US acculturation and poor sleep among an intergenerational cohort of adult Latinos in Sacramento, California

Acculturation may shape the disproportionate burden of poor sleep among Latinos in the United States. Existing studies are limited by unidimensional acculturation proxies that are incapable of capturing cultural complexities across generations. Understanding how acculturation relates to sleep may lead to the identification of modifiable intervention targets. We used multivariable regression and latent class methods to examine cross-sectional associations between a validated multidimensional scale of US acculturation and self-reported poor sleep measures. We analyzed an intergenerational cohort: first-generation (GEN1) older Latinos (Sacramento Area Latino Study on Aging; N = 1,716; median age: 69.5) and second-generation (GEN2) middle-aged offspring and relatives of GEN1 (Niños Lifestyle and Diabetes Study; N = 670; median age: 54.0) in Sacramento, California. GEN1 with high US acculturation, compared with high acculturation towards another origin/ancestral country, had less restless sleep (prevalence ratio [PR] [95% confidence interval (CI)]: 0.67 [0.54, 0.84]) and a higher likelihood of being in the best sleep class than the worst (OR [95% CI]: 1.62 [1.09, 2.40]), but among nonmanual occupations, high intergenerational US acculturation was associated with more general fatigue (PR [95% CI: 1.86 [1.11, 3.10]). GEN2 with high intergenerational US acculturation reported shorter sleep (PR [95% CI]: 2.86 [1.02, 7.99]). High US acculturation shaped sleep differentially by generation, socioeconomic context, and intergenerational acculturative status. High US acculturation was associated with better sleep among older, lower socioeconomic Latinos, but with shorter sleep duration among middle-aged, higher socioeconomic Latinos; results also differed by parental acculturation status. Upon replication, future studies should incorporate prospective and intergenerational designs to uncover sociobehavioral pathways by which acculturation may shape sleep to ultimately inform intervention efforts

The Conceptual Astronomy and Physics Education Research (CAPER) Team

An overview of the research done by the Conceptual Astronomy and Physics Education Research (CAPER) Team is presented. CAPER conducts rigorous educational research into student understanding and learning difficulties in the areas of astronomy, astrobiology, physics, planetary science, and earth & space science. The results of this research are used to inform the development, evaluation and dissemination of innovative instructional interventions and public outreach activities that promote learners’ intellectual engagement through collaborative learning strategies. Additional targeted areas of effort include conducting systematic evaluation of educational projects, exhibits and programs, providing professional development programs for elementary and secondary science teachers, conducting teaching excellence workshops for university faculty, and partnering with museums and science centers to effectively bring science to the general public. Work is primarily supported by the US National Science Foundation (NSF), NASA, and the US Department of Education

Analysis of the Astronomy Diagnostic Test

Seventy undergraduate class sections were examined from the database of Astronomy Diagnostic Test (ADT) results of Deming and Hufnagel to determine if course format correlated with ADT normalized gain scores. Normalized gains were calculated for four different classroom scenarios: lecture, lecture with discussion, lecture with lab, and lecture with both lab and discussion. Statistical analysis shows that there are no significant differences in normalized gain among the self- reported classroom formats. Prerequisites related to mathematics courses did show differences in normalized gain. Of all reported course activities, only the lecture and the readings for the course correlate significantly with the normalized gain. This analysis suggests that the ADT may not have enough sensitivity to measure differences in the effectiveness of different course formats because of the wide range of topics that the ADT addresses with few questions. Different measures of gain and their biases are discussed. We argue that the use of the normalized gain is not always warranted because of its strong bias toward high pretest scores

A New Lecture-Tutorial for Teaching Interferometry to Astro 101 Students

The ground-breaking image of a black hole's event horizon, which captured the public's attention and imagination in April 2019, was captured using the power of interferometry: many separate telescopes working together to observe the cosmos in incredible detail. Many recent astrophysical discoveries that have revolutionized the scientific community's understanding of the cosmos were made by interferometers such as LIGO, ALMA, and the Event Horizon Telescope. Astro 101 instructors who want their students to learn the science behind these discoveries must teach about interferometry. Decades of research show that using active learning strategies can significantly increase students' learning and reduce achievement gaps between different demographic groups over what is achieved from traditional lecture-based instruction. As part of an effort to create active learning materials on interferometry, we developed and tested a new Lecture-Tutorial to help Astro 101 students learn about key properties of astronomical interferometers. This paper describes this new Lecture-Tutorial and presents evidence for its effectiveness from a study conducted with 266 Astro 101 students at the University of North Carolina at Chapel Hill. © 2021 Author(s).12 month embargo; published online: 02 September 2021This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]