Responsive Programming Research Articles

The expansive language access framework: an integrated approach to addressing oppression in language education

AbstractWhile language education programs were created with an equity stance in mind—with the goals of increasing access and facilitating academic success for ethnically and linguistically marginalized students—the larger educational context has compromised access for multiply marginalized students. Recognizing a need for more complex understandings of language access, scholars have turned to intersectionality; however, intersectional theory is often applied to individual encounters rather than systemic issues. In this conceptual paper, we showcase how this unitary and unidimensional approach manifests in policies, programs, and conceptualizations of languages and language practices that perpetuate the systematic marginalization of multilingual learners with disabilities (MLwDs). We illustrate how policy and programming have centered language while omitting critical perspectives of race and disability. By focusing on MLwDs, we demonstrate how MLs who are racialized and pathologized through language have been systematically ignored in ways that sustain systems of oppression. The expansive language access framework provides a structure for understanding what it would mean to attend to race, language, and dis/ability at the policy, program, and practice levels, and can thus serve as a tool for stakeholders (e.g., scholars, policymakers, educators) to critically examine, evaluate, and rethink their role in perpetuating and disrupting institutional oppressions that multiply marginalized students encounter. Ultimately, we hope the framework empowers stakeholders to identify opportunities for growth and expansion to increase access to more holistically responsive language programming.

A Single-Session Wellness Initiative for Black College Women: Integrating Expressive Arts, Spirituality, and Political Resistance

The purpose of this qualitative case study was to understand how four Black women undergraduate students experienced a single-session wellness initiative that integrated expressive arts, spirituality, and political resistance. After participating in the group wellness session, the researchers conducted individual interviews with each participant to understand their interpretation of their paintings and their perceptions of the expressive arts group. All interviews were transcribed verbatim, and data were analyzed using a structured coding process. Three themes emerged from the cross-case analysis of the semi-structured interviews: (1) Black Women Connecting, (2) Appreciation for the Session Topic, and (3) Systemic Efforts to Promote Black Women’s Wellness. Conducting this study with undergraduate Black women from a predominantly white institution (PWI) yields recommendations for providing culturally responsive wellness programming at university counseling centers.

Implementasi Sistem Informasi Administrasi Prodi PTIK Universitas Bung Hatta

This study aims to develop a web-based administrative information system for the Program of Educational Technology and Computer Engineering at Universitas Bung Hatta, replacing the previously used manual methods. The developed system is designed to manage student thesis data, lecturer documents, and accreditation processes. The development method applied is the waterfall model, which includes stages of analysis, design, coding, testing, and maintenance. Results from validation testing indicate that the system is ready for use and suitable for further research. The information system features menus such as academic, administration, lecturers, alumni, and news, and utilizes a MySQL database. The use of responsive PHP programming facilitates data access and processing. The implementation of this system is expected to enhance the efficiency and effectiveness of administrative management and simplify the accreditation process for the PTIK program.

Collaborations Between Community Corrections and Community Organizations: Understanding their Potential for System-Involved Women and Gender Responsive Programming

Central to gender responsive programming is providing holistic resources to women. Here, we examine the possibilities of using collaborations between community corrections agencies and community-based organizations to meet the unique needs of women. We draw on fieldwork at a community corrections agency for women alongside interviews with them, staff, and community organizations. In doing so, we illustrate how different stakeholders viewed the unique benefits of these collaborations in terms of their ability to advance gender responsive principles. Simultaneously, we illuminate how correctional organizational priorities—including those designed to advance gender responsive principles—can stymie the development of these collaborations.

Need for Culturally Competent and Responsive Cancer Education for African Immigrant Families and Youth Living in the United States.

Cancer prevalence data for Black Americans is monolithic and fails to consider the diverse cultures and backgrounds within that community. For instance, African immigrants constitute a meaningful proportion of the foreign-born Black immigrants in the United States (42%), but the prevalence of cancer in the African immigrant community itself is unknown. Therefore, without accurate cancer prevalence data, it is impossible to identify trends and other key factors that are needed to support the health of African immigrants and their children. Moreover, it is impossible to understand how the culture and language of subgroups influence their cancer-related health behavior. While research in this area is limited, the existing literature articulates the need for culturally responsive and culturally tailored cancer education for African immigrants and their adolescent children, which is what we advocate for in this viewpoint paper. Existing projects demonstrate the feasibility of culturally responsive programming for adults; however, few projects include or focus on adolescents or children born to African immigrants. To best meet the needs of this understudied community, researchers must use culturally competent interventions alongside familiar, usable media. For adolescents, technology is ubiquitous thus, the creation of a culturally tailored digital intervention has immense potential to improve cancer awareness and prevention for youth and their community. More research is needed to address many of the existing research gaps and develop a rich understanding of the unique experience of cancer among African immigrant families that can be used to inform intervention development. Through this viewpoint, we review the current state of cancer-related research among African immigrant families in the United States. In this paper, we acknowledge the current knowledge gaps and issues surrounding measurement and then discuss the factors relevant to designing an educational intervention targeted at African immigrants and the role of African immigrant youth.

Values and Value: Culturally Responsive Financial Literacy Programming in Higher Education

Values and Value: Culturally Responsive Financial Literacy Programming in Higher Education

Organized afterschool activities as a developmental context for children and adolescents.

The last 40 years have been marked by a growing appreciation of organized afterschool activities as a developmental context, with evidence that these activities are linked to academic, social, and behavioral outcomes at least in the short term. In this chapter, we focus on research that builds on these earlier advances to extend afterschool research in two areas that are critical to the future of this field. First, we feature research that examines organized activities longitudinally from kindergarten through the end of high school, enabling us to study organized activities in relation to academic, social-emotional, behavioral, and health outcomes in both the short-run and long-run, including into adulthood. We then turn to a second advance: research focused on organized activities that serve minoritized children and adolescents. These studies identify the barriers minoritized youth often face and how activities can be designed to support their positive development, including efforts to provide culturally responsive programming. Promising directions for future research are presented in a third section.

Addressing Access and Equity for Latine Youth through Sport-Based Positive Youth Development

Abstract Organized out-of-school time (OST) activities are critical assets that help youth develop life and social skills. Latine youth have some of the lowest rates of participation in OST activities out of all racial and ethnic subgroups due to structural and interpersonal barriers that perpetuate and reproduce patterns of inequality. The purpose of the current study was to describe a youth-led, community-driven, sport-based positive youth development program, the Los Angeles Football Club Youth Leadership Program, and examine associations with participation across three levels: (1) alumni’s enrollment and employment outcomes; (2) youth leaders’ outcomes (e.g., pre- and postprogram surveys); and (3) outputs of the program’s community outreach efforts (e.g., demographics and outputs associated with youth-led community-based activities). Drawing on the study’s findings, authors argue that this program describes an emergent “ladder to leadership” model that can guide community engagement through the delivery of culturally responsive programming and the use of sport to support social–emotional learning during OST. These findings contribute to an important discussion of how to leverage sport to address issues of access and equity during OST for Latine youth.

Gender-Responsive Programming for Women in the Community Corrections Context: A Scoping Review

ABSTRACT Since the 1970s, feminist criminologists have challenged researchers and practitioners to center gender in their theories, research designs, and practice approaches. Because of this, a large body of research examines correctional approaches to assess the question “what works” for women? Researchers have, for example, examined: how gender shapes pathways into the system or how correctional programming and staff can meet women’s needs. At times these queries include studying the effectiveness of using gender responsive approaches. Little is known, however, regarding the effects of these strategies in the community corrections context. Women make up a substantially larger proportion of the community corrections population than they do prison or jail. Additionally, because the philosophy of this context is well suited to engage rehabilitative and treatment-based programs—needs of amplified importance for system involved women—understanding what we know as researchers and practitioners is particularly important. To assess the state of knowledge in this area, we conducted a scoping review of research on gender responsive programming within community corrections settings. Our analysis reviews the findings from these articles and highlights implications for practitioners and researchers working in this area.

A Case Study of Innovative Workplace Development Programming at Community Colleges in the United States

Given changes in the 21st century workplace and expectations of employers, the notion that a bachelor’s degree is the sole pathway to sustainable employment and a middle-class life in the United States has become obsolete. Many (e.g., Fleming, 2016) have argued that employers are now seeking employees with technical skills, digital literacy, and the ability to analyze and think critically, capabilities that do not necessarily require a postsecondary degree. Because of the lingering economic impact of the COVID-19 pandemic, including rising inflation globally, many adults, including English-language learners, are seeking short-term certificate or credentialing programs because their financial realities necessitate entering the workplace and earning a living wage as quickly as possible. The need for effective credentialing programs that are connected to market sector demands in the local community can foster productive partnerships among educational programs/institutions, local businesses, and governmental agencies on the municipal, state, and federal levels. Such partnerships often occur in the adult and continuing education areas of community colleges, and this case study focuses on the timely and financially responsive programming and practices at one community college (4C) in the northeastern United States. Key components of their programming that have produced successful outcomes have been highlighted as well as how they might be modified to address the marketplace and educational needs of adult learners in other areas of the United States and internationally.

Gender Responsive Programming: Towards the Promotion of Women’s Mental Well-being

Gender Responsive Programming: Towards the Promotion of Women’s Mental Well-being

Culturally Responsive Programming in the Orchestra Classroom: A Survey of Ensemble Teachers

The purpose of this study was to examine the factors that influence orchestra teachers when selecting repertoire for performance ensembles and to better understand the extent of culturally relevant and responsive programming in elementary and secondary orchestra classrooms across the United States. In March of 2020, the authors undertook a survey regarding concert programming practices of school orchestra teachers who were active members of the American String Teachers Association. Results indicated that the level of difficulty was the most important consideration while availability for easy download was the least important one. Sociocultural considerations were generally rated lower than administrative and pedagogical considerations. Repertoire from the Western European canon was programmed most frequently, followed by folk and fiddle music, and pop and rock music. More than 80% of participants indicated they had never programmed a piece to teach about matters related to gender, sexual identity, or the Black Lives Matter movement, whereas 76.5% had programmed a piece to teach about multicultural awareness. Implications for orchestra teachers, music educator preparation programs, and future research are explored.

Rescuing women from the brinks of whiteness: Carceral restoration in a human trafficking court

Abstract Research on gender-specific penal reform programs critique their failure to prioritize the socio-economic recovery of criminalized women. This paper draws on these insights to examine the Women’s Refuge Court (WRC), a human trafficking court for adult women criminalized for prostitution and drug offences in Ohio. Using ethnographic research, I illustrate the WRC’s rejection of bootstrapping and emphasis on material resourcing as a penal reform strategy. I argue that the WRC’s prioritization of socio-economic recovery derives from fears over the status decline of the impoverished white women who predominate as defendants. Court officials rely on evangelical Christian imaginings of prostitution as ‘modern day slavery’ to frame participants as ‘trafficking victims’. I identify the WRC’s response as a racially specific form of gender responsive programming called carceral restoration.

The Impact of Insider Researcher Trainees in Recruiting and Retaining Latinx in an Outdoor Health Promotion Research Study

Latinx represent the second largest ethnic group in the USA and remain significantly underrepresented in research studies. Efforts to better include Latinx make use of community-engaged research (CEnR) approaches, peer-navigators, and cultural humility training for research teams. While these efforts have led to slight increases in Latinx participation, studies to identify strategic practices for better inclusion of Latinx participants are needed. The objective of this study was to qualitatively examine factors leading to successful recruitment and retention of Latinx participants in the Promoting Activity and Stress Reduction in the Outdoors (PASITO) intervention. For this intervention, 99 low-income Latinx clients in a local community were contacted and 52 participants were recruited (53%). All were retained in the 3-month intervention. Of these, 12 were interviewed within 6 months of the close of PASITO by bi-cultural and bi-lingual non-research staff. They conducted one-on-one structured telephone interviews. Of the twelve participants, three (25%) were men, nine (75%) were women, and the mean age was 43.7 (SD = 8.7). Four critical themes for the recruitment and retention of Latinx populations emerged from the interviews: (1) importance of insider researchers; (2) sense of community and belonging; (3) responsive programming; and (4) health-promoting activities. These findings support the significant role insider researchers can play, and social identity theory provides a useful framework for understanding the role of insider researchers in recruiting and retaining Latinx, and likely other minoritized groups, in clinical studies. Insider researchers possess the skills, training, community cultural wealth, in-depth understanding of their communities, and structural competencies that position them to carry out more inclusive studies to address the needs of marginalized communities and advance science.

A Case Study of Responsive Middle Grades Education in a Laboratory Middle School in the USA

This case study describes responsive approaches to middle grades education and teacher education at Laboratory Middle School (LMS), a subunit of the college of education in a public university in the southeastern USA. LMS was established with a mission to serve rural students who had experienced struggles in the regular school system and to serve as a clinical site for the preparation of middle grades teachers, counselors, and school nurses. Many students at LMS have faced challenges due to physical or cognitive exceptionalities or because of traumatic experiences. Thus, programs and practices in the school must respond to the developmental stage of the young adolescents whom it serves, as well as the many varied individual needs of the learners. The conceptual frame for the study is “responsiveness” as defined by seminal middle-level literature (e.g., This We Believe), and the theoretical underpinnings are constructed from theories of stage–environment fit and human ecology. The study employs a case study design and qualitative methods of data collection and analysis. The case report describes the LMS context and details manifestations of responsiveness at LMS organized in three categories: (a) culture and community; (b) curriculum, instruction, and assessment; and (c) leadership and organization. The authors offer four sets of implications for the design and delivery of responsive programming in middle-level schools: (a) a holistic approach to young adolescent education; (b) commitment to continuous improvement; (c) theoretical pragmatism in pedagogical practices, programs, and policies; and (d) engagement of preservice teachers in immersive field experiences.

Exploring participant perceptions of a virtually supported home exercise program for people with multiple myeloma using a novel eHealth application: a qualitative study.

Supervision, tailoring, and flexibility have been proposed as key program elements for delivering successful exercise programs for people with multiple myeloma (MM). However, no studies to date have evaluated the acceptability of an intervention employing these components. The aim of this study was to determine the acceptability of a virtually supported exercise program and eHealth application for people with MM. A qualitative description approach was used. One-on-one interviews were conducted with participants who completed the exercise program. Content analysis was used to analyze verbatim transcripts from interviews. Twenty participants were interviewed (64.9 ± 6.7years of age, n = 12 females). Participants had positive perceptions of the exercise program. Two themes emerged related to strengths/limitations: One Size Does Not Fit All (sub-themes: Supportive & Responsive Programming and Diverse Exercise Opportunities), and App Usability. Supportive and Responsive Programming was a main strength of the program, characterized as programming that was tailored, involved active support, and delivered by appropriate personnel. The inclusion of Diverse Exercise Opportunities was also regarded as a strength, as it accommodated the preferences of all participants. Related to App Usability, participants felt the app was simple and user friendly but had a few less intuitive components. The virtually supported exercise program and eHealth application were acceptable for people with MM. Programs should employ tailoring, active support, and appropriate personnel to bolster acceptability and include both supervised and flexible exercise formats. eHealth apps should be simple to use so technology proficiency is not a barrier to participation.

Active Exploration in Physical Education: Strategies for Including Marginalized Students

Physical educators face many daily challenges in their work. Delivering culturally responsive programming that speaks to all students regardless of race, religion, nationality, gender, and motor abilities (Kozub & Hodge, 2014) is one of these challenges. Teachers who build a meaningful physical educational environment with skilled activities can create a motivating and valuable experience for marginalized students resulting in positive feelings toward physical activity (Goodwin & Watkinson, 2000). Learning environments that provide the three basic psychological needs of self-determination theory (SDT) may aid in developing motivation and student engagement within physical education (Deci & Ryan, 2000). Active exploration is an approach used in PE for adapting student movements, building curiosity about new movements with the use of equipment, and being inventive and flexible (Hyndman, 2021). Drawing upon SDT and learner centered teaching styles, the purpose of this paper is to provide three strategies for teaching that promote inclusion for marginalized students in PE settings: (a) active exploration and discovery, (b) culturally relevant curriculum, and (c) assessing student learning within these approaches.

Towards Legislation Responsive to Integrated Watershed Management Approaches and Land Tenure

Land tenure affects integrated watershed management approaches in various ways, such as influencing land use and investment in sustainability practices and decisions. However, some land tenure and integrated watershed management relations need more examination, including how the prevailing relevant legislation responds and the needed course of action. In this paper, we provide relevant evidence to support a shift to responsive actions and legislation through (a) examining land tenure scenarios affecting integrated watershed management, including the public–private land tenure co-existence from a watershed perspective; (b) the responsiveness of the prevailing relevant legislation to integrated watershed management and the land tenure scenarios and (c) identifying legislative remedies recommendable for responsiveness. We use qualitative methods to review secondary data sources, including four legislations, and complement them with field survey data. Field experiences are from three sub-catchments in the Lake Victoria basin, each representing a different land tenure system, as case studies. Land tenure links with integrated watershed management in various ways, such as influencing land use decisions. However, underscoring the relationship from the private and public land tenure perspective also indicates a complex and tense spatial relationship. As such, it likely limits adopting sustainable land use and management practices in watersheds as a case. Regardless, the perceptions from the study area indicate the land tenure systems and forms enabling sustainable choices and decisions, despite limitations such as tenure insecurity. The disconnect between integrated watershed management aspirations of ensuring sustainability, the land tenure abilities and the subsequent human practices is mainly institutional, with the relevant legislation indicating a low to moderate level of responsiveness to integrated watershed management approaches and land tenure, thus, abating effectiveness. Therefore, we suggest a shift towards responsive programming and legislation and the adoption of model legislation to support responsiveness replication. We also recommend further studies to assess the legal gaps and feasibility thereof.

Ischemic Stroke Impacts the Gut Microbiome, Ileal Epithelial and Immune Homeostasis

Ischemic stroke critically impacts neurovascular homeostasis, potentially resulting in neurological disorders. However, the mechanisms through which stroke-induced inflammation modifies the molecular and metabolic circuits, particularly in ileal epithelial cells (iECs), currently remain elusive. Using multiomic approaches, we illustrated that stroke impaired the ileal microbiome and associated metabolites, leading to increased inflammatory signals and altered metabolites, potentially deteriorating the iEC homeostasis. Bulk transcriptomic and metabolomic profiling demonstrated that stroke enhanced fatty acid oxidation while reducing the tricarboxylic acid (TCA) cycle in iECs within the first day after stroke. Intriguingly, single-cell RNA sequencing analysis revealed that stroke dysregulated cell-type-specific gene responses within iECs and reduced frequencies of goblet and tuft cells. Additionally, stroke augmented interleukin-17A+ γδ Tcells but decreased CD4+ Tcells in the ileum. Collectively, our findings provide a comprehensive overview of stroke-induced intestinal dysbiosis and unveil responsive gene programming within iECs with implications for disease development.

Intercultural Competence in Extension Education: Applications of an Expert-Developed Model

This article summarizes results of a study designed to identify essential intercultural competencies for Extension professionals. Recommendations are provided for Extension administrators to inform recruitment and professional development decisions in the broader effort to provide relevant and responsive programming for multicultural audiences. Written by John Diaz, Cody Gusto, Colby Silvert, K. S. U. Jayaratne, Lendel Narine, Sharon Couch, Celina Wille, Nozella Brown, Cintia Aguilar, Dionardo Pizaña, Kris Parker, Gayle Coon, Merrianneeta Nesbitt, Laura Valencia, Dominic Ledesma, and Lupita Fabregas, and published by the UF/IFAS Department of Agricultural Education and Communication, September 2022.