المؤلفون: Park, Julie J., Dizon, Jude Paul Matias (ORCID 0000-0001-5240-008X)

المصدر: Journal of Higher Education. 2022 93(2):195-219.

تمت مراجعته من قبل الزملاء: Y

Page Count: 25

الواصفات: Asian American Students, Pacific Islanders, Minority Serving Institutions, Activism, Student Attitudes, Barriers, Peer Relationship, Advocacy, Student Motivation, Educational Legislation, Higher Education, Federal Legislation, Student Needs, Race

Laws, Policies and Program Identifiers: Higher Education Act 1965

مستخلص: This paper documents the involvement of students who advocated for what eventually became the federal designation for Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs). Through interviews with 12 student activists, we document students' motivations for mobilizing, as well as the challenges they encountered. Students identified motivations such as gaining additional resources, seeking recognition through the legislation, and fostering proactive approaches to activism. Challenges included motivating their peers beyond immediate self-interest and the overshadowing of individual subgroup concerns within the broader Asian American and Pacific Islander community. We comment on the ways in which the push for AANAPISIs represents a racial project within a broader process of racial formation, and highlight both the possibilities and limitations of student advocacy.

Abstractor: As Provided

المؤلفون: Park, Julie J., Kim, Young K., Salazar, Cinthya, Hayes, Shannon

المصدر: Research in Higher Education. May 2020 61(3):330-356.

تمت مراجعته من قبل الزملاء: Y

Page Count: 27

Sponsoring Agency: National Science Foundation (NSF)

الواصفات: Teacher Student Relationship, STEM Education, Race, Ethnicity, Undergraduate Students, Longitudinal Studies, Gender Differences, College Faculty, Academic Persistence, African American Students, White Students, Asian American Students, Hispanic American Students, Income, Student Attitudes, Dropouts, Student Characteristics, Racial Discrimination, Correlation

مستخلص: Previous studies have documented student-faculty interaction in STEM, but fewer studies have specifically studied negative forms of interaction such as discrimination from faculty. Using a sample of 562 STEM undergraduates from the National Longitudinal Survey of Freshmen, we use hierarchical generalized linear modeling to investigate various types of student-faculty interaction in Science, Technology, Engineering, and Math (STEM) and in particular, the link between discrimination from faculty and retention in STEM. While Black students interacted more frequently with faculty, they were also most likely to report experiencing racial/ethnic discrimination. Overall, female, Black, and Latinx students were more likely to leave STEM by the fourth year of college than male, White, and Asian American peers. Feeling that professors made a student feel uncomfortable due to race/ethnicity was negatively linked with STEM retention. None of the traditional forms of student-faculty interaction (i.e., non-discriminatory) predicted retention. Variation in patterns by race, gender, and income are discussed, as well as implications for research, policy, and practice.

Abstractor: As Provided

المؤلفون: Park, Julie J.

المصدر: Change: The Magazine of Higher Learning. 2020 52(2):46-49.

تمت مراجعته من قبل الزملاء: Y

Page Count: 4

الواصفات: Racial Bias, Race, Higher Education, Racial Attitudes, Cognitive Processes, Minority Group Students, White Students, College Students, Diversity, Racial Segregation, Racial Relations

مصطلحات جغرافية: Maryland

مستخلص: Research on cognitive bias explains how our brains are prone to stumble, overlooking key points of data. This article discusses how this phenomenon can help us understand why we often stumble in assessing the state of campus race relations, overlooking ways that White students self-segregate. In contrast, students of color have high rates of interracial friendship and interaction, but this trend is often ignored, in part due to cognitive bias.

Abstractor: ERIC

المؤلفون: Park, Julie J., Assalone, Amanda E. (ORCID 0000-0003-2379-5953)

المصدر: Community College Review. Jul 2019 47(3):274-294.

تمت مراجعته من قبل الزملاء: Y

Page Count: 21

الواصفات: Community Colleges, Two Year College Students, College Transfer Students, Social Class, Asian American Students, Race, College Choice

مصطلحات جغرافية: California, California (Riverside)

مستخلص: Objectives: What are some of the key reasons Asian American students enroll in community colleges? Method: We utilized qualitative methods, conducting 49 interviews in Southern California with current Asian American community college and transfer students at three institutions. Results: We identified five key reasons why Asian American participants attended community college: cost, strategy, lack of intentionality in college planning, lack of support and accurate information, and needing a second chance. Contributions: Altogether, findings showcase how Asian Americans experience an array of diverse pathways in choosing to access the community college. In particular, findings highlight the major roles of cost and life hardship in Asian American students' motivations for attending community colleges.

Abstractor: As Provided

المؤلفون: Park, Julie J.

المصدر: Harvard Education Press. 2018.

تمت مراجعته من قبل الزملاء: N

Page Count: 208

الواصفات: Diversity (Institutional), Colleges, Universities, Misconceptions, Race, Affirmative Action, Social Class, Disadvantaged, Asian Americans, College Admission

مستخلص: In "Race on Campus," Julie J. Park argues that there are surprisingly pervasive and stubborn myths about diversity on college and university campuses, and that these myths obscure the notable significance and admirable effects that diversity has had on campus life. Based on her analysis of extensive research and data about contemporary students and campuses, Park counters these myths and explores their problematic origins. Among the major myths that she addresses are charges of pervasive self-segregation, arguments that affirmative action in college admissions has run its course and become counterproductive, related arguments that Asian Americans are poorly served by affirmative action policies, and suggestions that programs and policies meant to promote diversity have failed to address class-based disadvantages. In the course of responding to these myths, Park presents a far more positive and nuanced portrait of diversity and its place on American college campuses. At a time when diversity has become a central theme and goal of colleges and universities throughout the United States, "Race on Campus" offers a contemporary, research-based exploration of racial dynamics on today's college campuses.

Abstractor: As Provided

الوصول الحر: http://hepg.org/hep-home/booksTest/race-on-campus#

المؤلفون: Park, Julie J., Buckley, Jessica Belue, Koo, Katie

المصدر: Journal of College Student Development. Jul 2017 58(5):733-751.

تمت مراجعته من قبل الزملاء: Y

Page Count: 19

الواصفات: Racial Relations, Student Surveys, Undergraduate Students, College Environment, Student Experience, Critical Theory, Race, Qualitative Research, Cultural Pluralism, Interviews

مستخلص: Given the critical significance of empirical studies of diversity, it is important for researchers and assessment practitioners to gain insight into how students are interpreting and answering survey items that have noteworthy implications for policy and practice. To examine how students make meaning of survey items related to diversity, we interviewed a racially diverse sample of 31 students at a Mid-Atlantic university about their experience taking a short survey on cross-racial interaction and engagement with racial diversity. Survey questions came from a national survey of college students that has been used in numerous influential studies. Interview questions focused on students' experiences answering items related to cross-racial interaction. We identified 5 themes from participants' responses: hesitancy or uncertainty on linkages to race, straightforward answers, influences from diverse contexts, reflections on question-respondent fit, and questions on the nature of interactions. We gained various insights and recognized nuances related to cross-racial interaction and campus diversity highlighting the complexity and lack of standardization in how individuals interpret survey questions.

Abstractor: As Provided

المؤلفون: Kim, Young K., Park, Julie J., Koo, Katie K.

المصدر: Research in Higher Education. Feb 2015 56(1):57-77.

تمت مراجعته من قبل الزملاء: Y

Page Count: 21

الواصفات: Structural Equation Models, College Students, Racial Relations, Friendship, Peer Groups, Fraternities, Sororities, Student Organizations, Student Diversity, Social Integration, Desegregation Effects, Student Behavior, Hispanic American Students, Race

مستخلص: Using structural equation modeling, this study examined the effects of peer environments on collegiate interracial friendship and how such effects vary by students' race. The results show that the peer environment of Greek life mediated the relationship between structural diversity and interracial friendship in college, in that students attending institutions with greater structural diversity were less likely to frequently interact with peers from Greek life, which had a positive effect on interracial friendship. This mediation effect was consistent for all four racial groups of the study. This study also uncovers unique findings related to Latino/as and interracial friendship: that structural diversity has an indirect effect on interracial friendship via participation in ethnic student organizations for Latino/a students and that participation in ethnic student organizations is also directly and positively linked to interracial friendship for this group. The study discusses implications for understanding intergroup relations and patterns of interracial friendship.

Abstractor: As Provided

المؤلفون: Park, Julie J., Becks, Ann H.

المصدر: Review of Higher Education. Fall 2015 39(1):1-23.

تمت مراجعته من قبل الزملاء: Y

Page Count: 23

الواصفات: Aptitude Tests, College Entrance Examinations, Test Preparation, High School Students, Cultural Capital, Access to Information, Educational Resources, Race, Ethnicity, Parent Background, Predictor Variables, Regression (Statistics), Scores, Educational Environment, High Schools, Longitudinal Studies

معرفات التقييم و الدراسة: ACT Assessment, SAT (College Admission Test)

مستخلص: Research on inequality and high schools often focuses on inequality "within" and "between" high schools. Different high schools may have markedly different access to resources such as college counselors and Advanced Placement offerings, or inequality may exist within a high school due to tracking or other forms of stratification (Engberg & Wolniak, 2010; McDonough, 1997; Solórzano & Ornelas, 2002). Less known is how high schools may influence differential access to resources "outside" of school that can influence postsecondary pathways. Naturally, high school plays a central role in a student's educational experience, but it is also part of a broader ecosystem that includes students' families, community, neighborhood, and supplementary educational resources. One supplementary educational resource that is popular within certain communities is SAT or ACT preparation (hereafter abbreviated as "SAT prep"), which generally takes the form of SAT classes, tutors, or books. The SAT (formerly the "Scholastic Aptitude Test," now known as just the SAT) plays a critical gatekeeper role in the college admissions process, given that SAT or ACT scores are required for most institutions that are not open access (Briggs, 2009). However, students often enter the test with widely differing levels of exposure to the test. While previous studies have examined how individual students' characteristics are associated with SAT prep (for instance, that wealthier students are more likely to take SAT prep), research has focused less on the role of the high school environment and how it might inform participation in SAT prep. Instead of viewing the two realms as distinct, this study seeks to investigate the link between school-based and out of school-based resources. It also adds to knowledge of how high schools influence the stratification of educational opportunity. Lastly, it extends the research on SAT prep to examine influences beyond individual students' attributes (e.g., race/ethnicity, parental education) and into the institutional contexts that they inhabit; further, it clarifies whether the relationship between individual-level variables (race/ethnicity, income) persist when high school contexts are controlled for, and how these patterns may vary between groups.

Abstractor: ERIC

المؤلفون: Park, Julie J., Bowman, Nicholas A.

المصدر: Sociology of Education. Jan 2015 88(1):20-37.

تمت مراجعته من قبل الزملاء: Y

Page Count: 18

الواصفات: Social Capital, Role of Education, Race, Religion, College Students, Racial Relations, Student Organizations, Spiritual Development, Beliefs, Student Participation, Student Diversity, Interaction, National Surveys, Longitudinal Studies, Hypothesis Testing, College Freshmen, Ethnic Groups, Predictor Variables, Hierarchical Linear Modeling, Interpersonal Relationship, Cross Cultural Studies, Racial Attitudes, Social Psychology

مستخلص: Religion is the most segregated arena of American life, but its effect on collegiate diversity outcomes has been overlooked, despite the significance of both race and religion in many students' lives. This study examines whether religious observance, religious worldview identification, and participation in a religious student organization are significantly related to cross-racial interaction (CRI), a form of bridging social capital, during college. The current study yielded largely positive relationships between general religiosity and CRI. General religiosity was also positively linked to CRI for Asian American, white, and black students. CRI was higher for students from minority religious backgrounds. Participation in campus religious groups was nonsignificant, regardless of the racial composition of the group. Findings are surprising given previous work that has mainly found negative relationships between religion and diversity-related outcomes in college. We discuss implications for the study of the campus climate and the effect of religion on campus race relations.

Abstractor: As Provided

المؤلفون: Bowman, Nicholas A., Park, Julie J.

المصدر: Journal of Higher Education. Sep-Oct 2014 85(5):660-690.

تمت مراجعته من قبل الزملاء: Y

Page Count: 31

الواصفات: Racial Relations, Comparative Analysis, Prediction, Race, Ethnicity, Institutional Characteristics, Longitudinal Studies, Undergraduate Students, Hierarchical Linear Modeling, Student Organizations, Student Participation, Racial Differences, Friendship, Educational Environment, Student Diversity, Educational Research, Least Squares Statistics

مستخلص: Research on diversity in higher education has evolved to consider the nature of interracial contact and campus climate as well as the factors that may foster meaningful interactions. While some studies have explored predictors of cross-racial interaction (CRI) and interracial friendship (IRF), it remains unclear whether and how the same precollege characteristics, institutional attributes, and collegiate experiences might predict both casual encounters and close friendships across race and ethnicity. This study used a four-year, longitudinal sample of 2,932 undergraduates--with approximately equal numbers of Asian American/Pacific Islander, Black/African American, Hispanic/Latino, and White/ Caucasian students--at 28 institutions to compare and contrast predictors of CRI and IRF. Subgroup analyses also explored the extent to which these relationships vary as a function of students' race/ethnicity. The results of hierarchical linear modeling analyses predicting CRI diverge considerably from those predicting IRF; in fact, several independent variables that are positively related to CRI are also negatively related to IRF. Moreover, the results differ frequently by race/ethnicity, particularly for institutional characteristics and participation in student organizations. Implications for future research and institutional efforts to promote diverse learning environments are discussed.

Abstractor: As Provided

الوصول الحر: http://muse.jhu.edu/journals/journal_of_higher_educationTest/