Coming together at the table: partnering with urban Alaska Native families for their children's school success

Thesis (Ph.D.) University of Alaska Fairbanks, 2019There is abundant research regarding the positive effects of family engagement as a factor in P-12 student success. Partnerships between home and school provide opportunities for students' families and educators to establish common goals and share meaning about the purpose of schooling. Unfortunately, mainstream outreach practices by Western educators have often failed to nurture authentic relationships with Indigenous families. This may be a contributing factor in lower academic success for too many Indigenous students. Historical educational practices in the U.S. for Indigenous students such as mandated attendance at distant boarding schools and English-only policies have adversely affected their languages and cultures worldwide and left a legacy of negative associations around schooling for many Native peoples. Non-Native educators continue to add to this disconnect with teaching pedagogies and curricula that are not responsive to Indigenous lifeways and values. In addition to inappropriate instructional methods and content, outreach strategies of non-Native educators may add to practices that marginalize Indigenous students and their families and discourage collaboration between home and school. This mixed-methods study sought to find family outreach strategies implemented by early childhood educators in the Anchorage School District (ASD) that build and nurture more culturally sustaining and relational approaches to building partnerships with Alaska Native families. Such practices are more likely to lead to student success for Native students. Research methods used were (a) a content analysis of ASD school-home communication fliers, (b) a survey of ASD preschool teachers on their outreach beliefs and practices with Native families, and (c) interviews with families of Alaska Native students

The Ecosystem Of Women\u27s Health Social Enterprises Based In The United States

The overall objective of this thesis research was to elucidate the ecosystem of women\u27s health social enterprises (WHSEs) based in the United States (U.S.). Aim I was to conduct a secondary data analysis of a random national sample of nonprofit WHSEs based in the U.S. regarding their characteristics and areas of intervention. Aim II was to conduct a qualitative assessment of a sample of women\u27s health social entrepreneurs based in the U.S. regarding their perspectives on the ecosystem of WHSEs. Aim I utilized the GuideStar database and assessed enterprise size, geographic location, financial distress, health intervention area, and health activity category using descriptive statistics, statistical tests, and multivariable regression analysis via SPSS. Aim II utilized in-depth interviewing and grounded theory analysis via MAXQDA 2018 to identify novel themes and core categories while using an established framework for mapping social enterprise ecosystems as a scaffold. Aim I findings suggest that WHSE activity is more predominant in the south region of the U.S. but not geographically concentrated around cities previously identified as social enterprise hubs. WHSEs take a comprehensive approach to women\u27s health, often simultaneously focusing on multiple areas of health interventions. Although most WHSEs demonstrate a risk for financial distress, very few exhibited severe risk. Risk for financial distress was not significantly associated with any of the measured enterprise characteristics. Aim II generated four core categories of findings that describe the ecosystem of WHSE: 1) comprehensive, community-based, and culturally adaptive care, 2) interdependent innovation in systems, finances, and communication, 3) interdisciplinary, cross-enterprise collaboration, and 4) women\u27s health as the foundation for family and population health. These findings are consistent with the three-failures theory for nonprofit organizations, particularly that WHSEs address government failure by focusing on the unmet women\u27s health needs of the underserved populations (in contrast to the supply of services supported by the median voter) and address the market failure of overexclusion through strategies such as cross-subsidization and price discrimination. While WHSEs operate with levels of financial risk and are subject to the voluntary sector failure of philanthropic insufficiency, the data also show that they act to remediate other threats of voluntary failure. Aim I findings highlight the importance of understanding financial performance of WHSEs. Also, lack of significant associations between our assessed enterprise characteristics and their financial risk suggests need for additional research to identify factors that influence financial performance of WHSE. Aim II findings show that WHSEs are currently engaged in complex care coordination and comprehensive biopsychosocial care for women and their families, suggesting that these enterprises may serve as a model for improving women\u27s health and healthcare. The community-oriented and interdisciplinary nature of WHSE as highlighted by our study may also serve as a unique approach for research and education purposes. Additional research on the ecosystem of WHSE is needed in order to better inform generalizability of our findings and to elucidate how WHSE interventions may be integrated into policies and practices to improve women\u27s health

Science, Technology and Innovation Equity and Inclusion in Electric Vehicle Sector

The rapid growth of the electric vehicle (EV) industry offers a unique chance to ensure that technological progress benefits all of society. This research paper centers on developing indicators to assess and encourage equity and inclusion in EV science, technology, and innovation. By establishing a comprehensive framework, this study aims to track progress, pinpoint areas for enhancement, and contribute to a more just and innovative future. The paper emphasizes clear goals, including increased workforce diversity, equitable EV technology access for marginalized communities, and fostering an inclusive innovation ecosystem. Collaboration with diverse stakeholders researchers, policymakers, industry experts, community representatives, and advocacy groups is crucial for an unbiased perspective. Key areas within the EV sector are focal points for equity and inclusion efforts, such as workforce diversity, research funding distribution, technology accessibility, and community engagement. To measure progress, indicators are developed, incorporating qualitative aspects. Targets and benchmarks are set for each indicator to promote a challenging yet achievable path toward equity. Regular monitoring and reporting provide insights into intervention effectiveness, guided by stakeholder feedback and iteration. Acknowledging and celebrating equity and inclusion achievements motivate sustained progress. Knowledge sharing and community collaboration promote collective growth and better understanding of best practices. This research paper offers a comprehensive guide to developing indicators that assess and promote equity and inclusion in the EV science, technology, and innovation sectors. Applying these indicators and strategies enables stakeholders to contribute to a more just and innovative future, ensuring that technological benefits are accessible to all members of society

PATIENT PROTECTION AND AFFORDABLE CARE ACT OF 2010: Advancing Health Equity for Racially and Ethnically Diverse Populations

Racial/ethnic disparities in health and health care in the United States are persistent and well documented. Communities of color fare far worse than their white counterparts across a range of health indicators: life expectancy, infant mortality, prevalence of chronic diseases, self-rated health status, insurance coverage, and many others.1 As the nation’s population continues to become increasingly diverse—people of color are projected to comprise 54% of the U.S. population by 2050 and more than half of U.S. children by 20232— these disparities are likely to grow if left unaddressed. Recent health care reform legislation, while not a panacea for eliminating health disparities, off ers an important fi rst step and an unprecedented opportunity to improve health equity in the United States. Reforming the nation’s health care system was President Obama’s top domestic priority when he was sworn into offi ce in January 2009. Th e road to reform was complex and unoffi cially started in summer of 2009 when House and Senate committees began to draft legislation. On November 7, 2009, the House of Representatives passed its health care reform proposal, Th e Aff ordable Health Choices Act of 2009 (H.R. 3962). On December 24, 2009, the Senate passed its own proposal for health care reform, Th e Patient Protection and Aff ordable Care Act (H.R. 3590)*, which was a merged version of the Senate Finance Committee’s America’s Health Future Act (S.1796) and the Senate Committee on Health, Education, Labor, and Pensions’ Aff ordable Health Choices Act (S. 1697).† Eff orts to reconcile diff erences between the Senate and House bills were stymied by the death of Senator Edward Kennedy (D-MA), a lifelong proponent of health care reform and critical force in securing a proposal’s passage in the Senate. Faced with limited options and expecting that a compromise bill could not get Senate support, the House passed the Senate’s proposal and Th e Patient Protection and Aff ordable Care Act (ACA) was signed into law by President Obama on March 23, 2010 (Pub. L. No. 111-148).‡ On March 30, 2010, the ACA was amended by Th e Health Care and Education Reconciliation Act of 2010 (H.R. 4872). According to Congressional Budget Offi ce (CBO) estimates, the ACA, as reconciled by H.R. 4872, will reduce the defi cit by $143 billion over the next decade and decrease the number of non-elderly uninsured by 32 million, leaving 23 million uninsured— approximately one-third of whom would be undocumented immigrants.3 Th is report provides a comprehensive review of general and specifi c ACA provisions with the potential to signifi cantly improve health and health care for millions of diverse populations and their communities. Th e narrative that follows identifi es these provisions, discusses why they are important, and considers challenges that may lie ahead in implementing them. We have organized this presentation in three major sections. Th e next section discusses provisions that explicitly address health disparities, such as those concerning data collection by race/ethnicity, workforce diversity, cultural competence, health disparities research, health disparities initiatives in prevention, and health equity in health insurance reform, and discusses their implications for racially and ethnically diverse communities. Section III describes general provisions, including health insurance reforms, access to care, quality improvement, cost containment, public health and social determinants of health, all of which are likely to have major implications for diverse communities. An accompanying appendix identifi es these provisions, provides a timetable and, where identifi ed in the legislation, the federal agencies responsible for implementation, as well as allocations as of June 30, 2010. Section IV discusses issues that will be critical in realizing the full potential of health care reform and highlights questions and directions for the future, particularly in context of important priorities for reducing racial/ethnic health disparities that were left unaddressed

Community Making: An Expansive View of Curriculum

Making as a term has gained attention in the educational field. It signals many different meanings to many different groups, yet is not clearly defined. This project’s researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than definitions that center making in STEM learning. Using the theoretical lenses of critical relationality and embodiment, our research team position curriculum as a set of locally situated activities that are culturally, linguistically, socially, and politically influenced. We argue that curriculum emerges from embodied making experiences in specific interactions with learners and their communities. This study examines multiple ways of learning within and across seven community-based organizations who are engaged directly or indirectly in making activities that embedded literacy, STEM, peace, and the arts. Using online ethnography, the research team adopted a multiple realities perspective that positions curriculum as dynamic, flexible, and evolving based on the needs of a community, its ecosystems, and the wider environment. The research team explored  making and curricula through a qualitative analysis of interviews with community organizers and learners. The findings provide thick descriptions of making activities which reconceptualize making and curriculum as living and responsive to community needs. Implications of this study expand and problematize the field’s understanding of making, curriculum, and learning environments

Preliminary Evaluation of a Citizen Scientist Educational Curriculum Aimed at Engaging Black Men in Lung Cancer Early Detection Screening

This article describes an educational program to engage African American men as citizen scientists (CSs) and future research partners in a lung cancer screening project. We provide an overview of the curriculum used, the structure and format of the educational sessions, and associated educational outcomes. Furthermore, we describe lessons learned in the engagement of African American men as CS in community-based lung-health equity research. The CS educational program included five group-based sessions delivered through zoom. The educational curriculum was adapted from the University of Florida Citizen Scientist program and tailored to address lung health and the contextual experiences of African American men. Each session lasted 90 minutes. Pre- and post-test measures were collected to examine changes in knowledge, comfort, health literacy, research interests, and medical mistrust. Eight African American men completed the CS educational program. Attendance rates were high for each session (100%). Seven participants completed additional human subject research certification. Improvements were observed from pre- to post-test in participants’ level of knowledge, comfort, and health literacy but not medical mistrust. CS reported the most interest in participating in research aimed to identify important community strengths and problems. Study findings suggest that it was feasible to deliver an online citizen scientist educational program designed to prepare participants to serve as partners in a lung cancer screening intervention for African American men. Results suggest the educational program has the potential to improve key outcomes including completion of regulatory training and increased research-related knowledge, comfort, and health literacy

Community Planning for HIV/AIDS Health Services System Transformation

HIV is a public health concern. Duval County schools Youth Risk Behavior Surveillance data on middle and high school students for 2013 reveal high-risk sexual activity; yet, one in five received no formal instructions about HIV/AIDS. Knowing one’s HIV status is pivotal for HIV prevention and treatment. HIV positive youth who seek treatment, and achieve viral suppression have optimal health outcomes and are less infectious. Northeast Florida joins the national initiative to reduce HIV infection. The City of Jacksonville, Ryan White Part-A Program, Florida Department of Health-Duval, and local HIV/AIDS organizations convened a Youth Summit. Conversations focused on how HIV prevention and treatment may integrate for seamless access and transition of youth into services. Six open- ended questions guided the summit. Three eight-member, moderated focus groups explored answers to two questions during one hour. From a healthcare access barriers perspective, structural and cognitive opportunities exist for health system integration. Almost twice as many solution strategies emerged for barriers to care and prevention-and-treatment attrition factors, compared to gaps in prevention, treatment, and health education. The Youth Summit is a first step in the journey toward a seamlessly integrated youth and adult HIV prevention, treatment, and health education system

Uniting The Front: A Qualitative Exploration Of The Community Health Worker Covid-19 Pandemic Response In Connecticut

Background: Community health workers (CHWs) are becoming increasingly recognized for their contributions to community health. As the COVID-19 pandemic continues to devastate poor and underserved communities, leveraging CHWs’ experiences with vulnerable community members is key to developing an equity-centered pandemic response. This qualitative research study aimed to explore how CHWs have addressed emerging community needs and whether health and emergency management systems have fully integrated CHWs in the COVID-19 pandemic response. This study further aimed to assess, through CHWs perceptions, how well health systems have safeguarded CHWs’ health and wellbeing as they support impacted communities. Methods: CHWs and their managers who reside in the state of Connecticut were invited to participate in this qualitative study. Semi-structured, in-depth qualitative interviews of eight CHWs and three CHW managers were performed through Zoom. CHWs and CHW managers interviewed in this study ranged from 25 to 68 years of age and represented 6 distinct Connecticut-based organizations serving demographically diverse patient populations. Results: CHWs in this study reported undertaking new responsibilities in addition to former ones to respond to emerging community needs over the course of the COVID-19 pandemic, including (i) meeting patients’ housing, food, and mental health needs, (ii) providing COVID-19 and flu health education, (iii) connecting patients to COVID-19 and health services, and (iv) helping patients cope with experiences of racism. CHWs expressed having experienced pandemic-related strain on both their personal and professional lives and a desire but perceived inability to provide necessary resources to patients. Conclusions: This study documented specific ways by which CHWs addressed patients’ social and health needs prior to and during the COVID-19 pandemic. Given CHWs’ ability to bridge gaps between underserved patient populations and medical and public health communities, greater investment in CHWs would likely lead to improved community health outcomes. Additionally, increased integration of CHWs into health systems and activation of CHWs in policymaking would advance health equity

The Role of Identity for the Practitioner and the Student: Culturally Inclusive Career Services for Pacific Islander Students in Higher Education

The purpose of this qualitative study that used a phenomenological research approach is to understand how higher education career services practitioners design and deliver career planning and professional development for Pacific Islander students at 4-year non-profit institutions within the continental United States. This study aimed to discover what efforts are enacted by career services staff to connect with the Pacific Islander student population on college campuses and to determine how career staff approach counseling this population from a relationship building and culturally inclusive career counseling perspective. By using Career Constructivist Development Theory (CCDT) and Relational-Cultural Theory (RCT), this research examined the phenomenon of how the identities and lived experiences of career services practitioners influence their counseling approaches, how practitioners consider the cultural background, values, upbringing, ideologies, and customs of their Pacific Islander students, and how culture influences the career decision-making process. Findings and implications offer insight on what is necessary for student services practitioners to meet the needs of Pacific Islander students in higher education

Keeping Data Science Broad: Negotiating the Digital and Data Divide Among Higher Education Institutions

The goal of the “Keeping Data Science Broad” series of webinars and workshops was to garner community input into pathways for keeping data science education broadly inclusive across sectors, institutions, and populations. Input was collected from data science programs across the nation, either traditional or alternative, and from a range of institution types including community colleges, minority-led and minority-serving institutions, liberal arts colleges, tribal colleges, universities, and industry partners. The series consisted of two webinars (August 2017 and September 2017) leading up to a workshop (November 2017) exploring the future of data science education and workforce at institutions of higher learning that are primarily teaching-focused. A third follow-up webinar was held after the workshop (January 2018) to report on outcomes and next steps. Program committee members were chosen to represent a broad spectrum of communities with a diversity of geography (West, Northeast, Midwest, and South), discipline (Computer Science, Math, Statistics, and Domains), as well as institution type (Historically Black Colleges and Universities (HBCU’s), Hispanic-Serving Institutions (HSI’s), other Minority-Serving Institutions (MSI\u27s), Community College\u27s (CC’s), 4-year colleges, Tribal Colleges, R1 Universities, Government and Industry Partners)