Examining Financial Knowledge Levels of Students of Color Versus White Students

Social Cognitive Career Theory (SCCT) focuses on the way that cognitive factors such as self-efficacy interact with contextual factors, like race, to predict goal setting behaviors (Lent, 2013). The SCCT framework has shown to predict academic goal setting like intention to graduate, with higher academic self-efficacy resulting in higher graduation intention (White & Parrone-McGovern, 2017; Wu, 2018). One contextual factor that has an ability to affect academic self-efficacy is financial stress, which includes student debt (White & Parrone-McGovern, 2017). Students who are Black, Indigenous, and people of color (BIPOC) have more debt on average and a harder time paying off that debt (NCES, 2021; Education Data Initiative, 2022); this pairs with lower rates of college degree attainment among BIPOC individuals (Hirschman, 2016). Financial aid, which is a way to reduce financial stress, has been shown to have positive impacts on student retention and graduation intention (Cabrera et al., 1992; Hagedorn et al., 2001), yet research points to a lack of financial knowledge among students to obtain financial aid (Norvilitis et al., 2003). While financial knowledge is related to student debt, the relationship between financial knowledge and race has been explored to examine if this plays a role in lower college attainment for BIPOC students. In a sample of 275 college students, we examined if financial knowledge differs by race. Furthermore, we also explored if race and financial knowledge moderated the relationship between self-efficacy and desire to finish college to further understand these connections and identify possible areas for intervention. Results showed that financial literacy differed by race, but not as it relates to number of types of financial aid students applied. Furthermore, financial literacy did not moderate self-efficacy and desire to finish college, but number of financial aid types did. v There was a significant three-way interaction between race, self-efficacy, and financial aid applied for that affected desire to finish college

African Diasporic Choices: Locating the Lived Experiences of Afro-Crucians in the Archival and Archaeological Record

The year 2017 marked the centennial transfer of the Virgin Islands from Denmark to the United States. In light of this commemoration, topics related to representations of the past, and the preservation of heritage in the present -- entangled with the residuum of Danish colonialism and the lasting impact of U.S. neo-imperial rule -- are at the forefront of public dialogue on both sides of the Atlantic. Archaeological and archival research adds historical depth to these conversations, providing new insights into the lived experiences of Afro-Crucians from enslavement through post-emancipation. However, these two sources of primary historical data (i.e., material culture and documentary evidence) are not without their limitations. This article draws on Black feminist and post-colonial theoretical frameworks to interrogate the historicity of archaeological and archival records. Preliminary archaeological and archival work ongoing at the Estate Little Princess, an 18th-century former Danish sugar plantation on the island of St. Croix, provides the backdrop through which the potentiality of archaeological and documentary data are explored. Research questions centered on exploring sartorial practices of self-making engaged by Afro-Crucians from slavery through freedom are used to illuminate spaces of tension as well as productive encounters between the archaeological and archival records

A Proposed Adult Education Program For The ARP Colored School Community, ARP, Texas

It has been recognized as a truism that present-day problems resulting from advances due to an ever-increasing technology give rise to a greater need for adult education. This need has not always been accompanied by tangible effort toward complete satisfaction. Nevertheless, leaders in the field of adult education point out quite clearly the necessity for greater emphasis in this regard. For example, Strayer^1 has pointed out the significance of adult education to American culture. He states: As society advances in complexity, the need for adult education increases. The only type of society in which adult education has no place is one that experiences no technological or social changes, one in which there is no opportunity for occupational or professional advancement because everyone lives and works on the same dead level and one in which there is no hope for heightened appreciation or greater comfort. That type of society was left behind by our ancestors when they began their rise from savagery and each year we move farther from it. This explains why the pressure is so insistent to make adult education a constantly more important factor in our daily living. It will readily be conceded that the individual adult under the condition of life presently is in the midst of a large group of new conduct making and conduct-changing forces. Modern inventions have moved the barriers that made for social and individual isolation. Reeves and others describe adults in our present social order as: The adult who participates in some kind of educational activity includes all types of men and women: the type of person who could not or would not go to school in youth and must now attempt to gain the skills he lacks; the youngster who quit school early to go to work only to find later that he needs more study; the middle-age person who now has time to take up those interests which were formerly denied him; the parent who feels that the job of rearing children in a changing world is beyond the range of ordinary instinctive reactions; the foreigner who seeks to learn the strange language and customs of the United States in short, all persons who have a driving desire to keep abreast of complex and changing times. The agencies that contribute directly to educational activities for adults are many and varied; a partial list would include: the public school, agricultural extension services; libraries and museums; college and university extensions; including home studies; federal and emergency agencies; proprietary schools both resident and correspondence; special schools for adults, •religious, welfare, and service agencies; industries and other corporations maintaining personal training programs; and agencies operating in special environments, such as prisons, sanitariums, and settlements. The adult education activities are supported by tax funds, by gifts and endowments, by students for membership fees, or by a combination of these means. Torbert^emphasizes adult education as a public responsibility

Black Reflections 1970

Black Reflections published by the BSU, 197

Digital holography-based 3D particle localization for single-molecule tweezer techniques

We present a three-dimensional (3D) imaging technique for the fast tracking of microscopic objects in a fluid environment. Our technique couples digital holographic microscopy with three-dimensional localization via parabolic masking. Compared with existing approaches, our method reconstructs 3D volumes from single-plane images, which greatly simplifies image acquisition, reduces the demand on microscope hardware, and facilitates tracking higher densities of microscopic particles while maintaining similar levels of precision. We demonstrate utility of this method in magnetic tweezer experiments, opening their use to multiplexed single-molecule force spectroscopy assays, which were previously limited by particle crowding and fast dissociation times. We propose that our technique will also be useful in other applications that involve the tracking of microscopic objects in three dimensions, such as studies of microorganism motility and 3D flow characterization of microfluidic devices

Development of Clinically-Viable Applications of MR Elastography

Magnetic Resonance Elastography is a method of imaging the elasticity of soft tissues through measurement of small motions induced into a sample. It shows great promise in the detection of a wide variety of pathologies, especially tumours. An imaging protocol was developed to acquire MR elastography data for use in a clinical setting. A 3D gradient echo sequence was modified to allow for the detection of harmonic motion and tested on silicone phantoms and ex-vivo muscle and brain samples. The time for acquiring a high resolution, quantitative dataset of 3D motions was about 45 minutes. Our imaging method included motion encoding along all three coordinate axes and at several time points along the motion cycle. This time could be easily be reduced by more than half for future clinical use, while still retaining full quantitative data. A modified EPI sequence shows promise for even faster acquisition. The ability to detect the mechanical anisotropy of brain and muscle tissue in ex-vivo samples was also investigated. Initial results from the muscle data indicate a change in shear wavelength is observed for actuation along orthogonal axes. This is a strong indicator of anisotropy detection. Further work needs to be done to improve results from the brain sample as preliminary results are inconclusive