Attitudes and Advocacy: Understanding Faculty Views on Racial/Ethnic Diversity

Park, Julie J.; Denson, Nida

doi:10.1080/00221546.2009.11779023

Cited by 35 publications

(25 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This cannot be generalized to the Brazilian case, however, the work of the American researchers raises a question that is pertinent to the matter. And the teachers who participated in the present study are apparently in the opposite direction to that of the findings of Park and Denson (2009).…”

Section: Beyond the Culture Of Dependencycontrasting

confidence: 76%

“…It is the idea of "in every place, to see people circulating", as Ana pointed out. Even with this stance among the teachers interviewed, Park and Denson (2009) argue that STEM faculty are less likely to support diversity in the campus when compared to other areas. Based on a study involving 40,000 faculty members at 411 colleges and universities in the United States, the researchers found that STEM students were the least favorable to such diversity.…”

Section: Beyond the Culture Of Dependencymentioning

confidence: 93%

See 1 more Smart Citation

Educação matemática e ações afirmativas: possibilidades e desafios na docência universitária

Silva

2017

Cad. Pesqui.

View full text Add to dashboard Cite

show abstract

Section: Beyond the Culture Of Dependencycontrasting

confidence: 76%

Section: Beyond the Culture Of Dependencymentioning

confidence: 93%

Educação matemática e ações afirmativas: possibilidades e desafios na docência universitária

Silva

2017

Cad. Pesqui.

View full text Add to dashboard Cite

show abstract

“…In comparison, response rates for other surveys of faculty reported recently in the literature ranged from 15% to 52% (Bury 2011;National Study;Shannon and Bradshaw 2002;Cook, et al, 2000;Park and Denson 2009;Briggs and Pehrsson 2010).…”

Section: Response Ratementioning

confidence: 78%

Who Teaches Information Literacy Competencies? Report of a Study of Faculty

Weiner¹

2014

College Teaching

View full text Add to dashboard Cite

ABSTRACT.Information literacy is recognized as an essential competency for educational success. It relates to all disciplines but is not a separate discipline, so it is not clear who takes responsibility for teaching this competency to undergraduates. This is a report of a survey conducted to better understand the extent to which teaching information literacy concepts by faculty occurred in a research university. The results indicated that faculty in the disciplines generally teach information literacy competencies to undergraduate students without collaborating with others on their campus. Many faculty also had the expectation that students know how to avoid plagiarism, find articles and books, and define topics for their projects before students take their courses. There were disciplinary differences in providing instruction in critical evaluation and avoiding plagiarism. Tenured faculty tended to provide instruction in defining a topic; finding articles and books; and synthesizing information. Non-tenured faculty tended to teach students to avoid plagiarism.

show abstract

“…They also pointed to the advantage of step-wise OLS regression in allowing the researcher to examine changes in coefficients and the variance accounted for in the model over a series of hierarchical regression analyses. In a study of faculty views of racial diversity, Park and Denson (2009) chose to use OLS regression for exactly this reason, but used a lower p value cut-off (.001) for institution-level variables in order to account for the increased Type 1 error rate resulting from nested data.…”

Section: How Many Levels?mentioning

confidence: 99%

“…Additionally, using HLM can provide unduly conservative parameter estimates (i.e., Type II error) because of partitioning of variance across groups. Following the lead of previous researchers (e.g., Cox et al 2010;Park and Denson 2009;Pascarella et al 2006), we proceeded with a single-level analysis, allowing the most important focus on individuallevel predictors of sense of belonging to take center stage in the analysis. A single-level OLS model provided the most parsimonious and practically significant information to guide policy.…”

Section: Rationale For Decision 2: Lose Itmentioning

confidence: 99%

HLM Behind the Curtain: Unveiling Decisions Behind the Use and Interpretation of HLM in Higher Education Research

Niehaus¹,

Campbell

Inkelas

2013

Res High Educ

View full text Add to dashboard Cite

Hierarchical linear modeling (HLM) has become increasingly popular in the higher education literature, but there is significant variability in the current approaches to the conducting and reporting of HLM. The field currently lacks a general consensus around important issues such as the number of levels of analysis that are important to include and how much variance should be accounted for at each level in order for the HLM analysis to have practical significance (Dedrick et al., Rev Educ Res 79:69-102, 2009). The purpose of this research is to explore the use of a 3-level HLM model, appropriate contextualizing of results of HLM, and the interpretation of HLM results that resonates with practice. We used an example of a 3-level model from the National Study of Living Learning Programs to highlight the practical issues that arise in the interpretation of HLM within a higher education context.

show abstract

Attitudes and Advocacy: Understanding Faculty Views on Racial/Ethnic Diversity

Cited by 35 publications

References 15 publications

Educação matemática e ações afirmativas: possibilidades e desafios na docência universitária

Educação matemática e ações afirmativas: possibilidades e desafios na docência universitária

Who Teaches Information Literacy Competencies? Report of a Study of Faculty

HLM Behind the Curtain: Unveiling Decisions Behind the Use and Interpretation of HLM in Higher Education Research

Contact Info

Product

Resources

About