ORCID Profile
0000-0001-5543-0487
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Specialist Studies in Education | Educational Psychology | Migrant cultural studies | Curriculum and Pedagogy | Sociology | Sociology of migration ethnicity and multiculturalism | Education Assessment and Evaluation | Cultural geography | Curriculum and Pedagogy Theory and Development | Gender studies not elsewhere classified | Cultural studies | Education Studies Not Elsewhere Classified
ANZSRC Socio-Economic Objective (SEO)
Aboriginal and Torres Strait Islander education | Learner Development | Teacher and Instructor Development | Assessment and Evaluation of Curriculum | Higher education |
Related Links
Publications
Moving beyond essentialism: Aboriginal parental perceptions of school bullying and school engagement
Publisher: Palgrave Macmillan UK
Date: 2017
Not my family: Understanding the prevalence and impact of racism beyond individualistic experiences
Publisher: Palgrave Macmillan UK
Date: 2017
Does Socioeconomic Diversity Make a Difference? Examining the Effects of Racial and Socioeconomic Diversity on the Campus Climate for Diversity
Publisher: American Educational Research Association (AERA)
Date: 06-2013
Abstract: This article considers whether the socioeconomic ersity of the undergraduate student body and experiences with cross-class interaction (CCI) are significantly related to cross-racial interaction (CRI) and engagement with curricular/co-curricular ersity (CCD) activities. In idual students who reported higher levels of CCI had significantly higher levels of CRI and CCD. While the socioeconomic ersity of the student body had no direct effect on student involvement in CCD activities or CRI, it had an indirect effect on these activities via CCI. In other words, a socioeconomically erse institution is associated with more frequent interactions across class lines, which is associated both with more frequent interactions across race and greater involvement in CCD activities. Findings indicate that both socioeconomic and racial ersity are essential to promoting a positive c us racial climate and that racial and socioeconomic ersity, while interrelated, are not interchangeable. Implications for the c us climate for ersity are discussed.
Systematic review and meta-analysis of age-related differences in instructed emotion regulation success
Publisher: PeerJ
Date: 18-12-2018
DOI: 10.7717/PEERJ.6051
Abstract: The process model of emotion regulation (ER) is based on stages in the emotion generative process at which regulation may occur. This meta-analysis examines age-related differences in the subjective, behavioral, and physiological outcomes of instructed ER strategies that may be initiated after an emotional event has occurred attentional deployment, cognitive change, and response modulation. Within-process strategy, stimulus type, and valence were also tested as potential moderators of the effect of age on ER. A systematic search of the literature identified 156 relevant comparisons from 11 studies. Few age-related differences were found. In our analysis of the subjective outcome of response modulation strategies, young adults used expressive enhancement successfully ( g = 0.48), but not expressive suppression ( g = 0.04). Response modulation strategies had a small positive effect among older adults, and enhancement vs suppression did not moderate this success ( g = 0.31 and g = 0.10, respectively). Young adults effectively used response modulation to regulate subjective emotion in response to pictures ( g = 0.41) but not films ( g = 0.01). Older adults were able to regulate in response to both pictures ( g = 0.26) and films ( g = 0.11). Interestingly, both age groups effectively used detached reappraisal, but not positive reappraisal to regulate emotional behavior. We conclude that, in line with well-established theories of socioemotional aging, there is a lack of evidence for age differences in the effects of instructed ER strategies, with some moderators suggesting more consistent effectiveness for older compared to younger adults.
Examining a financial climate of support: How institutional-level financial aid relates to teamwork, leadership, and critical thinking
Publisher: Project MUSE
Date: 2014
Racial/Cultural Awareness Workshops and Post-College Civic Engagement: A Propensity Score Matching Approach
Publisher: American Educational Research Association (AERA)
Date: 22-10-2016
Abstract: Racial/cultural awareness workshops constitute a salient form of co-curricular ersity engagement in higher education. Although these workshops are generally quite short in duration (often no more than two hours), previous research suggests that workshop participation is associated with undergraduate civic growth. The current study uses multilevel propensity score matching analyses to explore whether racial/cultural awareness workshops during college are associated with a variety of civic outcomes six years after graduation. Using a 10-year longitudinal s le of 8,634 alumni from 229 institutions, ersity workshop participation is significantly and positively related to 10 post-college behaviors, attitudes/beliefs, and skills/tendencies. Moreover, these effects are consistent regardless of participants’ race/ethnicity, gender, and institutional affiliation.
Student evaluation of courses: What predicts satisfaction?
Publisher: Informa UK Limited
Date: 08-2010
Hispanic students and the Gates Millennium Scholarship Program: Promising results extending to the third college year
Publisher: SAGE Publications
Date: 11-2008
DOI: 10.2190/CS.10.3.D
Abstract: Financing college is increasingly difficult for many college students and it can be especially difficult for low-income students. Using data from the Gates Millennium Scholarship Program, this study provides a portrait of the 1st and 3rd year experiences of a s le of both high achieving Hispanic scholarship recipients and non-recipients. Applying Nora, Barlow, and Crisp's Student/Institution Engagement Theoretical Model (2005), we show how freedom from the stressors of paying for college enables students to become more engaged in academics and c us leadership activities even as we control for equally high levels of ability and involvement prior to college entry.
Identifying and filling racism data gaps in Victoria: A stocktake review
Publisher: Centre for Resilient and Inclusive Societies
Date: 15-06-2022
DOI: 10.56311/MQVN2911
Abstract: Despite Australia’s and Victoria’s stated commitment to promoting multiculturalism and equality, and to eradicating racism, our knowledge about the nature, extent and impact of different forms of racism on erse populations is not as well-developed as it should be. Stakeholders addressing racism increasingly recognise that anti-racism initiatives must rely on robust scholarly evidence and high-quality data. Yet existing data have serious limitations. We report on a stocktake review of racism data collected nationally in Australia and with a specific focus on Victoria. We provide a comprehensive overview, summary and synthesis of quantitative data on racism, identify gaps in racism data collection, analysis and uses, and make recommendations on bridging those data gaps and informing anti-racism action and policy. Overall, the review examines data collected by 42 survey-based, quantitative studies, discussed in over 120 publications and study materials, and 13 ongoing data collection initiatives, platforms and projects. Based on the review, we identified eight gaps to racism data collection and analysis and to collection methodologies. We recommend four interconnected ways to fill racism data gaps for anti-racism researchers, organisations and policymakers: 1) Further analyse existing data to address critical questions about racism 2) Collect and analyse additional data 3) Enhance data availability and integration and 4) Improve policies that relate to the collection, analysis, reporting and overall management of racism data.
Asian Australians’ Experiences of Racism during the COVID-19 Pandemic
Publisher: Centre for Resilient and Inclusive Societies
Date: 2021
DOI: 10.56311/DSHA5548
Abstract: "Our research looked at Asian Australians’ experiences of racism before and during the COVID-19 pandemic. We examined how these experiences are associated with their mental health, wellbeing and feelings of belonging. We analysed how targets and witnesses respond to racist incidents, and whether they report these incidents.
The educational benefits of sustaining cross-racial interaction among undergraduates
Publisher: Informa UK Limited
Date: 2006
Multi-campus studies of college impact: Which statistical method is appropriate?
Publisher: Springer Science and Business Media LLC
Date: 28-01-2009
Do diversity courses improve college student outcomes? A meta-analysis.
Publisher: American Psychological Association (APA)
Date: 12-2021
DOI: 10.1037/DHE0000189
Racism as a determinant of health: A systematic review and meta-analysis
Publisher: Public Library of Science (PLoS)
Date: 23-09-2015
Race and Class beyond Enrollment: The Link between Socioeconomic Diversity and Cross-Racial Interaction
Publisher: Informa UK Limited
Date: 07-12-2018
Educational Psychology and Psychological Literacy in Higher Education: Developmental and Cultural Aspects of Racial Diversity
Publisher: Oxford University Press
Date: 29-08-2011
Identifying and filling racism data gaps in Victoria: Policy Evidence Summary
Publisher: Centre for Resilient and Inclusive Societies
Date: 15-06-2022
DOI: 10.56311/JDNF6228
Racial diversity matters: The impact of diversity-related student engagement and institutional context
Publisher: American Educational Research Association (AERA)
Date: 06-2009
Abstract: This study addressed two questions: (a) Do different forms of c us racial ersity contribute uniquely to students’ learning and educational experiences when they are simultaneously tested utilizing multilevel modeling? (b) Does a c us where students take greater advantage of those ersity opportunities have independent positive effects on students’ learning? Consideration of racial ersity extended beyond student composition and included social and curricular engagement. Results suggest that benefits associated with ersity may be more far-reaching than previously documented. Not only do students benefit from engaging with racial ersity through related knowledge acquisition or cross-racial interaction but also from being enrolled on a c us where other students are more engaged with those forms of ersity, irrespective of their own level of engagement.
University diversity and preparation for a global society: The role of diversity in shaping intergroup attitudes and civic outcomes
Publisher: Informa UK Limited
Date: 05-2013
Entering first-year students' openness to diversity: A comparison of intended engineering majors with other majors within an ethnically diverse institution
Publisher: Begell House
Date: 2013
Attitudes and advocacy: Understanding faculty views on racial/ethnic diversity
Publisher: Informa UK Limited
Date: 2009
DOI: 10.1353/JHE.0.0054
The development and validation of an instrument assessing student-institution fit
Publisher: Informa UK Limited
Date: 20-10-2015
The impact of student experiences with diversity on developing graduate attributes
Publisher: Informa UK Limited
Date: 26-07-2010
Dynamic relationships: Identifying moderators that maximize benefits associated with diversity
Publisher: Informa UK Limited
Date: 2015
Institutional Racial Representation and Equity Gaps in College Graduation
Publisher: Informa UK Limited
Date: 10-09-2022
Meta-Analysis in Higher Education: An Illustrative Example Using Hierarchical Linear Modeling
Publisher: Springer Science and Business Media LLC
Date: 16-11-2011
Asian Australians’ Experiences of Racism during the COVID-19 Pandemic: Policy Evidence Summary
Publisher: Centre for Resilient and Inclusive Societies
Date: 06-2022
DOI: 10.56311/OHZB5243
Do curricular and cocurricular diversity activities influence racial bias? a meta-analysis
Publisher: American Educational Research Association (AERA)
Date: 06-2009
Abstract: In response to rapidly changing demographics and increased racial tensions, institutions across the country have implemented ersity-related initiatives—to varying degrees—designed to promote positive intergroup relations. This increased interest has resulted in a growing body of research examining the impact of curricular and cocurricular ersity activities on a variety of outcomes and racial bias in particular. Whereas past reviews have highlighted the inconsistency in the research findings thus far, this study presents the first quantitative synthesis on this topic to date. The findings of this meta-analysis demonstrate that these initiatives do indeed reduce bias and that the effectiveness of this result depends on the characteristics of the program as well as the students.
Diversity experiences and perceptions of climate among Australian university students
Publisher: Project MUSE
Date: 2014
Correlates of Work-Life Balance for Faculty Across Racial/Ethnic Groups
Publisher: Springer Science and Business Media LLC
Date: 19-06-2018
I am working-class: Subjective self-definition as a missing measure of social class and socioeconomic status in higher education research
Publisher: American Educational Research Association (AERA)
Date: 05-2014
Abstract: This review provides a critical appraisal of the measurement of students’ social class and socioeconomic status (SES) in the context of widening higher education participation. Most assessments of social class and SES in higher education have focused on objective measurements based on the income, occupation, and education of students’ parents, and they have tended to overlook ersity among students based on factors such as age, ethnicity, indigeneity, and rurality. However, recent research in psychology and sociology has stressed the more subjective and intersectional nature of social class. The authors argue that it is important to consider subjective self-definitions of social class and SES alongside more traditional objective measures. The implications of this dual measurement approach for higher education research are discussed.
Women in STEM Majors and Professional Outcome Expectations: The Role of Living-Learning Programs and Other College Environments
Publisher: Springer Science and Business Media LLC
Date: 23-04-2013
The development and validation of intercultural understanding (ICU) instruments for teachers and students in primary and secondary schools
Publisher: Informa UK Limited
Date: 04-05-2017
Validating racism and cultural respect: Testing the psychometric properties and educational impact of perceived discrimination and multiculturation for Indigenous and non-Indigenous students
Publisher: Informa UK Limited
Date: 12-2010
The nurses' self-concept instrument (NSCI): A comparison of domestic and international student nurses' professional self-concepts from a large Australian University
Publisher: Elsevier BV
Date: 08-2012
DOI: 10.1016/J.NEDT.2011.09.006
Abstract: Professional self-concept is a critical driver of job satisfaction. In Australia, as international nursing enrolments rise, nursing is increasingly characterised by a professional body of international nurses who may differ from domestic Australian nurses in their nursing self-concept. At present, little is known about the extent to which domestic and international students nurses' self-concepts may differ. The present study aimed to elucidate and contrast domestic and international nursing students' self-concepts from one large Australian university. A total of 253 domestic (n=218) and international (n=35) undergraduate nursing students from a large public university in Sydney, Australia completed the Nurses' Self-Concept Instrument (NSCI). Multiple-Indicator-Multiple-Indicator-Cause (MIMIC) modelling was used to assess the effects of student group (domestic and international) on the latent self-concept factors of the NSCI. Domestic and international students' professional self-concepts were similarly high. MIMIC modelling demonstrated that domestic students had a higher patient care self-concept in comparison to international students. Results imply that it may be useful for Australian universities to foster strategies that enhance specific domains of self-concepts (e.g., care) which may be underdeveloped for at least some cultural groups within the international nursing student population compared with domestic nursing students.
Student Involvement in Ethnic Student Organizations: Examining Civic Outcomes 6 Years After Graduation
Publisher: Springer Science and Business Media LLC
Date: 04-11-2015
The Nurses Self-Concept Instrument (NSCI): Assessment of psychometric properties for Australian domestic and international student nurses
Publisher: Elsevier BV
Date: 07-2012
DOI: 10.1016/J.IJNURSTU.2012.01.016
Abstract: Professional self-concept is a critical driver of job satisfaction. In Australia, as international nursing enrolments rise, nursing is increasingly characterised by a professional body of international nurses who may differ from domestic Australian nurses in their nursing self-concept. At present, no psychometrically sound instrument for assessing nursing self-concept for Australian domestic and international nursing students is available. The purpose of this study was to: (1) develop an instrument (the Nurses' Self-Concept Instrument (NSCI)) to measure the professional self-concept of domestic and international nursing students in Australia, and (2) test the psychometric properties of this newly developed instrument. A literature review was conducted to generate the initial dimension and item pools to measure nurses' professional self-concept (NSCI). Two stakeholders examined the content and face validity of dimensions and items. Analysis was performed on data collected from 253 undergraduate nursing students in a large public university in Sydney, Australia, and consisted of domestic (n=218) and international (n=35) nursing students. Internal reliability was assessed using Cronbach's Alpha. Confirmatory factor analysis (CFA) was used to assess the construct validity of the NSCI. The resulting NSCI consisted of 14 items across four self-concept domains: care, leadership, staff relations, and knowledge. The CFA supported the hypothesised factor structure of the self-concept model. All reliabilities were acceptable for both domestic and international students (ranging from r=.78 to .93). The NSCI was shown to be a valid and reliable tool for assessing Australian domestic and international student nurses' professional self-concept. This instrument may also enable those responsible for recruitment of students into nursing courses to assess students' professional self-concept and implement appropriate strategies to foster the growth of lifelong career development.
Keep on Truckin’ or Stay the Course? Exploring Grit Dimensions as Differential Predictors of Educational Achievement, Satisfaction, and Intentions
Publisher: SAGE Publications
Date: 02-03-2015
Abstract: In an ongoing effort to identify predictors of educational success and achievement, grit has emerged as a seemingly useful disposition. Grit is conceived as the combination of perseverance of effort and consistency of interest over time, but the predictive utility of these two dimensions has rarely been explored separately, and the limited research available has considered a small number of outcomes. This article draws upon three s les at two universities to examine the relationships between grit dimensions and various student outcomes. Multiple regression results indicated that perseverance of effort predicted greater academic adjustment, college grade point average, college satisfaction, sense of belonging, faculty–student interactions, and intent to persist, while it was inversely related to intent to change majors. Consistency of interest was associated with less intent to change majors and careers, but it was not significantly associated with any other outcome in the expected direction when controlling for other variables.
The integral role of emotion in interracial interactions and college student outcomes
Publisher: American Psychological Association (APA)
Date: 12-2011
DOI: 10.1037/A0024692
What's Past is Prologue: How Precollege Exposure to Racial Diversity Shapes the Impact of College Interracial Interactions
Publisher: Springer Science and Business Media LLC
Date: 18-08-2012
Gender ratios in high school science departments: The effect of percent female faculty on multiple dimensions of students' science identities
Publisher: Wiley
Date: 2007
DOI: 10.1002/TEA.20179
The characteristics and experiences of minority freshmen committed to biomedical and behavioral science research careers
Publisher: Begell House
Date: 2006
When Race and Class Both Matter: The Relationship between Socioeconomic Diversity, Racial Diversity, and Student Reports of Cross-Class Interaction
Publisher: Springer Science and Business Media LLC
Date: 10-03-2013
Negotiating co-existing subjectivities: the new maternal self in the academy
Publisher: Informa UK Limited
Date: 28-06-2022
Latent Class Analysis in Higher Education: An Illustrative Example of Pluralistic Orientation
Publisher: Springer Science and Business Media LLC
Date: 11-01-2014
A Missing Piece of the Departure Puzzle: Student-Institution Fit and Intent to Persist
Publisher: Springer Science and Business Media LLC
Date: 17-11-2014
Asian Australians’ Experiences of Online Racism during the COVID-19 Pandemic
Publisher: MDPI AG
Date: 23-05-2022
Abstract: Between 13 November 2020 and 11 February 2021, an online national survey of 2003 Asian Australians was conducted to measure the type and frequency of self-identified Asian Australians’ experiences of racism during the COVID-19 pandemic. The survey also aimed to gauge the relationships between racist experiences and targets’ mental health, wellbeing and sense of belonging. In this paper, we report findings on the type and frequency of online racist experiences and their associations with mental health, wellbeing and belonging. The survey found that 40 per cent of participants experienced racism during the COVID-19 pandemic. Within that group, 66 per cent experienced racism online. The demographic pattern of those most likely to experience online racism were younger age groups, males, those born in Australia, English speakers at home, non-Christians, and migrants who have been in Australia less than 20 years. Analysis also found a strong correlation between Asian Australians’ experiences of online racism and poor mental health, wellbeing and belonging. The relationship between experiencing racism, non-belonging and morbidity were more pronounced for those who experienced online racism compared to those who experienced racism in other offline contexts. This points to the corrosive nature of online racism on social cohesion, health and belonging.
What determines faculty-engaged scholarship?
Publisher: Project MUSE
Date: 2010
DOI: 10.1353/RHE.0.0175
Racism in Australia: Filling Data Gaps
Publisher: Centre for Resilient and Inclusive Societies
Date: 2021
DOI: 10.56311/YHLH4042
Abstract: This paper points to a number of areas where racism data remain under-collected, including gaps that should be filled as a matter of urgency in the context of COVID-19. Jehonathan Ben, Amanuel Elias, Mandy Truong, Fethi Mansouri, Nida Denson, Yin Paradies
Australians’ Well-being and Resilience during COVID-19
Publisher: Centre for Resilient and Inclusive Societies
Date: 31-10-2022
DOI: 10.56311/XGFS2085
Teacher Racism, Academic Self-Concept, and Multiculturation: Investigating Adaptive and Maladaptive Relations With Academic Disengagement and Self-Sabotage for Indigenous and Non-Indigenous Australian Students
Publisher: Informa UK Limited
Date: 06-2013
A latent class analysis of students’ openness to learning from diverse others.
Publisher: American Psychological Association (APA)
Date: 17-11-2022
DOI: 10.1037/DHE0000451
Related Organisations
University Of California Los Angeles
Location: United States of America
Related Funding Activities
Linkage Projects - Grant ID: LP0776977
Start Date: 12-2007
End Date: 12-2012
Amount: $305,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP1094417
Start Date: 2010
End Date: 03-2014
Amount: $328,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP220100456
Start Date: 03-2024
End Date: 03-2027
Amount: $150,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP230103079
Start Date: 2023
End Date: 12-2025
Amount: $386,382.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP120200319
Start Date: 12-2012
End Date: 06-2016
Amount: $405,000.00
Funder: Australian Research Council
View Funded Activity