How Education Shapes Women's Work and Family Lives Across Race and Ethnicity.

Drawing on life course and intersectional approaches, this study examines how education shapes the intertwined domains of work and family across race and ethnicity. By applying multichannel sequence analysis and cluster analysis to the National Longitudinal Survey of Youth 1979, we identify a typology of life course trajectories of work and family and test for the interactive associations of race and ethnicity with college education for different trajectory types. While our results show statistically significant and often sizable education effects across racial and ethnic groups for most of the work‒family clusters, they also suggest that the size and direction of the education effect vary widely across groups. Educational attainment plays an outsize role in shaping Black women's work‒family lives, increasing their access to steady work and partnerships, while educational attainment primarily works to increase White women's participation in part-time work. In contrast, Latina women's work‒family trajectories are less responsive to their educational attainment. In combination, the racialized role of education and persistent racial and ethnic gaps across the education distribution yield unequal patterns in work‒family strategies among Black, Latina, and White women.

From triple quandary to talent quest: The past, present, and future of A. Wade Boykin's contributions to psychology.

A. Wade Boykin's scholarship has provided key insights into the psychological realities of racially minoritized people and catalyzed revolutionary changes in psychology and education. Combining insights from personal and research experiences, Boykin authored the foundational triple quandary (TQ), a framework describing how Black Americans must navigate the often conflicting values and priorities of dominant mainstream society, the heritage culture of Black communities, and dynamics associated with being racially minoritized. TQ describes the unique developmental challenges faced by Black children, for whom misalignment between home cultural socialization and U.S. schooling often leads to pathologizing mischaracterizations of their attitudes and behaviors, resulting in chronic academic opportunity gaps. Boykin used his training as an experimental psychologist to empirically test the validity and explanatory utility of the TQ framework and to determine whether Black cultural values could be leveraged to improve student learning. Focusing on cultural values such as expressive movement, verve, and communalism, studies with his collaborators consistently supported Boykin's framework and predictions for improving Black student achievement-related outcomes. Beginning in the early 2000s, Boykin and his colleagues began to scale the lessons of decades of empirical work into the talent quest model for school reform. The TQ and talent quest continue to evolve in their application, as scholars and practitioners have found them relevant to a diverse range of minoritized populations in American society and beyond. Boykin's work continues to bear on the scholarship, career outcomes, and day-to-day lives of many scholars, administrators, practitioners and students across disciplines and institutions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Looking within: Elevating Black scholarly contributions to empirical approaches in developmental science.

Over the past century, Black American scholars have designed, applied, and promoted conceptual frameworks and research models that propose nuanced understandings of psychological development. This article highlights examples of their contributions to understanding the differential impact of diverse contextual and situational factors. Through examinations of the psychological effects of Blackness on the development of cognition, competence, identity, and social functioning, Black psychologists outline pathways and provide tools for ecological culturally rooted methodologies. These multidisciplinary approaches run in contrast to dominant trends in the field and thus broaden developmental science's reach and influence. In the 1950s, developmental research by Black psychologists was instrumental to the fight for civil rights. Today, it continues to provide a basis for advancing diversity, equity, inclusion, and justice. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Effect of Health Education on Level of Awareness and Knowledge of Nigerian In-School adolescents on Stroke and Its Risk Factors.

BACKGROUND: Stroke education in adolescents has been established as an effective method of creating awareness about stroke, its warning signs and risk factors. It contributes to desired behavioural change in the adolescents as well as their parents. Thus, we aimed to determine the baseline knowledge of school attending adolescents about stroke and its risk factors as well as the effect of stroke education on their stroke awareness. METHODS: This study employed a quasi-experimental study design and was conducted in secondary schools in Ile-Ife, Osun State, Nigeria. The schools were divided into intervention and control groups. We assessed the baseline knowledge of the students on stroke, its risk factors, warning signs, and ways of preventing it using a pre-tested structured questionnaire in both intervention and control groups. In the intervention group, health talks on stroke consisting of oral presentation and distribution of fliers were presented for 30 minutes in each selected school. Each school was visited 2 weeks after the health education intervention to assess their knowledge on stroke, its risk factors, and ways of preventing it. The control group was also visited after 2 weeks for a re-assessment of their stroke knowledge and the conduct of heath talk on other aspects of neurology such as sleep, epilepsy, etc. Results: A total of 1259 adolescents were studied with 661 in the intervention group and 598 in the control group. The mean age of the respondents was 13.56 ± 2.87 the intervention group and 13.38 ± 2.06 in the control group. There were higher mean scores on knowledge of stroke and its risk factors among the intervention group than seen in the control group after the stroke education. CONCLUSIONS: Stroke education is an effective way of creating and maintaining stroke awareness among school-attending adolescents.

BRONX HEALTH EDUCATION PROJECT FOR WEST AFRICAN IMMIGRANTS.

BACKGROUND: The transition from a traditional West African diet and lifestyle to a modern diet has a significant impact on health and the risk of chronic disease. OBJECTIVE: To implement a health education program for West African immigrants in the U.S. to address health risks associated with the modern diet. METHODS: A health education program model targeted at West African immigrants in the Bronx was determined based on existing health education programs with educational materials, group education sessions, and targeted individual counseling. RESULTS: A health education program was successfully implemented at a clinic comprised of West African immigrant patients in the Bronx. CONCLUSION: This project demonstrates an example of a targeted health education program for West African immigrants to address health risks related to diet.

When nurses are also patients: Intimate partner violence and the health system as an enabler of women's health and agency in Johannesburg.

While violence against women is a recognised global health problem, women's agency in marginalised settings is poorly understood, particularly in relation to health systems. We explored agency as a practical and theoretical construct through qualitative research among 20 nurses with direct or indirect experiences of intimate partner violence (IPV) in Johannesburg. Interviews conducted from August 2013 to March 2014 generated rich descriptions from respondents in five health facilities. Nurses' self-reported IPV matched national prevalence of 24-31%. Findings revealed the way in which agency is enacted by nurses, allowing them the economic means to leave abusive partnerships, yet disabling them from agency and health promotion in their workplace. At the same time, nurses expanded agentic possibilities for patients by enabling a national response to IPV within South African health clinics - one that is largely undocumented. We posit that nurses can serve as important agentic actors in public health systems in low- and middle-income country settings by assisting patients to address IPV, even in the absence of targeted training and guidelines. To ensure the health and well-being of women experiencing IPV, nurses should be supported by the health sector to respond skilfully to patients and to safely process their own experiences of violence.

Cross-comparison of MRCGP & MRCP(UK) in a database linkage study of 2,284 candidates taking both examinations: assessment of validity and differential performance by ethnicity.

BACKGROUND: MRCGP and MRCP(UK) are the main entry qualifications for UK doctors entering general [family] practice or hospital [internal] medicine. The performance of MRCP(UK) candidates who subsequently take MRCGP allows validation of each assessment. In the UK, underperformance of ethnic minority doctors taking MRCGP has had a high political profile, with a Judicial Review in the High Court in April 2014 for alleged racial discrimination. Although the legal challenge was dismissed, substantial performance differences between white and BME (Black and Minority Ethnic) doctors undoubtedly exist. Understanding ethnic differences can be helped by comparing the performance of doctors who take both MRCGP and MRCP(UK). METHODS: We identified 2,284 candidates who had taken one or more parts of both assessments, MRCP(UK) typically being taken 3.7 years before MRCGP. We analyzed performance on knowledge-based MCQs (MRCP(UK) Parts 1 and 2 and MRCGP Applied Knowledge Test (AKT)) and clinical examinations (MRCGP Clinical Skills Assessment (CSA) and MRCP(UK) Practical Assessment of Clinical Skills (PACES)). RESULTS: Correlations between MRCGP and MRCP(UK) were high, disattenuated correlations for MRCGP AKT with MRCP(UK) Parts 1 and 2 being 0.748 and 0.698, and for CSA and PACES being 0.636. BME candidates performed less well on all five assessments (P < .001). Correlations disaggregated by ethnicity were complex, MRCGP AKT showing similar correlations with Part1/Part2/PACES in White and BME candidates, but CSA showing stronger correlations with Part1/Part2/PACES in BME candidates than in White candidates. CSA changed its scoring method during the study; multiple regression showed the newer CSA was better predicted by PACES than the previous CSA. CONCLUSIONS: High correlations between MRCGP and MRCP(UK) support the validity of each, suggesting they assess knowledge cognate to both assessments. Detailed analyses by candidate ethnicity show that although White candidates out-perform BME candidates, the differences are largely mirrored across the two examinations. Whilst the reason for the differential performance is unclear, the similarity of the effects in independent knowledge and clinical examinations suggests the differences are unlikely to result from specific features of either assessment and most likely represent true differences in ability.

Educação das relações étnico-raciais: análise da formação de docentes por meio dos Programas Uniafro e Africanidades / Education of ethnic and race relations: analysis of teacher education through Uniafro Programs and Africanities

Este trabalho analisa a formação de docentes na implementação da política de Educaçãodas Relações Étnico-raciais usando como referência os programas EducaçãoAfricanidades Brasil (Africanidades) e Programa de Ações Afirmativas para aPopulação Negra nas Instituições Federais e Estaduais de Educação Superior (Uniafro).Ao longo do trabalho, é descrita a Política de Promoção da Igualdade Racial,destacando a Educação das Relações Étnico-raciais como um de seus elementos; éindicado o estado da implementação da Educação das relações étnico-raciais por meiode pesquisas e da consulta realizada pela Secretaria de Políticas de Promoção daIgualdade Racial (SEPPIR) às instituições de ensino superior e por fim é apresentada aanálise dos programas. Foi identificado que ambos os programas possuíram sériosproblemas de concepção e execução, que culminaram com a sua incapacidade decumprir seus objetivos, no que se refere a formação de docentes para a implementaçãode educação das relações étnico-raciais. Contudo, a partir da análise desses modelos deexecução de política pública, bem como do resultado da consulta da SEPPIR é possívelindicar caminhos para a implementação de uma política efetiva de formação de docentespara a educação das relações étnico-raciais...

This paper analyzes the training of teachers for the implementation of the policy ofEducation of Racial-Ethnic Relations using as reference the “Programa EducaçãoAfricanidades Brasil” (Africanidades) and “Programa de Ações Afirmativas para aPopulação Negra nas Instituições Federais e Estaduais de Educação Superior”(Uniafro). Throughout the work, we describe the policy of Racial Equality, highlightingthe Education of Racial-Ethnic Relations as one of its elements, it is given the status ofimplementation of the education of racial-ethnic relations using researches and theconsultation by the “Secretaria de Políticas de Promoção da Igualdade Racial”(SEPPIR) at the institutions of higher education and finally presents the analysis of thisprograms. Design and implementation problems were identified in both programs,which culminated in their inability to fulfill their objectives as regards the training ofteachers for the implementation of education for ethnic and racial relations. However,from the analysis of these execution models of public policy as well as SEPPIR's querryresult, we can indicate ways to implement an effective policy for the training of teachersfor the education of ethnic and racial relations...

Educational inequality by race in Brazil, 1982-2007: structural changes and shifts in racial classification.

Despite overwhelming improvements in educational levels and opportunity during the past three decades, educational disadvantages associated with race still persist in Brazil. Using the nationally representative Pesquisa Nacional de Amostra por Domicílio (PNAD) data from 1982 and 1987 to 2007, this study investigates educational inequalities between white, pardo (mixed-race), and black Brazilians over the 25-year period. Although the educational advantage of whites persisted during this period, I find that the significance of race as it relates to education changed. By 2007, those identified as blacks and pardos became more similar in their schooling levels, whereas in the past, blacks had greater disadvantages. I test two possible explanations for this shift: structural changes and shifts in racial classification. I find evidence for both. I discuss the findings in light of the recent race-based affirmative action policies being implemented in Brazilian universities.

Whores, men, and other misfits: undoing 'feminization' in the armed forces in the DRC.

The global attention focused on sexual violence in the DRC has not only contributed to an image of the Congolese army as a vestige of pre-modern barbarism, populated by rapists, and bearing no resemblance to the world of modern armies; it has also shaped gender and defence reform initiatives. These initiatives have become synonymous with combating sexual violence, reflecting an assumption that the gendered dynamics of the army are already known. Crucial questions such as the 'feminization' of the armed forces are consequently neglected. Based on in-depth interviews with soldiers in the Congolese armed forces, this article analyses the discursive strategies male soldiers employ in relation to the feminization of the army. In the light of the need to reform the military and military masculinities, the article discusses how globalized discourses and practices render the Congolese military a highly globalized sphere. It also highlights the particular and local ways in which military identities are produced through gender, and concludes that a simple inclusion of women in the armed forces in order to render men less violent might not have the pacifying effect intended.

Adipokine serum concentrations, anthropometric measurements and socio-economic status in two ethnic groups with different prevalence levels for cardiovascular diseases and type 2 diabetes.

Obesity is more common in African than Asian-Indian populations and yet type 2 diabetes and cardiovascular diseases are more common in the latter populations. The main purpose of the current study was therefore to determine whether ethnic differences in body fat distribution, adipokine levels, and socio-economic status may explain population differences in the prevalence of these metabolic disorders. Leptin, IL-6, CRP, visceral fat, education level, and socio-economic status were measured in 50 African and the same number of Indian women residing in Johannesburg, South Africa. Serum leptin levels were significantly higher in Indian than African subjects (41.3±2.0 and 34.2±2.9 ng/ml, respectively; p<0.05). TNF-α levels were significantly higher in the African group, (5.22±0.86 vs. 2.54±0.52 pg/ml; p<0.05), whilst visceral fat levels were significantly lower (56.1±5.5 vs. 77.9±6.5 cm(2); p<0.05). The CRP and IL-6 levels were not different between groups. Education levels (p<0.005) and socio-economic status (p<0.0001) were both lower in the African subjects, however, adjusting for these variables in ANCOVA did not attenuate differences in adipokine or visceral fat levels. We hypothesise that one of the reasons for the higher prevalence of obesity in the African than Indian population may be related to lower leptin levels, whilst ethnic differences in the prevalence of metabolic disorders cannot be explained by differences in adipokine levels, but maybe related to higher visceral adiposity in the Indian group.

Examining the Black-White achievement gap among low-income children using the NICHD study of early child care and youth development.

The Black-White achievement gap in children's reading and mathematics school performance from 4½ years of age through fifth grade was examined in a sample of 314 lower income American youth followed from birth. Differences in family, child care, and schooling experiences largely explained Black-White differences in achievement, and instructional quality was a stronger predictor for Black than White children. In addition, the achievement gap was detected as young as 3 years of age. Taken together, the findings suggest that reducing the Black-White achievement gap may require early intervention to reduce race gaps in home and school experiences during the infant and toddler years as well as during the preschool and school years.