Education In The United States Research Articles

Education and context matter when it comes to genetic testing among Latinx women (424)

<b>Objectives:</b> Latinx women are known to have significantly lower genetic testing rates compared to non-Hispanic Whites. The focus of the current study was to assess attitudes and intentions toward genetic germline testing of Latinx patients in a comprehensive cancer center (CCC) clinic and community group settings. We evaluated demographics and other contextual variables, such as education level, medical knowledge, family size, social support, and insurance status as drivers for or against obtaining genetic testing. <b>Methods:</b> From February 2020 to September 2020, a survey was offered concurrently to Latinx female patients at a CCC gynecologic oncology practice and members of a Latinx community group unaffiliated with the CCC. The survey focused on demographic, financial, psychosocial, and acculturation factors and genetic testing attitudes and intentions for testing. Validated scales were utilized to conduct the survey, including the PHQ-9 and GAD-7 and the BASH acculturation scale. <b>Results:</b> Total 148 evaluable patient surveys were collected, with 50/50 split between the clinic and community settings. Sixty-one percent of respondents were born outside the United States, 42% of patients conducted the surveys in Spanish, and 58% in English. The mean patient age was 48 years, 68% of patients did not have cancer, 60% of patients were married or living with a partner, 29% had 0-1 children, whereas 25% had four or more children. Those with more children had higher religiosity (r_s = 0.29, <i>p</i> = 0.03) but it did not affect genetic testing intentions. Age by itself did not affect genetic testing intentions; however, if certain barriers were removed, including cost (r_s=. 52, p<.001); social support (r_s = 0.37, <i>p</i>= 0.007); provider characteristics, lack of information (r_s = 0.28, <i>p</i> = 0.002), younger women with lower acculturation were likely to consider testing. Among all women, those who had more schooling outside the US were more likely to consider testing (r_s = +0.32, <i>p</i> = 0.005). For women with lower acculturation and lower education in the US, knowing that they would pass on the gene was a deterrent to getting pregnant (r_s = -0.26. <i>p <</i> 0.03). Women were more likely to have testing intentions if there was a major life event (<i>p</i> = 0.048). For all women, if they thought that they would receive information about genetic testing from a trusted source, they were more open to genetic testing (r_s= +0.32, <i>p</i> = 0.005). <b>Conclusions:</b> Several factors motivated Latinx women recruited from both clinic and community settings to be more open to genetic testing. Higher educational levels in the US resulted in participants being more likely to consider testing. In this heterogeneous, uniquely low-income, low acculturated group of Latinas residing in Southern California, factors associated with willingness to undergo genetic testing differed by acculturation and included the presence of social support, insurance coverage, education, and medical knowledge. Subjects' total number of children did not impact decisions to proceed with genetic testing, although reproductive age and fewer children were predictive of testing.

The Role of Higher Education Institutions Plays in Supporting Chinese International Students

Chinese international students play a crucial role in the United States' higher education systems. China remains the top source of international students in the United States, sending more than 372,000 students to the United States from 2020-to 2021. This literature review explicitly focused on Chinese international students. Acknowledging that this student group has both positive and negative experiences interacting with the United States education system, existing research is more likely to focus on individual factors. However, higher education institutions' support systems are playing vital roles in the success of Chinese international students. I looked into issues with existing supports. After reviewing the existing literature, I suggest better support for international Chinese students and future research to consider the linguistic background of research participants and acknowledge international students' heterogeneity. Finally, I conclude by recommending future research that includes more culturally sensitive longitudinal studies, focus group discussions, and relationship building.

The role of intermediaries in US workforce and education innovation

Intermediaries are specialised organisations that perform bridging and integrative functions to achieve improved results of social policies. Intermediaries have been most effective in the United States (US) when aligned with education and workforce system improvements and redesign, not as parallel and separate efforts. Intermediaries operate in many US social policy domains, including workforce and education, where they contribute to overcoming fragmented institutions and solving mismatch problems that interfere with hiring, career pathways and educational achievements. Intermediary solutions are especially important for creating better outcomes for low-income students and workers and improving overall racial and ethnic equity. Five mismatches especially prevalent in the US labour market require intermediary solutions: organising business to improve human resources, creating improved pathways from school to work, integrating and focussing multiple education investments, linking workforce and economic development, and improving access and use of data for design, performance management and advocacy. This paper discusses these mismatches and related intermediary solutions in more depth, offers examples of specific intermediaries in action and identifies intermediary challenges and opportunities faced by intermediaries to function better. The paper also points out that, more broadly, intermediaries are only a part of the solution to labour market and education inequalities and that broader changes in the political economy and policies are required to effect wage growth and labour market participation.

The Imperial Optic: Mapping the Impact of the Global War on Terror on Higher Education in the US and Pakistan

AbstractIn this article, I offer the “imperial optic” as an ethnographic approach to observe and analyze the ongoing impact of US empire on Pakistani‐origin youth. Drawing from twenty‐four months of ethnographic fieldwork in Lahore, New York City, and online (2013–19) with two groups of participants—(1) Pakistani Diaspora Muslim students at a public college in the United States and (2) Pakistani Pashtun Muslim scholarship students at a private university in Pakistan—I analyze how US war policies shaped student access and mobility within each respective institution of higher education. Although I worked primarily on two urban college campuses—far from the typically imagined “theaters of war”—my findings demonstrate how US imperialism was a definitive feature shaping college life in both settings. I show how students encountered US regimes of imperial racialization as part of their educational pathways and argue that localized systems of stratified difference in Lahore and NYC are incorporated into the Global War on Terror and its attendant policies. These global processes of imperial racialization between two otherwise seemingly diffuse educational contexts become observable when deploying the “imperial optic” approach to multisited ethnography.

Building Nonprofit Management Education in the US: The Role of Centers in Supporting New Academic Disciplines

Nonprofit and philanthropic studies (NPS) is a visible presence at American universities and has achieved academic credibility. This study analyzes the role of academic centers devoted to the nonprofit sector in institutionalizing NPS as a distinctive academic field. It relies on a survey and selected case studies to map nonprofit academic centers and assess their field-building efforts. We find 55 US-based nonprofit academic centers that vary in size, revenue streams, and institutional location. Centers offer a broad range of services that span academia and practice supporting the local and regional nonprofit communities. Both endogenous and exogenous factors supported the founding of these centers, whose sustainability relies on interdisciplinarity, internal and external funding, and institutional support. We propose an evolutionary explanation for NPS’s institutionalization.

Leveraging the Design Thinking Model to address campus accessibility challenges and assess perceptions of disability awareness

ABSTRACT An estimated 19% of students enrolled in postsecondary education in the US have a disability. However, students with disabilities often face barriers, including accessibility challenges, that result in lower attendance and graduation rates. It is therefore critical that universities take action to ensure campuses are fully inclusive and accessible. Using the Design Thinking Model, a workshop was conducted at a large Southeastern University to bring together a diverse group of stakeholders (n = 32) to brainstorm innovative solutions to accessibility challenges. Four potential solutions were generated that aimed to improve campus infrastructure, the mobile map application, and general advocacy of people with disabilities, and to establish a task force to ensure that addressing accessibility concerns remains a long-term priority. After the workshop, participants reported having greater knowledge of accessibility policies, awareness of accessibility issues on campus, and an increased ability to address accessibility issues when they arise. Participants without disabilities also reported being more likely to notice accessibility challenges on campus and felt more confident talking to individuals with disabilities. Workshops that leverage the Design Thinking Model show promise in generating solutions that could tackle accessibility challenges on postsecondary campuses and increase knowledge of university policies and procedures related to accessibility.

Exogenous Shocks and Teachers’ Motivation to Learn: Pandemic and Professional Development in the United States

Abstract In this article, we examine how the COVID-19 pandemic, an exogenous shock to the United States education system, shaped teachers’ readiness and willingness to engage in professional development (PD). We borrow the concept of exogenous shocks from economics and sociology to illustrate how education practice can be driven as much by factors outside the field (e.g., viral outbreaks) as by those within it (e.g., policy and scholarship). Using the four substantive domains in Appova and Arbaugh’s (2018) framework on teachers' motivation to learn in PD—teacher education and PD, educational psychology, andragogy and adult learning, and policy and accountability—we argue that teacher motivation, rather than mere PD structure or content, is the true linchpin of teacher learning. In that light, we describe some of the pandemic’s demotivational effects on teachers’ learning in the U.S. and offer a roadmap for scholars to center motivation in future PD research. We outline several pathways of inquiry, including a renewed focus on links between teacher motivation and PD effectiveness, the generation and application of new measures and models of teachers’ motivation to learn, and the use of PD as an instrument for teacher resilience and efficacy after an exogenous shock. Keywords: professional development, teacher learning, teacher motivation, COVID-19, pandemic

新冠疫情下的印尼初级汉语学习者网络教学状况分析

Abstract: This research, based on reports published by Modern Language Association, analyzed enrollments in languages other than English in United States institutions of higher education from 2002 to 2016. Results show that American college students’ interest on foreign languages have been increasing unsteady since the 1950s, but the increasing rates kept low; and given the factors like the Great Depression since 2009, college students’ interests on foreign language and other disciplines of humanity have dropped abruptly. The enrollment of Chinese classes has reached its peak in 2013 but then experienced a 13 percent decrease. This study suggests, to promote Chinese education in the US, teachers should develop practical contents and encourage students to study advanced classes, and government of China should develop its soft power to attract more students to study Chinese.&#x0D; 摘要: 新冠肺炎病毒的突发事件影响了学校教学的很多方面。今年3月初印尼教育部部长提出新的教育政策，其中一个是各个教育单位要进行网络教学。不过，针对初级汉语学习者来说，通过网络学习第二语言教学的确具有一定的难度。本文通过调查问卷，考察了初级汉语学习者上网课的情况，并记录了网课的师生配合方式，查看学习者的学习过程、效果。根据这三个方面总结了初级汉语学习者线上教学特点和遇到的困难，提出了应对线上教学难题的策略，以期能更好地提高汉语网课的教学效果。

First Person Profile: Clifford Hudis, MD: The chief executive officer of the American Society of Clinical Oncology previously had an esteemed career as a physician-scientist and executive at the Memorial Sloan Kettering Cancer Center's Breast Medicine Service: The chief executive officer of the American Society of Clinical Oncology previously had an esteemed career as a physician-scientist and executive at the

First Person Profile: Clifford Hudis, MD: The chief executive officer of the American Society of Clinical Oncology previously had an esteemed career as a physician-scientist and executive at the Memorial Sloan Kettering Cancer Center's Breast Medicine Service: The chief executive officer of the American Society of Clinical Oncology previously had an esteemed career as a physician-scientist and executive at the

Rethinking Language Education in the US – A New Paradigm for Language Educators, Advocates, and Stakeholders

In a globalized and interconnected world, language skills are more important than ever, yet US students lag behind those in many countries, and foreign language enrollment has declined, especially at the elementary and postsecondary levels. In order to build language skills in the US, it is necessary not only to embrace interdisciplinary collaborations, but also partnerships with communities. However, in addition to developing sustainable interest in languages and cultures and sustainable motivation for language learning, it is also necessary to address the issues of accessibility and affordability. Accessibility issues include availability of both in-person and online programs, and affordability includes fees and tuition at all levels, including after-school and weekend programs, and summer camps. Online learning and community partnerships, along with increased funding, play a vital role in make language learning accessible and affordable for all interested students. A language advocacy partnership among all stakeholders can play a significant role in resolving accessibility and affordability issues and making language learning available to all.

Building Nonprofit Management Education in the US: The Role of Centers in Supporting New Academic Disciplines

Building Nonprofit Management Education in the US: The Role of Centers in Supporting New Academic Disciplines

Sport management education in an era of global neoliberalism and corporate influence on higher education

Decreasing government funding and increased corporate influence have combined to create transformation in higher education. Considering the shifting nature of higher education funding and the pressures that have come with this change, the purpose of this paper is threefold: First, an overview of the paradigm of higher education is provided, including a brief examination of how higher education in the US has evolved from the mid-20th Century to its current form. The point of this is to provide an explanation of how the corporate/entrepreneurial university has emerged. Within this discussion, ethical consequences of corporate funding are presented. Second, some approaches for exploiting external partnerships are discussed. Finally, innovative strategies for maintaining academic and professional ethics are proposed.

Review of Ling (2018): The Field of Chinese Language Education in the US: A Retrospective of the 20th Century

Review of Ling (2018): The Field of Chinese Language Education in the US: A Retrospective of the 20th Century

Pauline Hopkins’ Literary Egyptology

Abstract Author Pauline Hopkins produced work in a variety of genres: short stories, novels, a musical, a primer of facts. Like other African Americans of the eighteenth and early nineteenth centuries, she engaged with the history of the Nile Valley before the discipline of Egyptology was firmly established in the sphere of higher education in the US. Her serialized novel Of One Blood, published in 1902 and 1903, draws on a variety of sources, such as the English historian George Rawlinson, to tell a fictionalized story set in the contemporary present of the Upper Nile and to address issues related to the ancient past of that region. Her main character, Reuel, embodies links across time—ancient and contemporary—and space—the United States and the Nile River Valley. Through him, she shows the power and relevance of ancient history to contemporary life.

Documented Skeletal Collections and Their Importance in Forensic Anthropology in the United States

Documented skeletal collections are the backbone of forensic anthropology due to their associated biohistories. This paper describes the identified skeletal collections and their relevance in forensic anthropological research, education and training in the US. The establishment of documented skeletal collections in the US can be distinguished into two modus operandi, depending on the stance towards the dead, legislation, and medical and forensic practices. In the 19th and early 20th centuries, anatomists amassed skeletons from cadaver dissections, shaped by European influences. Those skeletons compose the anatomical collections—such as the Robert J. Terry Anatomical Collection—predominantly representing impoverished and unclaimed individuals. Ethical concerns for the curation and research of African American skeletons without family consent are growing in the US. In contrast, since the 1980s, modern documented skeletal collections originated from body donations to human taphonomy facilities, such as the William M. Bass Donated Skeletal Collection. The establishment and testing of osteological methods essential to establish one’s identity—such as age at death and sex—have been developed with skeletons from documented collections. Therefore, the analysis of identified skeletons has been crucial for the development of forensic anthropology in the US.

A Cross-Cultural Examination of Parental Knowledge of Concussion in Three Countries

ABSTRACT The aim of the present study was to examine and compare knowledge regarding concussion among parents of youth soccer players, ages 5–17, from the United States, Israel, and Sicily. Results revealed parents from the United States were more knowledgeable than Israeli and Sicilian parents and were more likely to have a previous history of concussion in their children, themselves, and their social contacts. The success of concussion education, programming, and legislation in the US may account for the greater knowledge of US parents and is reason to advocate for similar resources for youth athletes internationally.

Diversity, Equity, and Inclusion Perspectives Among Radiation Oncology Program Directors: A Knowledge, Attitudes, and Practices Survey

Diversity, Equity, and Inclusion Perspectives Among Radiation Oncology Program Directors: A Knowledge, Attitudes, and Practices Survey

Pandemic possibilities: confronting neoliberalism in social work education

ABSTRACT Over the last decade we have witnessed increasingly critical appraisals of neoliberalism among social work researchers, educators, and practitioners across the globe. There is growing awareness that neoliberal ideology and its manifestation in institutional arrangements constitute major barriers to social, political and economic justice. However, awareness and critique must always be accompanied by affirmative visions of transformation. We believe the nature of the COVID-19 pandemic, coupled with the political and cultural context in which it unfolds, makes this moment uniquely ripe for progressive change. Drawing on our varied and overlapping teaching experiences during the pandemic, we illustrate lessons this crisis has provided to move from critique to resistance. We focus specifically on two aspects of neoliberalism in social work education in the US: the pull towards individualization and depoliticization, and the embrace of competency-driven education. The pedagogical decisions we made while teaching during COVID-19 illuminate the vast options for resistance at our disposal. While these decisions and strategies arose solely because of the pandemic, their application is not limited to pandemic times. We argue the pandemic provides an impetus for a larger refocusing and recommitment to politicizing social work and foregrounding resistance in all we do.

A virtual coaching model of professional development to increase teachers' digital learning competencies

Recent changes in the United States education system have accelerated the need for enhanced technology-based teaching and learning techniques (i.e., digital literacy) and support. Currently, digital literacy integration research focuses primarily on students. Teacher-focused research highlights teaching digital literacy versus using it to learn. Furthermore, little research assesses the effectiveness of professional development methods in providing digital literacy support to teachers. This mixed-methods experimental study addresses these concerns by creating a virtual coaching professional development model to increase teachers' Digital Learning Identity. With teachers demonstrating concerns over staying current with changing technology, study results indicate coaching as one innovative approach to professional development.

Library Liaison Services in US Community Colleges

Library liaison services have been shown to be a valuable component of higher education in the US. Despite this established value, however, liaison services specific to community colleges are rarely discussed in the scholarly literature, while such services from universities and research institutions are well researched. Though it is understandable that liaison services at universities and community colleges would have similarities such as collaboration and outreach with students and faculty, it is only logical that they would also have differences due to the differences in user groups they serve. However, performing any reasonable comparison is difficult due to the absence of scholarly discourse regarding liaison services at community colleges. This article fills this gap by presenting survey data on the state of liaison services in community college libraries in the US. The data shows that a range of liaison work is being performed by community college librarians; A number of opportunities for further inquiry are also identified.