Light pollution inequities in the continental United States: A distributive environmental justice analysis.

Excessive exposure to ambient light at night is a well-documented hazard to human health, yet analysts have not examined it from an environmental justice (EJ) perspective. We conducted the first EJ study of exposure to light pollution by testing for socially disparate patterns across the continental United States (US). We first calculated population-weighted mean exposures to examine whether ambient light pollution in the US differed between racial/ethnic groups. We then used multivariable generalized estimating equations (GEEs) that adjust for geographic clustering to examine whether light pollution was distributed inequitably based on racial/ethnic composition and socioeconomic status across US neighborhoods (census tracts). Finally, we conducted a stratified analysis of metropolitan core, suburban, and small city-rural tracts to determine whether patterns of inequity varied based on urban-rural context. We found evidence of disparities in exposures to light pollution based on racial/ethnic minority and low-to-mid socioeconomic statuses. Americans of Asian, Hispanic or Black race/ethnicity had population-weighted mean exposures to light pollution in their neighborhoods that were approximately two times that of White Americans. GEEs indicated that neighborhoods composed of higher proportions of Blacks, Hispanics, Asians, or renter-occupants experienced greater exposures to ambient light at night. Stratified analyses indicated that those patterns of inequity did not substantially vary based on urban-rural context. Findings have implications for understanding environmental influences on health disparities, raise concerns about the potential for a multiple environmental jeopardy situation, and highlight the need for policy actions to address light pollution.

Social disparities in exposure to noise at public schools in the contiguous United States.

Children are vulnerable to environmental hazards and spend significant portions of their days at school. However, just one national-level study has examined school-level environmental inequalities (in air pollution exposures), and none have examined disparate exposures to noise pollution, even though noise impacts children's health and development. We integrated data from 2014-2015 on the locations and socio-demographics of each public school in the contiguous US (n=94,432) with road and aviation transportation noise estimates. Using bivariate and multivariate statistics, we tested for disparities in road and aviation noise exposure across schools. Among the 49,697,890 children attending contiguous US public schools, we found that those attending schools most highly exposed to road noise or aviation noise were significantly more likely to be eligible for free/reduced price meals (economically deprived), and to be Hispanic, black, or Asian/Pacific Islander (API). They were less likely to be white or of another race. In multivariate generalized estimating equations (GEEs) controlling for school district effects, we found that schools with greater proportions of Hispanic, black or API students, schools with higher enrollment, and schools serving the youngest students had significantly more road noise and greater odds of aviation noise exposure. In the GEEs, a higher proportion of economically-deprived students in schools was associated with greater road noise, but not aviation noise. Overall, our analyses indicate that America's racial/ethnic minority children bear the brunt of transportation noise exposures at school, which may unequally impact their academic performance, health, and future potential.

Environmental Injustice, Tree Canopy Cover, and Academic Proficiency at Utah Public Primary Schools.

Background: Tree canopy cover has mental and physical health benefits for children, yet distributional environmental injustices in tree canopy cover near schools are rarely investigated. Some evidence suggests that tree canopy coverage positively influences aggregated school-level children's academic proficiency metrics. There is a lack of research if canopy cover moderates the negative effect of particulate matter on academic proficiency. Methods: We linked data on schools from the National Center for Education Statistics, Utah's Student Assessment of Growth and Excellence, the National Land Cover Database, and the U.S. Environmental Protection Agency. We used generalized estimating equations, which account for non-normally distributed data and clustering, to analyze data from the 2015 to 2016 school year. Results: Greater school social disadvantage (higher percentages of students qualifying for free/reduced price meals and higher percentages of racial/ethnic minority students) was significantly associated with reductions in tree canopy cover within 1000 m and 500 m of the school. Greater tree canopy coverage at 1000 m and 500 m was significantly associated with a lower percentage of students testing below proficient on year-end math and language arts exams. Additional days of peak fine particulate matter were associated with higher percentages of students testing below proficient in math. Discussion: Socially disadvantaged primary schools in Utah were surrounded by less canopy cover. There was a protective effect of tree canopy cover on academic proficiency in math and language arts. Conclusion: Findings suggest targeting carefully designed tree planting efforts at socially disadvantaged schools and testing interventions involving tree planting and changes in academic proficiency.

A US National Study of Barriers to Science Training Experienced by Undergraduate Students during COVID-19.

Undergraduate research is a high-impact practice on college campuses. How the COVID-19 pandemic has affected undergraduate researchers' progress is poorly understood. We examine how demographics, academic characteristics, research disruptions and faculty mentorship are associated with four barriers to research progress. Data are drawn from a survey of over 1000 undergraduate student researchers across the US. We examine students who actively continued to conduct faculty-mentored research during mid-March/April 2020 (n = 485). Using generalized estimating equations that control clustering by institution, we found economic hardship, discomfort teleconferencing, lower quality mentors, sexual minority status and higher grade point averages were associated with motivation problems. Economic hardship, serious illness, Internet connection issues, a lack of face-to-face meetings and lower a frequency of mentor-mentee communication were associated with a time crunch with regard to conducting research. Discomfort teleconferencing, Internet connection issues, a lack of face-to-face meetings and decrease in research workload were associated with task uncertainty. Economic hardship, serious illness and being an engineering major were associated with lacking needed tools for the research. In sum, economic hardship was an important correlate of research barriers, as were communication challenges and sexual minority status. Results can inform practical actions by research program directors and faculty undergraduate research mentors.

Anxiety and depression among US college students engaging in undergraduate research during the COVID-19 pandemic.

OBJECTIVE: The objective was to examine mental health of undergraduate researchers (UGRs) during the COVID-19 pandemic. PARTICIPANTS: We surveyed 962 UGRs who were conducting research in Spring 2020 at over 100 US universities. METHODS: We conducted an online survey in July 2020. We analyzed data using descriptive statistics and multivariable generalized estimating equations. RESULTS: 63% reported at least mild anxiety and 73% reported at least mild depression based on GAD-7 and PHQ-9 scores; 15.2% reported severe anxiety (score ≥ 15) and 23.4% reported severe depression (score ≥ 15). More COVID-19-related adverse event experiences were associated with more severe anxiety and depression, as were first-generation status, woman gender, and LGBQ status. Greater social support was protective, and significantly more so for men (vs. women) and continuing generation (vs. first generation) students. CONCLUSION: Faculty have an important role in the mental health of their mentees. Additional interventions are needed to better support women and first-generation students.Supplemental data for this article can be accessed online at.