International Journal of Multidisciplinary Perspectives in Higher Education https://www.ojed.org/index.php/jimphe <p>The&nbsp;<em>International Journal of Multidisciplinary Perspectives in Higher Education&nbsp;</em>(Print ISSN 2474-2546 &amp; Online ISSN 2474-2554)<em>&nbsp;</em>is a scholarly publication that seeks to create conversations about education, especially policy, practice, and research of teaching, among scholars across the academic disciplines and across national and cultural borders. Behind this rigorously peer-reviewed journal is a vision that defines scholarship – its function, process, and view of quality – differently. We strive to foster a community of educators who need and value access, equity, and interaction across borders in educational conversation.</p> OJED en-US International Journal of Multidisciplinary Perspectives in Higher Education 2474-2546 COVID-19 anxiety and grit among university students https://www.ojed.org/index.php/jimphe/article/view/6101 <p><em>This study examines differences in anxiety levels among university students. Of particular concern is COVID-19 anxiety and differences among enrollment levels. The study employed a cross-sectional survey research design and snowball sampling. The sample of 55 university students included 16 graduate students. Anxiety was measured by the Coronavirus anxiety scale (CAS) by Lee. The non-parametric analysis included Quade’s ANCOVA. Results suggest that although there are differences in anxiety levels between genders, no significant differences were found among enrollment levels after controlling for beginning year anxiety. Findings suggest that although there were no statistical differences among enrollment levels, the higher level of anxiety among seniors and females suggest that these groups need additional attention during pandemic.</em></p> Lester Archer Copyright (c) 2024 International Journal of Multidisciplinary Perspectives in Higher Education 2024-05-20 2024-05-20 9 1 1 17 10.32674/jimphe.v9i1.6101 Looking Backward, Looking Forward: Institutional Responses and Instructional Changes to Address COVID-19 Among A Rural Midwestern University https://www.ojed.org/index.php/jimphe/article/view/5776 <p><em>In response to COVID-19, post-secondary institutions made swift changes, one of which was the widespread transition to online and remote learning to address the immediate effects of the disruption in the teaching and learning environment at the higher education level. This was a period of quick pivoting at both course as well as the leadership levels across universities, ranging from institutional leaders to class instructors. The current study takes a qualitative approach in mapping the changes and challenges in the areas of responses to students’ psychological needs, responses to students’ academic needs, and responses to minoritized students’ needs from institutional leaders’, teaching faculties’, and teaching assistants’ perspectives. The results suggest that institutional leaders and instructors perceived a decrease in academic motivation and increase in social isolation among students during COVID-19. The results also highlight the unique difficulties faced by students from minoritized backgrounds from institutional leaders’ and instructors’ perspective. The study confirms the need for institutional leaders and faculties to take actions and provide support to minoritized students even in post-pandemic higher education. Implications and guidance on future university policies and programs to help preserve educational quality of instruction and mitigate educational inequities as a result of the pandemic are also discussed.</em></p> Shiyu Sun Ananya Tiwari Rodney Hopson Nidia Ruedas-Gracia Copyright (c) 2024 International Journal of Multidisciplinary Perspectives in Higher Education 2024-05-20 2024-05-20 9 1 18 41 10.32674/jimphe.v9i1.5776 Help Wanted https://www.ojed.org/index.php/jimphe/article/view/6523 <p><em>The COVID-19 global pandemic impacted the United States’ educational landscape by intensifying the teacher shortage. In particular, significant help is wanted in filling public school vacancies in specialty areas, which has resulted in non-instructional staff teaching in classrooms and impacting school operations. Federal, state, and local education agencies are taking steps to attract teacher candidates and retain current teachers, but will these efforts be enough? Education preparation programs are making changes to their programs to ensure they support teacher candidates while obtaining their initial teaching license. This article will define the teacher shortage, explain the impact of the pandemic, and discuss action steps being implemented to address the teacher shortage. The article will showcase insights from scholarly literature, observations, and document analysis. The purpose of this article is to provide a review of the relevant literature exploring actions being implementing at the federal, state, and local levels to address the teacher shortage. By reviewing these steps, education agencies and teacher preparation programs can evaluate for their own future actionable steps to recruit and retain teachers.</em></p> Joanna Koch Copyright (c) 2024 International Journal of Multidisciplinary Perspectives in Higher Education 2024-05-20 2024-05-20 9 1 42 53 10.32674/jimphe.v9i1.6523 Moving Beyond Black Education Spaces https://www.ojed.org/index.php/jimphe/article/view/6226 <p><em>This study explores the multifaceted dimensions of Black Trans Education Spaces (BTES) within higher education, shedding light on the unique experiences, challenges, and transformative potential of these spaces for Black transgender students while acknowledging that some Black education spaces may perpetuate trans-antagonism due to a lack of awareness, understanding, or intentional inclusivity regarding anti-queer and anti-trans rhetoric. Drawing on a collection of 20 narratives from both current and former Black transgender students at U.S. 4-year colleges and universities, this research investigates the existence of BTES both within and outside traditional educational structures. </em></p> <p><em>Findings indicate five dimensions of BTES: community determination, community actualization, community efficacy, community sustainability, and community reliance. These dimensions encompass the empowerment, identity affirmation, and collective support that Black transgender students derive from BTES. The narratives reveal the essential role of BTES in meeting the basic needs of Black transgender students, sustaining shared common senses, providing spaces for retreat and empowerment, and nurturing communities of care. The implications of these findings emphasize the importance of recognizing and honoring BTES, fostering greater solidarity, and addressing intersecting oppressions faced by Black transgender students. While BTES play a crucial role in supporting these students, broader inclusivity and understanding are needed in all educational spaces to ensure that all Black transgender individuals can thrive within higher education.</em></p> Tori Porter Tori Porter Copyright (c) 2024 International Journal of Multidisciplinary Perspectives in Higher Education 2024-05-20 2024-05-20 9 1 54 72 10.32674/jimphe.v9i1.6226 Yes, I’m White, But…Now What… https://www.ojed.org/index.php/jimphe/article/view/5872 <p>This phenomenological qualitative study used Rowe, Bennett, and Atkinson’s (1994) White Racial Consciousness Model to conceptualize racial awareness among White undergraduate female preservice teachers. Findings indicate that White preservice recognized their White racial identity, but lacked an understanding about their positionality within systems of Whiteness. They use colorblind perspectives when discussing issues of race and racism in support of an enlightenment narrative. Participants sought diversity competencies in their student teaching experiences because they suggested their teacher preparation programs and precollege experiences limited their exposure to diverse identities and settings. They held deficit perspectives about Students of Color and struggled communicating with parents. Implications for practice are included related to improvements within teacher preparation curriculum and undergraduate student development.&nbsp;</p> Shanna McHellen Pietro Sasso Copyright (c) 2024 International Journal of Multidisciplinary Perspectives in Higher Education 2024-05-20 2024-05-20 9 1 73 123 10.32674/jimphe.v9i1.5872