Notice bibliographique
Résumé
EDITORS' NOTES ( Kristen A. Renn, Paul Shang ). 1. An Introduction to Social and Historical Factors Affecting Multiracial College Students ( Paul Shang ) This chapter introduces the volume by describing social and higher education challenges that impact the identities and experiences of traditional age biracial and multiracial college students. 2. Research on Biracial and Multiracial Identity Development: Overview and Synthesis ( Kristen A. Renn ) This chapter presents three main bodies of research on identity development of biracial and multiracial college students: foundational theories, ecological models, and psychological studies of the impact of multiracial identity. 3. Exploring the Experiences and Self-Labeling of Mixed-Race Individuals with Two Minority Parents ( Donna M. Talbot ) A student development researcher describes a qualitative study of ten mixed-race young adults whose parents are from different minority monoracial groups (Black, Latino/Hispanic, Asian, or Native American). 4. Student Perspectives on Multiracial Identity ( Alissa R. King ) In the context of research on multiracial student experiences, this chapter provides personal reflections of a multiracial individual on campus at a time when Who am I? and What are you? questions prevail. 5. Multiracial Student Services Come of Age: The State of Multiracial Student Services in Higher Education in the United States ( Michael Paul A. Wong, Joshua Buckner ) The authors describe emerging services to serve multiracial students, the service traditions from which these services evolve, how they are staffed, and their relationships with student organizations. 6. The Space in Between: Issues for Multiracial Student Organizations and Advising ( C. Casey Ozaki, Marc Johnston ) Based on research and experience working with multiracial student organizations and leaders, the authors describe the functions and challenges of these student groups and provide suggestions for student affairs educators who work with them. 7. Being Multiracial in a Wired Society: Using the Internet to Define Identity and Community on Campus ( Heather Shea Gasser ) This chapter describes established and emerging technologies, including online social networking, blogs, and wikis, that affect how multiracial students form communities and express their identities. 8. Bicultural Faculty and Their Professional Adaptation ( Michael J. Cuyjet ) An associate professor and graduate school dean describes the ways that minority faculty members, monoracial and biracial, must learn to be bicultural to thrive in the dominant culture of higher education at predominantly White institutions. 9. Looking North: Exploring Multiracial Experiences in a Canadian Context ( Leanne Taylor ) A Canadian scholar describes a particular context for understanding mixed-race college student experiences outside the United States and raises questions for higher education policy and student services practice. 10. Student Affairs and Higher Education Policy Issues Related to Multiracial Students ( Angela Kellogg, Amanda Suniti Niskode ) This chapter describes student affairs policy issues that have particular impact on multiracial students, such as collecting and reporting data on student race/ethnicity, implementing campus programs and services, and enacting affirmative action. INDEX.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».