"They're Doing Their Job": Women's Acceptance of Emergency Department Contraception Counseling.

STUDY OBJECTIVE: We explore reproductive-aged women's acceptance of contraception counseling in the emergency department (ED). METHODS: This study is phase 1 of an exploratory sequential mixed methods study. We purposively interviewed 31 participants with the following criteria: black, white, or Latina race/ethnicity; nonpregnant; aged 15 to 44 years; receiving nonemergency care; not using highly effective contraception; and did not intend to become pregnant. We conducted semistructured interviews with a piloted interview guide until reaching thematic saturation. We coded transcripts with an iteratively developed codebook, maintaining intercoder agreement greater than 80%. Qualitative acceptance of ED contraception counseling was grouped into 3 categories: acceptable, unacceptable, and equivocal. We conducted a thematic text analysis to assess themes expressing support and concern for ED contraception counseling. Qualitative findings were stratified by age, race, and frequency of ED use. Using components of grounded theory, we developed a conceptual model. RESULTS: Most participants (81%) accepted ED contraception counseling. Themes expressing support and concern for ED contraception counseling included opportunity to address women's unmet contraception needs, contraception is within the scope of ED practice, the ED is a convenient setting with competent providers, contraception is a sensitive topic, and the ED may be an inappropriate setting for some women. Latina participants had lower acceptance of ED contraception counseling. Dominant subthemes varied slightly by race, age, and frequency of ED use. CONCLUSION: Diverse women had high acceptance of contraception counseling in the ED. Perspectives expressing both support and concern in regard to ED contraception counseling were explored in detail.

Barriers to Bachelor's Degree Completion among College Students with a Disability.

One of the fastest growing groups on college campuses is students with disabilities, but their rates of bachelor's degree completion remain low. We build on research about barriers to degree completion among historically underrepresented groups on college campuses to examine the extent to which academic preparation before college and processes during college contribute to gaps in bachelor's degree completion among four-year college students with a mental or physical disability. Using the Beginning Postsecondary Students Longitudinal Study, we find that students with a mental disability are significantly less likely to complete a bachelor's degree than students without disabilities and students with a physical disability, net of students' family and academic background. Decomposition of the estimated indirect effect of mental disability on degree completion reveals first-year academic performance as the largest contributor. We discuss the theoretical and practical implications for understanding the barriers faced by college students with a mental disability.

Rural-Urban Disparities in Pregnancy Intentions, Births, and Abortions Among US Adolescent and Young Women, 1995-2017.

Objectives. To examine rural-suburban-urban disparities in intendedness and resolution of first pregnancies among adolescent and young women (aged 15-19 and 20-24 years) across racial/ethnic backgrounds in the United States.Methods. We used the National Survey of Family Growth and pooled pregnancy files from 2002 through the 2015-2017 surveys. We report baseline rural-suburban-urban disparities in first pregnancy intention and outcomes. We used multinomial logistic regression to estimate these disparities, accounting for sociodemographic background, religious upbringing, and other factors.Results. The first adolescent pregnancies of rural women were more likely to be unintended and end in live birth relative to their urban counterparts. Disparities were most striking among Black adolescents, with about 60% of first adolescent pregnancies among rural Black women being unintended and ending in live birth (urban: 51%). Newly collected state health department data on rural and urban adolescent births and abortions corroborate the findings from the National Survey of Family Growth.Conclusions. Rural-urban differences in the share of first adolescent pregnancies ending in live births are not accounted for by pregnancy intention or confounding individual-level characteristics. Future research should explore the role of structural barriers, including access to family planning and abortion services.

Erratum: Who Gets Ahead and Who Falls Behind During the Transition to High School? Academic Performance at the Intersection of Race/Ethnicity and Gender.

[This corrects the article DOI: 10.1093/socpro/spx044.].

Who Gets Ahead and Who Falls Behind During the Transition to High School? Academic Performance at the Intersection of Race/Ethnicity and Gender.

Academic stratification during educational transitions may be maintained, disrupted, or exacerbated. This study marks the first to use national data to investigate how the transition to high school (re)shapes academic status at the intersection of race/ethnicity and gender. We seek to identify the role of the high school transition in shaping racial/ethnic and gender stratification by contextualizing students' academic declines during the high school transition within the longer window of their educational careers. Using Add Health, we find that white and black boys experience the greatest drops in their grade point averages (GPAs). We also find that the maintenance of high academic grades between the eighth and ninth grades varies across racial/ethnic and gender subgroups; higher-achieving middle school black boys experience the greatest academic declines. Importantly, we find that white and black boys also faced academic declines before the high school transition, whereas their female student peers experienced academic declines only during the transition to high school. We advance current knowledge on educational stratification by identifying the transition to high school as a juncture in which boys' academic disadvantage widens and high-achieving black boys lose their academic status at the high school starting gate. Our study also underscores the importance of adopting an intersectional framework that considers both race/ethnicity and gender. Given the salience of high school grades for students' long-term success, we discuss the implications of this study for racial/ethnic and gender stratification during and beyond high school.

Preparing for Local Labor: Curricular Stratification across Local Economies in the United States.

I investigate how the educational demands of local labor markets shape high school course offerings and student course taking. Using the Education Longitudinal Study of 2002 linked to the U.S. Census 2000, I focus on local economic variation in the share of jobs that do not demand a bachelor's degree. I find that schools in local labor markets with higher concentrations of subbaccalaureate jobs devote a larger share of their course offerings to career and technical education (CTE) courses and a smaller share to advanced college-preparatory courses compared to schools in labor markets with lower concentrations of subbaccalaureate jobs, even net of school resources. Students in labor markets with higher concentrations of subbaccalaureate jobs take greater numbers of CTE courses, and higher-achieving students in these labor markets are less likely to take advanced math and Advanced Placement/International Baccalaureate courses. These course-taking disparities are largely due to school course offerings. This study shows how local economic inequalities shape high school curricular stratification, and suggests that school curricula linked to the educational demands of local jobs delimits the college preparation opportunities of high-achieving students.

Manufacturing Gender Inequality in the New Economy: High School Training for Work in Blue-Collar Communities.

Tensions between the demands of the knowledge-based economy and remaining, blue-collar jobs underlie renewed debates about whether schools should emphasize career and technical training or college-preparatory curricula. We add a gendered lens to this issue, given the male-dominated nature of blue-collar jobs and women's greater returns to college. Using the ELS:2002, this study exploits spatial variation in school curricula and jobs to investigate local dynamics that shape gender stratification. Results suggest a link between high school training and jobs in blue-collar communities that structures patterns of gender inequality into early adulthood. Although high school training in blue-collar communities reduced both men's and women's odds of four-year college enrollment, it had gender-divergent labor market consequences. Men in blue-collar communities took more blue-collar courses, had higher rates of blue-collar employment, and earned similar wages relative to otherwise comparable men from non-blue-collar communities. Women were less likely to work and to be employed in professional occupations, and they suffered severe wage penalties relative to their male peers and women from non-blue-collar communities. These relationships were due partly to high schools in blue-collar communities offering more blue-collar and fewer advanced college-preparatory courses. This curricular tradeoff may benefit men, but it appears to disadvantage women.

High School Transfer Students and the Transition to College: Timing and the Structure of the School Year.

The timing of a high school transfer may shape students' transitions to college through its (mis)alignment with the structure of the school year. A transfer that occurs during the summer interrupts the four-year high school career, whereas a transfer that occurs midyear disrupts both the four-year high school career and the structure of the school year. Using the Education Longitudinal Study of 2002 (ELS), the investigators find that the penalty suffered after the transfer depends on the degree to which students' high school pathways synchronize with the curricular and extracurricular structure of the school year. Midyear transfer students appear to suffer the greatest postsecondary matriculation penalty. Students who transfer midyear are less likely to attend a four-year college compared with nontransfer and summer transfer students, whereas summer transfer students are less likely to attend a highly selective four-year college compared with their nontransfer counterparts. Curricular and extracurricular disruptions that transfer students experience after their school move explain some, but not all, of the negative associations observed between transferring and the transition to college. Directions for future research and the theoretical and policy implications of the results are discussed.

A job analysis of knowledge and tasks for the certification in infection control and epidemiology examination.

The Certification Board in Infection Control and Epidemiology, Inc. completed a 2020 Job Analysis to validate the contents of the Certification in Infection Control and Epidemiology (CIC) exam accurately reflects the work of the infection preventionist (IP). The Job Analysis provided evidence that knowledge and tasks were well to very well covered on the survey. These knowledge and task statements form the blueprint for the exam for the next 3-5 years.

Leaving the Faith: How Religious Switching Changes Pathways to Adulthood among Conservative Protestant Youth.

Research revealing associations between conservative Protestantism and lower socioeconomic status is bedeviled by questions of causal inference. Religious switching offers another way to understand the causal ordering of religious participation and demographic markers of class position. In this paper, we look at adolescents who change their religious affiliation across four waves of data from the National Longitudinal Study of Adolescent Health (Add Health) and then observe their transition to adulthood using four crucial markers - completed educational attainment, age at first marriage, age at first birth, and income at the final wave. Results show that switching out of a conservative Protestant denomination in adolescence can alter some, but not all, of the negative consequences associated with growing up in a conservative Protestant household. Specifically, family formation is delayed among switchers, but early cessation of education is not.

Region-Urbanicity Differences in Locus of Control: Social Disadvantage, Structure, or Cultural Exceptionalism?

People with internal rather than external locus of control experience better outcomes in multiple domains. Previous studies on spatial differences in control within America only focused on the South, relied on aggregate level data or historical evidence, or did not account for other confounding regional distinctions (such as variation in urbanicity). Using data from the National Education Longitudinal Study, we find differences in adolescents' loci of control depending on their region and urbanicity are largely attributable to differences in their social background, and only minimally to structural differences (i.e., differences in the qualities of adolescents' schools). Differences that persist net of differences across adolescents and their schools suggest the less internal control of rural Southern adolescents, and the more internal control of rural and urban Northeastern adolescents, may be due to cultural distinctions in those areas. Results indicate region is more closely associated than urbanicity with differences in locus of control, with Western and Northeastern cultures seemingly fostering more internal control than Midwestern and Southern cultures. These findings contribute to research on spatial variation in a variety of psychological traits.

A novel fluorescent probe: europium complex hybridized T7 phage.

We report on the creation of a novel fluorescent probe of europium-complex hybridized T7 phage. It was made by filling a ligand-displayed T7 ghost phage with a fluorescent europium complex particle. The structure of the hybridized phage, which contains a fluorescent inorganic core surrounded by a ligand-displayed capsid shell, was confirmed by electron microscope, energy-dispersive X-ray analysis (EDX), bioassays, and fluorescence spectrometer. More importantly, as a benefit of the phage display technology, the hybridized phage has the capability to integrate an affinity reagent against virtually any target molecules. The approach provides an original method to fluorescently "tag" a bioligand and/or to "biofunctionalize" a fluorophore particle. By using other types of materials such as radioactive or magnetic particles to fill the ghost phage, we envision that the hybridized phages represent a new class of fluorescent, magnetic, or radioprobes for imaging and bioassays and could be used both in vitro and in vivo.