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Many things can make an underrepresented student in college underrepresented, including socioeconomic status, religious preferences, and sexual preference or gender identity — some are not necessarily minorities.
Wider adoption of research-based teaching holds the potential for a virtuous cycle: Performance gaps will close, more underrepresented students will get grades that inspire them to hyperpersist,...
A concise guide to high impact practices and historically underrepresented minority students, rates of involvement and impacts on student success.
For historically underserved students (defined as students from low-income families, those who are first in their families to attend college, and students of color or racialized students) gaining access to and transitioning to college can be a great challenge.
This chapter explores the relationships between indicators of student success such as persistence and student engagement in effective educational practices focusing on historically underrepresented populations.
Historically underrepresented students continue to face a myriad of barriers that limit their success and retention in science. As educators, we must do our part to provide a more inclusive and empowering environment where diverse students can thrive.
Projects in which students are forced to work with and be dependent on students who may be from underrepresented groups breaks down perceived differences and barriers, and in turn, reduces discrimination (contrasted by competitive classrooms).
Although data shows that about 62% of today's college students identify as Black, Hispanic, Asian, Pacific Islander, Native American, and multiracial, there are still a number of disheartening demographic statistics that point to inequities.
The following racial and ethnic groups have been shown by the National Science Foundation to be underrepresented in health-related sciences on a national basis: Blacks or African Americans, Hispanics or Latinos, American Indians or Alaska Natives, Native Hawaiians and other Pacific Islanders.
The COVID-19 pandemic presented new obstacles to the matriculation, persistence and completion of U.S. graduate students, with those who are first-generation, low-income, racially and ethnically underrepresented (URM) at greatest risk for educational disruptions.