Higher Education: Handbook of Theory and Research

Smart, John C.

doi:10.1007/978-1-4020-5666-6

Cited by 853 publications

(1 citation statement)

References 215 publications

(322 reference statements)

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“…The combined measure demonstrated great reliability (α = .91). This measure has been successfully used in diverse college populations (Hausmann et al, 2009; Hurtado et al, 2007) and was validated in both community and college samples (Bollen & Hoyle, 1990).…”

Section: Methodsmentioning

confidence: 99%

Impostor phenomenon among Black undergraduates: Contributions of microaggressions, gender, and school belonging.

Perkins,

Durkee

2024

Cultural Diversity & Ethnic Minority Psychology

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Objectives: Racial microaggressions at predominantly White institutions (PWIs) are a major concern for Black undergraduates because these experiences evoke feelings of "otherness" and may contribute to growing impostor phenomenon beliefs (IP)-feelings of intellectual fraudulence where people question their academic abilities. School belonging (i.e., a sense of connection to one's academic institution) may be an important mediating factor that explains how racial microaggressions contribute to greater IP over time. Furthermore, these effects may be distinct for Black men and women, given their unique experiences at PWIs. Method: The current longitudinal study utilizes moderated-mediation analyses to examine these effects among 269 Black undergraduates (M age = 19.71, SD = 2.36, 72% female) over a full academic year at a PWI. Results: Findings indicate that racial microaggressions indirectly predicted increased IP over a 1-year period through a negative association with schools belonging to Black men but not for Black women. Conclusions: These findings highlight the importance of gender and school belonging when examining how racial stressors contribute to changes in IP beliefs. Implications for theory and policy recommendations for educators and stakeholders are discussed. Public Significance StatementThe impostor phenomenon is a maladaptive cognitive process that impacts many college students. However, little is known about the implications of racial microaggressions, school belonging, and gender for impostor phenomenon development among Black undergraduates. The present study sampled Black undergraduates at a predominantly White university and found that experiences of racial microaggressions were indirectly related to greater IP beliefs 1 year later for Black male, but not Black female, undergraduates.

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Section: Methodsmentioning

confidence: 99%

Impostor phenomenon among Black undergraduates: Contributions of microaggressions, gender, and school belonging.

Perkins,

Durkee

2024

Cultural Diversity & Ethnic Minority Psychology

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From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks

Níaz

1998

Sci. Ed.

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Research in science education has recognized the importance of the history and philosophy of science. Given this perspective, it is important to analyze chemistry textbooks, at the freshman college level, to determine the degree to which they deal with recent developments in the history and philosophy of science. This study has the following objectives: of a (a) elaboration framework, based on a rational reconstruction of developments that led to the formulation of atomic models by Thomson, Rutherford, and Bohr; of eight criteria based on the framework (b) formulation that could be useful in the evaluation of chemistry textbooks; and of the textbooks (c) evaluation based on the criteria. Twenty-three textbooks were evaluated on the eight criteria. Results obtained show that most textbooks emphasize experimental details based on observations, leading to the presentation of scientific progress as a rhetoric of conclusions, based on irrevocable truths. Such an understanding lacks the conceptualization of the heuristic principles that led the scientists to design and interpret their experiments. For example, in the case of J. J. Thomson's work, besides the experimental details of cathode ray experiments (emphasized by most textbooks), the "heuristic principle" involved the testing of rival hypotheses, namely a determination of the mass-to-charge ratio would have helped to identify cathode ray particles as an ion or a universal charged particle. Most textbooks presented the experimental details, without the conceptualization that progress in science is based on competing frameworks of understanding that clash in the face of evidence. It is concluded that textbooks should emphasize not only the experimental details but also the "heuristic principles" required to "structure inquiry."

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Best Practices for Enculturation: Collegiality, Mentoring, and Structure

Boyle¹,

Boice²

1998

New Drctns Hghr Edu

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American doctoral programs remain the premier training ground for the w o r l d ' s future scientists and scholars (Clark, 1995). Every year, thousands of students enter graduate school with hopes of bright careers; many aspire t o w a rd careers as professors and scientists (Boyle, 1996). All of these p rospective scholars must begin as first-year graduate students. These students go through a cultural learn i n g or enculturation process in which they l e a rn to act as productive members of their graduate department (Corc o r a n and Clark, 1984). Organizational influences, embodied by pro c e d u res and practices, may either facilitate or hinder the enculturation process (Van Maanen and Schein, 1979).Based on our empirical examinations of graduate education and our knowledge of the graduate education literature, we highlight the best practices for facilitating enculturation. When we examined exemplary departments, particularly their organizational cultures and program stru c t u res, we found that e x e m p l a ry departments distinguished themselves in three ways: They foster collegiality among the first-year students; they support both mentoring and collegial, professional relationships between the first-year students and faculty; and they provide the first-year students with a clear sense of the program stru cture and faculty expectations.We begin with a brief description of the study from which our data are taken. We then examine how the re s e a rch on graduate education corre s p o n d s to the best practices we identified. Methods D e p a rtment Effectiveness Ratings.To identify exemplary depart m e n t s , we relied on the National Research Council (1995; NRC) effectiveness ratings. The NRC periodically rates doctoral programs' effectiveness in training re s e a rc h scholars and scientists on a scale from 0 (not effective) to 5 (extremely eff e ctive). The effectiveness ratings of the departments included in this study had a mean of 3.17 and a standard deviation of .44. P a rt i c i p a n t s . We interviewed sixty-six students and faculty from a larg e , public re s e a rch university. We interviewed thirty-six domestic first-year students from ten graduate departments. From each of these ten departments, we i n t e rviewed one graduate director and two advanced graduate students for a total of thirty interviews with senior department members. The ten departments re p resented departments across the physical/life sciences, social sciences, and humanities. I n t e rview Pro c e d u re s . The first-year graduate students were interv i e w e d t h ree times during their first year: within the first few weeks of entry, near the end of their first semester, and during their second semester of graduate school. The interviews covered a range of topics. We re p o rt the data that re l a t e to their perceptions of the departmental cultures into which they had entere d , the social and professional relationships they were forming, and the first-year requirements. Each interview took approximately one hour....

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Higher Education: Handbook of Theory and Research

Cited by 853 publications

References 215 publications

Impostor phenomenon among Black undergraduates: Contributions of microaggressions, gender, and school belonging.

Impostor phenomenon among Black undergraduates: Contributions of microaggressions, gender, and school belonging.

From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks

Best Practices for Enculturation: Collegiality, Mentoring, and Structure

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