Schools In Chicago Research Articles

Teamwork of General and Special Education Teachers in Managing the Education of Learners with Autism

Understanding the dynamics of collaboration helps identify best practices, resolve issues, and foster smooth working relationships among general and special education teachers for students with ASD achievement. This study explored the collaboration of general and special education teachers in educating learners with autism spectrum disorder (ASD) at three (3) selected elementary schools in Chicago, Illinois, USA, during the school year 2023-2024. This is a phenomenological inquiry of the ten purposively selected participants who answered the researcher-made semi-structured questionnaire that contained four (4) open-ended questions. Findings showed that in terms of the participants' views about the various collaboration models Implemented in educating learners with autism, the following were the emerging themes: 1) Team Teaching Collaboration, 2) Support Mechanisms on Demand, and 3) Structured Consultation Session. The impact of teacher collaboration on learners with autism academic outcomes were: 1) Enhanced Communication Abilities; 2) Active School Involvement; and 3) Self-sufficiency Development. The barriers encountered to effective collaboration were 1) Challenges in Communication, 2) Support and Policy from the Administration, and 3) Scheduling and Time Limitations. Thus, the general and special education teachers should intensify their collaboration and address the identified challenges. It is further recommended that a quantitative parallel study be conducted to validate and quantify the impacts of teacher collaboration strategies on the academic outcomes of learners with ASD.

Pathways to Biliteracy: Investigating the Implementation of the Seal of Biliteracy in Elementary and Secondary Schools in Chicago

The Seal of Biliteracy (SoBL) is a language education policy adopted by states to recognize students’ biliteracy. Originally implemented in high schools to recognize graduating seniors, the initiative also includes pathway awards, which can be implemented in earlier grades to promote lengthier language study and increase biliteracy attainment. This qualitative case study investigates the K-12 implementation of SoBL and pathway recognitions in the urban-intensive context of the Chicago Public Schools. Drawing from documentation and interviews with district- and school-level stakeholders, this research uncovers the nuanced policy work to promote, assess, and recognize biliteracy in a district with 322,000 students.

Stretching towards social justice: A case study of transformative social and emotional learning (SEL)

Transformative social and emotional learning (SEL) is an approach that prioritizes an explicit focus on equity and social justice. In this case study, we explored: how do teachers modify their SEL teaching practices and curricula to incorporate a transformative SEL focus on community issues and social justice? Through analyses of qualitative data from student and teacher interviews and classroom observations as well as quantitative data from surveys administered to students and teachers, we illustrate how teachers at one middle school in Chicago stretched from conventional notions of SEL to engage social justice issues more proactively in their SEL implementation in four key ways: Connecting through Language, Connecting to Students’ Social Identities, Addressing Social Issues, and Encouraging Civic Engagement and Activism. We conclude with support for teachers interested in adapting these practices in their classrooms.

Good Muslim, Bad Muslim: Muslim Refugee Youths’ Identity Development and Civic Engagement in School-Based Settings

Schools have been considered critical institutions for refugee youth. However, Muslim refugee youth experience challenges navigating schools during an increasingly hostile sociopolitical climate for Muslim people. Drawing on the adolescent development framework, this phenomenological study explores how school-based experiences help to shape Muslim refugee youths’ identities. In-depth interviews were conducted with 15 refugee youth who attended high schools in Chicago. Findings highlight how Muslim refugee youth expressed negative feelings of school and overall adjustment to their local communities due to stereotypes or perceptions of them being “terrorists” or “violent,” which often translated into discrimination and bullying directed at them at the school level. Second, Muslim refugee youth expressed a desire to be civically engaged in their schools and communities to demonstrate their capacity to be “good citizens” or active participants with a high moral compass. Recommendations are offered on how to support Muslim refugee youth in school settings.

“Now We're Actually Playing Music”: Sones and Parental Transformation in Mexican Chicago

Abstract The US-based revival of Mexican sones has received increased scholarly attention in the past two decades, primarily focused on the music's capacity for community formation and political activism among young adults. This article examines a different side of the son revival: parents and young children at a recently established Mexican Music School in Chicago. This type of institution—nongovernmental, but more formalized than traditional community transmission—is proliferating across many ethnic communities and musical traditions in US cities. This article shows how such programs can have unexpected transformative effects while bringing new populations into a music revival movement.

Multiplicative processing in the modeling of cognitive activities in large neural networks.

Explaining the foundation of cognitive abilities in the processing of information by neural systems has been in the beginnings of biophysics since McCulloch and Pitts pioneered work within the biophysics school of Chicago in the 1940s and the interdisciplinary cybernetists meetings in the 1950s, inseparable from the birth of computing and artificial intelligence. Since then, neural network models have traveled a long path, both in the biophysical and the computational disciplines. The biological, neurocomputational aspect reached its representational maturity with the Distributed Associative Memory models developed in the early 70s. In this framework, the inclusion of signal-signal multiplication within neural network models was presented as a necessity to provide matrix associative memories with adaptive, context-sensitive associations, while greatly enhancing their computational capabilities. In this review, we show that several of the most successful neural network models use a form of multiplication of signals. We present several classical models that included such kind of multiplication and the computational reasons for the inclusion. We then turn to the different proposals about the possible biophysical implementation that underlies these computational capacities. We pinpoint the important ideas put forth by different theoretical models using a tensor product representation and show that these models endow memories with the context-dependent adaptive capabilities necessary to allow for evolutionary adaptation to changing and unpredictable environments. Finally, we show how the powerful abilities of contemporary computationally deep-learning models, inspired in neural networks, also depend on multiplications, and discuss some perspectives in view of the wide panorama unfolded. The computational relevance of multiplications calls for the development of new avenues of research that uncover the mechanisms our nervous system uses to achieve multiplication.

The Role of Wellness Teams in Promoting Health and Wellness Implementation Strategies in Elementary Schools in Chicago.

Strategies used by wellness teams (WTs) to foster local wellness policy (LWP) implementation have been documented, yet there remains a need to better understand how WTs respond to district-level LWP requirements, particularly when bundled with additional health-related policies. This study's goal was to explore how WTs implement Healthy Chicago Public School (CPS), a district-led initiative focused on both LWP and other health policy implementation in the CPS district, one of the most diverse in the nation. Eleven discussion groups were conducted with WTs in CPS. Discussions were recorded, transcribed, and thematically coded. Six overarching strategies used by WTs in working to achieve Healthy CPS include: (1) using district guides and resources to support planning, progress monitoring, and reporting; (2) under the leadership of wellness champions, as required by the district, facilitating engagement among staff, students, and/or families; (3) taking district guidance and adapting and integrating it into their schools' existing structures, curricula, and practices, often taking a holistic approach; (4) fostering linkages in the communities surrounding their schools to supplement internal school capacities; and (5) stewarding resources, time, and staff for sustainability. Strategies for LWP implementation by WTs in urban and diverse schools include planning for staff turnover, integrating health and wellness into existing curricula and structures, and leveraging relationships with the local community. WTs can play a critical role in supporting schools in diverse, urban districts to implement district-level LWP and the plethora of related policies that schools are subject to at the federal, state, and district levels.

Four-dimensional Flow in Pulmonary Artery Aneurysm with Localized Dissection.

HomeRadiology: Cardiothoracic ImagingVol. 4, No. 6 Previous Images in Cardiothoracic ImagingPulmonary ImagingFour-dimensional Flow in Pulmonary Artery Aneurysm with Localized DissectionRachel Orbuch , Koushik Kondapi, Jacob E. Ref, Ryan J. AveryRachel Orbuch , Koushik Kondapi, Jacob E. Ref, Ryan J. AveryAuthor AffiliationsFrom the Division of Internal Medicine, McGaw Medical Center of Northwestern University, 420 E Superior St, Chicago, IL 60611 (R.O.); Division of Radiology (R.J.A.), Northwestern University Feinberg School of Medicine, Chicago, Ill (K.K.); and University of Arizona College of Medicine, Tucson, Ariz (J.E.R.).Address correspondence to R.O. (email: [email protected]).Rachel Orbuch Koushik KondapiJacob E. RefRyan J. AveryPublished Online:Dec 8 2022https://doi.org/10.1148/ryct.220052MoreSectionsFull textPDF ToolsImage ViewerAdd to favoritesCiteTrack CitationsPermissionsReprints ShareShare onFacebookTwitterLinked In Article HistoryReceived: Mar 31 2022Revision requested: June 19 2022Revision received: Nov 1 2022Accepted: Nov 8 2022Published online: Dec 08 2022 FiguresReferencesRelatedDetailsRecommended Articles RSNA Education Exhibits RSNA Case Collection Vol. 4, No. 6 Metrics Altmetric Score PDF download

Disposable Spaces: How Special Education Enrollment Affects School Closures

Informed by austerity politics, struggling school districts have closed buildings to pursue cost savings. We investigate the factors affecting which schools are shuttered, proposing that the share of students with an Individualized Education Program (SIEP) influences the way building utilization is measured because of the different instructional spaces required. We examine the case of elementary schools in Chicago, where 44 of 402 schools were closed in 2013. Simulating administrative decision-making parameters with a logistic regression model and demographic, student, and school data, we find that Chicago Public Schools was more likely to close school buildings with higher shares of SIEPs. Such punitive measures reflect the politics of austerity and disposability, leaving students with disabilities, particularly those in low-income neighborhoods of color, with fewer educational options.

Patterns of Socialization among New Latino Immigrants in Comparative Historical Perspective

Education is a bridge enabling children of low-skilled immigrants to access higher tiered professions in a segmented labor force in order to experience socio-economic gains and social mobility. Historically, Catholic immigrants (Irish, Polish, Italian and German) have been served by the parish school which provided a basis for household integration and economic advancement in American society. This paper explores the relationship between the parish school as an agent of socialization and children of new Catholic Latino immigrants. Comparative historical analysis of old and new patterns of immigration serves to demonstrate how the mediating role of the parish school has changed. Qualitative analysis contributes to a theory of institutionally generated social capital which is operationalized by measures of communitarian socialization. Using data from the Consortium of Chicago School Research, I use ordered logit regression to measure the effect of high school socialization patterns on student’s pro-social outcomes. I find that contrary to national data, Catholic high schools in Chicago are enrolling higher percentages of Latinos, a majority of whom are children of immigrants. A school climate characterized by affective support and inspirational ideology are significantly related to pro-social outcomes, while intergenerational closure is not. These findings are important because the parish school has a legacy of contributing to conditions necessary for children of immigrants to experience upward mobility.

Female sexual medicine: What are students learning in undergraduate medical education?

ABSTRACT Introduction In the United States, medical education on sexual medicine varies throughout the country and between institutions. With limited standardization, medical students and subsequent trainees have little to no training in how to approach a patient with concerns surrounding their sexual health. In 2018, half of the medical institutions in the United States required formal instruction in sexual medicine. Of those institutions that do include didactic material on sexual medicine, most of the material is dedicated to anatomy, physiology, and sexually transmitted infections, with limited or no information on sexual dysfunction and sexual history taking. Therefore, we identified a need to determine which components of sexual medicine, particularly female sexual medicine, are currently being covered in undergraduate medical education with the goal of proposing and developing standardized curriculum materials to be utilized by medical students during their preclinical education. Objective The aim of this study is to examine current preclinical curricula at all seven medical schools, including six allopathic and one osteopathic institution, in the Chicago, Illinois area to investigate which aspects of female sexual anatomy, physiology, pathology and pharmacology are being taught to medical students. Methods Curriculum materials on female sexual anatomy, physiology and pathology were collected from all seven medical schools in Chicago, Illinois. Courses covering topics on female sexual medicine varied between institutions due to differences in preclinical curriculum and coursework. To standardize our needs assessment, we utilized previous literature to identify specific components of anatomy, physiology, pathology, pharmacology, social sciences, and history and physical exam skills. Upon reviewing each institution's preclinical educational materials, we assessed curriculum content for saturation of specific concepts within each of the above areas. Results Curriculum materials were collected from seven (n=7) total medical schools in the surrounding Chicago, Illinois area. Out of the 7 institutions, 4/7 discussed clitoral anatomy, with 6/7 mentioning the glans, 1/7 mentioning the corona, 2/7 mentioning the clitoral hood, 6/7 mentioning the corpora cavernosa, 4/7 mentioning the corpus spongiosum, 6/7 mentioning the crus, 6/7 mentioning the bulb and 5/7 detailing the clitoral neurovasculature. In addition to the anatomy, 4/7 discussed the physiology of the female orgasm, 3/7 highlighted the rate and epidemiology of female sexual dysfunction (FSD), 3/7 included information on treatment for FSD, 1/7 taught a genitourinary physical exam specific to assessing FSD (external exam, internal exam, pelvic floor assessment), and 6/7 institutions included information on how to take a sexual history asking about sexual function, pleasure, and satisfaction. Conclusion Overall, our focused needs assessment of both allopathic and osteopathic medical schools in the Chicago, Illinois area highlights the need for restructuring of curriculum as it pertains to female sexual medicine and FSD in undergraduate medical education. Next steps include proposing individual curricular recommendations to institutions, due to the variation in current curriculum design, as to how they can better teach on areas surrounding FSD, while also aiming to standardize what medical students are learning during their preclinical years. Disclosure Work supported by industry: no.

Reflections on Layers of Belief, Material and Spiritual Survivals, and Colonialisms in Puerto Rico

Reflections on Layers of Belief, Material and Spiritual Survivals, and Colonialisms in Puerto Rico Sherina Feliciano-Santos I was nine when I moved “back” to Puerto Rico from Chicago. While my parents had made many such moves back to the island, this was my first time living there, a relocation that coincided with the arrival of Hurricane Hugo. The preparations that went along with the threat of a storm that size welcomed us to Puerto Rico. I remember the prayers that were part of that preparation at my brother’s and my small new Catholic school. The rumors of dreams and predictions of devastation, overheard from parents and teachers, circulated clumsily among my fourth-grade classmates. While I had already attended Catholic school in Chicago, my experience of Catholicism in Puerto Rico already felt more mystical, the outcomes of events more directly connected to my prayers. The saints, angels, and Mary were clearly expected to be present among us. When Hugo came, it mostly missed my town but devastated my grandmother’s town of Vieques, an island-municipality on the east coast. My mother left for a few weeks to help my grandmother recover and returned with stories of my great uncle, who is now legendary in my family. He decided that his mission was to fight the “demon.” He wrapped a strong rope around his shack and sat inside physically holding the structure together throughout all the hours of Hugo’s rage. The demon was no match. My uncle, a weathered [End Page 85] root of a man, held his house together with his own two hands and triumphed over the storm. Although I was still becoming fluent in Spanish, I met a classmate at school who quickly became one of my best friends. I loved being invited to her family’s home. I remember doing homework in her dining room and catching a glimpse of one of the corners of what seemed to be a guest room. In that corner, a white tablecloth dressed a table, and on it were bowls and cups of water, statues, flowers, candles, and beaded cords. I often wondered about that table, which, as my friend’s mother implicitly told me by closing the dining room door every time she arrived from work, I was not supposed to ask too much about. My friend’s family took pride in having a Roman Catholic priest in the family, and, even then, I knew that the table wasn’t a part of the religion that we were supposed to speak about. That only made me wonder more. Decades later, I saw a similar table at a session with a spiritual consultant in a town just north of mine. The same white tablecloth draped it, cups and bowls full of water sat upon it, similar candles, and the scent of the freshly picked flowers took me back to my friend’s house all those years ago. Caught by the memory, I stared at the table long enough for the spiritual consultant to notice. She briefly explained how the altar helped her communicate with and open the channels to ancestors and spirit guides. I wondered if that was also the role of the table I had seen in my youth. Although most people in my town professed being Roman Catholic (though the number of people converting to protestant Christian churches was growing even then), I was also surrounded by practices and beliefs that existed alongside, within, and around the expressed and institutionally sanctioned Catholic ones. The Catholicism I grew up with was filled with ways of knowing that did not fit within the bounds of official dogma. It was packed with practices outside of the sanctioned rituals, and all of it seemed, at least to me, ubiquitous and known locally. I recall overheard conversations over the years of visions, ghosts, and spirits, mango trees whose fruits couldn’t be picked without angering the spirit of a deceased grandmother, street corners that shouldn’t be stopped at too late in the night, sites of apparitions, of ancestors who needed to be remembered, of promesas made to God for the safe return or healing of a loved one, of...

Introduction

Roman Conrad Pucinski was born into the Polish American community in Buffalo, New York, in 1919. Moving to Chicago as a child, he grew up in the Polish Downtown neighborhood before enrolling in Northwestern University in nearby Evanston in 1938. After graduating in 1941 he served in the US Army Air Corps during World War II, during which he was the lead bombardier on the first B-29 mission to Tokyo. Following the war, he attended John Marshall Law School in Chicago from 1945 to 1949 while simultaneously pursuing a journalistic career with the Chicago Times, later to become the Chicago Sun-Times. As a reporter, he covered city hall, which one observer described as “a plum assignment that included covering the city's Byzantine politics and a host of characters, many crooked but nearly all colorful.”1Pucinski's first appearance on the national stage came in 1952 when he took a leave of absence from his position with the newspaper to accept an assignment as chief investigator for a special committee of Congress formed to investigate the mass murder of Polish officers and officials by the Soviets during World War II, a topic of singular interest to him given his Polish ancestry and ties to the ethnic community. Not only did the Katyń investigation vault Pucinski's name into national prominence, it also solidified his position in the Polish ethnic community that would form the basis of his political support in his rise to national influence. The 11th Congressional District in Illinois, from which Pucinski gained election to the House of Representatives as a Democrat in 1959, has been characterized as “the ultimate ethnic American district.” The 1970 census revealed that nearly half of its 454,329 residents had been born outside the United States.2Pucinski's fourteen years in Congress (1959–73) spanned some of the most turbulent and transformative times in postwar America with him taking a leading part in a host of important initiatives. Likewise, after leaving Congress he served for eighteen years (1973–91) as a Chicago alderman at a time when the city was also undergoing significant, economic, ethnic, and political change. Not only did he take a leading part in addressing the resulting issues, he also engaged as a leader in the local and national Polish American community. Seldom has a person been presented with opportunities to make substantial contributions within an ethnic community, on a citywide level, and on the national level and risen to the occasion in each instance.In this special issue of Polish American Studies, we begin with an original primary source prepared for this issue, a memoir of Roman Pucinski's daughter, who shares her recollections of her father, his work in the Polish community, and his feelings and motivations during his career in Congress and as alderman. Since Pucinski's well-developed sense of Polishness (Polskość) was formed early in life, we next move to an article on his mother, Lidia Pucińska, herself a prominent Chicago radio figure and ethnic leader, contributed by historian Joanna Wojdon, who conducted extensive research in the Pucińska Papers in the Polish Museum of America in Chicago.Pucinski's Congressional years marked a turning point in many important domestic concerns in which he was intimately involved. His leadership in these is examined by James S. Pula, while his interactions with the Polish American community, both during his congressional and subsequent years, is the topic of an interview with Richard Owsiany, who worked closely with him in the Polish American Congress and on various community projects. In the closing article, Dominic A. Pacyga delves into the world of Chicago politics to examine Pucinski's role during the critical changes the city underwent while he served as alderman. We hope that this special issue will shed light on an important figure in Polonia who also wielded considerable influence in local and national politics.We wish to thank the editor, Anna Jaroszyńska-Kirchmann, and the members of the editorial board for their support in this project, as well as Richard Owsiany and the Polish Museum of America for permission to use photographs from the museum collections.

How strong principals succeed: improving student achievement in high-poverty urban schools

PurposeThe purpose of this paper is to provide concrete examples of what leadership behaviors and strategies look like in high-poverty urban schools in Chicago that are successful at improving student outcomes. The authors compared the strategies used by principals who were rated by their teachers on annual surveys as being strong instructional leaders but had varying success in improving student outcomes for comparison.Design/methodology/approachThis paper is part of a larger mixed-methods study exploring the link between leadership and student learning. For the qualitative portion of the study, the authors utilized a contrasting case study design (Merriam, 1998) to distinguish leadership practices in schools with improvements in student achievement from practices in schools with stagnating or declining student achievement. The authors conducted case studies in a total of 12 schools–6 schools with improving student achievement and 6 schools with stagnating or declining student achievement. For brevity, the authors chose 4 schools to highlight in this manuscript that best illustrate the findings found across the full sample of 12 schools. The authors coded each interview using both inductive and deductive coding techniques.FindingsThe study findings indicate that there are subtle but important differences between the strategies principals in improving and contrast schools use to lead school improvement efforts. Principals in improving schools were able to create learning environments where staff were open to new ideas and work together towards goals. Principals in improving schools were also more likely to create structures that facilitated organizational learning than principals in contrast schools.Originality/valueThis study is unique because the authors provide concrete examples of what principals do in their schools to help create strong learning climates that foster organizational learning and improvement. The authors also identify differences in leader practices and structures in schools that are having a harder time making improvements for comparison. The study findings can be used by principals and other educators to better understand which of their various efforts may result in stronger school cultures conducive to organizational learning as outlined in Louis' and colleagues' work.

Jane Roland Martin, School Was Our Life: Remembering Progressive Education (Bloomington, IN: Indiana University Press, 2018)

Reviewed by: School Was Our Life: Remembering Progressive Education by Jane Roland Martin Randall Everett Allsup Jane Roland Martin, School Was Our Life: Remembering Progressive Education (Bloomington, IN: Indiana University Press, 2018) In School Was Our Life, Jane Roland Martin provides a moving account of her personal experiences in the early progressive education movement, later defined as constructivist, whole-child, or student-centered teaching/learning.1 As a young girl during the Great Depression, Martin attended the legendary Little Red Schoolhouse in New York City’s Greenwich Village, then a patchworked neighborhood made of working-class homes. In the early twentieth century, “Little Red” was one of several grand experiments in universal public schooling– like the Francis W. Parker School in Chicago, Carmelita Hinton’s Putney School in Vermont, or the Marietta Johnson Organic School of Education in Fairhope, Alabama–all aimed at democratizing education and teaching for citizenship. John Dewey coined the term “New Education” to describe the movement: If one attempts to formulate the philosophy of education implicit in the practices of the newer education, we may, I think, discover certain common principles . . . to external discipline is opposed free activity; to learning from texts and teachers, learning through experience; to acquisition of isolated skills and techniques by drill, is opposed acquisition of them as means of attaining errands which make direct vital appeal; to preparation for a more [End Page 230] or less remote future is opposed making the most of the opportunities of present life …2 Martin was witness to a unique moment in U.S. history where new theory met new practice. Now, this book is not about John Dewey or Francis W. Parker, though they hover politely in the background. Rather, Martin’s book concerns thirty alumni of the Little Red School House class of 1943, now in their mid-80’s, driven in their senior years to reunite, and to sing and talk about how one particular school seemed to shape who they became in life, and what they did with their life. In get-togethers, they marvel at their collective memories. In this way, School Was Our Life is a descriptive phenomenological account of something deeply felt more than a compendium of best practices in constructivism, or a history lesson about the progressive education era. Marveling at their collective marveling, Martin begins like all qualitative researchers by asking, why weren’t these stories told? What could we learn from hearing their voices? She intuits a gap in our knowledge. “For reasons that I have only come to understand in the course of writing this book, Little Red is scarcely mentioned in the standard histories of American education.”3 Armed with a Spencer Foundation award, Martin returns to these informal gatherings with a formal research question: “What, if any, do you believe to be the long-term effects of having attended Little Red?”4 The responses, washed by memory and time, range from the ineffable [“it is so much a part of the way that I have lived my life, I can’t imagine what my life would be like if I hadn’t … I think progressive education was the matrix for which all of my adult success in overcoming failures stems”]5 and the descriptive [“we also studied about transportation, that is, we talked about the boats that bring things in, the trains that bring things in, the trucks that bring things in. Transportation. We visited all these places: the train yards, oh and also the buses, bus stations, the boat piers where the boats were tied up”].6 Martin writes about a childhood spent wrapping mummies, conducting in 4/4 time (floor, door, window, ceiling), reenacting John Peter Zenger’s libel trial, and collectively researching the Black Plague. Most activities were rendered into magazines, plays, and musicals. The students at Little Red studied Native American cultures, built a two-story pueblo in their very classroom, and hiked recovered trails in modern Manhattan. According to Miss Stall’s diary, after my class goes on a walk through the Village along what once were Indian [sic] paths, she reads them a story about fishing which the Indians prayed to their net and thank the...

Quilting Voices

Quilting Voices

From walls to society. Institutions and the government of disability in contemporary Spain

The aim of this article is to analyse the emergence of the ‘disabled subject’ in contemporary Spain. In order to do this, the study undertakes a qualitative research, based on seventeen in-depth interviews conducted with subjects with an innate or acquired physical impairment, coming from different regions of Spain, and born in the interval between the years 1938 and 1962. These cases will be analysed in the light of three key social institutions: the family, the system of education and the national health system. The study involves, on the other hand, a theoretical framework based mainly on the oeuvre of Foucault, Bourdieu and the Second School of Chicago. The proposed cases will allow us to understand how people with physical impairments faced prejudices, stereotypes and oppressive forms of subjectivity, and how their subjective resistance allowed them to create new spaces of existence. Points of interest People with disabilities endure discriminatory experiences, which can lead to a certain stigmatization and a negative perception of the self. This article delves into life stories of seventeen individuals with physical disabilities in Contemporary Spain. In their passage through a myriad of institutions, people with physical disabilities often developed negative views of themselves, induced by the different agents and institutions around them. This type of research is important, because it allows us to understand, through particular cases, how people with physical impairments went through systematic discrimination, and what resources they could use to fight the prejudices and stereotypes, transforming their own perception and the social image of disability.

Caregiver Perceptions of Children’s Psychological Well-being During the COVID-19 Pandemic

Understanding youth well-being during the COVID-19 pandemic can help appropriately allocate resources and inform policies to support youth. To examine caregiver-reported changes in the psychological well-being of their children 3 to 4 months after the start of COVID-19 stay-at-home orders, and to examine the association of caregiver-reported COVID-19 exposure and family stressors with caregiver perceptions of child psychological well-being. This survey study used an anonymous survey distributed via email from June 24 to July 15, 2020, to 350 000 families of students attending public schools in Chicago, Illinois. The a priori hypotheses were that caregivers would report worsening in child psychological well-being during the closure period compared with preclosure and that exposure to COVID-19-related stressors would be associated with a higher probability of worsening child psychological well-being. Data were analyzed from September 10, 2020, to March 15, 2021. Outcomes were 7 mental health concerns and 5 positive adjustment characteristics reported by caregivers using a retrospective pre-post design. COVID-19 exposure and family stressors were also reported by caregivers. Among 350 000 families invited to participate, 32 217 caregivers (10 827 [39.3%] White, 8320 [30.2%] Latinx, 6168 [22.4%] Black; 2223 [8.1%] with multiple or other races/ethnicities) completed the survey on behalf of 49 397 children in prekindergarten through 12th grade. Child-specific outcomes were reported for 40 723 to 40 852 children depending on the specific question. The frequency of caregiver endorsement of youth mental health concerns ranged from 0.1 percentage point (suicidal ideation or self-harm, reported by 191 caregivers [0.5%] preclosure vs 246 caregivers [0.6%] during closure; P < .001) to 28.3 percentage points (loneliness, reported by 1452 caregivers [3.6%] preclosure vs 13 019 caregivers [31.9%] during closure; P < .001) higher after the end of in-person instruction compared with preclosure. Frequency of caregiver endorsement of youth positive adjustment characteristics ranged from -13.4 percentage points (plans for the future, reported by 18 114 caregivers [44.3%] preclosure vs 12 601 caregivers [30.9%] during closure; P < .001) to -30.9 percentage points (positive peer relationships, reported by 24 666 caregivers [60.4%] preclosure vs 19 130 caregivers [46.8%] during closure; P < .001) lower after the end of in-person instruction. Significant differences in COVID-19 exposure were observed across racial/ethnic (F3,27 534 = 614.8; P < .001) and household income strata (F5,27 506 = 842.0; P < .001). After accounting for covariates, all mental health concerns increased in probability (eg, angry: odds ratio, 1.55 [95% CI, 1.48-1.62]; P < .001) and all the positive adjustment characteristics decreased in probability (eg, hopeful or positive: odds ratio, 0.88 [95% CI, 0.84-0.92]; P < .001) as COVID-19 exposure and family stressors increased. In this survey study of caregivers during the COVID-19 pandemic, COVID-19 and resulting exposure to stress were associated with worse youth psychological well-being, demonstrating the need for a comprehensive public health approach that prioritizes children's well-being and draws broad public attention to the mental health needs of youth.

Leveling Up: Connected Mentor Learning in a Digital Media Production After-School Space

This article introduces mirrored practice of leveling up as a model for educator learning grounded in connected learning and the connected mentor framework. Our purpose is to introduce this model and share examples of how it can be enacted. We argue that the model is a rich and successful way for youth development professionals to expand their capacities as educators and to support expansive possibilities for young people’s learning. The model supports all educators’ learning and growth, but it is particularly applicable to mentors working in interest-driven, informal learning environments like makerspaces and YOUmedia learning labs. The model is drawn from our analysis of 2 years of ethnographic observations in an after-school digital design studio housed in an urban public high school in Chicago. We describe mirrored practice as the mentors using the same principles and tools to learn that their students utilized. In the model, leveling up means that both students and mentors are supported in constantly moving towards progressively complex tasks, knowledge, and understanding. Methods of data collection include video- and audio-taped observations and interviews with digital media mentors.

Beyond the Manuscript: “Don’t Shoot, I Want to Grow Up”: Findings of a Multi-city Youth-led Health Assessment

Beyond the Manuscript: “Don’t Shoot, I Want to Grow Up”: Findings of a Multi-city Youth-led Health Assessment Vanessa de Danzine, Catalina Tang Yan, and Necole Muhammad Welcome to Progress in Community Health Partnerships’ latest episode of our Beyond the Manuscript podcast. In each volume of the Journal, the editors select one article for our Beyond the Manuscript post-study interview with the authors. Beyond the Manuscript provides the authors the opportunity to tell listeners what they would want to know about the project beyond what went into the final manuscript. In this episode of Beyond the Manuscript, Associate Editor, Vanessa de Danzine interviews Catalina Tang Yan and Necole Muhammad, authors of “Don’t Shoot, I Want to Grow Up”: Findings of a Multi-city Youth-led Health Assessment Vanessa de Danzine: Hi. Good day. Welcome. Glad to have the opportunity to interview you. My name is Vanessa de Danzine. I’m a retired detective in the New York City Police Department. I’m the past chair of the Community-Based Public Health Caucus, and I’m the past president of the National Community-Based Organization Network and, of course, an associate editor for the Journal of Progress in Community Health Partnership. I’d like to welcome you to this podcast. Catalina Tang Yan: Thank you. So, Necole, do you want to introduce yourself? Necole Muhammad: Oh, sure. So I am Necole Muhammad. I am a native of Chicago, Illinois, and during the highlights of the study and the action of the study at that time I was the principal at Little Black Pearl Art and Design Academy, and that is a high school in Chicago. And it was a phenomenal experience, and just the experience that we had working with the youth, once I resigned from my position as a principal, I immediately moved into gun-violence reduction. So that is currently what I do. I’m a licensed clinical social worker, and so that’s me. That’s me. Catalina Tang Yan: Thank you so much for having us here. My name is Catalina Tang Yan. I go by she/her/hers. I’m currently a doctoral candidate at Boston University School of Social Work, and I was born and raised in Colombia, South America. My family are Chinese migrants from the south, and I came here to the U.S. at the age of 16. My background prior to pursuing this doctoral degree—I got politicized as a youth leader in Boston, and I worked primarily with young people, youth of color out of school time in social-justice-based programs, and my research really focuses on community-based participatory research approaches to health equity and racial justice. Vanessa de Danzine: Well, thank you ladies both for joining us today. I’m really excited. I had a wonderful time reading the manuscript. I’d like for you to tell me a little bit more about your partnership and how it all began. Catalina Tang Yan: I can get started and set a little bit the scene, if that’s okay, from our end. So, this partnership was also possible with the support of Dr. Linda Sprague Martinez, who served as the principal investigator of the project. And she serves as an associate professor at Boston University School of Social Work. And in [End Page 319] partnership with the America’s Promise Alliance, the Center for Promise, we actually received generous funding, and the purpose of the focus of the funding was really exploring factors that promoted and hindered the health and well-being of young people. And so leveraging Dr. Linda Sprague Martinez and also her experience and work partnering with youth and community-based organizations to really conduct health assessments, we actually were able to really identify a series of previous partners or community-based organizations across five cities in 2016. And in terms of really thinking about the partnerships, we thought about, what is the kinda work that they’re doing to uplift the voices and amplify the voices of young people? How is this aligned with the ways that this can enrich the work that they do? And so, we definitely...