Afro-Caribbean Immigrant Faculty Experiences in the American Academy: Voices of an Invisible Black Population

Afro-Caribbean immigrants have been an integral part of the history and shaping of the United States since the early 1900s. This current study explores the experiences of five Afro-Caribbean faculty members at traditionally White institutions of higher education. Despite the historical presence and influence of Afro-Caribbean communities and the efforts within education systems to address the needs of Afro-Caribbean constituents, Afro-Caribbean faculty members continue to be rendered indiscernible in higher education and to be frequently and erroneously perceived as African–Americans. The study examines the lived experiences of these individuals in the hegemonic White spaces they occupy at their institutions with both White and Black populations. Through their narratives, issues of stereotyping, microaggression, and isolation are addressed. The participants also offer solutions to address these issues by university administrators, department heads, faculty development professionals, diversity officers, policy makers, and other stakeholders. The voices in this study shed light on an overlooked, misunderstood, and under-researched population within our faculty ranks in the American Academy

COVID-19: Impact on Business Students\u27 Transition from Face-to-Face to Online Instructional Delivery

ABSTRACT The COVID-19 pandemic has shaken the world to its proverbial core with institutions for higher learning caught in the crosshairs. Consequently, every facet of higher education has been indelibly affected. Traditional classroom instruction immediately changed, and a nontraditional delivery method emerged inclusive of both hybrid and online instruction. This delivery method was new to many students as all instruction shifted from face-to-face to virtual. To mitigate the spread of the virus, immediate action was required and campuses had to determine the probability of closing. This was a challenge for many reasons, some students did not have the resources to attend classes virtually. Many students had housing on campus that had been paid for the entire semester and were not prepared to suddenly switch to a new way of instruction and learning. Students depended on work-study on campus and library and computer resources to facilitate their course success. Administrators and educators realized that change is the constant we live within, and understood the need for strategies that were adaptive, agile, and would continue to meet the needs of all students. This change also signaled the need for innovative, contingent, and servant leadership strategies by administrators, faculty, and staff that reduced uncertainty and promoted care and stability for the students. This research paper aims to identify and share the experiences of business students enrolled in two institutions of higher education in meeting this challenge. It will also reveal how students dealt with the sudden transition from traditional learning environments to fully online and hybrid instruction. The complexity was intensified by the need to ensure that faculty members were prepared to give instruction virtually. Many were thrust into e-learning training which by most standards is a great way to demonstrate continuous improvement efforts, a major accreditation mandate for business schools. A Likert-scale survey was administered seeking responses to the processes of curriculum delivery; impact, problems, and issues experienced to the immediate shift to online instruction. Perceptions of support from faculty, advisors, administrators, and methods utilized to establish a sense of urgency to meet the educational needs of the students during COVID 19 were also assessed. Two-hundred and seventy-four students consented to complete the survey. Survey results provide benchmark experiences and challenges that business students encountered while completing their academic semesters. The results will assist business schools in developing best practices for virtual instruction, communication, and student engagement plans and strategies for facilitating student and faculty success during current waves of the pandemic and new pandemics of the future

Readiness for racialized encounters in the career preparedness of Black HBCU graduates in White corporate environments : a narrative inquiry and Critical Race Theory study

This Qualitative Narrative inquiry explored the experiences of Black graduates from Historically Black Colleges and Universities (HBCUs) as they enter into predominantly White working environments. Inspired by a study conducted by the National Opinion Research Center’s “Being Black in Corporate America” (National Opinion Research Center, 2019) which discovered 58% of Black individuals faced workplace racism, prompting a mass exodus of millennial employees, this study examines the role HBCUs play in shaping Black graduates’ ability to navigate racial challenges. Using Critical Race Theory and narrative research, this study evaluates how well HBCUs prepare Black graduates for confronting racism in White corporate environments and explores the strategies these graduates use to cope with challenging encounters. Using purposive sampling, 8 Black HBCU graduates with post-graduation experience in predominantly White corporate environments were selected to participate. Data collection methods included demographic surveys, one-on-one interviews, focus groups, follow-up conversations, and reflexive journaling. The study’s findings determined that HBCU experiences play a critical role in helping participants explore and understand their racial identity. Implications of this study underscore the importance of integrating culturally responsive education into professional development and fostering stronger partnerships between HBCUs and corporations. This study advocates for curricular enhancements at HBCUs to empower students with strategies for navigating racist encounters while remaining authentic. By addressing unpreparedness to confront racism, the research highlights the need for cultural awareness in professional development, collaborative efforts between HBCUs and corporations, and inclusive workplaces that encourage open dialogue and support for Black employees. Ultimately, these insights contribute to a broader conversation on racial awareness, preparedness, and navigation for Black HBCU graduates. Keywords: Black graduates, HBCUs, workplace racism, Critical Race Theory, cultural awareness, professional development, inclusivity, racial navigation

Evaluating Quality of Life and Functional Outcomes in Salvage Surgery for Head and Neck Cancer

Background: Unique challenges surround treatment for residual or recurrent head and neck squamous cell carcinoma (HNSCC). Of the limited treatment options for residual or recurrent HNSCC, salvage surgery is often the best option. However, salvage surgery can result in significant morbidity, affecting both quality of life (QoL) and functional outcomes. Few studies have examined QoL outcomes following salvage surgery in the setting of HNSCC. Objectives: To analyze head and neck related quality of life and functional outcomes in patients with head and neck cancer who underwent salvage surgery. Methods: In this IRB approved study, FACT-HN Version 4 was administered pre-operatively and 6 months post-operatively to patients undergoing salvage surgery for HNSCC between November 4, 2014 and April 27, 2020. Retrospective cohort analysis was performed on this population with major outcome being postoperative QoL score. Functional outcomes included postoperative tracheostomy and feeding tube status. QoL outcomes were compared with paired t-tests. Univariate logistic regression was used to determine characteristics associated with presence of permanent tracheostomy and feeding tube, defined as presence greater than 30 days. Results: Overall, 25 patients undergoing salvage surgery for HNSCC were included in this analysis. Primary tumor sites were larynx/hypopharynx (44.0%), oral cavity (24.0%), oropharynx (20.0%), salivary (4.0%), skin (4.0%), and unknown primary (4.0%). Salvage surgeries consisted of total laryngectomy (36.0%), definitive neck dissection (24.0%), mandibulectomy (16.0%), parotidectomy (8.0%), with total laryngectomy/total glossectomy, radical tonsillectomy, TORS base of tongue excision, and transoral laser laryngeal excision all comprising 4% of cases. Total QoL scores were not significantly different preoperatively to postoperatively (mean 108.7, 95% CI=97.7 to 119.7 vs. 103.8, 95% CI: 93.1 to 114.5; P=0.436, with maximum total score of 148). Patients with lower preoperative Emotional Well-Being (EWB) subscores demonstrated significantly worse EWB subscores postoperatively (postoperative mean: 17.0, 95% CI: 14.5 to 19.4 vs. 21.7, 95% CI: 20.0 to 23.4; P=0.002). Of patients who underwent tracheostomy tube placement, 53.8% (N=7/13) remained tracheostomy dependent long-term (\u3e30 d). Of patients who underwent feeding tube placement, 81.0% (N=17/21) remained feeding tube dependent long-term (\u3e30 d). Tracheostomy and feeding tubes remained in place with median durations of 3.02 months (range 0.16 to 20.55) and 10.13 months (range 0 to 24.89), respectively. All patients with T3/4 disease undergoing salvage surgery required long-term feeding tube (N=6). Conclusions: This study provides important information about quality of life and functional outcomes for patients undergoing salvage surgery for HNSCC. There is a high rate of long-term tracheostomy and feeding tube dependence following salvage surgery. While no difference was found in head and neck related quality of life total score and sub-scores at 6 months postoperatively, general emotional well-being preoperatively was most associated with general emotional well-being postoperatively. This information should be taken into consideration when counseling and managing patients with residual or recurrent HNSCC

Developing ecosystem service indicators: experiences and lessons learned from sub-global assessments and other initiatives

People depend upon ecosystems to supply a range of services necessary for their survival and well-being. Ecosystem service indicators are critical for knowing whether or not these essential services are being maintained and used in a sustainable manner, thus enabling policy makers to identify the policies and other interventions needed to better manage them. As a result, ecosystem service indicators are of increasing interest and importance to governmental and inter-governmental processes, including amongst others the Convention on Biological Diversity (CBD) and the Aichi Targets contained within its strategic plan for 2011-2020, as well as the emerging Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES). Despite this growing demand, assessing ecosystem service status and trends and developing robust indicators is o!en hindered by a lack of information and data, resulting in few available indicators. In response, the United Nations Environment Programme World Conservation Monitoring Centre (UNEP-WCMC), together with a wide range of international partners and supported by the Swedish International Biodiversity Programme (SwedBio)*, undertook a project to take stock of the key lessons that have been learnt in developing and using ecosystem service indicators in a range of assessment contexts. The project examined the methodologies, metrics and data sources employed in delivering ecosystem service indicators, so as to inform future indicator development. This report presents the principal results of this project

End-Stage Renal Disease in African Americans With Lupus Nephritis Is Associated With APOL1

Lupus nephritis (LN) is a severe manifestation of systemic lupus erythematosus (SLE) that exhibits familial aggregation and may progress to end-stage renal disease (ESRD). LN is more prevalent among African Americans than among European Americans. This study was undertaken to investigate the hypothesis that the apolipoprotein L1 gene (APOL1) nephropathy risk alleles G1/G2, common in African Americans and rare in European Americans, contribute to the ethnic disparity in risk

The James Webb Space Telescope Mission

Twenty-six years ago a small committee report, building on earlier studies, expounded a compelling and poetic vision for the future of astronomy, calling for an infrared-optimized space telescope with an aperture of at least $4m$. With the support of their governments in the US, Europe, and Canada, 20,000 people realized that vision as the $6.5m$ James Webb Space Telescope. A generation of astronomers will celebrate their accomplishments for the life of the mission, potentially as long as 20 years, and beyond. This report and the scientific discoveries that follow are extended thank-you notes to the 20,000 team members. The telescope is working perfectly, with much better image quality than expected. In this and accompanying papers, we give a brief history, describe the observatory, outline its objectives and current observing program, and discuss the inventions and people who made it possible. We cite detailed reports on the design and the measured performance on orbit.Comment: Accepted by PASP for the special issue on The James Webb Space Telescope Overview, 29 pages, 4 figure

Interview on the #Charlestonsyllabus

In this interiew, the three history professors who started the #CharlestonSyllabus Twitter hashtag--Chad Williams, Keisha N. Blain, and Kidada Williams--discuss the significance of the reading list and subsequent book for educators and members of the general public

HIV Risk Behaviors among African American Women with at-Risk Male Partners.

BackgroundHIV continues to impact African American women at alarming rates. Yet, few researchers have examined the relationship factors promoting unprotected sex within African American communities, especially instances in which women are aware that their male partners are engaging in high risk behaviors. This qualitative study explored the sexual behaviors, relationship characteristics, and HIV prevention strategies utilized by African American women in relationships with African American men at-risk for HIV.MethodTo understand the issues that should be addressed in a sexual risk-reduction intervention, data were collected from three, two-hour focus group discussions (n=24) comprised primarily of low-income African American women with histories of at-risk male sex partners. At-risk partners included specifically men who had sex with other men or with transgender individuals, used crack cocaine or injection drugs, had lengthy incarceration periods, or an unknown sexual history. Discussion questions examined external factors affecting sexual risk behaviors such as societal pressures, peer norms, and financial vulnerability. Discussions were audiotaped, transcribed, and analyzed using a consensual qualitative research approach.ResultsFive themes, including self-esteem, social influences on behavior, relationship fidelity, sexual risk behavior, and partners' sexual behaviors, were identified as placing women at increased risk for HIV. Reasons for inconsistent condom use included concern for maintaining the relationship and substance use before and during sex. African American women also believed that men who have sex with men and women (MSMW) were dishonest about their sexuality due to stigma towards homosexuality/bisexuality. Despite these challenges, participants indicated that African American women have a strong sense of pride that can positively impact behaviors in relationships.ConclusionThe findings of this study support that social and contextual factor such as emotional and financial issues, culture, history, and relationship dynamics need to be considered when developing tailored sexual health interventions for this population