Revathy Kumar
Datos Biográficos
| ID | 3828548 |
|---|---|
| NOMBRE | Revathy Kumar |
| NOMBRES | Revathy |
| APELLIDO | Kumar |
| FIRMA | KUMAR R |
| AFILIACIONES | University of Toledo |
| ORCID | 0000-0002-5175-0421 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 52 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Engineering technology through a constructivist lens
Introduction Engineering Technology (ET) students construct belonging, identity, and academic persistence within predominantly white institutional environments where representation and recognition shape academic confidence. This study examines how constructivist learning processes operate within ET programs and how social and structural contexts influence student persistence. Methods Guided by constructivist learning theory, the study employed a …
Race, Resistance, and the Redefinition of Motivation
Is the value worth the costs
Recruiting and retaining students of color in colleges of education in predominately White institutions (PWIs) is a source of concern. Efforts to reverse this trend have proven unsuccessful. This article uses the Expectancy-Value-Cost motivational framework to understand three underlying cultural costs that negatively impact preservice teachers of color, namely cultural dissonance, belonging uncertainty and stereotype threat. We propose that amel…
Cultural Beliefs and Instructional Intentions
This cross-sectional study examines associations between preservice teachers’ experiences in teacher education ( n = 2,129), their beliefs about culturally diverse students, and their endorsed instructional practices within social reconstructionist and achievement goal theory frameworks. Structural equation modeling confirmed significant associations between experiences in teacher education and discomfort with student diversity, endorsement of ma…
Immigrant Arab adolescents in ethnic enclaves
Ecologically embedded social identity theories were used to examine the risk and protective factors associated with the identity negotiation and adjustment of recent immigrant Arab (IA) adolescents to the United States residing in ethnic enclaves. Yemeni, Lebanese, and Iraqi 8th-graders (n = 45) from 4 ethnic enclave schools participated in focus-group interviews. In-depth analyses of interviews revealed that living in an ethnic enclave enhanced …
Arab-American male identity negotiations
We examine how the identities of male adolescents of Arab descent (ArD) relate to their current physical and phenomenological contexts and to the negative fallout from recent ethnicity-related political events. Seventy-seven ArD adolescents in seven United States middle schools with varying proportions of ArD students participated in focus-group interviews. Qualitative analysis provides evidence that adolescents' social identities depended on com…
Preservice Teachers' Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices
This study draws on insights from achievement goal theory and multicultural education to examine the interrelated nature of preservice teachers' biases and beliefs regarding culturally diverse students and the kind of instructional practices they are likely to pursue. Cluster analysis of cross-sectional data ( n = 784) suggests that approximately 25% of preservice teachers explicitly endorsed some stereotypic beliefs about poor and minority stude…
Shades of White
Social identity, cultural socialization, intergroup contact hypothesis and group threat theories were used to examine White middle school adolescents' beliefs and attitudes toward Middle Eastern peers (Chaldeans). Ten focus group interviews in each of five Midwestern schools supported the hypothesized relationships between White majority/minority status in school and the saliency and centrality of White identity, awareness of their disadvantaged …
Preservice Teachers' Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices
This study draws on insights from achievement goal theory and multicultural education to examine the interrelated nature of preservice teachers' biases and beliefs regarding culturally diverse students and the kind of instructional practices they are likely to pursue. Cluster analysis of cross-sectional data ( n = 784) suggests that approximately 25% of preservice teachers explicitly endorsed some stereotypic beliefs about poor and minority stude…
Immigrant Arab adolescents in ethnic enclaves
Ecologically embedded social identity theories were used to examine the risk and protective factors associated with the identity negotiation and adjustment of recent immigrant Arab (IA) adolescents to the United States residing in ethnic enclaves. Yemeni, Lebanese, and Iraqi 8th-graders (n = 45) from 4 ethnic enclave schools participated in focus-group interviews. In-depth analyses of interviews revealed that living in an ethnic enclave enhanced …
Arab-American male identity negotiations
We examine how the identities of male adolescents of Arab descent (ArD) relate to their current physical and phenomenological contexts and to the negative fallout from recent ethnicity-related political events. Seventy-seven ArD adolescents in seven United States middle schools with varying proportions of ArD students participated in focus-group interviews. Qualitative analysis provides evidence that adolescents' social identities depended on com…
Cultural Beliefs and Instructional Intentions
This cross-sectional study examines associations between preservice teachers’ experiences in teacher education ( n = 2,129), their beliefs about culturally diverse students, and their endorsed instructional practices within social reconstructionist and achievement goal theory frameworks. Structural equation modeling confirmed significant associations between experiences in teacher education and discomfort with student diversity, endorsement of ma…
Shades of White
Social identity, cultural socialization, intergroup contact hypothesis and group threat theories were used to examine White middle school adolescents' beliefs and attitudes toward Middle Eastern peers (Chaldeans). Ten focus group interviews in each of five Midwestern schools supported the hypothesized relationships between White majority/minority status in school and the saliency and centrality of White identity, awareness of their disadvantaged …
Is the value worth the costs
Recruiting and retaining students of color in colleges of education in predominately White institutions (PWIs) is a source of concern. Efforts to reverse this trend have proven unsuccessful. This article uses the Expectancy-Value-Cost motivational framework to understand three underlying cultural costs that negatively impact preservice teachers of color, namely cultural dissonance, belonging uncertainty and stereotype threat. We propose that amel…
Shades of White
Social identity, cultural socialization, intergroup contact hypothesis and group threat theories were used to examine White middle school adolescents' beliefs and attitudes toward Middle Eastern peers (Chaldeans). Ten focus group interviews in each of five Midwestern schools supported the hypothesized relationships between White majority/minority status in school and the saliency and centrality of White identity, awareness of their disadvantaged …
Preservice Teachers' Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices
This study draws on insights from achievement goal theory and multicultural education to examine the interrelated nature of preservice teachers' biases and beliefs regarding culturally diverse students and the kind of instructional practices they are likely to pursue. Cluster analysis of cross-sectional data ( n = 784) suggests that approximately 25% of preservice teachers explicitly endorsed some stereotypic beliefs about poor and minority stude…
Immigrant Arab adolescents in ethnic enclaves
Ecologically embedded social identity theories were used to examine the risk and protective factors associated with the identity negotiation and adjustment of recent immigrant Arab (IA) adolescents to the United States residing in ethnic enclaves. Yemeni, Lebanese, and Iraqi 8th-graders (n = 45) from 4 ethnic enclave schools participated in focus-group interviews. In-depth analyses of interviews revealed that living in an ethnic enclave enhanced …
Arab-American male identity negotiations
We examine how the identities of male adolescents of Arab descent (ArD) relate to their current physical and phenomenological contexts and to the negative fallout from recent ethnicity-related political events. Seventy-seven ArD adolescents in seven United States middle schools with varying proportions of ArD students participated in focus-group interviews. Qualitative analysis provides evidence that adolescents' social identities depended on com…
Cultural Beliefs and Instructional Intentions
This cross-sectional study examines associations between preservice teachers’ experiences in teacher education ( n = 2,129), their beliefs about culturally diverse students, and their endorsed instructional practices within social reconstructionist and achievement goal theory frameworks. Structural equation modeling confirmed significant associations between experiences in teacher education and discomfort with student diversity, endorsement of ma…
Is the value worth the costs
Recruiting and retaining students of color in colleges of education in predominately White institutions (PWIs) is a source of concern. Efforts to reverse this trend have proven unsuccessful. This article uses the Expectancy-Value-Cost motivational framework to understand three underlying cultural costs that negatively impact preservice teachers of color, namely cultural dissonance, belonging uncertainty and stereotype threat. We propose that amel…
Engineering technology through a constructivist lens
Introduction Engineering Technology (ET) students construct belonging, identity, and academic persistence within predominantly white institutional environments where representation and recognition shape academic confidence. This study examines how constructivist learning processes operate within ET programs and how social and structural contexts influence student persistence. Methods Guided by constructivist learning theory, the study employed a …
Race, Resistance, and the Redefinition of Motivation
Psychology (6 obras) · Social Psychology (5 obras) · Sociology (5 obras) · Social Psychology (4 obras) · Teacher Education and Leadership Studies (4 obras) · Ethnic group (3 obras) · Focus group (3 obras) · Gender Studies (3 obras) · Identity (music (3 obras) · Pedagogy (3 obras)