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Academic Journal

Cross-Ethnic Self-Disclosure Buffering Negative Impacts of Prejudice on International Students' Psychological and Social Well-Being

Subjects: Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Self Disclosure (Individuals), Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Well Being, Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Intergroup Relations, Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Interpersonal Relationship, Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Social Bias, Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Ethnic Groups, Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Racial Bias, Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Foreign Students, Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Depression (Psychology), Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Psychological Patterns, Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Student Attitudes, Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Foreign Countries, Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), College Students, Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Affective Measures, Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Symptoms (Individual Disorders), Self Disclosure (Individuals), Well Being, Intergroup Relations, Interpersonal Relationship, Social Bias, Ethnic Groups, Racial Bias, Foreign Students, Depression (Psychology), Psychological Patterns, Student Attitudes, Foreign Countries, College Students, Affective Measures, Symptoms (Individual Disorders), Measures (Individuals)JapanUCLA Loneliness Scale, UCLA Loneliness Scale, UCLA Loneliness Scale, Center for Epidemiologic Studies Depression Scale

  • Source: Journal of International Students, v9 n1 p66-83 2019. 18 pp.

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Report

Exploring Foreign Language Anxiety and Self-Disclosure Relationships in Task Design for E-Tandem Speaking Practice

Subjects: Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Second Language Learning, Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Second Language Instruction, Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Anxiety, Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Self Disclosure (Individuals), Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Spanish, Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, English, Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Native Speakers, Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Familiarity, Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Communication (Thought Transfer), Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Case Studies, Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Correlation, Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Web 2.0 Technologies, Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Social Networks, Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, English (Second Language), Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, College Students, Second Language Learning, Second Language Instruction, Anxiety, Self Disclosure (Individuals), Spanish, English, Native Speakers, Familiarity, Communication (Thought Transfer), Videoconferencing, Case Studies, Correlation, Web 2.0 Technologies, Social Networks, English (Second Language), College Students, Foreign CountriesSpain

  • Source: Research-publishing.net, Paper presented at the EUROCALL 2018 Conference (26th, Jyväskylä, Finland, 2018). 6 pp.

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Foreign Language Anxiety and Self-Disclosure Analysis as Personality Traits for Online Synchronous Intercultural Exchange Practice

Subjects: Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Videoconferencing, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Second Language Learning, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Second Language Instruction, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Anxiety, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Communication (Thought Transfer), Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Self Disclosure (Individuals), Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Intercultural Communication, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Undergraduate Students, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Business Administration Education, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Student Attitudes, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Foreign Countries, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Personality Traits, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Learning Experience, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Computer Mediated Communication, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Correlation, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Oral Language, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Spanish, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, English (Second Language), Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Factor Analysis, Videoconferencing, Second Language Learning, Second Language Instruction, Anxiety, Communication (Thought Transfer), Self Disclosure (Individuals), Intercultural Communication, Undergraduate Students, Business Administration Education, Student Attitudes, Foreign Countries, Personality Traits, Learning Experience, Computer Mediated Communication, Correlation, Oral Language, Spanish, English (Second Language), Factor Analysis, Program DescriptionsUnited States, Ireland, Mexico, United States, United States, Ireland, Mexico, Ireland, United States, Ireland, Mexico, Mexico, United States, Ireland, Mexico, Spain

  • Source: Research-publishing.net, Paper presented at the EUROCALL 2018 Conference (26th, Jyväskylä, Finland, 2018). 6 pp.

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Academic Journal

The Relationship between Perceived Teachers' Self-Disclosure and Out-of-Classroom Communication among Malaysian Undergraduates in a Private Institution of Higher Learning

Subjects: Foreign Countries, Teacher Attitudes, Self Disclosure (Individuals), College Faculty, Teacher Student Relationship, Interpersonal Communication, Undergraduate Students, Private Colleges, Student Attitudes, Gender Differences, Foreign Countries, Foreign Countries, Teacher Attitudes, Self Disclosure (Individuals), College Faculty, Teacher Student Relationship, Interpersonal Communication, Undergraduate Students, Private Colleges, Student Attitudes, Gender Differences, Teacher Attitudes, Foreign Countries, Teacher Attitudes, Self Disclosure (Individuals), College Faculty, Teacher Student Relationship, Interpersonal Communication, Undergraduate Students, Private Colleges, Student Attitudes, Gender Differences, Self Disclosure (Individuals), Foreign Countries, Teacher Attitudes, Self Disclosure (Individuals), College Faculty, Teacher Student Relationship, Interpersonal Communication, Undergraduate Students, Private Colleges, Student Attitudes, Gender Differences, College Faculty, Foreign Countries, Teacher Attitudes, Self Disclosure (Individuals), College Faculty, Teacher Student Relationship, Interpersonal Communication, Undergraduate Students, Private Colleges, Student Attitudes, Gender Differences, Teacher Student Relationship, Foreign Countries, Teacher Attitudes, Self Disclosure (Individuals), College Faculty, Teacher Student Relationship, Interpersonal Communication, Undergraduate Students, Private Colleges, Student Attitudes, Gender Differences, Interpersonal Communication, Foreign Countries, Teacher Attitudes, Self Disclosure (Individuals), College Faculty, Teacher Student Relationship, Interpersonal Communication, Undergraduate Students, Private Colleges, Student Attitudes, Gender Differences, Undergraduate Students, Foreign Countries, Teacher Attitudes, Self Disclosure (Individuals), College Faculty, Teacher Student Relationship, Interpersonal Communication, Undergraduate Students, Private Colleges, Student Attitudes, Gender Differences, Private Colleges, Foreign Countries, Teacher Attitudes, Self Disclosure (Individuals), College Faculty, Teacher Student Relationship, Interpersonal Communication, Undergraduate Students, Private Colleges, Student Attitudes, Gender Differences, Student Attitudes, Foreign Countries, Teacher Attitudes, Self Disclosure (Individuals), College Faculty, Teacher Student Relationship, Interpersonal Communication, Undergraduate Students, Private Colleges, Student Attitudes, Gender Differences, Gender Differences, Foreign Countries, Teacher Attitudes, Self Disclosure (Individuals), College Faculty, Teacher Student Relationship, Interpersonal Communication, Undergraduate Students, Private Colleges, Student Attitudes, Gender Differences, Age DifferencesMalaysia

  • Source: Asian Journal of University Education, v14 n1 p37-57 Jun 2018. 21 pp.

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Academic Journal

Emerging Adults: Perspectives of College Students with Disabilities

Subjects: Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Young Adults, Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Student Attitudes, Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Undergraduate Students, Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Graduate Students, Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Disabilities, Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Self Disclosure (Individuals), Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Academic Accommodations (Disabilities), Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Attitudes toward Disabilities, Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Professional Education, Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Educational Legislation, Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Equal Education, Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Federal Legislation, Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Civil Rights Legislation, Young Adults, Student Attitudes, Undergraduate Students, Graduate Students, Disabilities, Self Disclosure (Individuals), Academic Accommodations (Disabilities), Attitudes toward Disabilities, Professional Education, Educational Legislation, Equal Education, Federal Legislation, Civil Rights Legislation, Teacher EducationNew YorkIndividuals with Disabilities Education Act, Rehabilitation Act 1973 (Section 504), Individuals with Disabilities Education Act, Individuals with Disabilities Education Act, Rehabilitation Act 1973 (Section 504), Rehabilitation Act 1973 (Section 504), Individuals with Disabilities Education Act, Rehabilitation Act 1973 (Section 504), Americans with Disabilities Act 1990

  • Source: Journal of Postsecondary Education and Disability, v31 n2 p121-134 2018. 14 pp.

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Academic Journal

Participant Experiences in an Employment Mentoring Program for College Students with Visual Impairments

Subjects: College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, College Students, College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, Blindness, College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, Visual Impairments, College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, Career Development, College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, Mentors, College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, Longitudinal Studies, College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, Job Search Methods, College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, Program Evaluation, College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, Self Disclosure (Individuals), College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, Accessibility (for Disabled), College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, Career Exploration, College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, Professional Development, College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, Career Guidance, College Students, Blindness, Visual Impairments, Career Development, Mentors, Longitudinal Studies, Job Search Methods, Program Evaluation, Self Disclosure (Individuals), Accessibility (for Disabled), Career Exploration, Professional Development, Career Guidance, Randomized Controlled Trials

  • Source: Journal of Visual Impairment & Blindness, v112 n3 p274-286 May-Jun 2018. 13 pp.

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Academic Journal

Learning Community Coordinator Efforts to Address Students with Potential Psychiatric/Psychological Disabilities

Subjects: Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Communities of Practice, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Mental Disorders, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Self Disclosure (Individuals), Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Emotional Disturbances, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Peer Groups, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Mentors, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Qualitative Research, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Instructional Leadership, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Student Needs, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Administrator Attitudes, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Barriers, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Educational Benefits, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Success, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, College Students, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Identification, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Student Participation, Communities of Practice, Mental Disorders, Self Disclosure (Individuals), Emotional Disturbances, Peer Groups, Mentors, Qualitative Research, Instructional Leadership, Student Needs, Administrator Attitudes, Barriers, Educational Benefits, Success, College Students, Identification, Student Participation, Semi Structured Interviews

  • Source: Learning Communities: Research & Practice, v6 n1 Article 2 2018. 22 pp.

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Academic Journal

Transforming Leaders into Stewards of Teaching Excellence: Building and Sustaining an Academic Culture through Leadership Immersion

Subjects: Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Leadership Effectiveness, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Leadership Styles, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Leadership Qualities, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Nursing Education, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Improvement Programs, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Competency Based Education, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Organizational Culture, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Self Disclosure (Individuals), Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Educational Quality, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Sustainability, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Mixed Methods Research, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Pretests Posttests, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Likert Scales, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Teacher Leadership, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Teacher Surveys, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Participant Satisfaction, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, Capacity Building, Leadership Effectiveness, Leadership Styles, Leadership Qualities, Nursing Education, Improvement Programs, Competency Based Education, Organizational Culture, Self Disclosure (Individuals), Educational Quality, Sustainability, Mixed Methods Research, Pretests Posttests, Likert Scales, Teacher Leadership, Teacher Surveys, Participant Satisfaction, Capacity Building, College Programs

  • Source: Contemporary Issues in Education Research, v11 n1 p1-10 2018. 10 pp.

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Academic Journal

Sex Differences in Attitudes towards Online Privacy and Anonymity among Israeli Students with Different Technical Backgrounds

Subjects: Foreign Countries, College Students, Gender Differences, Student Attitudes, Privacy, Social Media, Internet, Self Disclosure (Individuals), Questionnaires, Likert Scales, Statistical Analysis, Technological Literacy, Foreign Countries, Foreign Countries, College Students, Gender Differences, Student Attitudes, Privacy, Social Media, Internet, Self Disclosure (Individuals), Questionnaires, Likert Scales, Statistical Analysis, Technological Literacy, College Students, Foreign Countries, College Students, Gender Differences, Student Attitudes, Privacy, Social Media, Internet, Self Disclosure (Individuals), Questionnaires, Likert Scales, Statistical Analysis, Technological Literacy, Gender Differences, Foreign Countries, College Students, Gender Differences, Student Attitudes, Privacy, Social Media, Internet, Self Disclosure (Individuals), Questionnaires, Likert Scales, Statistical Analysis, Technological Literacy, Student Attitudes, Foreign Countries, College Students, Gender Differences, Student Attitudes, Privacy, Social Media, Internet, Self Disclosure (Individuals), Questionnaires, Likert Scales, Statistical Analysis, Technological Literacy, Privacy, Foreign Countries, College Students, Gender Differences, Student Attitudes, Privacy, Social Media, Internet, Self Disclosure (Individuals), Questionnaires, Likert Scales, Statistical Analysis, Technological Literacy, Social Media, Foreign Countries, College Students, Gender Differences, Student Attitudes, Privacy, Social Media, Internet, Self Disclosure (Individuals), Questionnaires, Likert Scales, Statistical Analysis, Technological Literacy, Internet, Foreign Countries, College Students, Gender Differences, Student Attitudes, Privacy, Social Media, Internet, Self Disclosure (Individuals), Questionnaires, Likert Scales, Statistical Analysis, Technological Literacy, Self Disclosure (Individuals), Foreign Countries, College Students, Gender Differences, Student Attitudes, Privacy, Social Media, Internet, Self Disclosure (Individuals), Questionnaires, Likert Scales, Statistical Analysis, Technological Literacy, Questionnaires, Foreign Countries, College Students, Gender Differences, Student Attitudes, Privacy, Social Media, Internet, Self Disclosure (Individuals), Questionnaires, Likert Scales, Statistical Analysis, Technological Literacy, Likert Scales, Foreign Countries, College Students, Gender Differences, Student Attitudes, Privacy, Social Media, Internet, Self Disclosure (Individuals), Questionnaires, Likert Scales, Statistical Analysis, Technological Literacy, Statistical Analysis, Foreign Countries, College Students, Gender Differences, Student Attitudes, Privacy, Social Media, Internet, Self Disclosure (Individuals), Questionnaires, Likert Scales, Statistical Analysis, Technological Literacy, Technological Literacy, Foreign Countries, College Students, Gender Differences, Student Attitudes, Privacy, Social Media, Internet, Self Disclosure (Individuals), Questionnaires, Likert Scales, Statistical Analysis, Technological Literacy, Self EfficacyIsrael

  • Source: Information Research: An International Electronic Journal, v22 n4 Dec 2017. 23 pp.

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Academic Journal

Other Duties Not Assigned: Experiences of Lesbian and Gay Student Affairs Professionals at Small Colleges and Universities

Subjects: Small Colleges, Student Personnel Workers, Homosexuality, Sexual Identity, School Culture, Critical Theory, Power Structure, Role, Advocacy, Student Organizations, Administrator Role, Small Colleges, Small Colleges, Student Personnel Workers, Homosexuality, Sexual Identity, School Culture, Critical Theory, Power Structure, Role, Advocacy, Student Organizations, Administrator Role, Student Personnel Workers, Small Colleges, Student Personnel Workers, Homosexuality, Sexual Identity, School Culture, Critical Theory, Power Structure, Role, Advocacy, Student Organizations, Administrator Role, Homosexuality, Small Colleges, Student Personnel Workers, Homosexuality, Sexual Identity, School Culture, Critical Theory, Power Structure, Role, Advocacy, Student Organizations, Administrator Role, Sexual Identity, Small Colleges, Student Personnel Workers, Homosexuality, Sexual Identity, School Culture, Critical Theory, Power Structure, Role, Advocacy, Student Organizations, Administrator Role, School Culture, Small Colleges, Student Personnel Workers, Homosexuality, Sexual Identity, School Culture, Critical Theory, Power Structure, Role, Advocacy, Student Organizations, Administrator Role, Critical Theory, Small Colleges, Student Personnel Workers, Homosexuality, Sexual Identity, School Culture, Critical Theory, Power Structure, Role, Advocacy, Student Organizations, Administrator Role, Power Structure, Small Colleges, Student Personnel Workers, Homosexuality, Sexual Identity, School Culture, Critical Theory, Power Structure, Role, Advocacy, Student Organizations, Administrator Role, Role, Small Colleges, Student Personnel Workers, Homosexuality, Sexual Identity, School Culture, Critical Theory, Power Structure, Role, Advocacy, Student Organizations, Administrator Role, Advocacy, Small Colleges, Student Personnel Workers, Homosexuality, Sexual Identity, School Culture, Critical Theory, Power Structure, Role, Advocacy, Student Organizations, Administrator Role, Student Organizations, Small Colleges, Student Personnel Workers, Homosexuality, Sexual Identity, School Culture, Critical Theory, Power Structure, Role, Advocacy, Student Organizations, Administrator Role, Administrator Role, Small Colleges, Student Personnel Workers, Homosexuality, Sexual Identity, School Culture, Critical Theory, Power Structure, Role, Advocacy, Student Organizations, Administrator Role, Self Disclosure (Individuals)

  • Source: Journal of Diversity in Higher Education, v11 n3 p268-278 Sep 2018. 11 pp.

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