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Empowering Students of Color to Study Abroad: Effective Approaches for Predominantly White Institutions
Get PDFTraditionally studying abroad is an opportunity afforded to college students. For many, it is perceived as a desirable and essential component to the college experience. Initially developed by a white professor for white students at a predominantly white institution (PWI) to immerse themselves in European culture. The study abroad model in higher education was not designed with inclusivity in mind. However, research suggests that access to such opportunities depends on a student’s network to include: social, cultural, and financial capital as well as the university’s investment in empowering students to participate in study abroad programs. Historically, government funded initiatives have sought to increase the number of students studying abroad, and more recently enhancing the participation of students of color. Studies imply that accessibility and awareness for all college students is not equal. This study uses the community cultural wealth framework and transformative learning theory to explore how students of color attending a PWI perceive study abroad programs and how enhanced support, awareness, and targeted marketing can improve their participation in study abroad opportunities. Ultimately, inclusive marketing on PWI campuses will assist in dispelling the stereotypical images and thoughts associated with studying abroad
Prevalence of Recess and Supportive Practices at a Nationwide Sample of Public Elementary Schools in the United States
No full textBackground: Recess provides an important opportunity for children to be physically active during weekdays. Updated, nationally representative, prevalence estimates of elementary school recess practices in the United States are needed.
Methods: Surveys were sent to a nationally representative sample of 1010 public elementary schools in the 2019-2020 school year. Results were compared by region (Northeast, Midwest, South, West), urbanicity, size, racial and ethnic composition, and socioeconomic status (percent eligible for free/reduced-priced meals).
Results: A total of 559 responses were obtained. About 87.9% of schools provided at least 20 minutes of daily recess and 26.6% had trained recess supervisors. Most schools did not allow students to voluntarily stay inside during recess (71.6%) and around half prohibited withholding recess for poor behavior (45.6%) or to complete schoolwork (49.5%). Several practices varied by region, and withholding recess was more prevalent among schools with lower student socioeconomic makeup.
Implications for school health policy, practice, and equity: Regular national surveillance of recess practices can inform policy needs and efforts to advance equitable access to recess. Quality and access should be considered when developing recess policies.
Conclusions: Most United States elementary schools provide recess. However, regional and economic disparities exist. Promoting supportive practices for recess, particularly for schools serving lower-income communities, is necessary
Students’ Perspectives on the Benefits and Challenges of Universal School Meals Related to Food Accessibility, Stigma, Participation, and Waste
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