White Families' Communications About and Around Race: Conversations Between white Adolescents and Their Mothers.

Though there is substantial research on racial socialization in families of color, there is less on such socialization in white families. To investigate racial socialization in white families, the current study analyzed mixed-methods data from 46 mother-adolescent dyads. Though white parents and their adolescent children largely claimed to not talk about race, they in fact communicated about and around race through various strategies that in effect, maintained white privilege and failed to challenge systems of racial oppression. Very few families in our sample discussed racial discrimination or white privilege, and fewer rooted both at the systems level. Our results highlight situations that prompt conversations about race as well as the ways white families talk about and around race and white privilege.

The Associations between Contextual and Cultural Stressors, Internalizing Symptoms, and Social Support.

The current study aims to examine the associations between neighborhood safety, racial-ethnic discrimination, and depressive symptoms, as well as explore social support as a protective factor using the Minority Stress Model for three different BIPOC groups (i.e. African American, Puerto Rican, and Dominican). African American and Latino youth living in urban environments often encounter multiple stressors at the same time, and it is critical to learn more about how these stressors influence well-being in tandem. The results showed that among African American youth safety concerns were associated with depressive symptoms while discrimination was associated with Latino youth's depressive symptoms.

Racial regularities: Setting-level dynamics as a source of ethnic-racial socialization.

A substantial literature has focused on how ethnic-racial socialization from parents shapes youths' racial identities and the meanings they attach to their own and others' racial group membership. We argue that a critically important source of information to youth about the meaning and significance of race, and therefore a key source of ethnic-racial socialization, resides in youths' exposure to repeated patterns in the relative social experiences, opportunities, roles, and outcomes experienced by two or more racial groups across levels of the ecological environment. Drawing on Seidman's concept of a "social regularity" we propose the concept of a "racial regularity" to name, describe and define pervasive and repeated intergroup patterns that youth observe through their daily transactions across settings. Additionally, drawing from the socio-cognitive developmental literature, we consider why and how racial regularities may inform youths' racial knowledge. Finally, we illustrate our perspective using existing ethnographies of racial dynamics in schools and neighborhoods vis-à-vis youths' racial knowledge.

Neighborhood-level predictors of African American and Latinx parents' ethnic-racial socialization.

Few studies examine how neighborhood structural factors (e.g., socioeconomic status [SES] and diversity) and perceived disorder may influence the messages parents communicate to their youth about race/ethnicity. Guided by the integrative model and social disorganization theory, this study examines how parents' ethnic-racial socialization messages (ERS) are shaped by the broader environment. Data come from the MacArthur Studies of Diversity in Midlife. Latinx and African American parents N = 508 (Mage = 39) with a child between 6- and 17-years old living in two urban US cities were included. Cultural perceptions were assessed at both the individual level (e.g., perceived discrimination and ethnic affirmation) and neighborhood level along with demographic and structural neighborhood characteristics at the individual and neighborhood level, respectively. Multilevel analyses revealed that at both the individual level and neighborhood levels, perceived neighborhood problems were associated with more frequent messages about ethnicity and race (e.g., cultural socialization and preparation for bias). In addition, neighborhood-level affirmation promoted cultural messages; in contrast, neighborhood-level discrimination experiences positively impacted preparation for unfair treatment. Results reveal how parents' ERS is informed by their own characteristics as well as neighborhood factors. Further, cross-level interactions were found. Findings are discussed in terms of contextual and cultural-developmental theorizing about parenting.

Anatomy Students That are "Team-Taught" May Achieve Better Results Than Those That are "Sole-Taught".

Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials.

Using chemiluminescence to determine whole blood antioxidant capacity in rheumatoid arthritis and Parkinson's disease patients.

The consequences of oxidative stress and inflammation are implicated in a wide range of diseases, including rheumatoid arthritis and Parkinson's disease. The status of antioxidant capacity in rheumatoid arthritis and Parkinson's disease remains unclear, in part due to common practice of assaying erythrocytes separately to plasma. This method removes any synergistic interactions between plasma and erythrocyte-based antioxidants. The experiments in this report tested antioxidant capacity in whole blood, erythrocytes and plasma by group and disease stage. Medically diagnosed patients were recruited along with appropriate control group participants. Fasting venous blood was assayed using chemiluminescence methods for: time to maximum light emitted, maximum light emitted, and plasma antioxidant capacity in vitamin E analogue units. Here we demonstrate that whole blood exhibits higher antioxidant capacity than either plasma or erythrocytes assayed separately. We report increased oxidative stress in the blood of rheumatoid arthritis patients by group (p = 0.018, p = 0.049). We show increased antioxidant capacity in Parkinson's disease patients by group (p < 0.001). For later stage Parkinson's disease patients, we report reduced oxidative stress (p = 0.025), and increased antioxidant capacity and for erythrocytes (p < 0.001, p = 0.004) and whole blood (p < 0.001, p = 0.003). Early stage Parkinson's disease showed higher antioxidant capacity on only one measure (p = 0.008). Whole blood chemiluminescence is a useful technique for determining redox status in disease and might help clarify the role of oxidative stress in rheumatoid arthritis and Parkinson's disease.

The relationship between student engagement with online content and achievement in a blended learning anatomy course.

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471-477. © 2017 American Association of Anatomists.

Interrelations among dimensions of ethnic-racial identity during adolescence.

Two approaches to conceptualizing ethnic-racial identity development dominate the literature within developmental psychology-1 focused on the process of ethnic-racial identity development, including exploration and commitment, and another focused on the evaluative components of identity, including private and public regard. In this study, we examined the interrelations among exploration, commitment, private regard, and public regard across three years in an ethnically diverse sample of Black, Dominican, Chinese, and White early adolescents. To examine the temporal precedence of multiple identity components, we used autoregressive latent trajectory analysis, which estimated time specific relationships, as well as covariation between latent factors. Findings indicated significant cross-time relationships among all identity components. For the most part, exploration predicted commitment, private regard, and public regard but not the reverse. Relationships between commitment and regard were reciprocal. Findings varied across ethnic-racial groups. We discuss the implications of our work for understanding identity processes. (PsycINFO Database Record

Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects.

Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students' perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall. Students have very strong positive attitudes to weekly quizzes (80% positive approval) but report ambivalent attitudes to online self-directed learning (61% negative perception), even though they had 2-h weekly facilitated workshops. Overwhelmingly, students who undertook the subject in a self-directed online learning mode requested more face-to-face-teaching (70% of comments). From these data, we suggest that there is a quantifiable benefit to didactic teaching in the blended teaching mode that is not reproduced in online self-directed learning, even when face-to-face guided inquiry-based learning is embedded in the subject.

Racial/ethnic differences in mothers' socialization goals for their adolescents.

OBJECTIVES: We explored the socialization goals that African American, Latino, Chinese and White mothers held for their adolescents within 4 domains that are centrally relevant during adolescence-proper demeanor, academics, race/ethnicity, and peers. METHOD: A card sort task and subsequent logistic regression analyses were used to explore mothers' choice of the most important socialization goals for their ethnically/racially diverse 6th-grade adolescents (N = 185). RESULTS: Compared to White mothers, African American, Latino, and Chinese mothers were significantly more likely to select proper demeanor goals that emphasize deference over benevolence, and peer goals that emphasize instrumental over relational friendships. African American and Latino mothers were more likely to select race/ethnicity goals that emphasize cultural over egalitarian goals compared to Chinese and White mothers. All mothers were more likely to select academic engagement as more important than performance. In contrast to mothers' emphases within domains, mothers' ranked the importance of these different domains remarkably similarly. CONCLUSIONS: Mothers' socialization goals illustrate both similarities and differences across race/ethnicity. Findings are discussed with reference to how mothers' goals reflect broad cultural orientations as well as the contextual demands of their adolescents' experiences. (PsycINFO Database Record

A Transactional/Ecological Perspective on Ethnic-Racial Identity, Socialization, and Discrimination.

We first review current literature on three ethnic-racial dynamics that are considered to be resources and stressors in the lives of ethnic-minority youth: ethnic-racial identity, socialization, and discrimination. Next, we propose that a more contextualized view of these ethnic-racial dynamics reveals that they are interdependent, inseparable, and mutually defining and that an ecological/transactional perspective on these ethnic-racial dynamics shifts researchers' gaze from studying them as individual-level processes to studying the features of settings that produce them. We describe what is known about how identity, socialization, and discrimination occur in four microsystems-families, peers, schools, and neighborhoods-and argue that focusing on specific characteristics of these microsystems in which particular types of identity, socialization, and discrimination processes cooccur would be informative.

Trajectories of ethnic-racial discrimination among ethnically diverse early adolescents: associations with psychological and social adjustment.

Using longitudinal data, the authors assessed 585 Dominican, Chinese, and African American adolescents (Grades 6-8, M(age) at W1 = 11.83) to determine patterns over time of perceived ethnic-racial discrimination from adults and peers; if these patterns varied by gender, ethnicity, and immigrant status; and whether they are associated with psychological (self-esteem, depressive symptoms) and social (friend and teacher relationship quality, school belonging) adjustment. Two longitudinal patterns for adult discrimination and three longitudinal patterns for peer discrimination were identified using a semiparametric mixture model. These trajectories were distinct with regard to the initial level, shape, and changes in discrimination. Trajectories varied by gender and ethnicity and were significantly linked to psychological and social adjustment. Directions for future research and practice are discussed.

Workplace discrimination predicting racial/ethnic socialization across African American, Latino, and Chinese families.

Informed by Kohn and Schooler's (1969) occupational socialization framework, this study examined linkages between racial/ethnic minority mothers' perceptions of racial/ethnic discrimination in the workplace and adolescents' accounts of racial/ethnic socialization in the home. Data were collected from 100 mother-early adolescent dyads who participated in a longitudinal study of urban adolescents' development in the Northeastern United States, including African American, Latino, and Chinese families. Mothers and adolescents completed surveys separately. We found that when mothers reported more frequent institutional discrimination at work, adolescents reported more frequent preparation for bias messages at home, across racial/ethnic groups. Mothers' experiences of interpersonal prejudice at work were associated with more frequent cultural socialization messages among African American and Latino families. Chinese youth reported fewer cultural socialization messages when mothers perceived more frequent interpersonal prejudice at work. Findings are discussed in the context of minority groups' distinct social histories and economic status in the United States.

Erythrocyte aggregation and metabolic syndrome.

Erythrocyte aggregation has been consistently associated with insulin resistance, central obesity and hypertension in the literature. Oxidative stress and chronic inflammation are almost always present in metabolic syndrome (MetS). Prooxidants and adipocytokines generated in MetS alter erythrocyte morphology, decrease erythrocyte deformability and increase whole blood viscosity (WBV). Increased WBV has been attributed to erythrocyte aggregation which in turn is greatly influenced by other rheological parameters, including its membrane surface charge and plasma fibrinogen concentration. The interplay of hemorheological factors, oxidative stress and inflammation has a detrimental effect in MetS due to the gross disturbance in microcirculation. The hemodynamic aspect of MetS needs further research and exploration.

Participation in asynchronous online discussion forums does improve student learning of gross anatomy.

Asynchronous online discussion forums are common in blended learning models and are popular with students. A previous report has suggested that participation in these forums may assist student learning in a gross anatomy subject but it was unclear as to whether more academically able students post more often or whether participation led to improved learning outcomes. This study used a path model to analyze the contribution of forum participation, previous academic ability, and student campus of enrolment to final marks in a multicampus gross anatomy course for physiotherapy students. The course has a substantial online learning management system (LMS) that incorporates asynchronous forums as a learning tool, particularly to answer learning objectives. Students were encouraged to post new threads and answer queries in threads started by others. The forums were moderated weekly by staff. Discussion forums were the most used feature of the LMS site with 31,920 hits. Forty-eight percent of the students posted at least once with 186 threads initiated by students and a total of 608 posts. The total number of posts made a significant direct contribution to final mark (P = 0.008) as did previous academic ability (P = 0.002). Although campus did not contribute to final mark, there was a trend for students at the campus where the course coordinator was situated to post more often than those at the other campus (P = 0.073). These results indicate that asynchronous online discussion forums can be an effective tool for improving student learning outcomes as evidenced by final marks in gross anatomy teaching.

Student outcomes associated with use of asynchronous online discussion forums in gross anatomy teaching.

Asynchronous online discussion forums are increasingly common in blended learning environments but the relationship to student learning outcomes has not been reported for anatomy teaching. Forums were monitored in two multicampus anatomy courses; an introductory first year course and a second year physiotherapy-specific course. The forums are structured with a separate site for each course module and moderated weekly by staff. Students are encouraged to post to new threads (initial post) and answer queries in threads started by others (reply post). Analysis of forums was conducted separately for each course and included overall activity (posts and views) for a full semester and a detailed analysis for one week in the middle of semester. Students were classified as zero, moderate, or high contributors to the forums based on the number of posts. Final mark for the course was related to level of forum contribution using nonparametric tests. Forum threads were characterized as task-focused, administrative, or other. A higher proportion of second year (36%) than first-year (17%) students posted on the forums and the postings were more likely to be task-focused and student initiated. Second-year students that posted frequently to the forum gained a higher final mark for the course than those that did not post or only posted a moderate number of times (P < 0.01). This relationship was not evident for first-year students who had a much higher proportion of administrative threads. Forums in anatomy courses can be powerful learning tools encouraging deeper learning and improved learning outcomes.

Status inequalities, perceived discrimination, and eudaimonic well-being: do the challenges of minority life hone purpose and growth?

Considerable prior research has investigated links between racial/ethnic status and diverse aspects of mental functioning (e.g. psychological disorders, quality of life, self-esteem), but little work has probed the connections between minority status and eudaimonic well-being. Derived from existential and humanistic perspectives, eudaimonia describes engagement in life challenges and is operationalized with assessments of purpose in life, personal growth, autonomy, environmental mastery, self-acceptance, and positive relations with others. Using Midlife in the United States (MIDUS), a national survey of Americans aged 25-74, plus city-specific samples of African Americans in New York City and Mexican Americans in Chicago, minority status was found to be a positive predictor of eudaimonic well-being, underscoring themes of psychological strength in the face of race-related adversity. Perceived discrimination was found to be a negative predictor of eudaimonic well-being, although such effects were gender-specific: it was women, both majority and minority, with high levels of discrimination in their daily lives whose sense of growth, mastery, autonomy, and self-acceptance was compromised.