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2012 - 36th Annual National Council for Black Studies Words: 159 words || 
1. Beckham, Jerrell. "Meeting the Needs of Black Students Interested in Mathematics and Science: The Lessons Schools Can Learn from Listening to Black Students and Students of Color" Paper presented at the annual meeting of the 36th Annual National Council for Black Studies, Sheraton Atlanta Hotel, Atlanta, GA, Mar 07, 2012 <Not Available>. 2019-07-18 <>
Publication Type: Individual Presentation
Review Method: Peer Reviewed
Abstract: As the population begin to shift and people of color come closer to becoming the majority and as the United States faces additional concerns in education and particularly in terms of science and mathematics, there will be an even greater need to attract and retain more persons of color like African Americans in STEM areas. This paper looks at the experiences of African Americans and students of color while they were in high school. Through their experiences, it examines some of the problems and challenges in urban schools today. This paper also looks at specific challenges related to science and mathematics classrooms and explores what schools can do to foster a more enriching and caring environment for Black and other students of color interested in STEM careers. This paper takes a critical race theory perspective and specifically focuses on the use of counter narratives to shed light on this evolving concern within the United States.

2015 - MWERA Annual Conference Pages: unavailable || Words: unavailable || 
2. Wood, Glenn., Rugutt, John. and Chemosit, Caroline. "The Influence of Student-to-Student Relations, Teacher Student Relations and Personal Involvement on Learning Equity: A Multiple Regression Approach" Paper presented at the annual meeting of the MWERA Annual Conference, Hilton Orrington Hotel, Evanston, IL, Oct 20, 2015 Online <APPLICATION/PDF>. 2019-07-18 <>
Publication Type: Paper Presentation
Review Method: Peer Reviewed
Abstract: This study investigated the influence of student-to-student relations (ROS), teacher student relations (TSR) and personal involvement (PIS) on learning equity (LEQ) using a multiple regression approach. The study used data collected from 1000 college students at a large Southern public state university using Student Assessment of Teaching and Learning Survey (SATLS) instrument. Regression results indicate that the overall regression model was significant and that the regressors predict LEQ, R2 =.577, R2 adj = .575, F (3, 839) = 381.19, p< .001 and accounts for 57.7% of variance in LEQ. A summary of regression coefficients is presented in study and indicates two variables (TSR, PIS) significantly contributed to the prediction of LEQ while ROS was not.

2016 - ASHE Annual Conference: Higher Education and the Public Good Pages: unavailable || Words: unavailable || 
3. Broadhurst, Chris., Martin, Georgianna., Hoffshire, Mike. and Takewell, William. "“Students at the margins”: Student affairs administrators creating inclusive campuses for LGBTQ students in the South" Paper presented at the annual meeting of the ASHE Annual Conference: Higher Education and the Public Good, Hyatt Regency Columbus, Columbus, Ohio, Nov 09, 2016 Online <APPLICATION/PDF>. 2019-07-18 <>
Publication Type: Research Paper
Review Method: Peer Reviewed
Abstract: This narrative study examines how student affairs administrators in the Southern United States worked to create inclusive campuses for LGBTQ students. Participants shared stories of how they advocated for LGBTQ students, educated others about needs of LGBTQ students, and worked to change institutional policies.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 442 words || 
4. Kim, Sujung., Kainuma, Naomi., Li, Wenyulin., Lee, Tsai-Chen., Zhang, Zidian., Segura, Alicia. and Gao, Shaojing. "“International” Students or “Internationalized” Students: Making and Unmaking of International Student Identities" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, <Not Available>. 2019-07-18 <>
Publication Type: Panel Paper
Abstract: In this presentation, we will discuss first, the motivation to initiate this course at the administration level. Second, the transformational process how the undergraduate interns’ self-identities are shifted after their arrival on campus into “international students,” and how the undergraduate seminar course have guided them to reconstruct their own identities from international students to empowered critical intellectuals at the US university. Third, how the course graduate teaching assistants, who are serving as the course instructors, have changed their perception of undergraduate international students and the ways in which they empower themselves through the course.
In the existing  literature, international college students, who are enrolled in post-secondary institutions in English-spoken economically advanced countries, are mainly discussed as ‘educational consumers’ or ‘a source of revenue.’ In Rizvi (2006) and McCarthy’s (2015)  studies, international students are greatly interested in acquiring postsecondary certificates from economically advanced countries such as the U.S., Canada, and Australia. With their awareness of the high market value of college and university diploma especially of the top-tier colleges and universities of those English-spoken economically advanced countries, these students in the literature are mainly portrayed as self-entrepreneurs who utilize their study abroad as a crucial opportunity to accumulate their qualifications for their future employment and to sustain their class privileges or to move upwardly in the social-class  structures.
Building on the existing literature, our study especially pays attention to the shift of our own identity before and after our arrival at the University of Illinois at Urbana-Champaign. In particular, we focus on how we are identified by the institution and how our participation in the undergraduate seminar for enriching international students’ academic and social lives at the US university as an course administrator, instructors, facilitators or interns affect the shift on our own perspectives on our social identities and higher education.
One of the key findings of our community autoethnographic writing is that many of the students are “already cosmopolitan, already international” before they came to study in the US. However, it was the moment when they arrived on campus that they were categorized as “international students” and subject to various campus policies, from visa to tuition fee to residential and language policies, etc. In this presentation, student presenters will share their experiences and reflections on these different aspects of being “internationalized” and “otherized.” We argue that the categorization of ‘international students’ functions as a label that posit us outsiders by denoting our differences that may or may not be at the core of our own perceptions of our identities. This in turn functions as somewhat otherizing us as exotic foreigners and segregating us as someone who needs to be integrated into the mainstream.

2009 - International Communication Association Pages: 25 pages || Words: 6211 words || 
5. Frisby, Brandi. "Instructor-Student and Student-Student Rapport in the Classroom" Paper presented at the annual meeting of the International Communication Association, Marriott, Chicago, IL, May 21, 2009 Online <PDF>. 2019-07-18 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study was to examine relationships between student-student rapport, instructor-student rapport, and classroom connectedness, perceived student participation, affective learning, and cognitive learning. Students (N= 232) reported on their perceptions of interpersonal interactions with instructors and peers. Results show that instructor rapport and classmate rapport were related to perceptions of classroom connectedness. Instructor rapport, student rapport, and classroom connectedness were positively related to participation. However, only instructor rapport emerged as significant predictor of participation, affective learning, and cognitive learning.

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