Search Results (50)

Background/Objectives: Hypertension (HTN) continues to be a leading cause of death and disability in older adults, especially in the southeastern United States. A cross-sectional study was conducted to evaluate the relationships among measured, diagnosed, and treated (HTN) in community-dwelling adults participating in student-led health screenings in eastern Alabama. Methods: Between 2017 and 2019, students from health-related disciplines facilitated screenings at 23 community and independent living sites to conduct health assessments, including measuring blood pressure (BP), obtaining medical history, and evaluating current prescriptions. Statistical analyses including chi-square tests, t-tests, and backward stepwise linear regression were performed. Results: The current sample includes data from 357 adults aged 60 to 99 years (mean age 74.6 ± 8.7), who were 70.9% females, 60.8% identifying as Black/African American (BA), and 36.8% residing in rural areas. The majority of clients had a prior HTN diagnosis (71.1%) and/or currently measured HTN (78.7%). Forty-three percent of adults screened had measured, diagnosed, and pharmaceutically treated HTN, while 31% had measured but untreated HTN. Black clients had higher measured systolic and diastolic BP and were more likely to also have been diagnosed with HTN (p < 0.05 for all). Linear regression indicated that lower systolic BP was predicted by not living alone (p = 0.003), White race (p = 0.004), and previous HTN diagnosis (p = 0.012), while female gender (p = 0.079) and decreasing body mass index (p = 0.053) had marginal predictive value. Conclusions: These results indicate that awareness and screening of HTN in this population are noteworthy, though management of the disease through ongoing screening and referrals is essential to reduce disparities. Full article

Objective: This study aimed to assess the feasibility and acceptability of a Culinary Medicine and Wellness (CMW) class among undergraduate college students attending a U.S. Minority-Serving Institution (MSI), as well as their food security, mental health status, and eating behaviors. Methods: This pre- and post-intervention study was conducted at an MSI in a Southeastern U.S. University, where students enrolled in a 15-week, three-credit CMW class equivalent to 2.5 h per week and received instruction on cooking and preparing healthy meals on a budget. The primary outcomes were acceptability and feasibility of the CMW class. Participants’ food security status, mental health status, and fruit and vegetable intake were also assessed. Program evaluation utilized thematic analysis and descriptive statistics, and trend analyses of outcomes were performed. Results: Eleven participants completed both surveys. The average age was 24 years, with 73% identifying as Black/African American. All participants were female and experienced low or very low food insecurity, and most reported moderate stress levels. All participants reported they would recommend the CMW class to others, with 73% rating it as excellent. Additionally, 82% felt they had learned valuable cooking and budgeting skills. Conclusions: The acceptability and feasibility of a CMW class among college students at an MSI suggests a promising approach to improving cooking skills, enhancing nutrition knowledge, increasing fruit and vegetable intake, and reducing stress. Full article

Fifty million Americans, nearly 15% of the population, live below the federal poverty level, often facing civil legal issues without representation. Historically Black Colleges and Universities (HBCUs) have long served as economic engines and vital resources for their communities. HBCU law schools uphold this legacy by preparing students for legal careers while instilling a commitment to service, particularly for underserved citizens who lack access to quality legal representation. This research examines the dual mission of HBCU law schools—educating students and serving local communities—through a systematic document analysis of publicly available materials and literature on law school clinical programs. The findings identify four key community performance indicators that define the community impact of HBCU law schools: advocacy, engagement, client outcomes, and representation. These indicators reflect a shared commitment across all institutions to addressing systemic inequities through clinical legal education, reinforcing the role of HBCU law schools as both training grounds for future attorneys and essential pillars of justice in their communities. Full article

With the need to ensure equitable and inclusive computer science (CS) education for K-12 students, much effort has been devoted to promoting secondary CS teachers’ practices and pedagogies. However, there is a lack of focus on elementary teachers’ experiences, especially those of teachers of color. This study stands at the intersections of Black/African American teachers teaching at an elementary school with a majority of historically underrepresented and economically disadvantaged students (Black/African Americans and Hispanic/Latinx). Using a basic qualitative approach with constant comparative analysis, this study revealed important insights regarding the professional growth manifested by six teachers of color over the course of computer science professional development and classroom implementation. Data analysis revealed five main themes reflecting the teachers’ growth: (1) Teachers reported positive outcomes including improved understanding, confidence, and intentions regarding CS integration as a result of attending PD; (2) Teachers demonstrated enhanced abilities to use a variety of tools and resources in CS teaching after PD; (3) Teachers discussed various pedagogies, including culturally and personally responsive pedagogical practices, and racial awareness to promote inclusive instruction in the classroom and used strategies to promote personal relevance more than the collective cultural values or beliefs in CS teaching specifically; (4) Teachers reported having ongoing reflections on how they can implement successful CS-integrated instruction with their enhanced knowledge and beliefs; (5) Positive student outcomes were both reported by the teachers and observed by the researchers as a result of teachers’ experimentation, which gave the teachers more confidence to enact CS teaching. Areas for improvement were also identified. This paper discussed the important implementations of fostering professional growth in teachers of color for broadening minoritized students’ participation in computing. Full article

Methods. Through the lens of childhood trauma theory, a qualitative phenomenological study was conducted using purposive and snowball sampling methods to gain a deeper understanding of the experiences of former students with corporal punishment and how those experiences have shaped their academic and psychological outcomes. Interviews were conducted via Zoom with 19 men and women of different ages and races who attended schools in Mississippi. Results/Conclusions. The study revealed that parents and school personnel collaborated to punish the student corporally both on campus and at home. Related, beaten students did not share their punishment with their parents/caregivers, and if their families did find out, they received another beating at home. There was a general lack of consistency in how and who administered corporal punishment. In addition to the well-documented ways that corporal punishment is administered in school, we also found that students were made to hold painful positions or perform painful tasks. There were also peer effects of trauma, with students experiencing fear or anger following a friend or classmate being beaten in front of them. Race was an influence if the abused students felt that their punishment was racist, with Black American participants feeling there were racial undertones regardless of the perpetrator’s race. The study’s findings align with those of previously conducted research, but also extend them and can be used to create policy to allow schools to address trauma and create instructional practices that eliminate the fear and racial disparities that have been proven to exist in schools with corporal punishment. Full article

Background/Objectives: This study examines the factors associated with U.S. adolescents’ obesity and overweight status. Methods: Using a multivariable logistic regression, we analyzed the data from the 2021 Youth Risk Behavior Surveillance System (YRBSS), comprising 17,232 students. Results: The odds of being obese or overweight were significantly higher (p ≤ 0.05) for the participants who perceived themselves as slightly overweight (AOR, 13.31; 95% CI [11.83, 14.97]) or very overweight (AOR, 39.29; 95% CI [30.12, 51.25]) compared to those who perceived their weight as about right. The participants with significantly higher odds included those aged 14 years (AOR, 2.53) compared to those aged 13 years or younger; male students (AOR, 1.63) compared to female students; and American Indian/Alaska Native and Native Hawaiian/Other Pacific Islander students (AOR, 2.11), Black or African American students (AOR, 2.63), Hispanic/Latino students (AOR, 1.54), and students of multiple races (AOR, 1.56), compared to White students. The odds were also significantly higher for the participants who did not eat breakfast on all seven days of a week (AOR, 1.21) and for the students who did not report their mental health status (AOR, 2.07) compared to those who reported their mental health as mostly or always not good. Conclusions: These findings suggest schools are uniquely positioned to implement strategies for healthier behaviors designed and implemented with a focus on health equity. Full article

Background/Objectives: Randomized controlled trials (RCTs) are needed to evaluate the impact of food is medicine (FIM) programs, such as medically tailored groceries (MTGs) to treat hypertension among diverse populations. Partnerships between academic centers’ student-run organizations (SROs) and community-based organizations (CBOs) offer critical safety nets for historically underserved groups, positioning these organizations to effectively undertake FIM programs among populations disproportionately affected by hypertension. We conducted an unblinded pilot RCT whose objectives were to assess the feasibility and acceptability of an SRO-coordinated, CBO-partnered MTGs intervention targeting blood pressure (BP) and food insecurity (FI) in underserved groups. Methods: Adult Black/African American and Hispanic/Latinx patients in Durham, North Carolina, where essential hypertension and FI were randomized (parallel arm, computerized 1:1 ratio) to 12 weeks of home-delivered, hypertension-focused MTGs plus in-person nutrition education sessions with compensation (intervention) versus data collection sessions with compensation (control). We offered transportation, childcare, and home visits to facilitate session attendance. The primary outcomes were the eligibility, enrollment, and retention rates (feasibility), and the survey feedback from the participants and CBO partners (acceptability). The secondary outcomes included the changes in the mean BP and median FI score with associated 95% confidence intervals. Results: Medical record screening identified 1577 eligible participants. Of the 94 reached to confirm eligibility, 77 met the enrollment criteria, and 50 were randomized (82% post-screen eligibility, 65% enrollment). A conventional content analysis of 15 participant surveys and CBO partner feedback affirmed the acceptability, noting intervention components that enhanced the retention (e.g., home delivery, transportation support, home visits). Pre–post analyses of secondary outcomes for 13/25 intervention and 15/25 control participants completing ≥2 sessions ≥2 months apart were performed. The intervention was associated with an average change in systolic BP of −14.2 mmHg (−27.5, −4.5) versus −3.5 mmHg (−11.7, 5.9) in the control group. The FI scores improved by −2 (−2.2, −0.5) in the intervention group and −1 (−1.3, −0.2) in the control group. No adverse events were reported. Conclusions: SRO-CBO partnerships could be feasible and acceptable avenues for conducting FIM trials among underserved populations. This multi-component FIM approach enhanced the study equity by addressing the participants’ disease-related social needs and warrants expansion into a powered RCT. Full article

Background: In recent years, the conceptual framework of psychological flexibility/inflexibility has been of global interest in the field of behavioral health. Nevertheless, studies and evidence of psychological flexibility/inflexibility remain limited for underrepresented groups of individuals, including people of color in the United States (U.S.). Among these groups of individuals are Black Americans in the U.S. In response to this empirical gap, the present cross-sectional study investigated whether psychological inflexibility and mindful awareness were uniquely related to general psychological distress, somatization, depression, and anxiety in Black American adults in the United States. Methods: A convenience sample of 359 Black American college students completed self-report measures of interest online. Results: As predicted, correlational analyses showed that psychological inflexibility was positively associated with general psychological distress, somatization, depression, and anxiety, and that mindful awareness was negatively associated with these four distress variables. A path analysis model revealed that psychological inflexibility, but not mindful awareness, was uniquely associated with these distress variables. Conclusions: The present study extended previous findings with a convenience sample of Black American college students, suggesting that psychological inflexibility may be a useful construct for understanding psychological distress, more so than mindful awareness, among Black American adults in the U.S. Full article

This case study introduces the STARS (Supporting Talented African American Undergraduates for Retention and Success) project, designed to foster the retention and success of academically talented African American computer science students from low-income backgrounds at Historically Black Colleges and Universities (HBCUs) in the U.S. The STARS program employs a holistic approach, integrating four primary pillars of support: academic, social, career, and financial. Specific support provided includes near-peer mentoring, technical skill development seminars, undergraduate research, and high school outreach activities. To explore the program’s effectiveness and areas of improvement, a mixed-method evaluation study was conducted, collecting data through surveys, observations, individual interviews, and focus group interviews. The findings revealed that the STARS program contributed to high levels of retention among its scholars, and the mentoring program provided valuable networking opportunities. The study suggests that the program’s comprehensive approach, tailored to scholars’ needs, and combined with a culturally affirming learning environment, facilitates the retention and success of talented African American students in computer science. Full article

A consistent pattern emerges where African American students’ scores lag behind their counterparts on both national and state literacy assessments. One possible explanation is rooted in the fact that approximately 80% of African American students speak African American English, which differs from the General American English, the language expected to be used within educational settings. African American English encompasses distinct phonological and grammatical (morphosyntactic) features compared to General American English. This paper aims to delineate the differences between these two languages, review research on African American English, and explore the prevalence of bidialectal or multidialectal abilities among African American students. Additionally, it will address research indicating that many teachers and teacher educators lack awareness of African American English, leading to a deficit-oriented perspective that views African American English as a linguistic deficiency rather than a linguistic difference. Full article

Black Americans and the Southern United States are disproportionately represented in the HIV epidemic. Historically Black Colleges and Universities (HBCUs) and Predominantly Black Institutions (PBIs), often located in communities that have been historically underserved, are uniquely positioned to implement HIV prevention interventions focused on Black young adults. The purpose of the current study was to conduct a qualitative study, using the Consolidated Framework for Implementation Research (CFIR) model as a guide, to identify the barriers and facilitators to implementing an HIV intervention pre- and post-implementation. Pre-implementation key informant interviews with administrators, faculty, and staff, alongside focus groups with students, highlighted several themes as potential influencers on intervention rollout. These included perceived need, campus health resources, cost, personnel availability, student priorities, HIV-related stigma, and institutional culture. Post-implementation interviews with campus liaisons further revealed themes including institutional culture, external partnerships, internal communication, student health resource accessibility, and peer educator recruitment and retention. These findings underscore the complexities of implementing public health interventions in academic settings and may guide future efforts at HBCUs and PBIs to effectively address HIV prevention. Full article

Substantive due process, drawn from the 14th Amendment, has been a consistent judicial doctrine for establishing and protecting the rights and liberties of Black citizens in the face of systemic racism. This prompts a question for political consideration and investigation: if the 14th Amendment is a constitutional equilibrium for rights Black citizens would otherwise not enjoy, could the rescission of a right decided and sustained by the 14th Amendment that is not racially explicit have negative racial implications for Black Americans? This study answers this question through an atheoretical case study on the ruling in Dobbs v. Jackson Women’s Health Organization, which overturned Roe v. Wade. This study finds that the ruling in Dobbs weakened the 14th Amendment by allowing parameters to be placed on substantive due process. Though the question before the Court was the constitutionality of Mississippi’s abortion law, the implications of weakening the 14th Amendment are that it allows for the legal and cultural revitalization of Black exclusion that existed under the Black Codes, which has already come to fruition in Students for Fair Admissions, Inc. v. President and Fellows of Harvard College and the end of affirmative action. Full article

This study aims to explore the self-reported affective experiences of U.S. school personnel during 2021. This year found school personnel balancing remote learning, health emergencies, a global pandemic, and intense political upheaval. We contextualize school personnel experiences within the current sociopolitical context. In this sample, school personnel (n = 8052) represent all U.S. states and territories alongside representation of diverse racial and ethnic identities (n = 1901). Participants were surveyed before completing a free virtual course on emotion management. The survey included open-ended questions and scale items. Participants reported primary feelings, sources of stress and joy, and perceptions of personal and social and emotional support for themselves and students. Findings are presented in five cohorts of school personnel across the year. The primary feelings were being anxious, stressed, and overwhelmed, the stressors were lack of support, time, and resources, as well as COVID-19, and workload, and the sources of joy were students, coworkers, and teaching. Anxiety and gratitude decreased throughout the year while happiness increased. Responses differed across time and between racial groups, with Black and African American participants reporting the highest percentages of being stressed by COVID-19 and community fluctuated over time as a source of joy. Implications for the education system and opportunities for emotion management are discussed. Full article

In the current study, latent growth curve modeling is used to explore growth in ethnic–racial identity (ERI) commitment from 9th to 12th grade as a function of two aspects of the school ethnic–racial environment—perceived representation among peers and perceived discrimination from peers. The participants included 237 students that self-identified as African American (Mage = 14.7; 50% female). The results showed that perceiving more Black peers at school buffered the negative impact of racial discrimination from peers on ERI commitment. Further, the positive impact of perceived representation remained significant even after controlling for other markers of school ethnic–racial context including objective representation and school ethnic–racial diversity. The findings have implications for the environmental factors that support ERI development as well as how we study and conceptualize the influence of the school ethnic–racial environment. Full article

Traditional book publishing has a pronounced and unjust deficiency of Black and African American voices. White culture, thoughts, and rules are the standard in traditional publishing. Black and African American authors are not typically picked up by white-dominated publishing companies. In traditional publishing, mostly white literary agents are gatekeepers and acquisition editors shut the doors too frequently to non-white authors. Aspiring Black authors then resort to hybrid or vanity press companies that often use unscrupulous practices, charge exorbitant fees, accomplish little or low-quality work, and deny authors’ agency and full rights in the final disposition of a book. Because a majority of traditionally published children’s books featuring Black or African American stories or characters are written by or illustrated by non-Black people, the wide possibilities of adventure, celebrations, discovery, and friendship stories are not published for Black children. Instead, publishers favor stories about slavery, the civil rights movement, famous Black people, and hair tales as well as racially ambiguous characters. Regrettably, Black and African American culturally relevant stories written and illustrated by Black or African Americans are not readily available to children in school and library settings consistent with schools’ community or student demographics. This article shares research findings and viewpoints of Kathy Anderson and Karen Bowlding, two Black children’s book writers and publishing consultants who are also parents. Black and African American students encounter education and cultural injustice because of the practices of traditional publishing companies, educators, and librarians. Parents and guardians can ameliorate these issues with discernment and action. Foremost, publishing company decision-makers must acknowledge their own racial biases that deny representation and authenticity to all children in our US classrooms. Full article