College Students’ Negotiation of Privilege in a Community-Based Violence Prevention Project

Recent scholarship on service-learning has departed from examination of more traditional models and outcomes to explore how service-learning shapes students’ understanding of social change. This study builds on existing research to further interrogate the ways in which service-learning relates to power and privilege, specifically exploring how college students in a service-learning experience reflect on notions of privilege and how this informs their work with urban youth. Data was collected from 15 undergraduate student participants in a violence prevention program. Findings point to the potential that lies within change models of service-learning for students to reflect on the complex relationship among service-learning, power, and privilege, and to see themselves engaged in impactful, transformative, and sustainable service work

Power and Negotiation in a University/Community Partnership Serving Jewish Teen Girls

University/community partnerships involve collaborative work with great potential and risk. This work can allow for productive exchanges that improve the quality of programs and enable broader dissemination of innovative ideas and practices grounded in feminist and social justice ideals. However, institutional demands and individual commitments introduce complications. This paper examines the complex power dynamics that emerge from cross-institutional partnering and program delivery in the context of a feminist education and youth-led participatory action research program for Jewish teen girls. Specifically, we examine the previously under-studied topic of university/community collaboration in which the participating institutions are similarly situated in structures of power. We explore how power dynamics and the partners’ shared and differential strategic goals were negotiated within a context of distinct institutional mandates, with a focus on the pressures of time, funding, and developing youth participatory action research with relatively privileged youth. We discuss implications and strategies for navigating complex university/community engagements that enable balanced, long-term, and sustained partnerships in which mutual interests are served

Building Teacher Empathy and Culturally Responsive Practice Through Professional Development and Self-Reflection

Today’s teachers face growing demands and mandates to support every aspect of a student’s academic success, with additional expectations to support students’ social and emotional needs both inside and outside of the classroom. In the face of increasing student cultural, racial and linguistic diversity, the teaching pool remains relatively homogeneous, consisting largely of white, European-American educators. This disconnect between the lived experiences of teachers and their students makes it difficult for teachers to value and connect to a diverse student body. This qualitative study explores how a collaborative multi-tiered critical professional development model between a non-for-profit organization and a University, shaped educators’ thinking about teaching, their students, and their role as change agents. The model provides sustained pre- and in-service training in social justice, empathy-building, and culturally responsive pedagogy to help teachers support diverse student groups. We present findings regarding the impact of this program on teacher practice and the ways in which teachers repositioned themselves as reflective, empathic, culturally responsive and socially just educators

Impaired Notch Signaling Promotes \u3cem\u3eDe novo\u3c/em\u3e Squamous Cell Carcinoma Formation

Signaling through Notch receptors in the skin has been implicated in the differentiation, proliferation, and survival of keratinocytes, as well as in the pathogenesis of basal cell carcinoma (BCC). To determine the composite function of Notch receptor–mediated signaling in the skin and overcome potential redundancies between receptors, conditional transgenic mice were generated that express the pan-Notch inhibitor, dominant-negative Mastermind Like 1 (DNMAML1), to repress all canonical [CBF-1/Suppressor of hairless/LAG-1 (CSL)–dependent] Notch signaling exclusively in the epidermis. Here, we report that DNMAML1 mice display hyperplastic epidermis and spontaneously develop cutaneous squamous cell carcinoma (SCC) as well as dysplastic precursor lesions, actinic keratoses. Mice expressing epidermal DNMAML1 display enhanced accumulation of nuclear ß-catenin and cyclin D1 in suprabasilar keratinocytes and in lesional cells from SCCs, which was also observed in human cutaneous SCC. These results suggest a model wherein CSL-dependent Notch signaling confers protection against cutaneous SCC. The demonstration that inhibition of canonical Notch signaling in mice leads to spontaneous formation of SCC and recapitulates the disease in humans yields fundamental insights into the pathogenesis of SCC and provides a unique in vivo animal model to examine the pathobiology of cutaneous SCC and for evaluating novel therapies

IER5, a dna damage response gene, is required for notch-mediated induction of squamous cell differentiation

Notch signaling regulates squamous cell proliferation and differentiation and is frequently disrupted in squamous cell carcinomas, in which Notch is tumor suppressive. Here, we show that conditional activation of Notch in squamous cells activates a context-specific gene expression program through lineage-specific regulatory elements. Among direct Notch target genes are multiple DNA damage response genes, including IER5, which we show is required for Notch-induced differentiation of squamous carcinoma cells and TERT-immortalized keratinocytes. IER5 is epistatic to PPP2R2A, a gene that encodes the PP2A B55α subunit, which we show interacts with IER5 in cells and in purified systems. Thus, Notch and DNA-damage response pathways converge in squamous cells on common genes that promote differentiation, which may serve to eliminate damaged cells from the proliferative pool. We further propose that crosstalk involving Notch and PP2A enables tuning and integration of Notch signaling with other pathways that regulate squamous differentiation

Notch Ankyrin Repeat Domain Variation Influences Leukemogenesis and Myc Transactivation

, cell-based and structural analyses to compare the abilities of activated Notch1-4 to support T cell development, induce T cell acute lymphoblastic leukemia/lymphoma (T-ALL), and maintain T-ALL cell growth and survival., a direct Notch target that has an important role in Notch-associated T-ALL.We conclude that the leukemogenic potentials of Notch receptors vary, and that this functional difference stems in part from divergence among the highly conserved ankyrin repeats, which influence the transactivation of specific target genes involved in leukemogenesis