the effect size is substantively meaningful. The effects are stronger in secondary compared to elementary grades, and racial gaps widen as students age. The emergence and widening of the race gaps as students move through the grades suggest that the association of racial segregation with mathematics performance compounds over time. Implications for educational policy and future research are discussed. (Contains 6 tables and 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:
Enrollment Trends; College Applicants; Minority Group Students; Graduates; Labor Force Development; Hispanic American Students; Asian American Students; Pacific Islanders; Futures (of Society); Student Recruitment; White Students; African American Students

Abstract:
Over the next decade, more students of color than ever before will pass through the gates of the nation's colleges and join the ranks of its work force, according to new projections by the Western Interstate Commission for Higher Education. By the year 2020, minority students will account for 45 percent of the nation's public high-school graduates, up from 38 percent in 2009. In short, the number of white and black graduates will decline, and the number of Hispanic and Asian-American/Pacific Islander graduates will rise significantly. Those projections appear in the latest edition of "Knocking at the College Door," a regular report on demographic change published by the commission, which is known as Wiche. The updated report includes national, regional, and state-by-state projections for graduates of public and private high schools through 2027-28, revealing the enrollment challenges colleges must adapt to. "Knocking at the College Door" has long been a touchstone for those who recruit students. Rich in data, it portends a future that both inspires and worries enrollment officials, who must chart short- and long-term courses for their institutions. 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; Racial Differences; Academic Persistence; White Students; Research Methodology; Comparative Analysis; Research Needs; College Students; African American Students; Hispanic American Students; Asian American Students; Educational Environment; Racial Composition

Abstract:
What explains the persistent gap in college retention between white American college students and those who are members of ethnic minority groups? Some argue that a large part of the answer is campus racial climate: a negative climate disproportionately harms minority students and leads to worse outcomes. Existing theory provides some basis for this expectation. However, we find that empirical support for this claim is weak. Many studies fail to compare findings across racial groups, and the few that do offer at best inconsistent support for the thesis that racial climate helps to explain the retention gap. Furthermore, many studies are plagued with severe methodological problems such as lack of attention to level of analysis and failure to offer rigorous tests of differences across groups. We discuss the implications and offer recommendations for future research. (Contains 1 table and 1 footnote.) 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:
Public Schools; Dropouts; High School Graduates; Graduation Rate; Enrollment; Dropout Rate; Grade 9; Grade 10; Grade 11; Grade 12; Asian American Students; White Students; African American Students; American Indian Students; Racial Differences; Gender Differences; High School Freshmen

Abstract:
This report presents the number of high school completers, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9-12 for public schools in school year 2009-10. State Education Agencies (SEAs) report annual counts of completers, dropouts, and enrollments to the National Center for Education Statistics' (NCES) Common Core of Data (CCD) nonfiscal survey of public elementary/secondary education as part of the Cooperative Education Statistics System established in section 157 of the Education Sciences Reform Act of 2002, part C and the U. S. Department of Education's ED"Facts" data collection system. Although tables 3 and 7 present data from eight sequential school years, the text presents only comparisons between the 2008-09 and 2009-10 school years. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2009-10 CCD Dropout and Completer provisional data files. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. Data files and report tables include data for the 50 states, the District of Columbia, and 8 other jurisdictions. However, the findings discussed in this report focus on the reporting states and the District of Columbia. This First Look marks the first publication and the initial data release for 2009-10 CCD dropout and completer data. The data in this report are drawn from the 2009-10 CCD Dropout and Completer provisional data files. Data in these provisional data files have undergone an intensive review and editing process. Any additional revisions will be incorporated in the 2009-10 CCD Dropout and Completer data files to be released in subsequent provisional releases and the final release as warranted. Methodology and Technical Notes are appended. (Contains 8 tables and 3 footnotes.) 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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