Speaking to the Numbers: Impacts of Growth Mindset on Student Mathematics and Achievement

The purpose of this study was to determine if an increase in teacher growth mindset language and practices positively impacted students’ mindset and mathematical achievement. This study took place in a suburban public school. Twenty-one fifth grade students’ mathematics data were collected as part of this study. At the beginning of the academic year, students were administered a mathematical growth mindset survey. During a mathematical unit involving mathematical operations with percentages, taught near the end of the academic year, students’ mathematics journals, mathematics unit pre-and post- assessments, and a teacher reflection journal were collected. The results showed that students increased in their performance in pre- and post- mathematics assessments after receiving instruction centered in growth mindset language and practices. The results of this study indicate that growth mindset-centered language and practices may help increase student achievement. Implications for the results, including this study’s limitations and further research are discussed

Latino/a LGBTQ Migrations

Despite Latin America’s lesbian, gay, bisexual, transgender, and queer (LGBTQ) movement’s recent ground-breaking political achievements, wide spread social acceptance of LGBTQ individuals is not evident in every institution, nor in every part of the region. For some, migration to the U.S. is the solution for escaping the strict social constructs of the region. Of the many studies focusing on the LGBTQ individuals, limited research examines the Latino/a segment of the LGBTQ population. The study explores the motivations behind migration as well as the resettlement process of those immigrating to the San Francisco Bay Area from Latin America, focusing on the areas of housing, economic stability, health care, and the workforce in both regions. A total of twelve participants were survey, five of which participated in follow-up interviews. The findings showed that male participants who identified as more masculine received considerably less discrimination on the bases of their sexual orientation in Latin America, while male participants describing themselves as more effeminate received the most discrimination. Participants were generally more satisfied living in the San Francisco Bay Area rather than in their country of origin, even though the general complaint was against lack of affordable housing in San Francisco

Las mujeres in the STEM pipeline : how Latina college students who persist in STEM majors develop and sustain their science identities

textOver the past decade, an extensive amount of scholarship and media attention have been devoted to understanding the unique educational experiences and challenges of STEM students, however, few studies have explored the intersection of race/ethnicity and gender, especially in terms of science identity development. Given the significant growth of the Latina/o community, understanding Latina STEM college experiences, specifically, will be critical to enhancing educational experiences for the Latina/o STEM community. Existing literature suggests that developing a strong science identity during college may improve persistence for women of color in STEM. This research study uses qualitative methods to gain an in-depth understanding of how Latina college students at a public tier-one, predominantly white, research university make develop and meaning of and develop their science identities. The study found that Latinas develop their STEM identities primarily around aspects of building competence, recognition from self and outside sources, and performance of STEM behaviors. Their STEM identity development was influenced in terms of intersectionality, primarily by their gender and racial identities. This study is uniquely positioned to advance new knowledge regarding Latina students’ persistence in STEM fields, which may inform local, state, and federal STEM policies.Educational Administratio

The Impact of Limited Clinical Sites on Prelicensure Nursing Education Programs: Current Issues and Recommendations for the Future

Nursing is an ever-changing field. Issues exist. Healthcare is at a crossroads and nursing is at the forefront of influencing change. Many obstacles challenge prelicensure nursing programs today. One prominent issue is the lack of inpatient clinical sites to prepare students for nursing practice. Many factors contribute to this worsening problem including, but not limited to, a looming nursing shortage, faculty shortage, lack of collaboration between nurses in academic and practice settings and with other healthcare professionals, cost, and safety and liability issues. This paper examines the impact of limited clinical sites on the preparation of nurses for professional practice and proposes recommendations that emphasize service-learning and community-based practice learning experiences, which are viable options for many nursing programs

Review of \u3ci\u3eThe Notorious Dr. Flippin: Abortion and Consequence in the Early Twentieth Century\u3c/i\u3e by Jamie Q. Tallman

Born into slavery, the child of Hugh Flippin and one of his slaves, Vera Denipplf, the teenage Charles Flippin joined the 14th United States Colored Troops Company A in Chattanooga, Tennessee, in 1864. While enlisted, he learned to read. Following the war, he married, had two children, and, following his wife\u27s death, moved to Kansas to start a farm. In the 1880s, Flippin apprenticed with an eclectic physician in Kansas and traveled to the Bennett College of Medicine in Chicago for further study. The local newspaper announced his return as the only colored medical graduate in the state of Kansas

Review of \u3ci\u3eThe Notorious Dr. Flippin: Abortion and Consequence in the Early Twentieth Century\u3c/i\u3e by Jamie Q. Tallman

Born into slavery, the child of Hugh Flippin and one of his slaves, Vera Denipplf, the teenage Charles Flippin joined the 14th United States Colored Troops Company A in Chattanooga, Tennessee, in 1864. While enlisted, he learned to read. Following the war, he married, had two children, and, following his wife\u27s death, moved to Kansas to start a farm. In the 1880s, Flippin apprenticed with an eclectic physician in Kansas and traveled to the Bennett College of Medicine in Chicago for further study. The local newspaper announced his return as the only colored medical graduate in the state of Kansas

How Community Colleges in Texas Prioritize Resources for Latino Men

This study explored how administrators at community colleges conceptualized change related to resource allocation and managing competing priorities to support targeted programming for Latino men. The study included the perspectives of 39 administrators from seven community colleges across Texas using concepts associated with institutional change to ground our analysis. Findings revealed that state and national initiatives, particularly those concerned with enhancing success for students of color, influenced how community college administrators approached change on their campuses. In addition, community college institutional mission, leadership, and a desire for data-informed resource management influenced the approach to resource allocation for Latino men