Regional and Global Cooperation in Educational Research Proceedings of the 42nd Joint Australian Association For Research in Education and Asia Pacific Educational Research Association Conference 2 6 December 2012 University of Sydney N S W, 2015
This paper offers a brief review of research on the impact of bullying and racism on Aboriginal a... more This paper offers a brief review of research on the impact of bullying and racism on Aboriginal and Torres Strait Islander peoples within Australia. The overarching emphasis was on the variety of physical, social, mental, and educational outcomes for Aboriginal and Torres Strait Islander children and youth, whilst also critiquing the prevailing literature with regard to its inclusion and sensitivity towards the importance of culture and connected values. Within the Aboriginal and Torres Strait Islander research setting, although a strong base of research on the impact of racism has emerged, research on the impact of bullying is more recent. In addition, while there may be considerable overlap as to the individual impact of bullying and racism, racism research has identified a wider cultural/identity-threat that bullying research (with a few exceptions) has largely ignored. As a result, there is a need to be sensitive to cultural differences with regard to both the types and effects of racism and bullying, and that efforts to understand and to lessen the prevalence of racism and bullying should be framed within the development of a culturally sensitive and secure framework (Coffin, 2008).
This article considers whether the socioeconomic diversity of the undergraduate student body and ... more This article considers whether the socioeconomic diversity of the undergraduate student body and experiences with cross-class interaction (CCI) are significantly related to cross-racial interaction (CRI) and engagement with curricular/co-curricular diversity (CCD) activities. Individual students who reported higher levels of CCI had significantly higher levels of CRI and CCD. While the socioeconomic diversity of the student body had no direct effect on student involvement in CCD activities or CRI, it had an indirect effect on these activities via CCI. In other words, a socioeconomically diverse institution is associated with more frequent interactions across class lines, which is associated both with more frequent interactions across race and JULIE J. PARK is an assistant professor in the Downloaded from greater involvement in CCD activities. Findings indicate that both socioeconomic and racial diversity are essential to promoting a positive campus racial climate and that racial and socioeconomic diversity, while interrelated, are not interchangeable. Implications for the campus climate for diversity are discussed.
Despite a growing body of epidemiological evidence in recent years documenting the health impacts... more Despite a growing body of epidemiological evidence in recent years documenting the health impacts of racism, the cumulative evidence base has yet to be synthesized in a comprehensive meta-analysis focused specifically on racism as a determinant of health. This meta-analysis reviewed the literature focusing on the relationship between reported racism and mental and physical health outcomes. Data from 293 studies reported in 333 articles published between 1983 and 2013, and conducted predominately in the U.S., were analysed using random effects models and mean weighted effect sizes. Racism was associated with poorer mental health (negative mental health: r = -.23, 95% CI [-.24,-.21], k = 227; positive mental health: r = -.13, 95% CI [-.16,-.10], k = 113), including depression, anxiety, psychological stress and various other outcomes. Racism was also associated with poorer general health (r = -.13 (95% CI [-.18,-.09], k = 30), and poorer physical health (r = -.09, 95% CI [-.12,-.06], k = 50). Moderation effects were found for some outcomes with regard to study and exposure characteristics. Effect sizes of racism on mental health were stronger in cross-sectional compared with longitudinal data and in non-representative samples compared with representative samples. Age, sex, birthplace and education level did not moderate the effects of racism on health. Ethnicity significantly moderated the effect of racism on negative mental health and physical health: the association between racism and negative mental health was significantly stronger for Asian American and Latino(a) American participants compared with African American participants, and the association between racism and physical health was significantly stronger for Latino(a) American participants compared with African American participants.
bs_bs_banner Teacher Racism, Academic Self-Concept, and Multiculturation: Investigating Adaptive ... more bs_bs_banner Teacher Racism, Academic Self-Concept, and Multiculturation: Investigating Adaptive and Maladaptive Relations With Academic Disengagement and Self-Sabotage for Indigenous and Non-Indigenous Australian Students ap_69 1.. 12 Gawaian H Bodkin-Andrews, Nida Denson, and Peter Bansel Centre for Educational Research, University of Western Sydney The issue of patterns of educational disengagement for Indigenous Australian students has long been of considerable concern within Indigenous education ...
This review provides a critical appraisal of the measurement of students’ social class and socioe... more This review provides a critical appraisal of the measurement of students’ social class and socioeconomic status (SES) in the context of widening higher education participation. Most assessments of social class and SES in higher education have focused on objective measurements based on the income, occupation, and education of students' parents, and they have tended to overlook diversity among students based on factors such as age, ethnicity, indigeneity, and rurality. However, recent research in psychology and sociology has stressed the more subjective and intersectional nature of social class. The authors argue that it is important to consider subjective self-definitions of social class and SES alongside more traditional objective measures. The implications of this dual measurement approach for higher education research are discussed.
This pilot project, conducted with young people who identify as gender and sexuality diverse, was... more This pilot project, conducted with young people who identify as gender and sexuality diverse, was undertaken during 2012-2013. The findings of this study overwhelming highlight the serious impact that homophobia, transphobia and heteronormativity can have on the health and wellbeing of young people who are gender variant or sexuality diverse – supporting the findings of similar research in this area. Particularly disturbing are the findings around self-harm and suicide ideation amongst the young people who participated in the online national survey. 41% had thought about self-harm and/or suicide; 33% had harmed themselves; and 16% had attempted suicide. Several young people participating in the focus groups also acknowledged they had attempted self-harm and suicide prior to finding support from organisations such as Twenty10. Many of the young people in this research experienced frequent and ongoing harassment, violence, marginalisation, ostracism from peers, and rejection from families, often resulting in feelings of despair, of being alone and of internalised homophobia or transphobia.
ABSTRACT Few college experiences elicit as much controversy as racial/ethnic student organization... more ABSTRACT Few college experiences elicit as much controversy as racial/ethnic student organizations. Critics argue that these student groups promote racial division and segregation, whereas supporters counter these claims and suggest instead that they facilitate college adjustment, learning, and growth. Clearly, some students are quite predisposed to participate (or not participate) in these organizations, which can lead to significant challenges when trying to determine the impact of this form of engagement. The present study used multilevel propensity score matching analyses to explore the relationships between racial/ethnic student organizations and post-college civic outcomes within a 10-year longitudinal sample of 8,634 alumni from 229 institutions. The results indicate that participation is significantly and positively associated with numerous civic behaviors and attitudes 6 years after graduation. Moreover, these findings are similar regardless of race/ethnicity, gender, or institution.
This paper offers a brief review of research on the impact of bullying and racism on Aboriginal a... more This paper offers a brief review of research on the impact of bullying and racism on Aboriginal and Torres Strait Islander peoples within Australia. The overarching emphasis was on the variety of physical, social, mental, and educational outcomes for Aboriginal and Torres Strait Islander children and youth, whilst also critiquing the prevailing literature with regard to its inclusion and sensitivity towards the importance of culture and connected values. Within the Aboriginal and Torres Strait Islander research setting, although a strong base of research on the impact of racism has emerged, research on the impact of bullying is more recent. In addition, while there may be considerable overlap as to the individual impact of bullying and racism, racism research has identified a wider cultural/identity-threat that bullying research (with a few exceptions) has largely ignored. As a result, there is a need to be sensitive to cultural differences with regard to both the types and effects of racism and bullying, and that efforts to understand and to lessen the prevalence of racism and bullying should be framed within the development of a culturally sensitive and secure framework (Coffin, 2008).
ABSTRACT In the past two decades, the proportion of students of color at American colleges and un... more ABSTRACT In the past two decades, the proportion of students of color at American colleges and universities has increased substantially, and similar trends toward diversification are also occurring in other nations (McInnis, 2003). In the context of this burgeoning campus heterogeneity, promoting a positive climate for diversity has become increasingly important. Institutions that have sought to promote racial/ethnic diversity have generally started by increasing the representation of students of color, but many have not been sufficiently prepared to support a more diverse student population (Hurtado, Milem, Clayton-Pedersen, & Allen, 1999). Such a lack of support can be quite problematic because perceptions of a hostile campus racial climate are associated with lower college adjustment, sense of belonging, institutional commitment, satisfaction, grades, and persistence for both minority and majority students (e.g., Fischer, 2007; Locks, Hurtado, Bowman, & Oseguera, 2008; Nora & Cabrera, 1996). This evidence suggests that improving campus climate is important for any institution that seeks to improve student success and flourishing. The current study explores the relationship between Australian students’ college diversity experiences and perceived climate. In their framework of the campus climate for racial/ethnic diversity, Hurtado et al. (1999) proposed that psychological climate (i.e., perceptions of racial/ethnic tension, prejudice, and discrimination) is directly influenced by three factors: the historical legacy of inclusion/exclusion; the representation of diverse students, faculty, and staff; and the “behavioral dimension” of interracial interactions, classroom diversity, and campus diversity involvement. The existing research largely focuses on the potential impact of the first two dimensions, along with negative interactions across difference. Indeed, a legacy of exclusion and negative diversity interactions are associated with perceptions of a more hostile campus climate (e.g., Harper & Hurtado, 2007; Solórzano, Ceja, & Yosso, 2000), whereas the beneficial impact of structural diversity depends on the extent to which the institution successfully promotes meaningful engagement with and incorporation of diversity (e.g., Chang, 1996; Hurtado, 1992). In addition, Allport’s (1954) contact theory emphasizes the importance of quality and quantity of interaction to improve intergroup attitudes and reduce prejudice (also see Pettigrew, 1998). Thus, it is reasonable to assume that students’ direct engagement with diversity and the quality of that engagement—whether this occurs through interpersonal interactions, the curriculum, or the cocurriculum—should also play an important role in shaping perceptions of the campus climate. However, from a conceptual standpoint, the relationship between college diversity interactions and perceived climate for diversity is not clear. Students who have many positive diversity interactions might reflect on these experiences and view the campus as having a more favorable climate. On the other hand, these same students may also be more likely to hear about instances of prejudice and discrimination on campus and/or to become more sensitive to intergroup bias, which would lead to perceptions of a more hostile climate. The few studies that have examined this issue provide mixed results. Latino students’ positive interracial interactions were associated with a more hostile climate in one study (Nuñez, 2009), but no such effect was observed for students of color or White students in another study (Locks et al., 2008), and Asian students who had roommates from a different race were actually more satisfied with campus diversity (Park, 2009). Neither the overall frequency of interracial interactions nor taking an ethnic studies course was significantly related to perceived campus climate (Hurtado, 1994; Locks et al., 2008; Mayhew, Grunwald, & Dey, 2005; Park, 2009). In contrast, diversity course work (more broadly defined), attending a racial/cultural workshop, and participation in racial/ethnic student organizations were often—but not always—associated with more negative climate perceptions (Hurtado, 1994; Mayhew et al., 2005; Nuñez, 2009; Park, 2009). The existing research has some important limitations. First, no study has used a pretest for campus climate, so it is unclear whether any link between diversity experiences and climate reflects changes in perceived climate over time. Some people are generally predisposed toward perceiving prejudice and discrimination (e.g., they are more attuned to inequities; see Major, Quinton, & McCoy, 2002), so the use of a climate pretest variable would account for this tendency. In addition, students of color who perceive a hostile campus climate may form ethnic enclaves and be...
ABSTRACT According to prevailing theory and anecdotal evidence, the congruence between institutio... more ABSTRACT According to prevailing theory and anecdotal evidence, the congruence between institutional attributes and students’ needs, interests, and preferences plays a key role in promoting college satisfaction and retention. However, this assertion has received little direct empirical attention, and the few available studies appear to have some key limitations. This study examined the factor structure and predictive validity of a newly developed student–institution fit instrument, which was designed to avoid the problems in previous research. Confirmatory factor analyses identified several interrelated dimensions of fit, and these dimensions can be combined into a single overall fit index. Moreover, a six-factor structure of student–institution fit is similar at two institutions that differ in terms of size, control, type, region, and religious affiliation. Structural equation modeling analyses show that student–institution fit is associated with greater college satisfaction and lower social isolation; fit also has a positive, indirect effect on intent to persist. Implications for practice and future research are discussed.
Regional and Global Cooperation in Educational Research Proceedings of the 42nd Joint Australian Association For Research in Education and Asia Pacific Educational Research Association Conference 2 6 December 2012 University of Sydney N S W, 2015
This paper offers a brief review of research on the impact of bullying and racism on Aboriginal a... more This paper offers a brief review of research on the impact of bullying and racism on Aboriginal and Torres Strait Islander peoples within Australia. The overarching emphasis was on the variety of physical, social, mental, and educational outcomes for Aboriginal and Torres Strait Islander children and youth, whilst also critiquing the prevailing literature with regard to its inclusion and sensitivity towards the importance of culture and connected values. Within the Aboriginal and Torres Strait Islander research setting, although a strong base of research on the impact of racism has emerged, research on the impact of bullying is more recent. In addition, while there may be considerable overlap as to the individual impact of bullying and racism, racism research has identified a wider cultural/identity-threat that bullying research (with a few exceptions) has largely ignored. As a result, there is a need to be sensitive to cultural differences with regard to both the types and effects of racism and bullying, and that efforts to understand and to lessen the prevalence of racism and bullying should be framed within the development of a culturally sensitive and secure framework (Coffin, 2008).
This article considers whether the socioeconomic diversity of the undergraduate student body and ... more This article considers whether the socioeconomic diversity of the undergraduate student body and experiences with cross-class interaction (CCI) are significantly related to cross-racial interaction (CRI) and engagement with curricular/co-curricular diversity (CCD) activities. Individual students who reported higher levels of CCI had significantly higher levels of CRI and CCD. While the socioeconomic diversity of the student body had no direct effect on student involvement in CCD activities or CRI, it had an indirect effect on these activities via CCI. In other words, a socioeconomically diverse institution is associated with more frequent interactions across class lines, which is associated both with more frequent interactions across race and JULIE J. PARK is an assistant professor in the Downloaded from greater involvement in CCD activities. Findings indicate that both socioeconomic and racial diversity are essential to promoting a positive campus racial climate and that racial and socioeconomic diversity, while interrelated, are not interchangeable. Implications for the campus climate for diversity are discussed.
Despite a growing body of epidemiological evidence in recent years documenting the health impacts... more Despite a growing body of epidemiological evidence in recent years documenting the health impacts of racism, the cumulative evidence base has yet to be synthesized in a comprehensive meta-analysis focused specifically on racism as a determinant of health. This meta-analysis reviewed the literature focusing on the relationship between reported racism and mental and physical health outcomes. Data from 293 studies reported in 333 articles published between 1983 and 2013, and conducted predominately in the U.S., were analysed using random effects models and mean weighted effect sizes. Racism was associated with poorer mental health (negative mental health: r = -.23, 95% CI [-.24,-.21], k = 227; positive mental health: r = -.13, 95% CI [-.16,-.10], k = 113), including depression, anxiety, psychological stress and various other outcomes. Racism was also associated with poorer general health (r = -.13 (95% CI [-.18,-.09], k = 30), and poorer physical health (r = -.09, 95% CI [-.12,-.06], k = 50). Moderation effects were found for some outcomes with regard to study and exposure characteristics. Effect sizes of racism on mental health were stronger in cross-sectional compared with longitudinal data and in non-representative samples compared with representative samples. Age, sex, birthplace and education level did not moderate the effects of racism on health. Ethnicity significantly moderated the effect of racism on negative mental health and physical health: the association between racism and negative mental health was significantly stronger for Asian American and Latino(a) American participants compared with African American participants, and the association between racism and physical health was significantly stronger for Latino(a) American participants compared with African American participants.
bs_bs_banner Teacher Racism, Academic Self-Concept, and Multiculturation: Investigating Adaptive ... more bs_bs_banner Teacher Racism, Academic Self-Concept, and Multiculturation: Investigating Adaptive and Maladaptive Relations With Academic Disengagement and Self-Sabotage for Indigenous and Non-Indigenous Australian Students ap_69 1.. 12 Gawaian H Bodkin-Andrews, Nida Denson, and Peter Bansel Centre for Educational Research, University of Western Sydney The issue of patterns of educational disengagement for Indigenous Australian students has long been of considerable concern within Indigenous education ...
This review provides a critical appraisal of the measurement of students’ social class and socioe... more This review provides a critical appraisal of the measurement of students’ social class and socioeconomic status (SES) in the context of widening higher education participation. Most assessments of social class and SES in higher education have focused on objective measurements based on the income, occupation, and education of students' parents, and they have tended to overlook diversity among students based on factors such as age, ethnicity, indigeneity, and rurality. However, recent research in psychology and sociology has stressed the more subjective and intersectional nature of social class. The authors argue that it is important to consider subjective self-definitions of social class and SES alongside more traditional objective measures. The implications of this dual measurement approach for higher education research are discussed.
This pilot project, conducted with young people who identify as gender and sexuality diverse, was... more This pilot project, conducted with young people who identify as gender and sexuality diverse, was undertaken during 2012-2013. The findings of this study overwhelming highlight the serious impact that homophobia, transphobia and heteronormativity can have on the health and wellbeing of young people who are gender variant or sexuality diverse – supporting the findings of similar research in this area. Particularly disturbing are the findings around self-harm and suicide ideation amongst the young people who participated in the online national survey. 41% had thought about self-harm and/or suicide; 33% had harmed themselves; and 16% had attempted suicide. Several young people participating in the focus groups also acknowledged they had attempted self-harm and suicide prior to finding support from organisations such as Twenty10. Many of the young people in this research experienced frequent and ongoing harassment, violence, marginalisation, ostracism from peers, and rejection from families, often resulting in feelings of despair, of being alone and of internalised homophobia or transphobia.
ABSTRACT Few college experiences elicit as much controversy as racial/ethnic student organization... more ABSTRACT Few college experiences elicit as much controversy as racial/ethnic student organizations. Critics argue that these student groups promote racial division and segregation, whereas supporters counter these claims and suggest instead that they facilitate college adjustment, learning, and growth. Clearly, some students are quite predisposed to participate (or not participate) in these organizations, which can lead to significant challenges when trying to determine the impact of this form of engagement. The present study used multilevel propensity score matching analyses to explore the relationships between racial/ethnic student organizations and post-college civic outcomes within a 10-year longitudinal sample of 8,634 alumni from 229 institutions. The results indicate that participation is significantly and positively associated with numerous civic behaviors and attitudes 6 years after graduation. Moreover, these findings are similar regardless of race/ethnicity, gender, or institution.
This paper offers a brief review of research on the impact of bullying and racism on Aboriginal a... more This paper offers a brief review of research on the impact of bullying and racism on Aboriginal and Torres Strait Islander peoples within Australia. The overarching emphasis was on the variety of physical, social, mental, and educational outcomes for Aboriginal and Torres Strait Islander children and youth, whilst also critiquing the prevailing literature with regard to its inclusion and sensitivity towards the importance of culture and connected values. Within the Aboriginal and Torres Strait Islander research setting, although a strong base of research on the impact of racism has emerged, research on the impact of bullying is more recent. In addition, while there may be considerable overlap as to the individual impact of bullying and racism, racism research has identified a wider cultural/identity-threat that bullying research (with a few exceptions) has largely ignored. As a result, there is a need to be sensitive to cultural differences with regard to both the types and effects of racism and bullying, and that efforts to understand and to lessen the prevalence of racism and bullying should be framed within the development of a culturally sensitive and secure framework (Coffin, 2008).
ABSTRACT In the past two decades, the proportion of students of color at American colleges and un... more ABSTRACT In the past two decades, the proportion of students of color at American colleges and universities has increased substantially, and similar trends toward diversification are also occurring in other nations (McInnis, 2003). In the context of this burgeoning campus heterogeneity, promoting a positive climate for diversity has become increasingly important. Institutions that have sought to promote racial/ethnic diversity have generally started by increasing the representation of students of color, but many have not been sufficiently prepared to support a more diverse student population (Hurtado, Milem, Clayton-Pedersen, & Allen, 1999). Such a lack of support can be quite problematic because perceptions of a hostile campus racial climate are associated with lower college adjustment, sense of belonging, institutional commitment, satisfaction, grades, and persistence for both minority and majority students (e.g., Fischer, 2007; Locks, Hurtado, Bowman, & Oseguera, 2008; Nora & Cabrera, 1996). This evidence suggests that improving campus climate is important for any institution that seeks to improve student success and flourishing. The current study explores the relationship between Australian students’ college diversity experiences and perceived climate. In their framework of the campus climate for racial/ethnic diversity, Hurtado et al. (1999) proposed that psychological climate (i.e., perceptions of racial/ethnic tension, prejudice, and discrimination) is directly influenced by three factors: the historical legacy of inclusion/exclusion; the representation of diverse students, faculty, and staff; and the “behavioral dimension” of interracial interactions, classroom diversity, and campus diversity involvement. The existing research largely focuses on the potential impact of the first two dimensions, along with negative interactions across difference. Indeed, a legacy of exclusion and negative diversity interactions are associated with perceptions of a more hostile campus climate (e.g., Harper & Hurtado, 2007; Solórzano, Ceja, & Yosso, 2000), whereas the beneficial impact of structural diversity depends on the extent to which the institution successfully promotes meaningful engagement with and incorporation of diversity (e.g., Chang, 1996; Hurtado, 1992). In addition, Allport’s (1954) contact theory emphasizes the importance of quality and quantity of interaction to improve intergroup attitudes and reduce prejudice (also see Pettigrew, 1998). Thus, it is reasonable to assume that students’ direct engagement with diversity and the quality of that engagement—whether this occurs through interpersonal interactions, the curriculum, or the cocurriculum—should also play an important role in shaping perceptions of the campus climate. However, from a conceptual standpoint, the relationship between college diversity interactions and perceived climate for diversity is not clear. Students who have many positive diversity interactions might reflect on these experiences and view the campus as having a more favorable climate. On the other hand, these same students may also be more likely to hear about instances of prejudice and discrimination on campus and/or to become more sensitive to intergroup bias, which would lead to perceptions of a more hostile climate. The few studies that have examined this issue provide mixed results. Latino students’ positive interracial interactions were associated with a more hostile climate in one study (Nuñez, 2009), but no such effect was observed for students of color or White students in another study (Locks et al., 2008), and Asian students who had roommates from a different race were actually more satisfied with campus diversity (Park, 2009). Neither the overall frequency of interracial interactions nor taking an ethnic studies course was significantly related to perceived campus climate (Hurtado, 1994; Locks et al., 2008; Mayhew, Grunwald, & Dey, 2005; Park, 2009). In contrast, diversity course work (more broadly defined), attending a racial/cultural workshop, and participation in racial/ethnic student organizations were often—but not always—associated with more negative climate perceptions (Hurtado, 1994; Mayhew et al., 2005; Nuñez, 2009; Park, 2009). The existing research has some important limitations. First, no study has used a pretest for campus climate, so it is unclear whether any link between diversity experiences and climate reflects changes in perceived climate over time. Some people are generally predisposed toward perceiving prejudice and discrimination (e.g., they are more attuned to inequities; see Major, Quinton, & McCoy, 2002), so the use of a climate pretest variable would account for this tendency. In addition, students of color who perceive a hostile campus climate may form ethnic enclaves and be...
ABSTRACT According to prevailing theory and anecdotal evidence, the congruence between institutio... more ABSTRACT According to prevailing theory and anecdotal evidence, the congruence between institutional attributes and students’ needs, interests, and preferences plays a key role in promoting college satisfaction and retention. However, this assertion has received little direct empirical attention, and the few available studies appear to have some key limitations. This study examined the factor structure and predictive validity of a newly developed student–institution fit instrument, which was designed to avoid the problems in previous research. Confirmatory factor analyses identified several interrelated dimensions of fit, and these dimensions can be combined into a single overall fit index. Moreover, a six-factor structure of student–institution fit is similar at two institutions that differ in terms of size, control, type, region, and religious affiliation. Structural equation modeling analyses show that student–institution fit is associated with greater college satisfaction and lower social isolation; fit also has a positive, indirect effect on intent to persist. Implications for practice and future research are discussed.
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