These Connections Ground Me: Online Nontraditional Student Social Location and Social Connectedness

Previous research has examined the influences of belonging and peer connection on student academic perseverance, with social connection positively influencing academic success and retention. Much of the previous research focused on traditional college-age students, not accounting for demographic shifts in who is applying to, and enrolling in, American universities. More women and more BIPOC students are enrolling in post-secondary programs. Additionally, more adult learners, also referred to as nontraditional students (older, working, parenting) are enrolling in postsecondary programs, including programs offered online. The availability of online programs continues to increase, partially in response to the growing number of nontraditional students needing greater program flexibility. Despite increasing enrollment, universities experience challenges in retaining online nontraditional students. Building on previous research, this Banded Dissertation explores the relationships between social location, role identity, and social connectedness for online nontraditional students. Three scholarships products were completed for the Banded Dissertation including: (a) a research-based manuscript exploring the relationship between online nontraditional student social location, role identity, sense of belonging, and academic perseverance, (b) a conceptual paper examining the use of culturally responsive teaching aligned with anti-racist and feminist teaching strategies to foster student belonging and boost retention in online social work programs, and (c) a conference eposter conceptualizing the use of culturally responsive teaching practices to foster greater inclusivity in online social work classrooms. Implications for online educational practice and enhancing retention are addressed

Assessing the Social Service Needs of an Emerging Population of Recent Mexican Immigrants Living with, or at risk for, HIV/AIDS

Latinos have recently become the largest minority group in the United States. It is expected that Latino population growth will continue due to high fertility and high immigration rates. Latinos currently experience a health disparity in HIV rates compared to Caucasians. This disparity may be associated with health care access, which is compounded by the phenomenon of an emerging population with language and culture that differ from the health care system. This article then provides an example of the methodology developed to access and assess the needs of, individuals with HIV/AIDS who traditionally have not participated in needs assessments. Implications of the current research findings and recommendations for future research are discussed.Desde hace poco tiempo la población latina se ha convertido en el grupo minoritario más grande de los Estados Unidos. Se espera que el crecimiento de este sector poblacional continúe también en el futuro debido a una elevada tasa de fertilidad y de inmigración. Comparados con la población blanca, los latinos experimentan una disparidad en cuanto a las tasas de VIH que puede estar asociada con el acceso a servicios de salud el cual se agrava ya que se trata de una población emergente con lengua y cultura diferentes a los conocidos por el sistema de salud. En este artículo se ofrecen ejemplos de una metodología que fue desarrollada para conocer y evaluar las necesidades de individuos que padecen VIH/SIDA y que tradicionalmente no han participado en este tipo de evaluaciones. Sobre esta base se discuten las implicaciones de los resultados y se elaboran una serie de recomendaciones para investigaciones futuras