scholarly journals Assessing Color-Neutral Racial Attitudes of Faculty at Hispanic-Serving Institutions

AERA Open ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 233285842094490
Author(s):  
Gina A. Garcia ◽  
Emily R. Koren ◽  
Marcela G. Cuellar
Keyword(s):  
United States ◽  
Students Of Color ◽  
Racial Attitudes ◽  
Academic Discipline ◽  
The United States ◽  
Knowledge And Skills ◽  
Hispanic Serving Institutions ◽  
Racial Issues ◽  
Low Levels ◽  
Hispanic Serving

The purpose of this exploratory quantitative study was to assess the color-neutral racial attitudes of faculty at Hispanic-Serving Institutions (HSIs) and to investigate the connection to knowledge and skills for teaching minoritized students. HSIs enroll a large percentage of racially minoritized students, and faculty must be able to assess their attitudes about institutional discrimination and blatant racial issues, which may affect how they teach students of color. We used The Color-Blind Racial Attitudes Scale and Multicultural Teaching Competency Scale to collect data from faculty at 10 HSIs across the United States. Results show that faculty in our sample have low levels of color-neutral racial attitudes, meaning they are aware of racial issues facing students, with slight differences by race, gender, and academic discipline. Moreover, higher color-neutral racial attitudes are associated with lower knowledge and skills for teaching minoritized students. Implications for enhancing “servingness” at HSIs are offered.

scholarly journals Decolonizing Leadership Practices: Towards Equity and Justice at Hispanic-Serving Institutions (HSIs) and Emerging HSIs (eHSIs

2019 ◽  
Vol 7 (2) ◽  
pp. 25-39 ◽  
Author(s):  
Gina A. Garcia
Keyword(s):  
Higher Education ◽  
United States ◽  
Leadership Practices ◽  
Higher Education Institutions ◽  
The United States ◽  
Colleges And Universities ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSIs; colleges and universities that enroll at least 25% Raza undergraduates) are increasing in number in the United States, growing rapidly from 189 in 1994 to 492 in 2016. Moreover, there were 333 emerging HSIs (eHSIs) in 2016, indicating that the number of HSIs will continue to grow; however, leaders, including faculty, staff, and administrators at (e)HSIs, continue to grapple with the question, “How do we move from ‘enrolling’ to ‘serving’ Raza students?” There are a lack of leadership frameworks specifically designed for those working at (e)HSIs and with a focus on serving Raza students. The authors argue that decolonizing leadership practices will help leaders liberate and empower Raza students by disrupting the coloniality of power that promotes and sustains higher education institutions as racial/colonial projects. The authors propose leadership processes for working with Raza students at (e)HSIs. Although leaders at non-(e)HSIs may consider these processes, the authors call on leaders at (e)HSIs to transform their leadership practices as a necessity for becoming Raza-serving.

The Oxford Handbook of Comic Book Studies

2019 ◽  
Keyword(s):  
United States ◽  
Comic Books ◽  
Academic Discipline ◽  
World System ◽  
Comic Book ◽  
The United States ◽  
Global Perspective ◽  
Visual Narrative ◽  
The Subject ◽  
Book Studies

Comic book studies has developed as a solid academic discipline, becoming an increasingly vibrant and field in the United States and globally. A growing number of dissertations, monographs, and edited books publish every year on the subject, while world comics represent the fastest-growing sector of publishing. The Oxford Handbook of Comic Book Studies examines the history and evolution of the visual narrative genre from a global perspective, bringing together readable, jargon-free essays written by established and emerging scholars from diverse geographic, institutional, gender, and national backgrounds. In particular, the Handbook explores how the term “global comics” has been defined, as well the major movements and trends that drive the field. Each essay will help readers understand comic books as a storytelling form grown within specific communities, and will also show how these forms exist within what can be considered a world system of comics.

scholarly journals Co-Designing and Evaluating a Self-Care Curriculum of an App for Chinese Immigrant Caregivers

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 507-508
Author(s):  
Ying Wang ◽  
Mandong Liu ◽  
Iris Chi
Keyword(s):  
Mental Health ◽  
United States ◽  
Physical Health ◽  
Self Care ◽  
The United States ◽  
The Self ◽  
Community Resources ◽  
Chinese Immigrant ◽  
Knowledge And Skills ◽  
Support Resources

Abstract Chinese immigrant caregivers face unique self-care difficulties in the United States due to language barriers, cultural isolation, and occupational stress. This study aimed to conduct a formative evaluation on a caregiver self-care curriculum of an app designed for Chinese immigrants in the United States. Using a co-design approach in 2019, 22 Chinese immigrant caregivers in Los Angeles county were recruited through purposive sampling method. The directed content analysis was adopted to analyze the qualitative data using NVivo 12.1.0 software. We organized the findings under two main contents: self-care and caregiving. Three categories were identified under the self-care content: physical health, emotional and mental health, and support resources. Sixteen subcategories under physical health (e.g., dietary supplements), five subcategories under emotional and mental health (e.g., depression) and eight subcategories under support resources (e.g., support and networking group, senior center) are suggested. Two categories were identified under the caregiving content: caregiving knowledge and skills, and community resources. Fourteen subcategories under caregiving knowledge and skills (e.g., care assessment) and six subcategories under community resources (e.g., medical emergency call) were mentioned. With this useful information, we could further refine the self-care curriculum to be more linguistically, culturally and occupationally sensitive for Chinese immigrant caregivers. Empowerment approach for enhancing the ability to caregiving and self-care should be emphasized in content design for immigrant caregivers. The co-design approach is crucial for planning of the program and intervention curriculum to improve understanding of the users’ needs and better cater them.

scholarly journals Household COVID-19 risk and in-person schooling

Science ◽  
2021 ◽  
pp. eabh2939
Author(s):  
Justin Lessler ◽  
M. Kate Grabowski ◽  
Kyra H. Grantz ◽  
Elena Badillo-Goicoechea ◽  
C. Jessica E. Metcalf ◽  
...  
Keyword(s):  
United States ◽  
Online Survey ◽  
Positive Association ◽  
The United States ◽  
Mitigation Measures ◽  
Office Work ◽  
School Based ◽  
Increased Risk ◽  
Extra Curricular Activities ◽  
Low Levels

In-person schooling has proved contentious and difficult to study throughout the SARS-CoV-2 pandemic. Data from a massive online survey in the United States indicates an increased risk of COVID-19-related outcomes among respondents living with a child attending school in-person. School-based mitigation measures are associated with significant reductions in risk, particularly daily symptoms screens, teacher masking, and closure of extra-curricular activities. A positive association between in-person schooling and COVID-19 outcomes persists at low levels of mitigation, but when seven or more mitigation measures are reported, a significant relationship is no longer observed. Among teachers, working outside the home was associated with an increase in COVID-19-related outcomes, but this association is similar to other occupations (e.g., healthcare, office work). While in-person schooling is associated with household COVID-19 risk, this risk can likely be controlled with properly implemented school-based mitigation measures.

The United States Congress and Africanist Scholars

1991 ◽  
Vol 19 (2) ◽  
pp. 4-13
Author(s):  
David S. Wiley
Keyword(s):  
United States ◽  
Foreign Policy ◽  
The United States ◽  
African Studies ◽  
United States Congress ◽  
The Poor ◽  
Low Levels ◽  
The U.S

Linking scholars to the Congress is difficult primarily because of the weakness of Congressional interest in Africa, but also due to the low levels of interest among academics in both Congress and its Africa foreign policy and the poor resources of African studies in the U.S. to build a foundation of knowledge useful to the Congress.

Capstone experiences in small MPA programs in the United States

2016 ◽  
Vol 35 (2) ◽  
pp. 141-156 ◽  
Author(s):  
Younhee Kim
Keyword(s):  
United States ◽  
Public Administration ◽  
The United States ◽  
Directed Group ◽  
Capstone Course ◽  
Knowledge And Skills ◽  
Paper Model ◽  
Capstone Courses ◽  
Pilot Experience ◽  
Quasi Experimental

A capstone experience, as an exit degree requirement, allows Master of Public Administration (MPA) students to build quasi-experimental practices by applying learned knowledge and skills throughout their curriculum in the United States. Accredited MPA programs have implemented their capstone courses differently to achieve required standards. Small programs have faced more challenges in organizational capacities than big programs. Although no consensus on standard capstone course components has been made, this study intends to discuss feasible capstone formats for small programs by reviewing the relatively small accredited MPA programs. The majority of the comparable programs have adopted the professional paper model with different course structures. In response to the program reviews and the pilot experience, three components are suggested to redesign a capstone course for small programs: faculty-directed; group-based; and project-focused. The capstone pilot experience has confirmed that ownership by the involvement of many faculty and external inputs in designing the course is critical to implement successful capstone experiences for small programs.

White parents’ racial socialization and young adults’ racial attitudes: Moral reasoning and motivation to respond without prejudice as mediators

2020 ◽  
pp. 136843022094106
Author(s):  
Erin Pahlke ◽  
Meagan M. Patterson ◽  
Julie Milligan Hughes
Keyword(s):  
United States ◽  
Young Adults ◽  
Moral Reasoning ◽  
Racial Socialization ◽  
Racial Attitudes ◽  
The United States ◽  
Moral Orientation ◽  
Race And Racism ◽  
Internal Motivation ◽  
White Parents

This study examined relations between parental racial socialization messages (i.e., egalitarianism, racemute, and preparation for bias) and racial attitudes in a sample of 282 White young adults (ages 18–22) in the United States. Egalitarianism messages were positively related to warmth toward racial outgroup members, whereas preparation for bias was negatively related to warmth toward racial outgroup members. In both cases the relation between racial socialization and racial attitudes was mediated by internal motivation to respond without prejudice and fairness/reciprocity moral orientation. Contrary to our expectations, racemute socialization messages were not directly related to participants’ warmth toward racial outgroup members. However, racemute socialization predicted internal motivation to respond without prejudice and fairness/reciprocity moral orientation, which in turn predicted outgroup warmth. These findings suggest possible mechanisms by which parents’ messages about race and racism may shape youths’ racial attitudes.

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