Influence of Alternative Break Program Participation on College Students\u27 Development of

Although an ample amount of research on college students\u27 moral reasoning exists, little has been written about the degree to which participation in community service and alternative break programs results in growth of moral reasoning. This study investigated the extent to which participation in alternative break programs resulted in the development of college students\u27 moral reasoning. Results of pre- and post-Defining Issues Tests showed statistically significant differences between males and females and between White and non-White students. Implications regarding the influence of gender and ethnicity on alternative break programs outcomes and further research are discussed

Leadership Outcomes Based on Membership in Multicultural Greek Council (Mgc) Organizations

This study explored how involvement in Multicultural Greek Council (MGC) organizations promoted leadership development for five undergraduate students at the University of Georgia, a predominately White, research-extensive institution in the Southeast. Findings highlight significant leadership outcomes from involvement such as an increased sense of belonging to the campus community, opportunities for leadership development, interpersonal relationships influenced by organizational culture and peer expectations, and specific leadership skills development. Implications for practice are included

Association between the proportion of Plasmodium falciparum and Plasmodium vivax infections detected by passive surveillance and the magnitude of the asymptomatic reservoir in the community: a pooled analysis of paired health facility and community data.

BACKGROUND: Passively collected malaria case data are the foundation for public health decision making. However, because of population-level immunity, infections might not always be sufficiently symptomatic to prompt individuals to seek care. Understanding the proportion of all Plasmodium spp infections expected to be detected by the health system becomes particularly paramount in elimination settings. The aim of this study was to determine the association between the proportion of infections detected and transmission intensity for Plasmodium falciparum and Plasmodium vivax in several global endemic settings. METHODS: The proportion of infections detected in routine malaria data, P(Detect), was derived from paired household cross-sectional survey and routinely collected malaria data within health facilities. P(Detect) was estimated using a Bayesian model in 431 clusters spanning the Americas, Africa, and Asia. The association between P(Detect) and malaria prevalence was assessed using log-linear regression models. Changes in P(Detect) over time were evaluated using data from 13 timepoints over 2 years from The Gambia. FINDINGS: The median estimated P(Detect) across all clusters was 12·5% (IQR 5·3-25·0) for P falciparum and 10·1% (5·0-18·3) for P vivax and decreased as the estimated log-PCR community prevalence increased (adjusted odds ratio [OR] for P falciparum 0·63, 95% CI 0·57-0·69; adjusted OR for P vivax 0·52, 0·47-0·57). Factors associated with increasing P(Detect) included smaller catchment population size, high transmission season, improved care-seeking behaviour by infected individuals, and recent increases (within the previous year) in transmission intensity. INTERPRETATION: The proportion of all infections detected within health systems increases once transmission intensity is sufficiently low. The likely explanation for P falciparum is that reduced exposure to infection leads to lower levels of protective immunity in the population, increasing the likelihood that infected individuals will become symptomatic and seek care. These factors might also be true for P vivax but a better understanding of the transmission biology is needed to attribute likely reasons for the observed trend. In low transmission and pre-elimination settings, enhancing access to care and improvements in care-seeking behaviour of infected individuals will lead to an increased proportion of infections detected in the community and might contribute to accelerating the interruption of transmission. FUNDING: Wellcome Trust

Master Narratives and Counter-Narratives: An Analysis of Mexican American Life Stories of Oppression and Resistance Along the Journeys to the Doctorate

This study focused on the testimonios [life narratives] of 33 Mexican American Ph.D.s who successfully navigated educational systems and obtained their doctorates in a variety of disciplines at 15 universities across the United States. The theoretical and methodological frameworks employed were critical race theory (CRT), Latina/o critical race theory (LatCrit), and narrative analysis in order to examine power relations, multiple forms of oppression, and the intersections of race, social class, and gender within educational contexts. CRT and LatCrit frameworks were expanded by attending to the experiences of middle class participants and participants who identified as second- or third-generation college students, which challenge traditional paradigms that essentialize Mexican American communities. This study uncovered and contextualized the ways that Mexican American Ph.D.s resisted and reproduced power relations, racism, sexism, and classism through master narratives constructed by the dominant culture to justify low rates of Mexican American educational attainment. The findings suggested that as the dominant culture develops master narratives, Mexican American communities reproduce these stories as well. Mexican American communities also crafted counter-narratives that resisted the master narratives. The dominant culture master narratives were: Mexican American families do not value education; Mexican American women are not allowed to get an education; The dominant culture and Mexican American communities reproduce masculinist ideology; If Mexican Americans would work hard enough and persevere, they can succeed in education; The U.S. is a colorblind, gender-blind, and class-blind society; and Mexican Americans are only in college/graduate school because they are minorities. In addition, Mexican American communities constructed two master narratives in an effort to advocate for educational equity and increase research in Mexican American communities: Mexican Americans must struggle through educational systems and Mexican American Ph.D.s should research Mexican American issues. This study provided a venue for narratives on Mexican American educational attainment that reflected struggle and survival, privilege and merit, as well as overcoming obstacles and not finding any barriers along the way. These narratives have the power to reshape, reframe, and transform discourses of deficiency to those of empowerment and resistance in K-12 education, postsecondary education, and graduate school

“We’re Not Going to Overcome Institutional Bias by Doing Nothing”: Latinx/a/o Student Affairs Professionals as Advocates for Equity

Higher education institutions continue to be contested environments where the goals of equity and inclusion are often at odds with the permanence of institutional racism. Through a multi-case study of 19 Latinx/a/o mid-level administrators who worked at 16 predominantly white, private four-year universities, the authors uncovered the ways that (a) private universities grant agency to Latinx/a/o mid-level administrators to serve student needs but restrict agency to address the inequitable organizational structures; (b) constituent groups within private universities, namely faculty, mark the racialized boundaries of power and decision-making through credentialing; and (c) private universities use silence as a means of controlling Latinx/a/o mid-level professionals administrators’ equity work. Although Latinx/a/o mid-level administrators have a significant role to play in advancing equity work inside higher education institutions, these racialized organizations will create barriers that maintain whiteness and white interests. Without addressing power structures and the bureaucracy of decision-making at private institutions, progress on equity throughout the organizational structure may be limited. Implications for research and practice for Latinx/a/o/ administrators are discussed

“We’re Not Going to Overcome Institutional Bias by Doing Nothing”: Latinx/a/o Student Affairs Professionals as Advocates for Equity

Higher education institutions continue to be contested environments where the goals of equity and inclusion are often at odds with the permanence of institutional racism. Through a multi-case study of 19 Latinx/a/o mid-level administrators who worked at 16 predominantly white, private four-year universities, the authors uncovered the ways that (a) private universities grant agency to Latinx/a/o mid-level administrators to serve student needs but restrict agency to address the inequitable organizational structures; (b) constituent groups within private universities, namely faculty, mark the racialized boundaries of power and decision-making through credentialing; and (c) private universities use silence as a means of controlling Latinx/a/o mid-level professionals administrators’ equity work. Although Latinx/a/o mid-level administrators have a significant role to play in advancing equity work inside higher education institutions, these racialized organizations will create barriers that maintain whiteness and white interests. Without addressing power structures and the bureaucracy of decision-making at private institutions, progress on equity throughout the organizational structure may be limited. Implications for research and practice for Latinx/a/o/ administrators are discussed.https://doi.org/10.3390/educsci1210071

“We’re Not Going to Overcome Institutional Bias by Doing Nothing”: Latinx/a/o Student Affairs Professionals as Advocates for Equity

Higher education institutions continue to be contested environments where the goals of equity and inclusion are often at odds with the permanence of institutional racism. Through a multi-case study of 19 Latinx/a/o mid-level administrators who worked at 16 predominantly white, private four-year universities, the authors uncovered the ways that (a) private universities grant agency to Latinx/a/o mid-level administrators to serve student needs but restrict agency to address the inequitable organizational structures; (b) constituent groups within private universities, namely faculty, mark the racialized boundaries of power and decision-making through credentialing; and (c) private universities use silence as a means of controlling Latinx/a/o mid-level professionals administrators’ equity work. Although Latinx/a/o mid-level administrators have a significant role to play in advancing equity work inside higher education institutions, these racialized organizations will create barriers that maintain whiteness and white interests. Without addressing power structures and the bureaucracy of decision-making at private institutions, progress on equity throughout the organizational structure may be limited. Implications for research and practice for Latinx/a/o/ administrators are discussed

Transitioning from doctoral study to the academy: Theorizing trenzas of identity for Latina sister scholars.

This article focuses on multiple truths pertaining to doctoral education as expressed by three Latina doctoral recipients. These scholars successfully navigated various educational processes with the support of one another, their families, faculty, and their chosen discipline. The authors, as sister scholars, retell their educational journeys through testimonio and analyze how their trenzas de identidades multiples (multiple strands of identity, that is, motherhood, social class, and public intellectual) now inform their work. By interrogating the extent to which intersections of identity affect educational and career pathways, the authors use plática (dialogue) to theorize their doctoral experiences and examine how their challenges and successes manifest in their professional lives in academia