Diversity among Bi-ethnic students and differences in educational outcomes and social functioning

The number of bi-ethnic children is increasing. The focus of this study is on bi-ethnic students in the Netherlands with one parent with an ethnic majority background and one parent with an ethnic minority background. Most studies that have investigated educational outcomes and social functioning in school for bi-ethnic students have not focused on the diversity within this group. In this study, we described the demographic, social and cultural diversity among bi-ethnic students and examined whether, in particular, ethnic background and gender of the migrant parent were related to the educational outcomes and social functioning of bi-ethnic students. Data on a total of 653 sixth grade bi-ethnic students (age 11–12) in primary education of the national Dutch cohort study (COOL5−18) were used in this study. To analyse the relationship between the ethnic background and gender of the migrant parent and the educational outcomes and social functioning among bi-ethnic students, multivariate multilevel analyses were performed. The research findings indicate that bi-ethnic students differ demographically, socially and culturally in a manner dependent on ethnic background and gender of the migrant parent. We also found that the ethnic background and the gender of the migrant parent were related to cognitive outcomes, social-emotional functioning and citizenship competences. When trying to understand and support bi-ethnic students, we must consider the diversity among them

A new class of glycomimetic drugs to prevent free fatty acid-induced endothelial dysfunction

Background: Carbohydrates play a major role in cell signaling in many biological processes. We have developed a set of glycomimetic drugs that mimic the structure of carbohydrates and represent a novel source of therapeutics for endothelial dysfunction, a key initiating factor in cardiovascular complications. Purpose: Our objective was to determine the protective effects of small molecule glycomimetics against free fatty acid­induced endothelial dysfunction, focusing on nitric oxide (NO) and oxidative stress pathways. Methods: Four glycomimetics were synthesized by the stepwise transformation of 2,5­dihydroxybenzoic acid to a range of 2,5­substituted benzoic acid derivatives, incorporating the key sulfate groups to mimic the interactions of heparan sulfate. Endothelial function was assessed using acetylcholine­induced, endotheliumdependent relaxation in mouse thoracic aortic rings using wire myography. Human umbilical vein endothelial cell (HUVEC) behavior was evaluated in the presence or absence of the free fatty acid, palmitate, with or without glycomimetics (1µM). DAF­2 and H2DCF­DA assays were used to determine nitric oxide (NO) and reactive oxygen species (ROS) production, respectively. Lipid peroxidation colorimetric and antioxidant enzyme activity assays were also carried out. RT­PCR and western blotting were utilized to measure Akt, eNOS, Nrf­2, NQO­1 and HO­1 expression. Results: Ex vivo endothelium­dependent relaxation was significantly improved by the glycomimetics under palmitate­induced oxidative stress. In vitro studies showed that the glycomimetics protected HUVECs against the palmitate­induced oxidative stress and enhanced NO production. We demonstrate that the protective effects of pre­incubation with glycomimetics occurred via upregulation of Akt/eNOS signaling, activation of the Nrf2/ARE pathway, and suppression of ROS­induced lipid peroxidation. Conclusion: We have developed a novel set of small molecule glycomimetics that protect against free fatty acidinduced endothelial dysfunction and thus, represent a new category of therapeutic drugs to target endothelial damage, the first line of defense against cardiovascular disease

How tracking structures attitudes towards ethnic out-groups and interethnic interactions in the classroom: an ethnographic study in Belgium

The influence of the ethnic composition of schools on interethnic relations and attitudes has been studied extensively and has received ample interest from policy makers. However, less attention has been paid to the structures and processes inside schools that organize interethnic relations and attitudes. In Flanders (Belgium), secondary education is organized by grouping students in different tracks, which are hierarchically ordered and prepare students for different futures. Tracking in Flanders is intended to group students according to their abilities but together with this, students are grouped according to their ethnic and socioeconomic background. In the present study, the interethnic relations and attitudes in each track will be explored, based on ethnographic observations and semi-structured interviews in three multi-ethnic secondary schools in one city. Our findings suggest that different patterns occur across three groups of tracks: the most appreciated fields of study in academic, the intermediary (less appreciated fields of study in academic and technical tracks) and vocational tracks. According to the relative sizes of ethnic groups and track specific characteristics, interethnic relations were characterized respectively by ethnic segregation, positive experiences of interethnic contact or ethnic conflict/tensions. The ethnic composition of classrooms seemed to matter for students' ethnic in-group identifications and evaluations and perceived out-group threats

Study Involvement of Academic and Vocational Students: Does Between-School Tracking Sharpen the Difference?

Although a rich tradition of mainly U.S. and UK research focuses on the nature and effects of tracking students with in schools, little research has investigated the importance of tracking students in the same or in separate schools. The authors used data from a unique, representative survey in Flanders (Belgium) to examine bow students' study involvement varied between multilateral schools (in which all different tracks are offered) and categorial schools (in which only particular tracks are offered) and whether the relation between track and study involvement varied between these school types. Multilevel analyses of data gathered in 2004 and 2005 from academic and vocational third and fifth grade students in a sample of Flemish secondary schools showed that vocational students had slightly lower study involvement in multilateral schools. Although academic students were more study involved than vocational students, this difference was larger in multilateral schools than in categorial schools. The data suggest that in multilateral schools, vocational students compared themselves with academic track students, consistent with, the hypothesis of increased status deprivation, resulting in even stronger antischool attitudes. The implications of these finding for further research and social policy are discusse