White Peers Research Articles

Discrimination, medical mistrust, and delaying cancer screenings and other medical care.

159 Background: Mistrust in the health care system can delay one from seeking needed care and lead to worse health outcomes. For racial/ethnic minorities, medical mistrust may be rooted in past experience of discrimination during clinical encounters. However, few studies have analyzed the relationships between discrimination, medical mistrust, and delaying care, such as cancer screenings. Methods: The study utilized the 2022 Health Information National Trends Survey (HINTS) data, a nationally representative study about knowledge of and attitudes toward cancer- and health-related information. Medical mistrust was assessed by one question “How much do you trust the health care system.” Those reporting “not at all” or “a little” opposed to “somewhat” and “very” were considered to have medical mistrust. Results: Overall, 15% were considered to have medical mistrust. 14% of participants who identified as a racial/ethnic minority reported feeling discriminated against when getting medical care. Participants reporting prior discrimination were 286% (p <0.001) more likely to report medical mistrust after controlling for age, education, income, and race and ethnicity. Interestingly, after controlling for prior discrimination, African American or Black participants were 33% (p = 0.001) less likely to report medical mistrust than their White peers. Overall, 33% of participants reported delaying needed medical care in the past year and 22% reported not being interested in having a cancer screening test in the next year. Participants reporting prior discrimination were 170% (p < 0.001) more likely to report delaying care and those reporting medical mistrust were 83% (p < 0.001) more likely after controlling for age, education, income, race and ethnicity, and insurance coverage. Participants reporting medical mistrust were 37% (p < 0.001) less likely to report being interested in having a cancer screening test after controlling for covariates. There was no independent association between prior discrimination and interest in cancer screenings (p = 0.286). Conclusions: Perceived discrimination during clinical encounters is a mechanism for medical mistrust and medical mistrust is associated with delaying needed care including cancer screenings. Decreasing discrimination may improve trust and reduce disparities in health outcomes.

Racial/ethnic disparities in colorectal cancer screening methods: Unveiling patterns and implications.

124 Background: Colorectal cancer screening (CRC) is crucial for reducing morbidity and mortality of CRC. The type of screening method chosen is important for accessibility, compliance, and effectiveness. Colonoscopy and sigmoidoscopy are considered the gold standard while fecal occult blood tests (FOBT) are non-invasive, inexpensive, and more available. Our study examined the racial/ethnic disparities associated with various CRC screening methods. Methods: We utilized the cross-sectional nationally representative data from the 2018-2021 Behavioral Risk Factor Surveillance System (BRFSS). The sample included individuals between 50-75 years, the recommended age for CRC screening. Logistic regression analysis was performed to investigate up-to-date CRC screening rates and the choice of CRC screening method in related to race/ethnicity, after controlling for confounding factors. Results: Among the weighted population of 119,841,048 individuals aged 50-75 years, 44.6% reported having an up-to-date colonoscopy/sigmoidoscopy only, 5.0% had only FOBT in the past year, and 5.8% had both tests. The logistic regression models revealed that Asians and Pacific Islanders (APIs; adjusted odds ratio [aOR]: 0.59; 95%CI: 0.49-0.69), American Indians and Alaska Natives (AIs/ANs; aOR: 0.73; 95%CI: 0.59-0.90), and Hispanic individuals (aOR: 0.76; 95%CI: 0.69-0.84) were less likely to undergo colonoscopy/sigmoidoscopy only compared to non-Hispanic White (NHW) peers. Conversely, APIs (aOR: 1.46; 95%CI: 0.98-2.17) and Hispanic individuals (aOR: 1.46; 95%CI: 1.20-1.79) were associated with a higher rate of recent FOBT only compared to their NHW individuals. Regarding the combination of up-to-date colonoscopy/sigmoidoscopy and FOBT, non-Hispanic Blacks (NHB; aOR: 1.66; 95%CI: 1.44-1.92) and Hispanic individuals (aOR: 1.61; 95CI: 1.33-1.95) were more likely to have both tests compared to NHW individuals. Conclusions: Our findings highlight the significant variations in CRC screening preferences among different racial/ethnic groups, which are likely influenced by cultural backgrounds, health literacy and access, and language barriers. It is crucial for healthcare providers to acknowledge these differences, as they can significantly impact patient engagement and compliance with CRC screening recommendations. Emphasizing culturally informed approaches to CRC screening is essential for fostering trust, promoting equitable healthcare, and ultimately reducing disparities in CRC outcomes.

Excuse me whiteness: attempting to transform pedagogies through critical professional development

ABSTRACT While Students of Color are the largest college-going population, their rates of persistence and graduation remain lower than their white peers. As an intervention into this inequity, many colleges and universities have implemented anti-racist and culturally sustaining professional development. Yet, little empirical research exists to explore the impact(s) of these learning opportunities. This paper explores the promises and perils of professional development in higher education. Drawing on dueothnographic conversations between two facilitators of what Rita Kohli has framed as Critical Professional Development (CPD), the co-authors of this study present analyses that highlight the strengths of CPD in higher education settings while also illuminating the ways that whiteness propertied permeates these settings, preventing authentic learning and healing from taking place. The paper concludes with recommendations to both illuminate and dismantle reifications of whiteness in CPD contexts by way of racial affinity spaces and institutional accountability.

Exploring the Effect of Discrimination on Ethnic Minority Medical Students’ Mental Well-Being in the Netherlands

Racial discrimination is a global concern affecting education, including medical programs in the Netherlands. Covert racial discrimination in academia has been linked to adverse academic outcomes and unequal opportunities. This qualitative study explores the relationship between racism, well-being, and academic success among ethnic minority students in Dutch medical education. Conducted in 2021 at a southern Netherlands university, this research employed interviews to delve into the racial discrimination experiences of 11 diverse medical students. Utilising a phenomenological approach, the study conducted semi-structured interviews and applied thematic content analysis to understand how racial discrimination impacted the students’ well-being. The findings revealed the prevalence of both overt and covert racial discrimination in predominantly white educational environments. Ethnic minority students encountered discrimination that negatively affected their well-being and academic performance. Racism manifested in overt and covert ways, with students often normalising exclusionary and racist situations. Ethnic minority students reported experiencing more racial discrimination than their white European peers, resulting in feelings of exclusion and academic challenges. The study suggests that implementing student-centred inclusivity measures through structural and institutional changes, such as support structures, mentoring programs, and inclusive course content, can mitigate racial discrimination, enhance diversity and inclusion, and improve ethnic minority medical students’ mental well-being and academic performance. Addressing covert racism is crucial for fostering an equitable and inclusive educational environment. These findings underscore the importance of proactive action to combat racial discrimination in educational settings.

Race-Based Disparities in the Frequency and Duration of Restraint Use in a Psychiatric Inpatient Setting.

Patients' race and age have each been identified as risk factors for experiencing restraint events during psychiatric hospitalization. Restraint duration is also an important variable in determining disparities in treatment. To the authors' knowledge, no studies to date have examined the effect of the interaction of race and age on restraint use and duration in inpatient psychiatric settings. This retrospective chart review of electronic medical records of patients admitted between 2012 and 2019 sought to examine whether race and age interacted in predicting differences in the use and duration of restraints in a psychiatric inpatient setting. Logistic and hierarchical regression analyses were conducted on data from a sample of 29,739 adolescent (ages 12-17 years) and adult (ages ≥18 years) inpatients to determine whether the interaction of race and age group (adolescent or adult) significantly predicted a restraint event or differences in restraint duration. Black (adjusted OR [AOR]=1.85) and multiracial (AOR=1.36) patients were more likely to experience a restraint event than were their White peers. Black race was also significantly (p=0.001) associated with longer restraint duration. No significant interaction was detected between race and age in predicting restraint events or duration. Although the interaction between race and age did not predict restraint events or duration, the findings indicate racial disparities in the frequency and duration of restraint events among Black and multiracial individuals and may inform efforts to reduce these events.

State-level desegregation in the U.S. South and mid-life cognitive function among Black and White adults

RationaleBlack adults experience worse cognitive function than their White peers. Although educational attainment is an important predictor of cognitive function, other aspects of education, including school desegregation, may also shape this relationship. For Black adults who grew up in the U.S. South in the 1950s–1970s, exposure to school desegregation may have altered life course pathways critical for later cognitive function. ObjectiveWe determined if state variation in exposure to school desegregation in the U.S. South was associated with cognitive function at mid-life, if the association varied by race, and if the association remained after adjustment for state-level education quality and respondents’ educational attainment. MethodsWe linked historical data on state-level school desegregation to the Health and Retirement Study, a nationally representative sample of U.S. adults aged 50 and older. We restricted our sample to Black (n = 1443) and White (n = 1507) adults born between 1948 and 1963 who resided in the U.S. South during primary school. We assessed three cognition outcomes: total cognitive function, episodic memory, and mental status. We estimated race-stratified linear regression models with cluster adjustment and a final model using state fixed effects. ResultsGreater exposure to desegregated primary schooling was associated with higher cognitive function and episodic memory among Black but not White adults. Among Black adults, the association between school desegregation and cognitive function and episodic memory remained after adjustment for state-level education quality and educational attainment. ConclusionsOur findings suggest that state-level school desegregation efforts played a consequential role in shaping the cognitive function of Black adults who grew up in the U.S. South.

Race and Ethnicity and Primary Language in Emergency Department Triage

Emergency department (ED) triage substantially affects how long patients wait for care but triage scoring relies on few objective criteria. Prior studies suggest that Black and Hispanic patients receive unequal triage scores, paralleled by disparities in the depth of physician evaluations. To examine whether racial disparities in triage scores and physician evaluations are present across a multicenter network of academic and community hospitals and evaluate whether patients who do not speak English face similar disparities. This was a cross-sectional, multicenter study examining adults presenting between February 28, 2019, and January 1, 2023, across the Mass General Brigham Integrated Health Care System, encompassing 7 EDs: 2 urban academic hospitals and 5 community hospitals. Analysis included all patients presenting with 1 of 5 common chief symptoms. Emergency department nurse-led triage and physician evaluation. Average Triage Emergency Severity Index [ESI] score and average visit work relative value units [wRVUs] were compared across symptoms and between individual minority racial and ethnic groups and White patients. There were 249 829 visits (149 861 female [60%], American Indian or Alaska Native 0.2%, Asian 3.3%, Black 11.8%, Hispanic 18.8%, Native Hawaiian or Other Pacific Islander <0.1%, White 60.8%, and patients identifying as Other race or ethnicity 5.1%). Median age was 48 (IQR, 29-66) years. White patients had more acute ESI scores than Hispanic or Other patients across all symptoms (eg, chest pain: Hispanic, 2.68 [95% CI, 2.67-2.69]; White, 2.55 [95% CI, 2.55-2.56]; Other, 2.66 [95% CI, 2.64-2.68]; P < .001) and Black patients across most symptoms (nausea/vomiting: Black, 2.97 [95% CI, 2.96-2.99]; White: 2.90 [95% CI, 2.89-2.91]; P < .001). These differences were reversed for wRVUs (chest pain: Black, 4.32 [95% CI, 4.25-4.39]; Hispanic, 4.13 [95% CI, 4.08-4.18]; White 3.55 [95% CI, 3.52-3.58]; Other 3.96 [95% CI, 3.84-4.08]; P < .001). Similar patterns were seen for patients whose primary language was not English. In this cross-sectional study, patients who identified as Black, Hispanic, and Other race and ethnicity were assigned less acute ESI scores than their White peers despite having received more involved physician workups, suggesting some degree of mistriage. Clinical decision support systems might reduce these disparities but would require careful calibration to avoid replicating bias.

Racial and Gender Disparities in Suicide and Mental Health Care Utilization in a Pediatric Primary Care Setting

PurposeWe examined racial and gender disparities in the underrecognition of mental health disorders in adolescents and young adults as defined by a suicide-related diagnosis without a previous mental or behavioral health diagnosis. MethodsWe employed a series of adjusted mixed multilevel logistic regression models to determine the odds of specific mental health diagnoses (anxiety, depression, and suicide-related) in a large, U.S. pediatric ambulatory care group (ages 8–20 years) using Electronic Medical Record Data. ResultsUsing the reference group of White males, White females had 17% increased odds of having a suicide-related diagnosis (odds ratio (OR) 1.17, 95% confidence intervals (CI) 1.03, 1.34) and Black females had 48% increased odds of suicide-related diagnosis (OR 1.48, 95% CI 1.28, 1.71). Conversely, White females had 75% increased odds of recorded anxiety (OR 1.75, 95% CI 1.62, 1.89), Black males had 62% decreased odds of anxiety (OR 0.38, 95% CI 0.33, 0.42), and Black females had 33% decreased odds of anxiety (OR 0.67, 95% CI 0.60, 0.74). White females had 81% increased odds of having recorded depression (OR 1.81, 95% CI 1.62, 2.04) and Black females had 80% increased odds of underrecognized need for mental or behavioral health diagnosis services (OR 1.80, 95% CI 1.53, 2.13) as defined by a suicide-related diagnosis without a previous mental health diagnosis. DiscussionBlack adolescents and young adult patients are either not accessing or identified as needing mental health services at the same rates as their White peers, and Black females are experiencing the most underrecognition of need for mental health services.

"We been dying, and you got me on a call helping you stay alive": Black and Latinx youth organizers' experiences of racism in gun violence prevention organizations.

This study explored Black and Latinx youth organizers' experiences of racism within national gun violence prevention organizing spaces. Interview data were analyzed from 17 Black and/or Latinx youth (Mage = 20.17, 47% women) across the United States who organized against gun violence. The findings identified three forms of racism that Black and Latinx organizers experienced in national organizations: (1) being tokenized for their racial identities and experiences without having real decision making power; (2) feeling a burden to educate their white peers about the structural causes of gun violence and how to improve organizing spaces for other youth of color; and (3) being silenced in their racially conscious organizing efforts to address the structural causes of gun violence in their communities. This research highlights how Black and Latinx youth gun violence prevention organizers contend both with structural racism in their everyday lives and racism in organizing spaces.

Diversity in private education: The impact of racial discrimination on students' mental health

Minority students and their families have viewed attending private schools as a way to increase their social and financial mobility. The Supreme Court case of Runyon vs McCrary (1976) prohibited private schools from excluding students based on race or ethnicity which led to increased access to quality education for racial and ethnic minorities. Private schools generally have more funding, resources, and due to smaller class sizes, students typically have more access to their teachers than students who attend public schools. Longstanding neglect of many racial and ethnic minority communities has resulted in their public schools being understaffed and overpopulated amongst other systemic issues. To break the generational cycle of unequal access to education that many minorities experience in America, families send their children to private schools and in some cases, students choose this themselves. While the increase in access to resources and quality of education is often indisputable, it is crucial to carefully consider the experience of being a racial and ethnic minority in these settings and if this experience is like that of their white peers.

Rural–nonrural divide in car access and unmet travel need in the United States

AbstractCar access is practically a necessity to get around in rural areas of the United States. Yet approximately 4% of rural residents or 4.3 million people do not have a car. Despite important rural–nonrural differences in the built environment and how people travel, research on rural mobility disparities by car access is limited. This paper addresses this gap by asking and answering the following questions: (1) What are the scope and scale of rural car access in the U.S. and what are the factors associated with not having a car? (2) How do rural carless residents get around relative to their nonrural peers? (3) What are the consequences of not having car access in rural areas? We used a dichotomous rural–nonrural classification to evaluate differences in car access and mobility outcomes between rural and nonrural areas using the U.S. Census Bureau Public Use Microdata Sample and the National Household Travel Survey. The results reveal new evidence on socioeconomic and mobility disparities by car access within and between rural and nonrural areas. Rural carless households earn 64% less and 40% less than their counterparts with full car access and their nonrural counterparts, respectively. Rural Native Americans, Black, and Asian populations have a 2.1 times, 1.3 times, and 1.3 times the odds of being carless, respectively, than their rural white peers, after controlling for other factors. Despite their lack of access to a car, a significantly smaller proportion of rural carless residents bike, walk, or take transit for work trips than their nonrural peers (38.9% vs. 74.6%), which may indicate infeasibility of sustainable modes in some rural areas. Consequently, rural carless residents are 2 times more likely to forsake trips than their nonrural peers due to a lack of transportation options. Our findings highlight rural mobility inequities that carless people face relative to their nonrural peers, which merit attention and tailored policy interventions to improve rural mobility, sustainability, accessibility, and equity.

Ambient NO2 Air Pollution and Public Schools in the United States: Relationships with Urbanicity, Race-Ethnicity, and Income.

Schools may have important impacts on children's exposure to ambient air pollution, yet ambient air quality at schools is not consistently tracked. We characterize ambient air quality at home and school locations in the United States using satellite-based empirical model (i.e., land use regression) estimates of outdoor annual nitrogen dioxide (NO2). We report disparities by race-ethnicity and impoverishment status, and investigate differences by level of urbanicity. Average NO2 levels at home and school for racial-ethnic minoritized students are 18-22% higher than average (and 37-39% higher than for non-Hispanic, white students). Minoritized students are less likely than their white peers to live (0.55 times) and attend school (0.58 times) in areas below the World Health Organization's NO2 guideline. Predominantly minoritized schools (i.e., >50% minoritized students) are less likely than predominantly white schools (0.43 times) to be in locations below the guideline. Income and race-ethnicity impacts are intertwined, yet in large cities, racial disparities persist after controlling for income.

Racial and ethnic disparities in unmet need for mental health care among children: A nationally representative study.

There is a dearth of large, nationally representative studies that examine racial/ethnic disparities in self-reported unmet need for mental health care among children and youth. This study assessed racial/ethnic disparities in unmet need for mental health care, use of psychotropic medication, and reasons for forgone care among children and youth. This nationally representative cross-sectional study analyzed data from the combined 2016-2020 National Survey of Children's Health (n = 151,876). Bivariate statistics and multivariable logistic regression models assessed the association between race/ethnicity, unmet need for mental health care, and use of psychotropic medication. Reasons for forgone care were also examined. Black non-Hispanic children and youth had approximately twice the odds of unmet mental health care needs (AOR, 1.97; 95% CI 1.53-2.55) as White non-Hispanic children and youth. The likelihood of reporting that it was not possible to see a mental health professional was higher for Black non-Hispanic (AOR, 3.39; 95% CI 1.64-7.01) and Multi-racial/Other non-Hispanic children and youth (AOR, 2.96; 95% CI 1.40-6.25) compared with White non-Hispanic peers. Black non-Hispanic, Hispanic, and Multi-racial/Other non-Hispanic children and youth were also less likely to use psychotropic medication (p < 0.001). Common reasons for forgoing care included cost, problems getting an appointment, and lack of transportation or childcare. This study found significant racial/ethnic disparities in unmet mental health care, psychotropic medication use, and barriers in accessing mental health care. Data from this study suggest that eliminating these disparities requires policy interventions that address medical and societal barriers to health care access and quality.

COVID-19 testing and vaccination uptake among youth and young adults: Disparities by age, race/ethnicity, sexual orientation, and gender identity

The COVID-19 pandemic disproportionately impacts youth and young adults (YYA) and YYA with multiple marginalized identities, yet little is known about differences in uptake, testing access, and vaccine concerns among YYA by diverse demographic identities. Between 2/2021 and 2/2022, we conducted a national, cross-sectional online survey focused on diverse YYA ages 14 to 24 (n=983). We explored the prevalence of COVID-19 testing and vaccination among YYA by age, race/ethnicity, and sexual and gender identities. Bivariate and multivariable logistic regression models were developed to estimate associations between individual variables and COVID-19 testing and vaccination. The overall COVID-19 testing and vaccination rates in our sample were high (75.99% and 69.07%, respectively). No differences in testing by demographics were found. Compared to individuals aged 14 to 17 years, those aged 18 to 21 years and 22 to 24 years were over 2 times and 4 times as likely to report receiving a vaccine, respectively. All race/ethnicity groups except for Asian individuals were more likely to report being vaccinated compared to their white peers. Our findings showed critical disparities in COVID-19 vaccination among YYA with marginalized identities and emphasized the urgency for data collection and research on pandemic prevention for vulnerable YYA populations.

Ethnic differences in reading and mathematical test performance in primary schools in England

ObjectivesThis study investigates ethnic differences in Key Stage 2 (KS2) reading and mathematical test scores among primary school pupils in state schools in England between 2007 and 2018. The aim is to assess the performance across ethnic categories and examine its evolution over the course of the study period.&#x0D; MethodsThe analysis uses data from the National Pupil Database combining ethnicity information from school censuses with KS2 attainment data. KS2 reading and mathematical tests are taken by Year 6 pupils aged 10 to 11. Mean test scores are compared across ethnic categories, while the method of relative distribution is employed to evaluate performance in each ethnic category relative to the White British across the entire distribution of test scores in 2007 and 2018.&#x0D; ResultsBetween 2007 and 2018, the reading and maths test scores of British Bangladeshi, Black African, and Pakistani pupils improved relative to the White British group. In 2018, British Bangladeshi and Black African pupils performed at a similar or slightly higher level compared to their White British peers. The advantage in test scores in the two higher performing categories, British Indian and Chinese, further increased. Attainment in the other White category remained similar to the White British group. The test scores for the Black Caribbean and Mixed White and Black Caribbean categories tended to be concentrated in the lower part of the distribution. In 2018, the proportion of mixed and non-White pupils remained largely constant throughout the reading test score distribution, while in maths, a higher proportion of mixed and non-White pupils were found among high achievers compared to other parts of the distribution.&#x0D; ConclusionFrom 2007 to 2018, KS2 test performance improved relative to the White British group for some ethnic categories, while it did not for others. This paper proposes potential explanations for these differences, which are related to the volume and characteristics of immigration to England. Further empirical testing is required in future research to substantiate these explanations.

Reverses in Gender Salary Gaps Among STEM Faculty: Evidence from Mean and Quantile Decompositions

Abstract This research examines the gender salary gap in STEM and nonSTEM disciplines at a public research university. We estimate earnings regressions for female and White male faculty members as a whole as well as for those working in STEM departments. Controlling for productive characteristics and field salary differentials, we perform mean and quantile decomposition analyses to identify potential salary inequities. We observe no gender salary gap for analyses of mean or median monthly salary. However, our salary quantile analyses for STEM departments indicate there are positive effects for women in top quantiles and negative effects for women in low quantiles compared to White male peers, other things equal. This implies that highly paid female academics working in STEM departments were better rewarded than their White male peers, but female academics at the lower end of the salary distribution were not paid on par with their White male peers.

Mental Health and Gender Affirmation of Black and Latine Transgender/Nonbinary Youth Compared to White Peers Prior to Hormone Initiation

PurposeTo compare baseline mental health symptoms and gender affirmation between Black/Latine versus White transgender/nonbinary youth (BLTY vs. WTY) and examine relationships between gender affirmation and mental health symptoms, and whether associations differed by race/ethnicity subgroup. MethodsBaseline data were analyzed from the gender-affirming hormone cohort of the Trans Youth Care United States Study—a 4-clinic site, observational study. Mental health symptoms assessed included depression, suicidality, and anxiety. Gender affirmation measures included the parental acceptance subscale from the perceived Parental Attitudes of Gender Expansiveness Scale-Youth Report; non-affirmation, internalized transphobia, and community connectedness subscales from the Gender Minority Stress and Resilience Measure–Adolescent; and self-reported living full time in affirmed gender. Fisher exact tests and independent sample t tests compared mental health symptoms and gender affirmation between subgroups. Logistic regression analyses evaluated associations between gender affirmation and mental health symptoms. Interaction analyses assessed differences in associations between subgroups. ResultsThe sample (mean age 16 years, range 12–20 years) included 92 BLTY (35%) and 170 WTY (65%). Subgroups had comparable prevalence of depression and anxiety symptoms. WTY had higher prevalence of lifetime suicidality (73% vs. 59%; p = .02). There were no differences in gender affirmation. Among the whole sample, higher parental acceptance decreased odds of depression symptoms. Not living in affirmed gender increased odds of depression symptoms. Higher non-affirmation and internalized transphobia increased odds of depression and anxiety symptoms and suicidality. Associations did not vary by subgroup. DiscussionBLTY and WTY had comparable mental health symptoms. For both subgroups, gender affirmation decreased odds of those symptoms.

Examining admission and scheduling for Asian American and pacific islander students' special education

Admission and scheduling for Special Education (SE) are crucial procedures to ensure students with disabilities receive the particular assistance and resources they need to succeed in school. Recent research has questioned these patterns, suggesting that students of colour may be underestimated in programs covered by federal law, even though educational systems in the US need to track the excessive several minority students in SE. Asian Americans and Pacific Islanders (AAPIs) are a population that has historically been underrepresented in special education. They are often left out of these conversations on disproportionality. However, prior research has not looked at the enormous variability in experiences between AAPIs and how the special learning trends can vary between AAPI ethnic groupings. To study the experiences of AAPI students, researchers chose a suburban school area in California. This work is part of a wider district-researcher cooperation aimed at reducing racial inequities in the area's special education services, especially for AAPI students. This research explores further underrepresentation by breaking out participation rates and the timeliness of goods and services for 11 AAPI ethnic groupings over 10 years utilizing longitudinal data on ten cohorts totalling 42,807 kindergarteners from a single school district. The results demonstrate that AAPI students are neglected in special education and obtain services later on than their White peers. Even after taking into consideration student history, degree of acculturation, and fixed influences at school, these patterns persist. The under representation of AAPIs in SE, both overall and across the majority of AAPI ethnic groupings, as discovered in this research, is a warning sign that the system isn't fair to AAPIs. These patterns reflect how AAPI students are becoming marginalized in schools and how difficult it is for them to get treatment for a variety of problems, such as poor academic performance and peer harassment.

Indicators of academic readiness for college: Evaluating an advanced Spanish language program

AbstractStudents who participate in advanced coursework in high school are more likely to enroll and persist in college. This study measured college readiness indicators of high school seniors enrolled in the Utah Spanish Bridge Program and analyzed whether performance differed based on race/ethnicity or on parent college completion. Findings show that race/ethnicity played a role in inequitable distribution of college readiness indicators to a larger extent than parent college completion. Hispanic students, although enrolled in advanced coursework at a higher rate than the school overall, were still at a disadvantage compared with their White peers. Findings can inform programs to improve educational outcomes and may suggest areas for future research.

I did not belong: the grief and identity development of fostered and adopted American Indian individuals

This study explores the experiences of grief and identity development of American Indian individuals following foster care and adoption compared to their non-American Indian White counterparts. Secondary data analysis was utilized to explore differences in grief and identity development among formerly fostered and adopted American Indian ( n = 129) and White ( n = 166) individuals. Chi-square and logistic regression analyses suggested a significant relationship between race and grief. More American Indian participants reported experiencing grief because of their time in foster care or adoption than did non-American Indian White participants. The relationship between race and level of impact of adoption on identity development was statistically significant in both a t test and ordinary least squares regression. American Indian participants’ identity was more significantly impacted by adoption than their White peers. Findings suggest a need for attention to the unique grief experiences and identity development of adopted and fostered American Indian individuals.