Search Results (187)

Middle school is a critical period for science education, yet the collective impact of socialization agents on students’ longitudinal science learning trajectories and subsequent STEM careers remains underexplored. This study investigates how seventh-grade (typically aged 12–13) socialization agents—parental educational encouragement, peer academic support, constructive school learning environment, and student self-esteem—collectively shape the developmental growth trajectories of science performance throughout middle school and predict the attainment of a college STEM degree and later engagement in STEM professions in adulthood. Using five-wave longitudinal data from the Longitudinal Study of American Youth (LSAY, N = 3116), we employed latent growth curve modeling (LGCM) to analyze these relationships. Results indicated that all four grade-7 socialization agents significantly predicted a higher initial level of science achievement. In addition, parental encouragement and a constructive school learning environment also predicted a positive growth rate of science achievement. Furthermore, both the initial level and growth of science performance significantly predicted successful graduation with a STEM degree. These middle school science trajectories, along with obtaining a STEM degree, sequentially mediated the relationships between the grade-7 socialization agents and adult STEM career engagement. The findings underscore the necessity of educational policies and interventions that foster a synergistic pro-learning socialization context in middle school to bolster students’ science education and pave the way for long-term STEM success. Full article

We examine complex inequities that emerge when race, gender, and first-generation college status are treated as interdependent, rather than independent statuses, for assessing student outcomes at Hispanic-Serving Institutions (HSIs). Drawing on student-level administrative data from two public HSIs in the U.S. Southwest, we analyze four-year graduation and placement in developmental English and mathematics. Using continuing-generation college white women as the reference group, we estimate marginal effects and then construct linear combinations for twenty intersectional social locations defined by race, gender, and first-generation college status. Our findings show that first-generation American Indian men, first-generation college Black men, and first-generation college Hispanic men experience some of the largest achievement gaps in both graduation and developmental placement, gaps that would remain obscured in conventional reporting by race, gender, or class alone. We argue that quantitative intersectionality, grounded in critical race and intersectionality scholarship, offers a value-added approach to state-based institutional analytics that can inform equity metrics, accountability systems, and resource allocation at HSIs and beyond. We conclude with recommendations for redesigning data infrastructures, reporting practices, and equity initiatives to better align HSI servingness with the lived realities of structurally marginalized students. Full article

The purpose of this study is to explore social work students’ knowledge, attitudes, and support for reparations for African American descendants of chattel slavery and persistent structural discrimination. A 44-item self-administered online survey instrument was used to gather data. A total of 91 social work students across the United States responded to the survey. The findings demonstrated that there is a knowledge deficit about reparations. An overwhelming majority of students reported that they had never taken a college course that included content on reparations. To address this void, nearly 95% of the respondents indicated that they would like to learn more about H.R.40, a legislative bill that seeks to establish a commission to study proposals for reparations in the United States. Reparations align with the mission, values, and competencies of social work; therefore, students’ desire to learn more about this topic should serve as a motivator for U.S. social work educators to include this content in graduate and undergraduate courses. Full article

Across the globe, as countries implement policies and programs to increase college enrollment of youth to increase their workforce outcomes, a recently implemented education policy in Texas instead centers the student in selecting career pathways right out of high school. This paper explores the relationship between career-focused graduation plans and workforce outcomes of the 40% of Texas public school youth who do not continue into higher education. Through access to a statewide, individual-level data repository, this research produces a thorough descriptive analysis of the workforce outcomes of high school graduates who do not continue into higher education and estimates relationships between workforce outcomes and career-focused high school graduation plans. Our findings indicate that early in their implementation, career-focused graduation plans demonstrate no relationship to workforce outcomes for high school graduates who do not continue into higher education. We further found a declining trend in workforce participation for youth with only a high school credential. In conclusion, we recommend revising current graduation pathways to reinstate the requirement for higher-level mathematics courses across all graduation plans, while also ensuring that every student has access to these advanced math opportunities during high school. Full article

Background/Objectives: Despite its benefits for both nurses and patients, entrepreneurship among nurses remains uncommon. Specifically, impact entrepreneurship has rarely been applied in nursing. Impact entrepreneurship promotes solutions to health, social, and environmental challenges using business models committed to measurable social impact and return on investment. Beginning in 2020, an impact entrepreneurship course was introduced as a mandatory component of the master’s and nurse practitioner programs in geriatrics and palliative care at an Israeli college. This article examines the perceptions of the nurses who completed the course and explores how the course affected them and their professional practice. Methods: This mixed-methods study employed a convergent design and included self-administered questionnaires sent to all graduates of two cohorts, along with a qualitative thematic analysis of students’ reflective essays written during the course. Results: Students reported that the course empowered them to be innovators and contributed to their professional and personal development. They also explained that studying impact entrepreneurship could increase their earning potential and enable them to make a substantial difference for patients. Throughout the course, participants shifted their view of entrepreneurship and realized that, given nurses’ closeness with patients, they can and should be entrepreneurs. Before the course, students were reluctant to engage in entrepreneurship; afterward, students demonstrated marked interest in pursuing entrepreneurial pathways. Conclusions: Exposure to impact entrepreneurship can help nurses identify and implement creative and cost-effective solutions to workplace challenges. The professional characteristics of nurses position them as potential leaders of impact entrepreneurship in healthcare. Educational institutions worldwide should incorporate the subject of impact entrepreneurship into curricula and practice to realize that potential. Full article

Many economic, academic, and social factors influence college completion, and scholars have documented that a significant cause of students leaving school before graduation is that many do not have their basic needs for food, housing, and health care met. These barriers undermine their academic success by forcing students to reduce the time spent on their studies, work more hours, or stop out of school to support themselves or their families. Unmet essential needs jeopardize academic and life success for students in higher education across the United States and widen racial/ethnic and class inequities in college completion and health. Our review is based on a synthesis and summary of the recent multidisciplinary literature on this topic and our own 15 years of experience planning, implementing, and evaluating essential needs initiatives at two large university systems. This report summarizes evidence on the prevalence and the health- and academic-related consequences of these unmet needs and reviews their proximate and fundamental causes. We assess common approaches that universities, governments, and other institutions use to reduce unmet needs, and suggest policies and programs that can contribute to more equitable educational and health outcomes for college students by meeting their basic needs. Full article

Inequalities in enrollment in STEM persist for those entering higher education as first-generation college students, underserved racial and ethnic groups, female and nonbinary individuals, and those from lower socioeconomic backgrounds. The current study aims to better understand the relationship students have with graduate school success factors by redistributing the Graduate Student Success Survey+ (GSSS+) at an R2 institution in the southeastern United States. Exploratory factor analysis was used to test the survey’s validity, with 242 participants. A 7-factor, 40-item model was developed, comprising the following subscales: mentor support, peer support, imposter phenomenon, financial support, microaggressions (related to race and gender), access and opportunity (for research, writing, and presentations), and resilience. Item analysis identified perceived barriers (e.g., microaggressions, imposter phenomenon, and financial stress) for underserved students (i.e., females, underserved racial and ethnic groups, and part-time students). Regression analysis on resilience revealed a positive relationship with mentor support, peer support, and financial support. A negative relationship with resilience was associated with a greater perception of imposter phenomenon. Findings from this study underscore the need for additional support from mentors and other university entities to foster a stronger sense of resilience in students, along with increased opportunities for participation in research, academic writing, and publication. Full article

Prompted by participation gaps in the tech industry, this study explores the relationship between recent college graduates’ college experiences and their perceptions of their tech work environments. Using survey data from 15 research universities across the U.S., the findings suggest that gender and racial/ethnic identity influence the likelihood of viewing the field of computing as inclusive. Participants who were computing majors or felt a strong sense of belonging within the computing community were more likely to view the computing career environment positively. Notably, positive predictors of perceptions of an inclusive tech work environment, including majoring in computing as an undergraduate and feeling connected within computing, directly related to early career professionals’ undergraduate experiences. This study’s implications are relevant to various higher education stakeholders, including STEM department leaders, career development staff, and student affairs staff focused on fostering a strong pipeline from computing undergraduate programs to computing careers. Full article

The COVID-19 pandemic significantly impacted multiple aspects of human life, including the psychological and physical health of college students. This study explores how students in Virginia’s Shenandoah Valley, a region within the larger Appalachian area, experienced anxiety, depression, and fear of COVID-19. An online survey was conducted at a large public university in the US, yielding responses from 680 undergraduate and graduate students. Linear regression was applied to continuous outcomes, specifically the Fear of COVID-19 Scale (FCV-19S) and depression scores. For dichotomous outcomes such as anxiety and depression (when categorized), separate logistic regression models were employed. The majority of respondents were female (78.0%), White (81.9%), and undergraduates (80.4%), with approximately 41.4% majoring in health-related disciplines. Results indicated that female students reported higher levels of anxiety, depression, and fear of infection compared to their male counterparts. Additionally, undergraduate students exhibited greater depressive symptoms than graduate students. Students who perceived less institutional support from their university during the pandemic also reported significantly higher psychological distress. These findings underscore the pressing need for universities and policymakers to collaborate in enhancing mental health resources and communication strategies for students during times of crisis. Full article

Many early career educators, such as teaching assistants (TAs) in college courses, as well as pre-college educators, need help both with content and pedagogical knowledge to effectively help their students learn. One pedagogical approach that has been found effective in prior studies is collaboration with peers. Collaborative learning not only has the potential to help educators develop content knowledge but can also improve their pedagogical knowledge. This study examines the performance of physics graduate students, enrolled in a professional development course for teaching assistants (TAs), on the Magnetism Conceptual Survey, highlighting the impact of peer collaboration on learning both content and pedagogy. Peer interaction significantly improved performance, driven by both construction of knowledge (where the group answered a question correctly but only one member had the correct individual response) and co-construction of knowledge (where the group succeeded despite both members initially answering incorrectly). Beyond improving content understanding, peer collaboration can also foster pedagogical skills by encouraging early educators such as TAs to use peers as learning resources and communicate ideas effectively to support mutual understanding. These dual benefits—enhancing both content mastery and teaching abilities—demonstrate that this approach holds value not only for the professional development of TAs but can also be adapted for pre-college professional development programs to improve teaching and learning outcomes. Full article

The Statistics Anxiety Rating Scale (STARS) is a 51-item scale commonly used to measure college students’ anxiety regarding statistics. To date, however, limited empirical research exists that examines statistics anxiety among ethnically diverse or first-generation graduate students. We examined the factor structure and reliability of STARS scores in a diverse sample of students enrolled in graduate courses at a Minority-Serving Institution (n = 194). To provide guidance on assessing dimensionality in small college samples, we compared the performance of best-practice factor analysis techniques: confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and Bayesian structural equation modeling (BSEM). We found modest support for the original six-factor structure using CFA, but ESEM and BSEM analyses suggested that a four-factor model best captures the dimensions of the STARS instrument within the context of graduate-level statistics courses. To enhance scale efficiency and reduce respondent fatigue, we also tested and found support for a reduced 25-item version of the four-factor STARS scale. The four-factor STARS scale produced constructs representing task and process anxiety, social support avoidance, perceived lack of utility, and mathematical self-efficacy. These findings extend the validity and reliability evidence of the STARS inventory to include diverse graduate student populations. Accordingly, our findings contribute to the advancement of data science education and provide recommendations for measuring statistics anxiety at the graduate level and for assessing construct validity of psychometric instruments in small or hard-to-survey populations. Full article

Background: As COVID-19 transitions to an endemic phase, long COVID symptoms remain a significant public health issue affecting both physical and mental health. A notable proportion of college students report symptoms such as fatigue, cough, and brain fog persisting for weeks or months post-infection. Objectives: This study explored the prevalence and contributing factors of long COVID symptoms among both infected and uninfected students in medicine-related departments. Methods: A cross-sectional study was conducted using online self-reported questionnaires completed by 1523 undergraduate and graduate students in medicine-related departments at a medical university. Participants who had tested positive for COVID-19 within the past three months were excluded. The survey assessed long COVID symptoms, with comparisons conducted between infected and uninfected groups. Multivariate logistic regression identified risk factors associated with long COVID symptoms. Results: Of the 1118 participants, 47.5% of those with a prior COVID-19 diagnosis reported long COVID symptoms within the past month. Significant differences between the infected and uninfected groups were observed in physical, cognitive, and psychological health. Logistic regression identified that prior COVID-19 diagnosis had an association with the presence of long COVID symptoms (odds ratio = 1.48, p = 0.024) after adjusted model analysis. Meanwhile, higher anxiety levels (odds ratio = 1.09, p < 0.001) and a BMI ≥ 24 (odds ratio = 4.50, p < 0.01) were identified as significant risk factors for post-infection syndrome among previously infected students. Sex and exercise habits also influenced symptom prevalence. Conclusions: Since late 2023, with those experiencing cumulative infections surpassing half of Taiwan’s population, long COVID symptoms have persisted as a widespread concern affecting both physical and mental health, continuing into 2025. This study underscores critical risk factors and symptom patterns among students in medicine-related departments, reinforcing the urgency of sustained surveillance and targeted interventions to facilitate comprehensive recovery. Full article

A primary expectation of college is that students in all majors and disciplines will learn content, skills, and knowledge that support individual growth, job placement, or continued academic endeavors. In short, being a student implies an expectation to learn. Effective learning directly impacts student academic success, and this success has downstream effects on student retention and graduation rates. However, the process of learning is often taken for granted, and, too often, student learning is not successful because students have not received any guidance on the methods of effective learning. Across higher education, students are often left on their own to learn about learning, and their improvised methods frequently involve ineffective techniques such as cramming for exams or rereading assigned materials without deeper engagement. To counter such observations, the University of Iowa implemented a campus-wide learning framework, Learning at Iowa. The initiative is grounded in empirically validated practices from the cognitive and learning sciences, which have been organized around the Three Ms: mindset, metacognition, and memory. This article briefly reviews the relevant literature supporting each of the Three Ms and then discusses the implementation of the framework with students, student-facing staff, and instructors and how the framework supports effective educational practices. Full article

This narrative inquiry explores a vibrant classroom knowledge community in a Chinese normal university. By examining the teacher’s interactions, we analyze the community’s development through three perspectives: (1) the author’s narrative of the course outline, (2) the teacher’s narrative of classroom culture, and (3) students’ narratives of their growth. The author presents a student-centered model and seven steps for enacting the course, outlining the environment for cultivating the knowledge community. The teacher’s narrative reveals clues to his success, emphasizing his use of storytelling to foster the community and share educational ideas. Students’ narratives reflect their growth, validating the classroom as a safe space for development and language learning. The significance of this research is that the classroom knowledge community consisted of the teacher, his undergraduate students, and his post-graduates. The three layers existed because of this unrestrained character, devoid of conflicts of interest, created a safe place for students’ development. This research study adds to the literature on how knowledge communities form in school contexts. It focuses on a particular space and time and involves multiple layers of participants, which is prerequisite to the conceptualization of classroom knowledge community. This research has important implications for college language education. Full article

This study examines the relationship between student loan debt and civic engagement among college graduates, with particular attention to differential effects by field of study. Drawing on data from the College and Beyond II dataset, this research analyzes how varying levels of debt burden impact political and community participation among 1673 graduates, including 1059 liberal arts majors and 614 graduates from professional, STEM, and other fields. Employing OLS regression models with multiple measures of debt burden and distinct dimensions of civic engagement, this study finds that both medium and high levels of student loan debt (USD 201–500 monthly and >USD 500 monthly) are associated with significantly higher political engagement—a pattern that aligns with relative deprivation theory’s proposition that financial strain may motivate political action aimed at systemic change. This relationship is particularly pronounced among liberal arts graduates, who demonstrate stronger positive associations between debt and civic participation than their peers from other fields. Debt-to-income ratio analysis reveals a potential “sweet spot” at 10–15% of income, where debt appears to optimize civic engagement without overwhelming resources. These findings suggest that liberal arts education may fundamentally alter how graduates respond to financial constraints, potentially by providing analytical frameworks for understanding debt as a systemic issue and civic skills that facilitate participation despite economic pressures. The results challenge assumptions about debt’s uniformly negative civic consequences and highlight the importance of educational context in mediating economic effects on democratic participation. Full article