Journal articles: 'Retention ethnic'

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Isajiw, Wsevolod W. "Ethnic identity retention in four ethnic groups: Does it matter?" Journal of Baltic Studies 21, no. 3 (September 1990): 289–304. http://dx.doi.org/10.1080/01629779000000141.

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HERFS, P. G. P. "Tribune Retention Policy for Ethnic Minority Students." Higher Education in Europe 28, no. 3 (October 2003): 361–69. http://dx.doi.org/10.1080/0379772032000120043.

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Singh, Pavneet, Twyla Ens, K. Alix Hayden, Shane Sinclair, Pam LeBlanc, Moaz Chohan, and Kathryn M. King-Shier. "Retention of Ethnic Participants in Longitudinal Studies." Journal of Immigrant and Minority Health 20, no. 4 (June 28, 2017): 1011–24. http://dx.doi.org/10.1007/s10903-017-0618-0.

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Andersen, Hans Skifter. "Selective moving behaviour in ethnic neighbourhoods: white flight, white avoidance, ethnic attraction or ethnic retention?" Housing Studies 32, no. 3 (July 13, 2016): 296–318. http://dx.doi.org/10.1080/02673037.2016.1208161.

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Dumas, Jean E., Angela D. Moreland, Alexandra H. Gitter, Amanda M. Pearl, and Alicia H. Nordstrom. "Engaging Parents in Preventive Parenting Groups: Do Ethnic, Socioeconomic, and Belief Match Between Parents and Group Leaders Matter?" Health Education & Behavior 35, no. 5 (August 2, 2006): 619–33. http://dx.doi.org/10.1177/1090198106291374.

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The authors evaluate the relation of ethnic, socioeconomic status (SES), and belief match between parents and group leaders and engagement in a preventive intervention for parents of preschoolers. Engagement was assessed through attendance, retention, and quality of participation in sessions with 171 parents and 11 group leaders. SES match predicted attendance, retention, and quality of participation. Parents attended more sessions, remained longer in the program, and participated more actively when their group leader came from comparable SES backgrounds. Ethnic match predicted retention only, with parents attending longer when their ethnicity matched their group leader's. Engagement was unrelated to the extent of match across different characteristics, nor was the link between ethnic match and retention mediated by SES or belief match. Results suggest that social, cultural, and belief similarities between parents and group leaders may be less salient in preventive parenting interventions than is assumed. Implications for research and practice are discussed.

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Kalbach, Madeline A., Kelly H. Hardwick, Renata D. Vintila, and Warren E. Kalbach. "Ethnic-connectedness and economic inequality: a persisting relationship." Canadian Studies in Population 29, no. 2 (December 31, 2002): 245. http://dx.doi.org/10.25336/p60w33.

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This paper focuses on the relationship between the retention of ethnic or cultural distinctiveness and economic inequality for Ukrainians, Germans, Italians, Chinese, and south East Asians. It uses Canadian census data to test predictions arising from assimilation theory by examining the possible varying effects of religion on economic inequality for the five ethnic groups in order to determine whether assimilation theory and the multidimensional effect of ethnicity can predict within group variations. This analysis lends emphasis to the fact that retention of ethnic-connectedness and distinctiveness may create obstacles for the immigrant attempting to achieve economic success in Canada.

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Hwang, DaSol Amy, Alex Lee, Jae Min Song, and Hae-Ra Han. "Recruitment and Retention Strategies Among Racial and Ethnic Minorities in Web-Based Intervention Trials: Retrospective Qualitative Analysis." Journal of Medical Internet Research 23, no. 7 (July 12, 2021): e23959. http://dx.doi.org/10.2196/23959.

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Background Racial and ethnic minority groups are underrepresented in health research, contributing to persistent health disparities in the United States. Identifying effective recruitment and retention strategies among minority groups and their subpopulations is an important research agenda. Web-based intervention approaches are becoming increasingly popular with the ubiquitous use of the internet. However, it is not completely clear which recruitment and retention strategies have been successful in web-based intervention trials targeting racial and ethnic minorities. Objective This study aims to describe lessons learned in recruiting and retaining one of the understudied ethnic minority women—Korean Americans—enrolled in a web-based intervention trial and to compare our findings with the strategies reported in relevant published web-based intervention trials. Methods Multiple sources of data were used to address the objectives of this study, including the study team’s meeting minutes, participant tracking and contact logs, survey reports, and postintervention interviews. In addition, an electronic search involving 2 databases (PubMed and CINAHL) was performed to identify published studies using web-based interventions. Qualitative analysis was then performed to identify common themes addressing recruitment and retention strategies across the trials using web-based intervention modalities. Results A total of 9 categories of recruitment and retention strategies emerged: authentic care; accommodation of time, place, and transportation; financial incentives; diversity among the study team; multiple, yet standardized modes of communication; mobilizing existing community relationships with efforts to build trust; prioritizing features of web-based intervention; combined use of web-based and direct recruitment; and self-directed web-based intervention with human support. Although all the studies included in the analysis combined multiple strategies, prioritizing features of web-based intervention or use of human support were particularly relevant for promoting recruitment and retention of racial and ethnic minorities in web-based intervention trials. Conclusions The growing prevalence of internet use among racial and ethnic minority populations represents an excellent opportunity to design and deliver intervention programs via the internet. Future research should explore and compare successful recruitment and retention methods among race and ethnic groups for web-based interventions. Trial Registration ClinicalTrials.gov NCT03726619; https://clinicaltrials.gov/ct2/show/NCT03726619.

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Baruffi, Gigliola, Charles Hardy, Carol Waslien, Sue Uyehara, Dmitry Krupitsky, and Jennette Silao. "Association of Pregnancy Weight Gain with Infant Birth Weight and Postpartum Weight Retention." Californian Journal of Health Promotion 3, no. 4 (December 1, 2005): 144–56. http://dx.doi.org/10.32398/cjhp.v3i4.1788.

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Purpose: To investigate weight gain during pregnancy and its association with birth weight and weight retention postpartum (PP) among women of different ethnic backgrounds. Methods: Cross-sectional study of 5,863 women participating in the Hawai`i Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) in 1997 and 1998. Postpartum weight and height were measured by WIC staff, weight gain during pregnancy and infant birth weight were self-reported. Ethnicity was also selfreported. The Institute of Medicine guidelines for pregnancy weight gain in relation to levels of prepregnancy body mass index (BMI) were followed. The analysis included bivariate tests of association between prepregnancy BMI, pregnancy weight gain, PP weight retention, infant birth weight and ethnicity. Multivariable analysis was conducted to estimate the independent association of the study variables with PP weight retention, birth weight, and ethnicity. SAS was used to analyze the data. Results: The largest ethnic groups were Hawaiian (29.9%), Caucasian (27.2%), and Filipino (19.8%). Asians, Blacks, Samoans, and Other represented smaller percentages. Thirty percent of women were overweight or obese before pregnancy. There were significant ethnic differences in prepregnancy BMI. Samoans had the highest mean prepregnancy BMI (29.7). Filipinos had the lowest mean prepregnancy BMI (22.5). There were significant differences in pregnancy weight gain. Samoans had the highest mean weight gain (37.3 lbs). Asians had the lowest mean weight gain (29.1bs). Almost one half of women (48.1%) gained more than the IOM recommended pregnancy weight. The average weight retention was 9.4 lbs at five to six months postpartum, and 7.4 lbs after eight months postpartum. There were significant ethnic differences in weight retention with Samoans having the largest average weight retention (17.5 lbs) and Asians the lowest (9.6 lbs). Infant birth weight differed significantly by ethnicity. Birth weight was significantly associated with prepregnancy BMI and pregnancy weight gain. Conclusions: In spite of large racial/ethnic differences, on the average there was almost a two-thirds pound adjusted PP weight retention for each pound of weight gained during pregnancy. Our study suggests a need for integrated women’s health services to include nutritional support during the pre and post conceptual period. Findings of this study will provide guidance in the development of culturally sensitive interventions and counseling.

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Alvarez, Alice, and Katherine Abriam-Yago. "Mentoring Undergraduate Ethnic-Minority Students: A Strategy for Retention." Journal of Nursing Education 32, no. 5 (May 1993): 230–32. http://dx.doi.org/10.3928/0148-4834-19930501-11.

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Sangi-Haghpeykar, Haleh, Hannah M. Meddaugh, Hao Liu, and Placido Grino. "Attrition and retention in clinical trials by ethnic origin." Contemporary Clinical Trials 30, no. 6 (November 2009): 499–503. http://dx.doi.org/10.1016/j.cct.2009.06.004.

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Gbolade, Babatunde A. "The Recruitment and Retention of Members of Black and other Ethnic Minority Groups to NHS Research Ethics Committees in the United Kingdom." Research Ethics 1, no. 1 (March 2005): 27–31. http://dx.doi.org/10.1177/174701610500100106.

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The publication ‘Governance arrangements for NHS Research Ethics Committees’ is clear in its recommendations about the composition of National Health Service research ethics committees in the United Kingdom. It highlights the need for a sufficiently broad range of experience and expertise, balanced age and gender distribution and every effort to be made to recruit members from black and ethnic minority backgrounds, as well as people with disabilities. It was considered that this composition would make it possible for the scientific, clinical and methodological aspects of a research proposal to be reconciled with the welfare of research participants, and with broader ethical implications. Black and other ethnic minorities constitute 7.9 per cent of the UK population. Ideally, in any research ethics committee with a maximum of 18 members, at least one would be a member of the black or other ethnic minority groups. However, this does not appear to be the case; some committees having more than one, while most do not have any. This paper looks at the present position and suggests ways of improving recruitment and retention of members of these groups.

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Hoang, Tram V., Bradley J. Cardinal, and Daniel W. Newhart. "An Exploratory Study of Ethnic Minority Students' Constraints to and Facilitators of Engaging in Campus Recreation." Recreational Sports Journal 40, no. 1 (April 2016): 69–81. http://dx.doi.org/10.1123/rsj.2014-0051.

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A positive relationship exists between student engagement, student success, and institutional retention rates. Ethnic minority student retention rates are lower than those of the dominant culture. Campus recreation programs play a role in improving upon this situation. This study's purpose was to explore constraints to and facilitators of ethnic minority students' participation in campus recreation. Three focus groups were conducted with 22 ethnic minority students (female n = 14, male n = 8; freshman through senior year). Results revealed four constraints (i.e., organizational, lack of time, gender, cultural) to and six facilitators (i.e., social dynamics of campus recreation facilities, health maintenance, personal growth, maintaining cultural connections, facility and services, accountability) of participation. Strategies for creating more inclusive campus recreation environments and programming to increase student engagement and retention are proposed (e.g., ensuring equitable use of shared spaces, facilitating women's weight training, providing online resources, creating more structured programming, requiring cultural competence staff training, designating spaces for cultural recreational activities).

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Sueyoshi, Amy, and Sutee Sujitparapitaya. "Why Ethnic Studies." Ethnic Studies Review 43, no. 3 (2020): 86–102. http://dx.doi.org/10.1525/esr.2020.43.3.86.

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While the United States wrestles with a college completion crisis, the Division of Institutional Research at San Francisco State University found a high correlation between Ethnic Studies curriculum and increased student retention and graduation rates. Majors and minors in the College of Ethnic Studies graduated within six years at rates up to 92%. Those who were neither majors nor minors in Ethnic Studies also boosted their graduation rates by up to 72% by taking just a few courses in Africana Studies, American Indian Studies, Asian American Studies, Latina/Latino Studies, or Race and Resistance Studies. Faculty in the College of Ethnic Studies demonstrated significant levels of high impact instruction in the National Survey of Student Engagement (NSSE) and senior exit surveys as compared with their colleagues across the university.

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Wong, Roger, Takashi Amano, Shih-Yin Lin, Yuanjin Zhou, and Nancy Morrow-Howell. "Strategies for the Recruitment and Retention of Racial/Ethnic Minorities in Alzheimer Disease and Dementia Clinical Research." Current Alzheimer Research 16, no. 5 (May 21, 2019): 458–71. http://dx.doi.org/10.2174/1567205016666190321161901.

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Background:Racial/ethnic minorities have among the highest risks for Alzheimer disease and dementia, but remain underrepresented in clinical research studies.Objective:To synthesize the current evidence on strategies to recruit and retain racial/ethnic minorities in Alzheimer disease and dementia clinical research.Methods:We conducted a systematic review by searching CINAHL, EMBASE, MEDLINE, PsycINFO, and Scopus. We included studies that met four criteria: (1) included a racial/ethnic minority group (African American, Latino, Asian, American Indian or Alaska Native, and Native Hawaiian or Other Pacific Islander); (2) implemented a recruitment or retention strategy for Alzheimer disease or dementia clinical research; (3) conducted within the U.S.; and (4) published in a peer-reviewed journal.Results:Of the 19 included studies, 14 (73.7%) implemented recruitment strategies and 5 (26.3%) implemented both recruitment and retention strategies. Fifteen studies (78.9%) focused on African Americans, two (10.6%) on both African Americans and Latinos, and two (10.5%) on Asians. All the articles were rated weak in the study quality. Four major themes were identified for the recruitment strategies: community outreach (94.7%), advertisement (57.9%), collaboration with health care providers (42.1%), and referral (21.1%). Three major themes were identified for the retention strategies: follow-up communication (15.8%), maintain community relationship (15.8%), and convenience (10.5%).Conclusion:Our findings highlight several promising recruitment and retention strategies that investigators should prioritize when allocating limited resources, however, additional well-designed studies are needed. By recruiting and retaining more racial/ethnic minorities in Alzheimer disease and dementia research, investigators may better understand the heterogeneity of disease progression among marginalized groups. PROSPERO registration #CRD42018081979.

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Shaw, Allison K., Chiara Accolla, Jeremy M. Chacón, Taryn L. Mueller, Maxime Vaugeois, Ya Yang, Nitin Sekar, and Daniel E. Stanton. "Differential retention contributes to racial/ethnic disparity in U.S. academia." PLOS ONE 16, no. 12 (December 1, 2021): e0259710. http://dx.doi.org/10.1371/journal.pone.0259710.

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Several racial and ethnic identities are widely understood to be under-represented within academia, however, actual quantification of this under-representation is surprisingly limited. Challenges include data availability, demographic inertia and identifying comparison points. We use de-aggregated data from the U.S. National Science Foundation to construct a null model of ethnic and racial representation in one of the world’s largest academic communities. Making comparisons between our model and actual representation in academia allows us to measure the effects of retention (while controlling for recruitment) at different academic stages. We find that, regardless of recruitment, failed retention contributes to mis-representation across academia and that the stages responsible for the largest disparities differ by race and ethnicity: for Black and Hispanic scholars this occurs at the transition from graduate student to postdoctoral researcher whereas for Native American/Alaskan Native and Native Hawaiian/Pacific Islander scholars this occurs at transitions to and within faculty stages. Even for Asian and Asian-Americans, often perceived as well represented, circumstances are complex and depend on choice of baseline. Our findings demonstrate that while recruitment continues to be important, retention is also a pervasive barrier to proportional representation. Therefore, strategies to reduce mis-representation in academia must address retention. Although our model does not directly suggest specific strategies, our framework could be used to project how representation in academia might change in the long-term under different scenarios.

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van Poppel, M. N. M., M. A. Hartman, K. Hosper, and M. van Eijsden. "Ethnic differences in weight retention after pregnancy: the ABCD study." European Journal of Public Health 22, no. 6 (February 7, 2012): 874–79. http://dx.doi.org/10.1093/eurpub/cks001.

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Presley, Sherine, and Susan X. Day. "Counseling dropout, retention, and ethnic/language match for Asian Americans." Psychological Services 16, no. 3 (August 2019): 491–97. http://dx.doi.org/10.1037/ser0000223.

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Waage, CW, RS Falk, C. Sommer, K. Mørkrid, KR Richardsen, A. Baerug, N. Shakeel, KI Birkeland, and AK Jenum. "Ethnic differences in postpartum weight retention: a Norwegian cohort study." BJOG: An International Journal of Obstetrics & Gynaecology 123, no. 5 (February 25, 2015): 699–708. http://dx.doi.org/10.1111/1471-0528.13321.

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Spoont, Michele R., David B. Nelson, Maureen Murdoch, Nina A. Sayer, Sean Nugent, Thomas Rector, and Joseph Westermeyer. "ARE THERE RACIAL/ETHNIC DISPARITIES IN VA PTSD TREATMENT RETENTION?" Depression and Anxiety 32, no. 6 (November 24, 2014): 415–25. http://dx.doi.org/10.1002/da.22295.

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Latino, Christian A., Gabriela Stegmann, Justine Radunzel, Jason D. Way, Edgar Sanchez, and Alex Casillas. "Reducing Gaps in First-Year Outcomes Between Hispanic First-Generation College Students and Their Peers: The Role of Accelerated Learning and Financial Aid." Journal of College Student Retention: Research, Theory & Practice 22, no. 3 (April 4, 2018): 441–63. http://dx.doi.org/10.1177/1521025118768055.

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Hispanic students are the most likely out of all racial or ethnic groups to be first-generation college students (FGCS). Hispanic FGCS have been shown to be the least likely to persist out of all racial or ethnic backgrounds. However, there is little literature on this population. To address this, the present study investigated the association of accelerated learning in high school (e.g., Advanced Placement courses and dual enrollment) and financial aid on academic outcomes for Hispanic FGCS and Hispanic non-FGCS at a 4-year postsecondary institution ( n = 2,499). Hispanic FGCS fared worse in first-year grade point average (GPA) and first- to second-year retention than Hispanic non-FGCS. After controlling for academic, nonacademic, and demographic variables, results suggested that accelerated learning reduced achievement gaps in first-year GPA and financial aid reduced achievement gaps in retention rates for Hispanic FGCS. These results suggest that environmental supports (i.e., accelerated learning and financial aid) may be able to improve GPA and retention for Hispanic FGCS.

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Hasmath, Reza, and Benjamin Ho. "Job acquisition, retention, and outcomes for ethnic minorities in urban China." Eurasian Geography and Economics 56, no. 1 (January 2, 2015): 24–43. http://dx.doi.org/10.1080/15387216.2015.1049637.

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Jan, Jie-Sheng. "Ethnic Language Retention and East Asian Endogamy in the United States." Marriage & Family Review 55, no. 1 (April 27, 2018): 59–77. http://dx.doi.org/10.1080/01494929.2018.1458003.

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Coatsworth, J. Douglas, Larissa G. Duncan, Hilda Pantin, and José Szapocznik. "Patterns of Retention in a Preventive Intervention with Ethnic Minority Families." Journal of Primary Prevention 27, no. 2 (March 2006): 171–93. http://dx.doi.org/10.1007/s10935-005-0028-2.

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Abelson, Jonathan S., Natalie Z. Wong, Matthew Symer, Gregory Eckenrode, Anthony Watkins, and Heather L. Yeo. "Racial and ethnic disparities in promotion and retention of academic surgeons." American Journal of Surgery 216, no. 4 (October 2018): 678–82. http://dx.doi.org/10.1016/j.amjsurg.2018.07.020.

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Montgomery, Tiffany M., Patience N. Ajoff-Foster, Shawana S. Moore, and Nalo M. Hamilton. "Recruitment and retention of diverse students and faculty in women’s health." Women’s Healthcare: A Clinical Journal for NPs 10, no. 2 (April 8, 2022): 19–25. http://dx.doi.org/10.51256/whc042219.

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This article discusses the importance of increasing racial and ethnic diversity among women’s health nurse practitioners, as such diversity needs to reflect that of the communities they serve, presenting strategies to achieve equitable representation of historically underrepresented students and faculty.

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Nieman, Carrie, Haera Han, and George Rebok. "Recruitment and Retention in Diverse Cohorts: Lessons From Community-Engaged Efforts." Innovation in Aging 5, Supplement_1 (December 1, 2021): 471. http://dx.doi.org/10.1093/geroni/igab046.1821.

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Abstract Effective behavioral interventions and associated trials reflect the complexity and context of the communities with which they are tailored and the behaviors they seek to address. Community-engaged methodology can serve to capture these complexities, particularly when focusing on health inequities. Significant health and healthcare disparities persist among racial/ethnic minorities and representation of racial/ethnic minorities is lacking within trials that reflects the diversity of the U.S. population. Novel approaches are needed to increase the diversity of participants within behavioral intervention research. This symposium covers the unique barriers and facilitators related to recruitment and retention across a range of populations, including African American and Hispanic/LatinX older adults with hearing loss to diverse dementia family caregivers and community-dwelling Korean American older adults. Beyond the challenges and opportunities, the symposium will focus on effective recruitment strategies. The discussion will include 1) findings from 10 years of recruiting older Korean Americans into community-based trials, 2) lessons in tailoring recruitment efforts to dementia family caregivers, 3) the integration of human-centered design into a community-engaged hearing care intervention targeting low-income and African American older adults, 4) successful recruitment and retention efforts in a community-based participatory research trial in a borderlands community, and 5) the deployment of strategies to recruit Latino, Asian, and African American older adults with depression and anxiety in the setting of the COVID-19 pandemic. This symposium seeks to build the evidence related to recruitment of older racial/ethnic minorities in diverse settings, which is fundamental to addressing health inequities through behavioral intervention research.

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Redding, Christopher. "Is Teacher–Student and Student–Principal Racial/Ethnic Matching Related to Elementary School Grade Retention?" AERA Open 8 (January 2022): 233285842110675. http://dx.doi.org/10.1177/23328584211067534.

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This study uses data from the Early Childhood Longitudinal Study, 2010–2011 to better understand the rates of grade retention during elementary school and the factors associated with this grade retention. Using matched student–teacher and student–principal data, I examine the student-, teacher-, and school-level factors associated with a student’s probability of being retained. I then apply within-student comparisons to examine the extent to which students with a teacher or principal of the same race/ethnicity had a lower probability of being retained. No evidence of a relationship is found between student–teacher and student–principal racial/ethnic matching and reduced grade retention for Black, Latinx, or White students.

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Doran, Kelly, Anahi Collado, Hailey Taylor, Julia W. Felton, Kayla N. Tormohlen, and Richard Yi. "Methods to Optimize Recruitment, Participation, and Retention Among Vulnerable Individuals Participating in a Longitudinal Clinical Trial." Research and Theory for Nursing Practice 35, no. 1 (February 1, 2021): 24–49. http://dx.doi.org/10.1891/rtnp-d-19-00039.

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Low-income and ethnic/racial minority adults do not often participate in research or may face unique barriers when participating in research, which delays and impedes medical advances for this vulnerable population. This article describes in detail the evidenced-based methods used to enhance recruitment, participation, and retention in a clinical trial at a center serving ethnic/racial minorities and low-income individuals. The article details the partnership with a community outreach center and describes the duties and impact of a community liaison to enhance recruitment, participation, and retention in a randomized controlled trial with a 6-month follow-up. Of the 246 individuals initially recruited for screening, 80 did not meet inclusion criteria with the most common reason for disqualification being meeting criteria for substance use disorder (n = 44). One hundred sixty-six participants qualified for participation. The majority of participants identified as African American (n = 127, 77.1%) and reported an annual individual income under $10,000 (n = 121 (74.2%). Forty-five percent of the sample completed the requested number of sessions (i.e., 12). Sixty-three percent of participants completed post intervention assessments and 42% completed 6-month follow-up data collection. The participation and retention numbers in this study appear higher than typical participation and retention rates in longitudinal studies with similar populations. The methods and lessons learned may be useful for other clinical trials that recruit vulnerable populations and wish to enhance participation, engagement, and retention.

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Austin, Ashley, and Eric F. Wagner. "Correlates of Treatment Retention Among Multi-Ethnic Youth with Substance Use Problems: Initial Examination of Ethnic Group Differences." Journal of Child & Adolescent Substance Abuse 15, no. 3 (February 27, 2006): 105–28. http://dx.doi.org/10.1300/j029v15n03_07.

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Moradi, Bonnie, and Greg J. Neimeyer. "Diversity in the Ivory White Tower." Counseling Psychologist 33, no. 5 (September 2005): 655–75. http://dx.doi.org/10.1177/0011000005277823.

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Scholars have highlighted the importance of recruitment, retention, and promotion of racial-ethnic minority faculty for the field of counseling psychology. This study examines the specialty’s progress by chronicling the racial-ethnic composition of faculty in counseling psychology programs across time. The findings summarized begin to reveal the level of progress made toward increasing faculty racial-ethnic diversity within the field. Data generally support the collective success of counseling psychology programs in increasing racial-ethnic diversity of faculty but also highlight some of the challenges that remain to be addressed. Several possible interpretations, implications, and limitations of these findings are discussed in relation to counseling psychology’s continuing support of multiculturalism as a distinctive feature of its identity and its objectives as a specialty.

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Prasetya, Kiftian Hady, Hani Subakti, and Hety Diana Septika. "Pemertahanan Bahasa Dayak Kenyah di Kota Samarinda." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 3, no. 3 (September 15, 2020): 295–304. http://dx.doi.org/10.30872/diglosia.v3i3.77.

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The focus of the problem in this study is motivated by the phenomenon of the development of the times and the rapid flow of globalization making the Dayak ethnic in Samarinda City specifically, becoming an ethnic minority so language retention needs to be made in multilingual minority language communities. The language that is the focus of research is Dayak Kenyah Language. The purpose of this study was to determine the factors of preservation of Dayak Kenyah Language in Samarinda City. This research uses descriptive qualitative method with a sociolinguistic approach. The research data were written text (conversational transcripts) from the data source of the Dayak Kenyah ethnic community in Samarinda City. Data collection techniques using the stages of observation, Simak Free Engage Involved (SBLC) techniques, and interviews. Research instruments in the form of devices, stationery, notebooks, and indicators of language maintenance. The results of the study found that there were efforts made by the Dayak Kenyah community in Samarinda City as a manifestation of the language of the Dayak Kenyah region. The research findings are: (1) family factors, (2) social factors, (3) communication intensity factors, (4) activity factors, and (5) desire factors in language retention. The conclusion in this study focuses more on the care and contribution of various layers of ethnic Dayak Kenyah communities, especially in Samarinda, towards the regional languages they have.

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Takenaka, Ayumi. "The mechanisms of ethnic retention: Later-Generation Japanese immigrants in Lima, Peru." Journal of Ethnic and Migration Studies 29, no. 3 (May 2003): 467–83. http://dx.doi.org/10.1080/13691830305615.

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Jones-Quartey, Theo S. "The Academic Library's Role in the Effort to Improve Ethnic Minority Retention." Educational Forum 57, no. 3 (September 30, 1993): 277–82. http://dx.doi.org/10.1080/00131729309335427.

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Denadai, Tu, Tsai, Tsai, Hsieh, Pai, Chen, Kane, Lo, and Chou. "Workflow and Strategies for Recruitment and Retention in Longitudinal 3D Craniofacial Imaging Study." International Journal of Environmental Research and Public Health 16, no. 22 (November 12, 2019): 4438. http://dx.doi.org/10.3390/ijerph16224438.

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Longitudinal epidemiological studies are considered the gold standard for understanding craniofacial morphologic development, but participant recruitment and retention can be challenging. This study describes strategies used to recruit and maintain a high level of participation in a longitudinal study involving annual three-dimensional (3D) craniofacial soft-tissue imaging from healthy Taiwanese Chinese elementary school students aged 6 to 12 years. The key aspects for project delineation, implementation, and the initial three-year practical experiment are portrayed in an integrated multistep workflow: ethics- and grant-related issues; contact, approval, and engagement from partners of the project (school stakeholders and parents); a didactic approach to recruit the students; research staff composition with task design; three station-based data collection days with two educative activities (oral hygiene and psychosocial interaction stations) and one 3D craniofacial imaging activity; and reinforcement tactics to sustain the longitudinal annual participation after the first enrollment. Randomly selected students and teachers answered an experience satisfaction questionnaire (five-point Likert scale ranging from one to five) designed to assist in understanding what they think about the data collection day. Measures of frequency (percentage) and central tendency (mean) were adopted for descriptive analysis. Six of seven contacted schools accepted participation in the project. All parents who attended the explanatory meetings agreed to join the project. A cohort of 676 students (336 girls) participated at baseline enrollment, with a follow-up rate of 96% in the second data collection. The average questionnaire-related scores were 4.2 ± 0.7 and 4.4 ± 0.6 for teachers and students, respectively. These 3D craniofacial norms will benefit multidisciplinary teams managing cleft-craniofacial deformities in the globally distributed ethnic Chinese population, particularly useful for phenotypic variation characterization, conducting quantitative morphologic comparisons, and therapeutic planning and outcome assessment. The described pathway model will assist other groups to establish their own age-, sex-, and ethnic-specific normative databases.

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Albert, Ajani Oludele, and Onah Onodje. "Migration and Cultural Identity Retention of Igbo Migrants in Ibadan, Nigeria." Journal of Sustainable Development 9, no. 2 (March 30, 2016): 137. http://dx.doi.org/10.5539/jsd.v9n2p137.

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<p>Nigeria, a country of 170 million people and 250 ethnic nationalities presents a complex picture of internal migration within its geographical entity. This study investigated the issues relating to cultural identity retention among a highly migratory ethnic group, the Igbo, whose origin is in the Eastern part of Nigeria. The study employed exploratory research design. Twenty-five in-depth interviews were conducted and two focus group discussion sessions were held with members of <em>Eha Alumona</em> home town association in Ibadan, a city in the south western Nigeria. Data were collected during the association’s meetings and other cultural activities involving the members of the group. The study adopted thematic content analysis of its data. The findings indicate that the Igbo migrant association was a very active agency in the promotion of Igbo cultural identity among its members. Both material and non-material cultural elements were equally affected in the process of adaptation by the migrants. The study concludes that though the migrants indicated a high level of integration into their host culture, they continued to retain certain cultural elements of their community of origin.</p>

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Hagedorn, Linda Serra, William Maxwell, and Preston Hampton. "Correlates of Retention for African-American Males in Community Colleges." Journal of College Student Retention: Research, Theory & Practice 3, no. 3 (November 2001): 243–63. http://dx.doi.org/10.2190/mj6a-tfac-mrpg-xdkl.

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The retention rates of African-American men in community colleges are among the lowest of all ethnic groups nationally. This study analyzes organizational data for three cohorts of men in a longitudinal design for three semesters ( N = 202), and uses logistic regression to identify the factors that best predict retention. The importance of high school grades, age, number of courses, a positive view of personal skills, clear high goals, and the early identification of a college major appear to be salient for this group and offer implications for practice.

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Stein, Rachel E., Katie E. Corcoran, Brittany M. Kowalski, and Corey J. Colyer. "Congregational Cohesion, Retention, and the Consequences of Size Reduction: A Longitudinal Network Analysis of an Old Order Amish Church." Sociology of Religion 81, no. 2 (2020): 206–29. http://dx.doi.org/10.1093/socrel/srz036.

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Abstract Congregations depend on their members for their success and survival. Yet there is a lack of research examining congregational retention or exit. Social networks are key to understanding religious group dynamics including retention; however, research on religious communities using network analysis is limited. We use Amish directories to compile longitudinal census data on intracongregational familial ties in our case study. We theorize and find that cohesion is inversely related to congregational size and positively related to retention. We find that splitting congregations reduces cohesion when members central to the network are removed even when congregational size is reduced. The findings may be particularly relevant for understanding retention and group dynamics in small congregations and ethnic congregations in which extended family ties more commonly form the membership base. The results demonstrate the utility of using social network analysis methods to test theoretical predictions drawn from the sociology of religion literature.

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Taxis, Carole J. "The Underrepresentation of Hispanics/Latinos in Nursing Education: A Deafening Silence." Research and Theory for Nursing Practice 16, no. 4 (December 2002): 249–62. http://dx.doi.org/10.1891/rtnp.16.4.249.53029.

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While our national population is growing more ethnically and racially diverse, the nursing workforce and faculty remains predominantly White (non-Hispanic). Ethnic/racial minorities are seriously underrepresented in nursing and, as such, are a factor in the nursing workforce shortage. The nursing literature has addressed the need for ethnic/racial diversity for several decades, most often citing diversification as a means of providing culturally competent care. However the fact remains that the nursing population continues to be underrepresented by people of color. The diversification of the nursing profession will require culturally sensitive research and theory development regarding the recruitment and education of ethnic/racial minorities. While there is a growing body of knowledge regarding the educational needs and experiences of minorities in nursing education, much of this data generalize minorities as if they were a homogeneous group. There is a striking paucity of research regarding the underrepresentation of Hispanics in nursing and the unique issues of recruitment and retention of this group in nursing education. This paper provides a review of the mostly anecdotal literature regarding the experiences of Hispanics in nursing education. It explores the underrepresentation and paucity of culturally specific knowledge regarding the recruitment, retention, and graduation of Hispanics/Latinos in nursing. The homogeneity of nursing and its consequences specifically in relation to Hispanics is discussed. The research implications are highlighted throughout.

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PHILLIPS, CORETTA. "Institutional Racism and Ethnic Inequalities: An Expanded Multilevel Framework." Journal of Social Policy 40, no. 1 (July 2, 2010): 173–92. http://dx.doi.org/10.1017/s0047279410000565.

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AbstractThe concept of institutional racism re-emerged in political discourse in the late 1990s after a long hiatus. Despite it initially seeming pivotal to New Labour's reform of policing and the antecedent of a new race equality agenda, it has remained a contested concept that has been critiqued by multiple constituencies. This paper notes the ambiguities and contradictions of the concept and considers its validity as an explanatory concept for long-observed ethnic inequalities in educational attainment and stop and search. In so doing, it argues for its retention, but only within a multilevel framework that incorporates racialisations operating at the micro, meso and macro levels.

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Knuckle, Essie P., and Charles A. Asbury. "Benton Revised Visual Retention Test Performance of Black Adolescents According to Age, Sex, and Ethnic Identity." Perceptual and Motor Skills 63, no. 1 (August 1986): 319–27. http://dx.doi.org/10.2466/pms.1986.63.1.319.

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As part of a battery, the Benton Revised Visual Retention Test was individually administered to 100 black adolescent students in southeastern Virginia, aged 12 or 13 yr. The Benton test, Form C, Administrations A and C were scored for both Total Errors and Total Number Correct. A multivariate analysis of variance indicated no significant differences between ages, but there were differences between boys' and girls' scores. There were two significant interactions for age, sex, and measured ethnic identity on Administration C for Total Number Correct and Total Errors for the group. Administration A, scored for categorical errors, produced significant univariate F ratios for Total Errors, Distortion, and Total Right Errors on the classification of ethnic identity. Alternative interpretations are feasible, and further research into the influences of experimental and cultural variables on visual perception is needed.

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Burke, Shanna L., Warren Barker, Monica Rosselli, Miriam Rodriguez, Carolina Robayo, Cesar L. Chirinos, Raquel Behar, and Maria T. Greig-Custo. "PREDICTORS OF ATTRITION IN THE MULTI-ETHNIC 1FLORIDA ADRC CLINICAL CORE." Innovation in Aging 3, Supplement_1 (November 2019): S464. http://dx.doi.org/10.1093/geroni/igz038.1733.

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Abstract Understanding predictors of attrition can position researchers to increase retention efforts and focus on preventing attrition. Attrition, or dropout of participants during a study prior to completion, can threaten the internal and external validity of a study’s findings. Data from the 1FloridaADRC Clinical Core was analyzed, and included 271 participants within a two-year follow-up window, of which 216 (79.7%) were retained. T-tests and chi-square analyses were used to determine if a number of demographic, clinical, acculturation, and neuroimaging predictors were associated with attrition. The participant cohort included: 85% with cognitive impairment; 60% Hispanic; 42% over the age of 75; and 62% female. Predictors of greater attrition included: age over 75 years (p< .003); cognitive diagnosis of MCI or dementia (p< .01); and lower scores on the Mini-Mental Status Exam (p<.04), the Hopkins Verbal Learning Test (HVLT) immediate (p< .02), and delayed (p<.002) Higher total score on the Neuropsychiatric Inventory Questionnaire (p<.06), endorsement of night time behaviors (p<.05) and greater hippocampal atrophy (p<.02) were also predictive of attrition. Hispanic ethnicity was not a predictor of attrition, as retention was 81% for Hispanics versus 79% for non-Hispanics. However, among Hispanic participants, English acculturation measured by the Bidimensional Acculturation Scale for Hispanics was lower for those who dropped out (t=2.8; p=.006).

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Chaudhry, Zubair A., Javaid Sultan, and Farrukh Alam. "Predictors for retention in treatment with a UK community-based naltrexone programme for opioid dependence." Psychiatrist 36, no. 6 (June 2012): 218–24. http://dx.doi.org/10.1192/pb.bp.111.035063.

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Aims and methodTo evaluate the efficacy of naltrexone maintenance therapy in a community-based programme for opioid-dependent patients and to identify predictors for longer-term retention in treatment. A retrospective case-note study was conducted in 142 people dependent on opioids who had undergone detoxification and maintained adherence to naltrexone treatment for a minimum of 4 weeks. Social and clinical demographic factors during treatment were recorded using a standardised naltrexone monitoring scale. Efficacy was measured as retention in treatment, and potential predictors were examined using regression analysis.ResultsAlthough there was overall low retention of patients in treatment, 55.6% of the patients remained in treatment for 4–8 weeks, and 29.6% of the patients remained in treatment for 17 weeks or more. Enhanced long-term retention in treatment was associated with Asian or other minority ethnic status, employment, parental supervision of naltrexone administration, less boredom, short duration of addiction, younger age, low alcohol intake and no cannabis use in univariate analyses. Short duration of opioid dependence syndrome (3 years) and low alcohol intake (<10 units/week) were significant independent predictors for longer-term retention in treatment in subsequent multivariate analysis.Clinical implicationsLow alcohol intake and shorter duration of addiction were significant independent predictors for longer-term retention in treatment, but retention rates for naltrexone remain low overall. Additional psychosocial support may be needed to address these issues.

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Berglund, Nathan Robert, and John Daniel Eshleman. "Client and audit partner ethnicity and auditor-client alignment." Managerial Auditing Journal 34, no. 7 (July 1, 2019): 835–62. http://dx.doi.org/10.1108/maj-10-2018-2036.

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PurposeThe purpose of this study is to examine the role of ethnic similarity in the audit partner–client manager relationship and its impact on auditor selection and retention decisions.Design/methodology/approachThe authors use name matching analysis to infer ethnicity of audit partners and client managers in the US nonprofit reporting environment. The authors examine the degree of ethnic similarity (co-ethnicity) between the two parties and model auditor selection and retention decisions as a function of co-ethnicity. The authors also model reporting attributes as a function of co-ethnicity.FindingsThe authors find that the ethnic similarity between the client manager and their external audit partner is a significant determinant of auditor-client alignment. Specifically, the authors find that clients are more likely to select and retain an audit partner who is ethnically similar to the client manager. The authors find that co-ethnicity is associated with a lowered propensity to issue a going concern opinion to a financially distressed client and an increased occurrence of underreporting of fundraising and administrative expenses.Research limitations/implicationsTaken together, the evidence suggests that ethnic diversity (the opposite of co-ethnicity) in the auditor-client relationship is associated with higher audit quality. These findings are relevant to client managers, audit committees and public accounting firms as they make auditor selection and reporting decisions.Originality/valuePrior studies have found that co-ethnicity influences the formation and future success of various business partnerships. The auditor-client relationship is a unique setting within the business environment where the two parties must balance their desire to maintain a close relationship with their need to maintain independence. The study is the first to examine the role of ethnicity in the auditor-client relationship.

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Gist, Conra D. "Human Resource Development for Racial/Ethnic Diversity: Do School Systems Value Teachers of Color?" Advances in Developing Human Resources 20, no. 3 (July 13, 2018): 345–58. http://dx.doi.org/10.1177/1523422318778014.

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The Problem The small representation of Teachers of Color in comparison with their White counterparts continues to trouble the teaching profession. Since Teachers of Color often have a vital impact on student engagement and academic outcomes, there is a pressing need to identify policies and practices that increase recruitment and retention. The Solution Given the current state of racial/ethnic teacher diversity in the United States, human resource development scholarship can be informative for addressing teacher retention. The Diversity Intelligence (DQ) and People as Technology (PT) Conceptual Model, as human resource development conceptual tools, are useful for understanding ways to support the academic and professional growth of Teachers of Color. These models are positioned to advance educational leaders’ and human resource professionals’ understandings of the ways in which the education field works to increase the number of Teachers of Color who enter and remain in the profession. The Stakeholders School leaders, policymakers, human resource development professionals and researchers, and reformers can better understand how school systems value (or do not value) Teachers of Color.

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Vélez, William. "The Impact of Ethnic Consciousness and Neighborhood Characteristics on College Retention Amongst Latino Students." Practicing Anthropology 24, no. 3 (July 1, 2002): 24–28. http://dx.doi.org/10.17730/praa.24.3.p4382328428j547r.

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In the last thirty years the number of Latinos attending college has increased dramatically. According to the U. S. Department of Education (2001) approximately nine (8.6) percent (i.e., 1,200,100) of all students enrolled in our nation's colleges and universities during the 1997 fall semester were of Hispanic/Latino heritage. Although this number reflects a slight increase over previous years, persistence to graduation among Latino students however, remains a significant problem, as Latinos continue to still experience higher attrition rates than white Americans. Approximately twenty percent of Latinos are reported to complete their college studies within six years, compared to more than 40 percent of whites and Asian Americans (Porter 1990).

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Gans, Herbert J. "Toward a Reconciliation of "Assimilation" and "Pluralism": The Interplay of Acculturation and Ethnic Retention." International Migration Review 31, no. 4 (1997): 875. http://dx.doi.org/10.2307/2547417.

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Byrd, Desiree, Jill Razani, Paola Suarez, Jose M. Lafosse, Jennifer Manly, and Deborah K. Attix. "Diversity Summit 2008: Challenges in the Recruitment and Retention of Ethnic Minorities in Neuropsychology." Clinical Neuropsychologist 24, no. 8 (November 2010): 1279–91. http://dx.doi.org/10.1080/13854046.2010.521769.

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Gans, Herbert J. "Toward a Reconciliation of “Assimilation” and “Pluralism”: The Interplay of Acculturation and Ethnic Retention." International Migration Review 31, no. 4 (December 1997): 875–92. http://dx.doi.org/10.1177/019791839703100404.

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The reconciliation between “assimilation” and “pluralism” is sought to help prevent further polarization among immigration researchers and is based mainly on two arguments. First, if assimilation and acculturation are distinguished, acculturation has proceeded more quickly than assimilation in both “old” and “new” immigrations. This reconciles traditional assimilationist theory with current pluralist — or ethnic retention — theory, which admits that acculturation (and accommodation) are occurring, but without assimilation. Second, the reconciliation can also be advanced by the recognition that the researchers of the old and new immigrations have studied different generations of newcomers and have approached their research with “outsider” and “insider” values, respectively.

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Milligan, Celeste O., Charla Nich, and Kathleen M. Carroll. "Ethnic Differences in Substance Abuse Treatment Retention, Compliance, and Outcome From Two Clinical Trials." Psychiatric Services 55, no. 2 (February 2004): 167–73. http://dx.doi.org/10.1176/appi.ps.55.2.167.

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Fortuna, Lisa R., Margarita Alegria, and Shan Gao. "Retention in depression treatment among ethnic and racial minority groups in the United States." Depression and Anxiety 27, no. 5 (March 24, 2010): 485–94. http://dx.doi.org/10.1002/da.20685.

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Journal articles on the topic 'Retention ethnic'

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