Search Results (61)

Background: Human papillomavirus (HPV) is the most common sexually transmitted infection in the United States (U.S.) and a major contributor to several cancers, including cervical, anal, penile, and oropharyngeal cancers. Although a safe and effective vaccine is available, HPV vaccination rates remain suboptimal, particularly among racial, ethnic, and immigrant minority groups. This study explored multiple factors, such as cultural, social, and structural influences, influencing HPV vaccine decision-making among Cape Verdean immigrant parents in the U.S., a population currently underrepresented in HPV research. Methods: Qualitative study using individual, in-depth interviews with Cape Verdean immigrant parents of children aged 11 to 17 years living in the U.S. Interviews were transcribed verbatim and analyzed thematically using the social ecological model (SEM) to identify barriers and facilitators at the intrapersonal, interpersonal, organizational, community, and policy levels. Results: Forty-five Cape Verdean parents (27 mothers, 18 fathers) participated. Fathers were significantly older than mothers (50.0 vs. 41.1 years, p = 0.05). Most were married or partnered (60%), had at least a high school education (84.4%), and reported annual household incomes of US$50,000 or more (66.7%), with no significant gender differences. Nearly all spoke Creole at home (95.6%). Fathers had lower acculturation than mothers (p = 0.05), reflecting less adaptation to U.S. norms and language use. Most parents had limited knowledge of HPV and the vaccine, with gendered beliefs and misconceptions about risk. Only seven mothers (25.9%) reported receiving a provider recommendation; all indicated that their children had initiated vaccination (1 dose or more). Mothers were the primary decision-makers, though joint decision-making was common. Trust in providers was high, but poor communication and the lack of culturally and linguistically appropriate materials limited informed decision-making. Stigma, misinformation, and cultural taboos restricted open dialogue. Trusted sources of information included schools, churches, and Cape Verdean organizations. While parents valued the U.S. healthcare system, they noted gaps in public health messaging and provider engagement. Conclusions: Findings revealed that HPV vaccine uptake and hesitancy among Cape Verdean immigrant parents in the U.S. were influenced by individual beliefs, family dynamics, healthcare provider interactions, cultural norms, and structural barriers. These findings highlight the need for multilevel strategies such as culturally tailored education, community engagement, and improved provider communication to support informed vaccination decisions in this population. Full article

Immersive learning has been recognized as a promising paradigm for enhancing educational experiences through the integration of VR. We propose an architecture for intelligent tutoring in immersive VR environments that employs LLM-based non-playable characters. Key system capabilities are identified, including natural language understanding, real-time adaptive dialogue, and multimodal interaction through hand tracking, gaze detection, and haptic feedback. The system synchronizes speech output with NPC animations, enhancing both interactional realism and cognitive immersion. This design demonstrates that AI-driven VR interactions can significantly improve learner engagement. System performance was generally stable; however, minor latency was observed during speech processing, indicating areas for technical refinement. Overall, this research highlights the transformative potential of VR in education and emphasizes the importance of ongoing optimization to maximize its effectiveness in immersive learning contexts. Full article

With the emergence of AI technology, its adoption in higher education has become an interesting field for researchers. The present study explores the acceptance of AI for learning the English language by Pakistani EFL students using the UTAUT-2 and Metacognition theory. The UTAUT-2 questionnaire was adapted with minor changes to make it suitable for the EFL context. Data were collected from the English departments of the top ten general universities in Pakistan to make the findings generalizable. Another step taken to ensure generalizability was the sampling of 611 students randomly from both undergraduate (BS and ADP) and postgraduate (MPhil and PhD) programs studying in different semesters. PLS-SEM was employed for data analysis. In the first step, the PLS algorithm was run for the measurement model, which confirmed the reliability, validity, and fitness of the model. Second, the bootstrapping method was used for hypothesis testing. The findings reveal that six of the ten hypotheses for direct relationships are supported. Habit (0.489) was found to be the strongest contributor to BI, followed by PE (0.141), SI (0.100), and FC (0.093). Moreover, actual use behaviour was predicted by habit (0.325) instead of BI and FC. These findings are supported by metacognition theory, as the habit of AI seems to shape the metacognitive knowledge of EFL learners in place of traditional learning methods, and other factors seem to reinforce the metacognitive experience of using AI language. The study suggests implications for EFL experts, academia, and policymakers to strategically integrate AI into language learning by informing them of its potential benefits and risks. Full article

Healthcare disparities in cancer care remain pervasive, driven by intersecting socioeconomic, racial, and insurance-related inequities. These disparities manifest in various forms such as limited access to medical resources, underrepresentation in clinical trials, and worse cancer outcomes for marginalized groups, including low-income individuals, racial minorities, and those with inadequate insurance coverage, who face significant barriers in accessing comprehensive cancer care. This manuscript explores the multifaceted nature of these disparities, examining the roles of socioeconomic status, race, ethnicity, and insurance status in influencing cancer care access and outcomes. Historical and contemporary data highlight that minority racial status correlates with reduced clinical trial participation and increased cancer-related mortality. Barriers such as insurance coverage, health literacy, and language further hinder access to cancer treatments. Addressing these disparities requires a systemic approach that includes regulatory reforms, policy changes, educational initiatives, and innovative trial and treatment designs. This manuscript emphasizes the need for comprehensive interventions targeting biomedicine, socio-demographics, and social characteristics to mitigate these inequities. By understanding the underlying causes and implementing targeted strategies, we can work towards a more equitable healthcare system. This involves improving access to high-quality care, increasing participation in research, and addressing social determinants of health. This manuscript concludes with policy recommendations and future directions to achieve health equity in cancer care, ensuring optimal outcomes for all patients. Full article

Latvia after the collapse of the Soviet Union regained its independence in 1991. Since then, many political and social reforms have been introduced, minority education among them. Latvia began gradually abandoning the use of minority languages as mediums of instruction and switching to teaching exclusively in Latvian as the sole state language. This caused protests by minority groups, especially by Russians—the largest minority group in Latvia. The article examines 77 online news articles by Latvian, Russian, and European media covering protests against minority education reform in Latvia between 2004 and 2024. Each news article used at least one photograph/video of placard(s) with written information from the protests. The aim of the article is to understand how different media represent the linguistic landscape of protests against minority education reform and what are the main discourses they create and maintain regarding to the linguistic landscape of such protests in Latvia. The description of the linguistic landscapes shows three main trends: (1) only journalists (most often anonymous) describe the written information expressed at the protests, (2) emphasis is on the number of placard holders at the protests, their age and affiliation with minority support organizations and political parties, (3) author(s) quote individual slogans, more often demonstrated from one protest to another, without disclosing in which language they were originally written and what problems (within and behind the language education) they highlight or conceal. The main narratives that are reinforced through the descriptions of the linguistic landscapes included in the articles are two: (1) the Russian community is united and persistent in the fight against the ethnolinguistically unjust education policy pursued by the government, and (2) students, parents, and the Russian community should have the right to choose which educational program to study at school. Full article

This article explores the concept of the Relational Refugee Child (RRC), emphasising the importance of trauma-informed and culturally responsive approaches in fostering refugee students’ educational and social integration. Refugee children often navigate multifaceted layers of disconnection resulting from cultural, linguistic, and spatial barriers, which challenge their sense of belonging and participation in educational systems. Drawing on a qualitative study with sub-Saharan refugee students and their teachers in Algerian national schools, this article critically explores the relational dimensions of refugee education. It highlights how systemic factors such as language policies and perceptions around integration shape refugee students’ experiences. The study contends that trauma-informed practices, which centre the refugee child, are crucial in addressing the psychological and social burdens of displacement. Simultaneously, culturally and linguistically inclusive pedagogies that actively challenge the marginalisation of “low-prestige” cultures and languages may offer transformative potential by validating refugee students’ identities, fostering meaningful connections, and enhancing their sense of agency. These approaches counter the dominance of monolingual ideologies and recognise the profound cultural and motivational significance of minority languages and cultures. By situating refugee education within the broader framework of relational inclusion, this article advocates for an integrative approach that merges trauma-informed strategies with inclusive methodologies. Full article

This study examines the role of Buddhism in the vitality of local languages as an asset of indigenous traditions, focusing on two geographically disconnected minority language communities: Tai Phake in the state of Assam, India, and Wutun (Ngandehua) in the Qinghai province of China. The investigation addresses various factors related to the ecology of speech communities discussed in connection with religion. The data are based on longitudinal observations from personal fieldwork in the respective locations over the past two decades. The descriptive and comparative analysis applies an ecology-based typology of minority language situations to assess the contribution of individual factors in three different domains (speakers, language, and setting) to the vitality of the Tai Phake and Wutun languages. The results reveal several areas in which Buddhism as a cultural authority has noticeably contributed to language preservation. The effects of Buddhism are considered significant in enhancing demographic stability, social setting, attitudes, awareness of historical legacy, education in monasteries, and sustainable economics. In contrast, religion does not account for the vitality of these local languages in situations where a low degree of dialectal variation does not complicate intergenerational transmission of language, the minority status of the speech community is unique, and space for language in the institutionalised domain of use is insufficiently provided. Full article

In the context of digital intelligence, innovation is vital for manufacturing enterprises to establish sustainable competitive advantages. As the cornerstone of decision-making, the information-processing capability of top management teams plays an essential role in driving organizational success. Using panel data from A-Share manufacturing listed companies between 2015 and 2023, we conducted programming in the R language employing hierarchical clustering and k-means algorithms for faultline grouping calculations. The empirical analysis portion utilized STATA software, where the Hausman test was implemented to determine the use of a fixed-effects model for computation. The results demonstrate that task-related faultlines, driven by factors such as educational background, tenure, career experience, and years of service, have a positive impact on innovation performance. In contrast, relationship-related faultlines influenced by gender and age exhibit a negative effect. Furthermore, long-term investment decision preferences mediate the relationship between faultlines and innovation performance. Performance expectation gaps amplify the positive influence of task-related faultlines and mitigate the negative effects of relationship-related faultlines. In comparison with the majority subgroup, when the chairperson is part of a minority subgroup, the faultline has a more significant impact on innovation performance. This study presents a novel framework for fostering innovation within the manufacturing industry under the digital intelligence context. By combining R programming with empirical analysis, we thoroughly examine how the characteristics of top management teams’ faultlines influence innovation performance through an information processing perspective. Our findings provide actionable insights for optimizing executive structures and aligning decision-making strategies, thereby advancing organizational effectiveness. Full article

This study examines the integration of disadvantaged Roma ethnic minority students in Hungarian-language vocational schools in Central European countries with highly segregated education systems. It focuses on Romania, Slovakia, and Hungary, where Roma students face significant segregation. This research investigates two Romanian, two Slovak, and four Hungarian vocational schools, selected based on their proportion of Roma students aligning with national averages. Surveys and interviews were conducted with teachers to assess their attitudes, commitment, and preparedness in educating Roma students. The main findings of this research are that schools with Roma student proportions matching national averages do not face significant challenges in co-education, teachers generally believe Roma students should complete lower secondary education, and teachers are committed to supporting Roma students but often feel unprepared to teach them. This study’s results suggest that governments should implement policies to eliminate educational segregation in vocational schools and promote inclusive education. Teacher training programs should focus on equipping educators with better tools to support Roma students. Possible directions for further research include a comparative analysis of vocational and grammar secondary schools in the integration of Roma students, longitudinal studies on the long-term educational and career outcomes of Roma students in vocational schools, and an examination of best practices in inclusive vocational education across different European countries. Full article

Background: Marginalized low-income racial and ethnic minority residents of public housing represent an intersectional population with multiple health needs and low healthcare utilization. Telehealth has been proposed as a solution to address healthcare access disparities, yet the role of telehealth attitudes, including perceived benefits and self-efficacy, in influencing telehealth use of this population remains unknown. Objective: This study investigates whether two domains of telehealth attitudes, namely self-efficacy and perceived benefits (expectancy), mediate the relationship between demographic, health, and social determinants of telehealth use among low-income racial and ethnic minority residents of public housing in Los Angeles. Methods: This cross-sectional study analyzed data collected from low-income racial and ethnic minority residents of public housing in Los Angeles. Measures included demographic factors (age and gender), social determinants of health (e.g., education, language, and primacy care provider), health (chronic illnesses and physical mobility), telehealth attitudes (perceived benefits and self-efficacy), and telehealth use frequency. Mediation analysis was conducted to test whether telehealth attitudes explained the association between demographic, social, and health determinants of telehealth use. Results: The findings revealed that neither of the two domains of telehealth attitudes, including perceived benefits and self-efficacy, were significantly associated with telehealth use. As such, these attitude domains did not operate as mediators of the relationship between demographic, health, and social determinants of telehealth use. Conclusion: The study results suggest that structural barriers, rather than individual attitudes, primarily drive telehealth use disparities among this intersectional population. Interventions aimed at increasing telehealth adoption should prioritize addressing systemic inequities rather than focusing solely on changing individual attitudes. These findings underscore the importance of structural solutions to promote equitable telehealth access in marginalized communities. Full article

This study explores translanguaging as a flexible and adaptive strategy for heritage language transmission within multilingual families residing in Cyprus, Estonia, and Sweden. Using a qualitative approach, the research examines family language policies, parental beliefs, and the linguistic practices of bilingual and multilingual families, where one parent speaks Russian. The findings reveal how translanguaging supports bilingual development by fostering linguistic adaptability, bridging heritage and societal languages, and accommodating diverse sociolinguistic contexts. Parents in each country implement unique strategies, influenced by local linguistic landscapes, educational systems, and resource availability. In Cyprus, some families strictly adhered to structured methods like the One Parent–One Language strategy, while others adopted a more integrative multilingual approach, seamlessly translanguaging between Russian, Greek, and English in their daily interactions. Estonian and Swedish families display pragmatic adaptations, emphasizing translanguaging’s role in promoting the emotional well-being and linguistic identity of family members. However, certain challenges persist, including societal language dominance, literacy and educational resource scarcity, and the potential overuse of translanguaging in formal communication. By comparing these contexts, the study underscores the need for flexible yet deliberate family language policies, institutional support, and community resources to sustain bilingualism in bilingual and multilingual families. This research contributes to understanding translanguaging’s implications for intergenerational language transmission in minority and immigrant settings, offering insights for educators, linguists, and policymakers on fostering linguistic diversity and equity in globalized societies. Full article

Achieving a sustainable global society is dependent on effective modern food systems and sustainable food literacy competency. This study aimed to make visible the nature of the intersection between food literacy and sustainability (sustainable food literacy) by employing a systematic quantitative literature review reported through PRISMA principles. It explored the representation and intersectionality of these research concepts to reveal the knowledge, skill, and attitude/behaviour dimensions of sustainable food literacy and Education for Sustainable Development to support SDG 4: Quality Education. The inclusion criteria of English language, peer-reviewed, full-text articles where food literacy and sustainability intersect through minor, major, or focus article links yielded N = 114 articles. Although experiencing rapid growth between 2013 and 2022, sustainable food literacy research was identified as fragmented and incomplete. This review reveals and conceptualises 19 sustainable food literacy research topics, including knowledge, skills, and attitudes/behaviours (86%), education (51%), food systems (45%), consumers/consumption (44%), and sustainable diets (34%). This study confirms that education with foundational and critical knowledge, skills, and attitudes/behaviours is pivotal to developing sustainable food literacy competency. Eight propositions are provided to guide further research to support SDG 4: Quality Education, focusing on exploring teacher capacity, successful educational approaches, and supportive policy. Full article

The rapid expansion of big data has transformed research practices across disciplines, yet disparities exist in its adoption among U.S. institutions of higher education. This study examines trends in NSF-funded big data-driven research across research domains, institutional classifications, and directorates. Using a quantitative approach and natural language processing (NLP) techniques, we analyzed NSF awards from 2006 to 2022, focusing on seven NSF research areas: Biological Sciences, Computer and Information Science and Engineering, Engineering, Geosciences, Mathematical and Physical Sciences, Social, Behavioral and Economic Sciences, and STEM Education (formally known as Education and Human Resources). Findings indicate a significant increase in big data-related awards over time, with CISE (Computer and Information Science and Engineering) leading in funding. Machine learning and artificial intelligence are dominant themes across all institutions’ classifications. Results show that R1 and non-minority-serving institutions receive the majority of big data-driven research funding, though HBCUs have seen recent growth due to national diversity initiatives. Topic modeling reveals key subdomains such as cybersecurity and bioinformatics benefiting from big data, while areas like Biological Sciences and Social Sciences engage less with these methods. These findings suggest the need for broader support and funding to foster equitable adoption of big data methods across institutions and disciplines. Full article

This entry reviews the research around identifying and supporting students with additional educational needs (AEN) in immersion education. This is important as it is clear from international research that teachers in this form of education experience challenges due to the lack of availability of minority language services, assessments, interventions, and resources. The international research and literature on the positive practices that can be implemented in immersion education to help teachers and schools overcome the challenges they encounter is reviewed. The themes included in this entry are inclusive pedagogies, assessment, literacy, mathematics, and challenging behaviour. Full article

The 63.6 million Hispanic individuals living in the United States constitute the largest ethnic or racial minority group in the country. Hispanic/Latino households report a high prevalence of food insecurity, and often, food-insecure individuals cope by turning to emergency and federal food assistance programs for immediate or long-term assistance. This paper focuses on Hialeah, Florida, a predominantly Hispanic/Latino city in Miami-Dade County. It examines which demographic factors influence participation in food assistance programs and the occurrences of periods of disrupted food access. This study examines two questions: (1) What factors are associated with participation in food assistance programs? (2) To what extent did study participants use food assistance programs before and during the COVID-19 pandemic? We conducted a survey and collected 684 responses from April to August 2022. We gathered data on participants’ identities, household attributes, and their usage of federal and emergency food assistance programs. We used Pearson’s chi-square tests to identify significant associations between food assistance usage, food access, and respondents’ demographic characteristics. We also used binary logistic regression models to assess probabilities. The findings of this research are significant, indicating that the COVID-19 pandemic exacerbated food access challenges in Hispanic/Latino households in 2022. The data also revealed that low-income households, respondents below the age of 40, individuals born in the United States, those with low educational attainment, and those living in multifamily households had the highest likelihood of using food assistance programs. Single- and non-single-parent households, employment status, languages spoken at home, and number of children in the household were also statistically significant factors in predicting food assistance usage. This research provides valuable insights into how individuals in a city responded to the pandemic by utilizing food assistance programs. Full article