Supporting Diversity, Inclusion and Equity Efforts in a Professional Organization

Introduction: Most of the occupational therapy profession identifies as white, female practitioners. The lack of diversity in the profession must be addressed on a national and state level. Occupational therapy state associations can contribute to the closing of the gap between cultural humility and cultural competence in occupational therapy education. State associations provide students and practitioners with resources, education, and opportunities for professional development. Current DEI literature promotes the use of the transformative adult learning in continuing education to increase the self-awareness of practitioners and improve patient-centered care. Transformative adult learning theory aligns closely with diversity, inclusion, and equity principles. Continuing education (CE) is vital to the occupational therapy profession because it reinforces best practices. There is minimal evidence in the literature that identifies best practices to promote DEI principles in OT continuing education. Purpose: This capstone project aimed to incorporate DEI principles into a non-profit occupational therapy professional organization to increase cultural humility practices within the organization and specifically in CE offerings. Approach: This quality improvement project consisted of several project activities. The project focused on educating the Minnesota Occupational Therapy Association board members on DEI principles and providing recommendations to improve the MOTA membership experience. Outcomes: An outcome from the project activities included a lack of understanding on how to translate DEI practices into practice from both the board members and MOTA members. Furthermore, the professional development of MOTA to needs to provide members with opportunities for self-assessment and reflection regarding DEI. Recommendations: MOTA as an organization should include DEI practices in CE that identify one’s own cultural preferences, learn about cultural fluency and cultural humility practices, and provide continuing education events in which participants leave with a set of action steps to implement in practice from a DEI lens

Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence

Why are some youth more likely to think of themselves as a science kind of person than others? In this paper, we use a cognitive social-theoretical framework to assess disparities in science identity among middle school–age youth in the United States. We investigate how discovery orientation is associated with science interest, perceived ability, importance, and reflected appraisal, and how they are related to whether youth see themselves, and perceive that others see them, as a science kind of person. We surveyed 441 students in an ethnically diverse, low-income middle school. Gender and race/ethnicity are associated with science identity but not with discovery orientation. Structural equation model results show that the positive association between discovery orientation and science identity is mediated by science interest, importance, and reflected appraisal. These findings advance understanding of how science attitudes and recognition may contribute to the underrepresentation of girls and/or minorities in science

Dining on a Dollar: Financial Social Work and Healthy Food Options

For the working poor and other food-insecure families, with limited resources, the USDA monthly food budget recommendations are unattainable. Often families are faced with having to choose between paying household bills or buying food. Low income and food-insecure families, with limited resources, can apply principles of financial social work to purchase healthy foods

Informal Science Experiences among Urban and Rural Youth: Exploring Differences at the Intersections of Socioeconomic Status, Gender and Ethnicity

The current study explores patterns of informal science experiences among youth in urban and rural middle schools by gender and socioeconomic status. Data come from surveys in two Midwestern middle schools, one in a mid-sized city, and the other in a rural-remote town. We asked about participation in informal science activities (e.g. visiting zoos or museums, or watching shows about science) and if youth had participated in science-focused clubs in the last 12 months (e.g. after-school science clubs, 4-H, scouts). Rural youth reported lower rates of participation in after-school science clubs and a greater desire to participate in after-school science programming than urban youth. Latino/a youth tend to have fewer informal science experiences than non- Latino/a youth, particularly in urban areas. There were few differences in informal science experiences between boys and girls, but in urban areas, girls report more science experiences than boys. Reported science experiences are overall higher in urban areas, yet youth with fewer resources (i.e. books in the home) have fewer informal science experiences overall. This study sheds new light on how socioeconomic status, gender, ethnicity, and geography interact with one another to shape youth science exposure and interest

Accuracy of COVID-19 Relevant Knowledge among Youth: Number of Information Sources Matters

Can comics effectively convey scientific knowledge about COVID-19 to youth? What types and how many sources of information did youth have about COVID-19 during the pandemic? How are sources of information associated with accurate COVID-19 knowledge? To answer these questions, we surveyed youth in grades 5–9 in a Midwestern United States school district in the winter of 2020–2021. The online survey used measures of COVID-19 knowledge and sources, with an embedded experiment on COVID-19 relevant comics. Guided by an integrated science capital and just-in-time health and science information acquisition model, we also measured level of science capital, science identity, and utility of science for health and society. The school district protocol required parental consent for participation; 264 of ~15,000 youth participated. Youth were randomly assigned one of four comic conditions before receiving an online survey. Results indicate that, similar to knowledge gains in comic studies on other science topics, reading the comics was associated with 7 to 29% higher accuracy about COVID-19. We found that youth reported getting information about COVID-19 from between 0–6 sources including media, family, friends, school, and experts. The bivariate positive association of news versus other sources with accuracy of knowledge did not persist in the full model, yet the positive association of a higher number of sources and accuracy did persist in the multivariate models. The degree of valuing the utility of science for their health moderated the number of sources to accuracy association. Those with less value on science for health had a stronger positive association of number of sources and accuracy in COVID-19 knowledge. We conclude that during a pandemic, even with health and science information ubiquitous in the news media, increasing youth access to a variety of accurate sources of information about science and health can increase youth knowledge

Science Possible Selves and the Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence

In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate (“fixed mindsets”) is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers

Viruses, Vaccines and the Public

Current research in virology is changing public conceptions about vaccines and infectious disease. The University of Nebraska State Museum collaborated with research virologists, science writers, artists and learning researchers to create public outreach materials about viruses and infectious disease. The project, funded by the National Institute of Health’s SEPA program, developed comics, a book with Carl Zimmer, and other materials and programs. The project launched three kinds of learning research: 1) a survey of Nebraska adults on their opinions about vaccines and infectious disease; 2) a study comparing the mental models of viruses, vaccines and infection from virologists, teachers, and students; and 3) a controlled study 873 high school students randomly assigned to read either a comic or a text-based essay with the same virus information

Developing Pandemic Comics for Youth Audiences

In spring 2020 our team received funding from the Rapid Response Research program of the National Science Foundation to develop comics that would help youth understand the COVID-19 pandemic. Our project built on a decade of expertise creating comics about the biology of viruses. In collaboration with virologists and artists, we developed three comic stories about COVID-19 during the pandemic and posted them on-line during the last half of 2020. The fictional narratives address fundamental issues in biology, virology, and network science, in order to help readers understand the complexities of living through a viral pandemic. The stories focus on three themes: the biology and social context of the COVID-19 virus; the relationship of wild animals, particularly bats, to the pandemic; and the impact of the pandemic on Tribal communities. We describe the challenges of comic development during the pandemic and the feedback from youth on whether the comics were appealing, interesting, and understandable. The stories were posted on worldofviruses.unl.edu and are published by the University of Nebraska Press as the book, C’RONA Pandemic Comics, with essays for youth about the virus and the pandemic

Training in Trauma-Informed Care (TIC): An Evidence-Based Practice Project

This Evidence-Based Practice (EBP) project examined the following question: What are the characteristics and effectiveness of trauma-informed care (TIC) training on the performance of health professionals and organizations who provide services to populations who have experienced trauma (traumatic events or ACE)

Inhibitory postsynaptic actions of taurine, GABA and other amino acids on motoneurons of the isolated frog spinal cord

The actions of glycine, GABA, α-alanine, β-alanine and taurine were studied by intracellular recordings from lumbar motoneurons of the isolated spinal cord of the frog. All amino acids tested produced a reduction in the amplitude of postsynaptic potentials, a blockade of the antidromic action potential and an increase of membrane conductance. Furthermore, membrane polarizations occurred, which were always in the same direction as the IPSP. All these effects indicate a postsynaptic inhibitory action of these amino acids. When the relative strength of different amino acids was compared, taurine had the strongest inhibitory potency, followed by β-alanine, α α-alanine, GABA and glycine. Topically applied strychnine and picrotoxin induced different changes of postsynaptic potentials, indicating that distinct inhibitory systems might be influenced by these two convulsants. Interactions with amino acids showed that picrotoxin selectively diminished the postsynaptic actions of GABA, while strychnine reduced the effects of taurine, glycine, α- and β-alanine. But differences in the susceptibility of these amino acid actions to strychnine could be detected: the action of taurine was more sensitively blocked by strychnine compared with glycine, α- and β-alanine. With regard to these results the importance of taurine and GABA as transmitters of postsynaptic inhibition on motoneurons in the spinal cord of the frog is discussed