Search Results (65)

Science, technology, engineering, math and medicine (STEMM) disciplines often have academic cultures shaped by institutional logics that privilege prestige and competition. In contrast, some STEMM departments are taking up “opportunity-centered institutional logics” or student-centered organizational frameworks that emphasize inclusion, expansive opportunity, and student success over prestige and elitism. Building upon Núñez’s framework, this qualitative study examines how undergraduate students perceive themes of inclusivity, talent development, and culturally responsive educational practices in a computer science department at a minority-serving urban research university in the northeastern United States. The study asks: (a) How do students perceive opportunity logics in their CS learning environment? (b) What departmental structures and norms align with opportunity-centered logics values and goals? Data were collected via semi-structured interviews with 25 undergraduate students participating in a federally funded scholarship program. Interviews were transcribed and analyzed using iterative thematic coding focused on opportunity-centered themes. Findings indicate that students experienced their department as highly supportive and opportunity-oriented through inclusive communication practices, visible and accessible academic support systems, strong peer and faculty relationships, normalization of help-seeking and struggle, and intentional efforts to connect students to research, internships, career development, and institutional resources. By centering student perspectives, this study extends the conceptualization of institutional logics to the interactional level by demonstrating how opportunity-centered values are enacted through everyday departmental practices and relationships. Full article

Equity in precision cancer health, defined here as equitable access to inclusive cancer risk assessment, cancer risk reduction/management, and risk-appropriate cancer healthcare from prevention through survivorship, is critical for addressing broader population cancer disparities. Specifically, we describe the impact of the Illinois Cancer Health Equity Research (I-CHER) Center on precision cancer health equity, including how the Center cumulatively served >10,000 residents from under-resourced communities; disseminated findings to >300 members of the local cancer health disparities workforce; and translated scientific solutions into sustained clinical practice and two state laws. The objective of this case report is to describe the I-CHER Center’s multisectoral structure; participatory administrative processes for research; early implementation challenges and tensions across sectors; and solutions that contributed to early center-wide successes. This case report offers one example of the administrative infrastructure needed for advancing scientific solutions in precision cancer health equity within a Minority Serving Institution (MSI) and its internal federally qualified health center (FQHC). Full article

Cultural heritage, in all its tangible and intangible expressions, is undergoing a process of renewal driven by the integration of digital technologies and participatory approaches. This study presents a pilot project developed within the SAMOTHRACE Fundation, focused on the design of a Serious Game dedicated to the Norman Castle of Aci Castello in Sicily. The project explores how game-based learning and interactive storytelling can enhance visitor engagement, accessibility, and understanding of small-scale heritage sites that are often excluded from major cultural circuits. Using Unity and Blender, the prototype combines historical research, 3D reconstruction, and narrative interaction to transform the castle into an immersive educational environment. This initial phase also served as the basis for an academic thesis, laying the methodological groundwork for future expansion and evaluation. The results of this pilot provide preliminary quantitative evidence that serious games can support cultural communication strategies, foster emotional engagement, and stimulate curiosity toward minor heritage sites, while remaining compatible with the constraints of modest institutions. Ultimately, the project illustrates how even modest institutions can leverage digital innovation to revitalize their heritage assets, promote inclusive participation, and explore new models of interactive archaeology and community-centered cultural engagement. Full article

This study examines the effectiveness of difference-education interventions as institutional strategies that support students’ coping during the transition to college. We tested an intervention with two components: a resource-focused approach that makes the hidden rules of higher education explicit, and a student-driven narrative approach featuring unscripted stories from peers describing how they navigated common academic- and life challenges. The study involved 716 first-year students at a Minority-Serving Institution who were randomly assigned by course section to one of the two intervention conditions, with a campus-wide comparison group (N = 2708) drawn from non-participating sections. Results showed significant improvements in Fall-semester GPA and first-year retention for students in both intervention conditions relative to the no-treatment comparison group. Contrary to prior work, first-generation students did not benefit more than their continuing-generation peers. These findings suggest that difference-education interventions may support coping by helping students make sense of academic challenges, anticipate institutional demands, and respond to setbacks with greater persistence. Resource-based and narrative-based approaches may therefore contribute to students’ ability to manage academic difficulty and remain engaged during the early stages of college, particularly in Minority-Serving Institutions. Full article

Access to valid and reliable measures of structural racism is essential for addressing health inequities, yet few validated ecological-level indices exist for assessing structural racism affecting Black and Hispanic populations in the United States. Guided by the National Institute on Minority Health and Health Disparities framework, our interdisciplinary team undertook the development of an ecological-level structural racism index. In the process, we encountered substantive methodological and data-related challenges that warrant explicit documentation. This paper describes the methodological process used to identify and select indicators of structural racism, including a modified Delphi consensus process involving social epidemiologists, health inequality researchers, community members, economic inequality specialists, and psychometricians. We outline a five-step approach for extracting and harmonizing geographic-level data from publicly available sources and discuss key challenges encountered, including limited availability of granular geographic data, insufficient data documentation guidelines, inconsistent reporting frequencies, and difficulties in adapting publicly available datasets for structural racism measurement. Rather than presenting a finalized index, this paper serves as a methodological guide and cautionary account for researchers seeking to develop ecological measures of structural racism, emphasizing the importance of transparency, adaptability, and rigorous data selection in advancing public health equity research. Full article

Self-efficacy beliefs and mindset influence student success, impacting how a learner experiences and responds to learning situations and setbacks. Accordingly, mindset interventions, are successful at increasing student performance with particular efficacy with historically underserved students such as those attending HBCUs. This paper studies a classroom-based mindset intervention that was implemented with the goal of increasing learning and achievement through improving the students’ cognitive disposition. The intervention, implemented at a mid-Atlantic minority serving institution of higher education, involved the creation of a custom-designed three-tool self-assessment developed to engender students’ critical reflection. The scales in question measured self-efficacy, growth mindset, and mastery goal orientation. This paper presents the results of reliability testing via Cronbach’s alpha and inter-item covariance. According to the findings, all three tools showed strong (good to excellent) reliability with acceptable positive covariance indicating that they are capable of serving as appropriate instruments for further adoption, usage, and analysis. It is the goal that this paper contributes to the body of literature on mindset interventions encouraging more individuals working with traditionally underserved learners to consider exploring efforts to increase students’ positive mindsets. Full article

The lack of research on Asian and Asian American students attending Hispanic-Serving Institutions (HSIs) in the Southwest U.S. leaves this population vulnerable to marginalization by educational leaders who are not adequately prepared to support their unique needs. Considered both a numerical and racialized community in HSIs in addition to their position as the model minority, this study aimed to examine how navigating a predominantly Hispanic context shaped participants’ understanding and construction of the Asian/Asian American identity. Using a constructivist grounded theory approach, the study developed a model suggesting that Asian and Asian American students construct their identities through three interconnected spaces: expressions of Asian culture, relationships with other Asians, and physical features associated with Asian identities. Key findings include: participants’ navigation and negotiation of externally created narratives; personal interpretations of what it means to be Asian; the role of interactions within the HSI environment in shaping participants’ Asian identity construction; the consideration of access to identity spaces in participants’ personal interest, investment, and salience; and the contributions of cultural, relational, and racial spaces to identity construction. Full article

Background: Inequities in pain management are well documented in chronic pain and outpatient settings, yet little is known about disparities in inpatient Acute Pain Service (APS) care. This study evaluated demographic, clinical, and social factors associated with APS utilization and outcomes in an urban safety-net hospital, with a subgroup analysis of trauma patients who presented with at least three rib fractures. Methods: We performed a retrospective cohort study of two patient populations from our institution: (1) all patients receiving APS consultation from 1 January 2020 to 1 November 2022 (n = 1445) and (2) all patients with traumatic rib fractures during this time, stratified by APS consult status (n = 650). Demographics, insurance, comorbidities, opioid prescribing, and discharge outcomes were analyzed using descriptive statistics, multivariable logistic regression, and log-linear models. As APS consultation criteria were not standardized during the study period, referral patterns reflected routine clinical practice rather than predefined eligibility criteria. Results: Across the full APS cohort, patients were disproportionately represented from vulnerable groups: 30.5% were Black, 81.0% had public insurance, and 32.9% had a substance use disorder (SUD). Methadone use was a strong predictor of non-home discharge, including discharges to a medical facility, hospice, or against medical advice (AMA). In the rib fracture cohort, patients receiving APS consults had significantly higher injury severity scores (Injury Severity Score 17.1 vs. 13.0, p < 0.001). Black patients were less likely to receive APS consult (17.3% vs. 28.8%, p = 0.024). However, this association appeared to be attributable to the younger age and male predominance within this subgroup, as both factors were identified as significant predictors of APS consultation. Conclusions: APS utilization at a high-volume safety-net hospital highlights the intersection of medical vulnerability and structural inequities, with greater involvement among patients who were members of racial and ethnic minorities, publicly insured, or diagnosed with SUD. In trauma populations, younger Black men were over-represented, reinforcing the heightened injury risks Black men may face and the downstream effects on patient care. Taken together, these results highlight how APS involvement acts not only as a marker of increased injury severity but also as an intervention to improve care for vulnerable patient populations. As APS teams regularly serve these populations, they are well-positioned to bridge broader gaps through the integration of addiction and social support services, individualized pain management, and seamless coordination of care across specialties. These findings underscore the need for standardized consultation criteria and integration of social and addiction medicine resources into APS care models. Full article

As of the end of 2024, the NIH-funded Research Centers in Minority Institutions (RCMI) Program supported 21 specialized centers at minority-serving institutions. Its goal is to strengthen biomedical research infrastructure and enhance the capacity of investigators focused on health disparities. Since 2017, the centers have operated under a unified framework that includes four core components, one of which is Community Engagement (CEC). In 2021, the RCMI Coordinating Center established the CEC consortium to unify expertise across minority-serving institutions, which include historically Black colleges and Hispanic-serving institutions. This consortium promotes cross-institutional collaboration and innovation in community-engaged research to advance health equity. This paper examines how RCMI CECs strategically enhance research relevance, advance public health outcomes, and address social determinants of health (SDOH) through inclusive, bidirectional partnerships that position communities as co-leaders in the research process. Drawing on data from NIH RePORTER, the 2024 Community Engagement Consortium Signature Programs Monograph, and RCMI Common Data Elements, we analyze the collective contributions of the Community Engagement Core (CECs) across 21 RCMI centers. Findings underscore the role of tailored strategies, cultural competence, and academic-community partnerships in mitigating health disparities and promoting equity in underserved communities. Full article

Background: Lumbar facet joint degeneration is a common source of chronic low back pain. Radiofrequency (RF) ablation is widely used, whereas cryoablation (CA) remains less extensively investigated. Evidence directly comparing the long-term outcomes of these two modalities is scarce, particularly beyond 12 months. Methods: This single-center retrospective cohort study analyzed patients with lumbar facet joint degeneration who underwent RF (n = 97) or CA (n = 83). Clinical data were retrieved from institutional records. Pain intensity (VAS), functional outcomes (ODI and RMDQ), and quality-of-life measures (EQ-5D and SF-36) were assessed at baseline and at 1, 3, 6, 12, 18, and 24 months. The primary outcome was change in ODI; secondary outcomes included VAS, RMDQ, quality of life, and complications. Clinically meaningful improvement was defined according to Minimal Clinically Important Difference (MCID) and Patient Acceptable Symptom State (PASS) thresholds. Results: Both RF and CA significantly improved pain and function compared with baseline. RF demonstrated superior reductions in ODI and VAS at 12 and 18 months (p < 0.05); however, by 24 months, treatment effects had diminished, and no significant differences remained (p > 0.05). Quality-of-life improvements plateaued after 18 months in both groups. Minor complications occurred in 9.3% of RF cases and 6.0% of CA cases; no major adverse events were observed. Conclusions: RF provided earlier and more pronounced benefits in pain and function up to 18 months, whereas both RF and CA showed reduced but comparable effectiveness at 24 months. These findings support RF as a preferred interventional option for robust short- to mid-term outcomes, with CA serving as a safe long-term alternative. However, the single-center retrospective design and potential observer bias limit generalizability. Future multicenter prospective studies are warranted. Full article

Background: As the United States population becomes increasingly diverse, the representation of minorities in health professions is critical to addressing health disparities. Few investigations have been conducted among students enrolled in the first semester of the nursing program, a vulnerable and adjustment period for most nursing majors. Thus, this study examined the association between reading comprehension and science aptitude on student retention and standardized test scores. Method: A cross-sectional repeated measures study was conducted to investigate the outcomes from a compendium of programmatic interventions implemented among n = 80 nursing students enrolled in the first semester of a pre-licensure baccalaureate nursing program in one Hispanic-serving institution. These interventions included the Weaver™ reading online program, case studies, NCLEX-type practice tests, test-taking skills, and peer-mentoring. Data collection was conducted in Spring 2024. Multivariate statistical analysis was used to determine predictors associated with student retention and standardized test scores. An independent t-test was used to examine any significant difference in the reading comprehension level among the cohort’s participants. A qualitative investigation using thematic analysis was conducted to understand students’ experiences with the programmatic interventions. Results: Students’ baseline reding comprehension level was significantly associated with failure in the first semester of the nursing program (β = −0.815; SE = 0.349; Wald = 5.444; p < 0.05). End-of-term reading comprehension level was significantly associated with end-of-course HESI score in the Foundations in Nursing course (β = 26.768; SE = 10.049; Beta = 0.445; p < 0.05) while science GPA was significantly associated with end-of-course HESI score for Health Assessment (β = 3.022; SE = 1.315; Beta = 0.434; p < 0.05. Cohort retention was 75%. The independent t-test result indicated a significant difference in reading level was found between those who dropped out from the cohort (M = 4.23, SE = 0.173 and those who did not (M = 5.15, SE = 0.188), t (68) = −3.037, p < 0.01. A reading level of grade 10 and above was associated with student progression to the next semester (M = 10.16, SE = 0.375, t (70) = −0.560, p < 0.05. Although the participants found the reading comprehension modules tedious, test-taking strategies, applying the nursing process in case studies, and the expertise of a nurse educator, who understood the learning needs of first-semester students, were perceived as critical to academic success. Conclusions: Reading comprehension and science aptitude are essential to students’ early success in the nursing program. Addressing gaps in reading comprehension and science aptitude before admission to a nursing program would increase chances of success in the early stages of a nursing major. Full article

School dropout and the recruitment of minors by criminal organizations have become deeply intertwined phenomena in Ecuador, particularly in territories marked by extreme violence and institutional fragility. This study investigates how Ecuadorian national media construct and frame these issues in 2025, using a qualitative content analysis of 85 opinion columns, editorials and analytical pieces published in leading outlets including El Comercio, El Universo, La Hora, Primicias, GK, Vistazo and Mercurio. Through a critical analysis of discursive patterns, the study identifies dominant narratives that reflect the normalization of violence, the erosion of schools as protective spaces, polarized portrayals of youth as victims or delinquents and a general critique of state inaction. Media narratives were found to vary ideologically, with some reinforcing stigma while others advocated for structural reform and rights-based approaches. The results highlight the role of media in shaping public understanding of educational exclusion and juvenile vulnerability in contexts of conflict. This research concludes that while Ecuadorian media serve as both mirrors and mediators of social crisis, their potential to influence educational policy and child protection efforts remains uneven. A more inclusive, critical and community-oriented media discourse is needed to confront the challenges of educational abandonment and youth recruitment. Full article

Generative artificial intelligence (GenAI) is reshaping science, technology, engineering, and mathematics (STEM) education by offering new strategies to address persistent challenges in equity, access, and instructional capacity—particularly within Hispanic-Serving Institutions (HSIs). This review documents a faculty-led, interdisciplinary initiative at the University of La Verne (ULV), an HSI in Southern California, to explore GenAI’s integration across biology, chemistry, mathematics, and physics. Adopting an exploratory qualitative design, this study synthesizes faculty-authored vignettes with peer-reviewed literature to examine how GenAI is being piloted as a scaffold for inclusive pedagogy. Across disciplines, faculty-reported benefits such as simplifying complex content, enhancing multilingual comprehension, and expanding access to early-stage research and technical writing. At the same time, limitations—including factual inaccuracies, algorithmic bias, and student over-reliance—underscore the importance of embedding critical AI literacy and ethical reflection into instruction. The findings highlight equity-driven strategies that position GenAI as a complement, not a substitute, for disciplinary expertise and culturally responsive pedagogy. By documenting diverse, practice-based applications, this review provides a flexible framework for integrating GenAI ethically and inclusively into undergraduate STEM instruction. The insights extend beyond HSIs, offering actionable pathways for other minority-serving and resource-constrained institutions. Full article

Diversity, equity, and inclusion, most commonly known as DEI, serves as a framework for practices that promote the fair treatment and full participation of all members of a community. Culturally responsive teaching and critical pedagogy are commonly associated with DEI as part of the larger strategy to validate and inspire learners while improving their self-efficacy and ability to challenge oppressive systems. While DEI is becoming increasingly better known in higher education, Historically Black Colleges or Universities (HBCUs) are heralded in the literature as a model for this work. Nevertheless, there is relatively limited empirical research exploring facets of DEI and culturally responsive teaching on HBCU and other minority-serving institutions’ campuses. This paper examines the campus of an HBCU located in the Mid-Atlantic United States, with an institutional commitment to diversity, equity, and inclusion, via a comprehensive DEI climate study that included separate surveys of students and faculty/staff. More specifically, the study explored whether all community members consider the campus inclusive, whether all community members experience a culture of belonging, whether adequate resources and supports exist for all campus members to succeed, whether faculty exhibit culturally responsive teaching practices, and whether the perceptions of faculty and staff differ from those of students. The purpose of the study was to help address the gap in the DEI literature exploring the practices of minority-serving institutions. According to the results, participants found the University to be an inclusive place, expressing strong satisfaction with the campus climate and experience. Further, when the presence of culturally responsive teaching practices was explored, strong evidence was indicated. Possible areas for improvement include greater supports and resources for LGBTQIA+, Indigenous, and disabled community members. Full article

Background/Objectives: College and undergraduate students around the world struggle with stress, anxiety, and depression, which have a significant negative influence on their academic performance, social interactions, and general well-being. Creating successful preventative and intervention plans requires an understanding of the many, multi-level factors that contribute to psychological discomfort. The objective of this scoping review was to use the Socio-Ecological Model (SEM) to map the determinants of psychological distress among college students in a comprehensive manner. Methods: A total of 15 review publications published between 2015 and 2024, including narrative reviews, systematic reviews, meta-analyses, and umbrella reviews, were analyzed under the guidance of PRISMA ScR. These studies synthesized evidence across various countries, including China, Iran, India, Canada, Egypt, Nigeria, Saudi Arabia, and the United States. Results: Academic pressure, financial stress, poor sleep, unhealthy coping mechanisms, and pre-existing mental health issues were all individual-level concerns, with female and minority students being more vulnerable. Strong familial ties and friendships served as protective interpersonal support. Heavy academic workloads, strict grading guidelines, a lack of mental health resources, and unwelcoming campus environments were among the institutional factors. Stigma and socioeconomic disparities are examples of community-level variables that make mental health issues worse. Conclusions: Student mental health is shaped by interrelated factors across all SEM levels. Integrated, multi-level strategies are essential to fostering supportive campuses, strengthening community networks, and implementing inclusive policies that promote mental health equity. Full article