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Lepley, William, Robert Nagy, and Mussie Teclezion. "Impact of the 2008-2009 recession on African-American owned US banks." Managerial Finance 41, no. 4 (2015): 385–95. http://dx.doi.org/10.1108/mf-06-2014-0172.
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Purpose – The purpose of this paper is to contribute to the literature on minority-owned commercial banks in the USA. Design/methodology/approach – The authors examine performance differences between African-American (AA) commercial banks and other minority (OM)-owned banks. Also, the authors compare AA bank performance with that of their peer-group banking institutions. Findings – Employing data both before and after the recessionary period of 2008-2009, the authors find significant performance differences between minority ownership categories. For example, prior to 2008, AA banks held a significant advantage over OM-owned banks in net interest income as a percentage of average assets. This competitive advantage was somewhat offset by relatively weak loan portfolios and failure to contain costs. The 2008 crisis served to exacerbate the negatives of African-American banks while their positive differences essentially disappeared. Originality/value – The focus is different than the previous studies on minority-owned banks. The authors are especially interested in how AA banks have fared – relative to banking industry peer institutions, but also, relative to OM-owned banks.
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Indriyanto, Kristiawan. "ARTICULATING THE MARGINALIZED VOICES: SYMBOLISM IN AFRICAN AMERICAN, HISPANIC, AND ASIAN AMERICAN LITERATURE." British (Jurnal Bahasa dan Sastra Inggris) 9, no. 2 (2020): 20. http://dx.doi.org/10.31314/british.9.2.20-36.2020.
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The present study contextualizes how symbolism is employed by writers of ethnically minority in the United States as an avenue of their agency and criticism against the dominant white perspective. The history of American minorities is marred with legacy of racial discrimination and segregation which highlights the inequality of race. Literature as a cultural production captures the experiences of the marginalized and the use of symbolism is intended to transform themes into the field of aesthetics. This study is a qualitative research which is conducted through the post-nationalist American Studies framework in order to focus on the minorities’ experience instead of the Anglo-Saxon outlook. The object of the study is three playscripts written from authors from Mexican-American, African-American and Asian-American to emphasize how discrimination is faced by multi-ethnic. The finding suggests how symbolism in these literary works intends to counter the stereotypical representation of Mexican-American, aligns with the passive resistance of the Civil Right Movement and subvert binary opposition of East and West which exoticizing the East. Keywords : minority literature in the U.S , symbolism, post-national
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Nafia Fakhrulddin, Saif Raed, and Ida Baizura Bahar. "Social Oppression and American Cultural Imperialism: The Crisis of the Muslim Minority Groups’ Identity in Terrorist by John Updike." International Journal of Applied Linguistics and English Literature 11, no. 1 (2022): 1–10. http://dx.doi.org/10.7575/aiac.ijalel.v.11n.1p.1.
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Terrorist (2006) by John Updike has been classified within the post-9/11 novel genre where many American authors depict their counter-narratives to the horrific event of 9/11. The novel revolves around the life of a young teenager named Ahmad and his religious mentor, Shaikh Rashid, who are accused as terrorists. This study problematises the issue of the identity of Muslim characters in facing oppression using the concept of cultural imperialism by Iris Marion Young (1990), focussing on the social treatment of Muslim minority characters in America perceived as inferior to the entire American cultural mainstream. The objective of this study then is to examine the author’s depictions of the American society as the cultural imperialism persecuting Muslim characters. The findings highlight the Muslim characters’ inability to emulate the prevailing American cultural imperialism which oppresses them. As such, the study’s originality lies in the interpretation of the aversive affinity between Muslim minority groups and American cultural imperialism from a social perspective. Thus, the social aspects of social oppression and the American cultural imperialism will be the core of the study’s novelty regarding the view of Muslims in America in the years ensuing the events of 9/11.
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Vraukó, Tamás. "Code switching and the so-called “assimilation narrative”." Linguistics Beyond and Within (LingBaW) 4 (December 30, 2018): 173–81. http://dx.doi.org/10.31743/lingbaw.5673.
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In literary theory, the works of (ethnic) minority authors–and similarly, the works of authors dealing with minorities–are often referred to as “assimilation narrative.” This term tends to suggest that minority authors, who write in the language of their country, seek a place in society through assimilation. Assimilation, however, means melting up in the majority nation by adopting all the values, customs and way of life characteristic of the majority, and abandoning, leaving behind, giving up the original traditional values, ethics, lifestyle, religion etc. of the minority. Assimilation means disappearing without a trace, continuing life as a new person, with new values, language, a whole set of new cultural assets. In this paper an effort is made to show that this is in fact not what many of the ethnic minority writers look for, so the term assimilation narrative is in many, although certainly not all, the cases, erroneuosly applied. It is justified to make a distinction between assimilation and integration narratives, as the two are not the same. In the paper examples are provided from Hispanic-American literature (Mexican-American, Puerto Rican and Dominican), across a range of genres from prose through drama to poetry, and also, examples are discussed when the author does in fact seek assimilation, as well as stories in which neither assimilation, nor integration is successful.
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Holmes, Sharon L., Larry H. Ebbers, Daniel C. Robinson, and Abel G. Mugenda. "Validating African American Students at Predominantly White Institutions." Journal of College Student Retention: Research, Theory & Practice 2, no. 1 (2000): 41–58. http://dx.doi.org/10.2190/xp0f-krqw-f547-y2xm.
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The purpose of this article is to provide a review of research and theory focusing on factors that have been cited as contributing to the retention and graduation of African-American students attending predominantly White institutions. The authors use recommendations cited in the literature to develop a model for predominantly White institutions to provide African-American students with positive learning experiences. While African-American students are the primary focus of this discussion, the model can be adapted to meet the needs of other minority students in higher education.
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Light, Ivan, Min Zhou, and Rebecca Kim. "Transnationalism and American Exports in an English-Speaking World." International Migration Review 36, no. 3 (2002): 702–25. http://dx.doi.org/10.1111/j.1747-7379.2002.tb00101.x.
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Investigating the relationship between immigration, middleman minority status, transnationalism, and U.S. foreign trade, the authors assembled a census-based data file that contains aggregate-level variables for 88 foreign-born groups by national origin between 1980 and 1990. They regressed immigrant characteristics and immigration volume upon time-lagged import/export statistics from the same 88 nations between 1985 and 1995. Results show the independent influence on exports of immigrant entrepreneurship, transnationalism, and middleman minority status. But these variables, exhaustively derived from the existing literature, had no effect on U.S. imports; they only affected exports. The authors propose that the discrepancy between imports and exports arises because of the dominance of English as a world business language. In this situation, foreigners need no help from immigrants when they export to the United States; but native-born, monolingual Americans need the help of bicultural immigrants when they export. The empirical results suggest that immigrant entrepreneurs enhance the United States' exports and thus reduce the United States' balance of payments deficit.
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Washio, Yukiko, and Heather Cassey. "Systematic Review of Interventions for Racial/Ethnic-Minority Pregnant Smokers." Journal of Smoking Cessation 11, no. 1 (2014): 12–27. http://dx.doi.org/10.1017/jsc.2014.12.
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Introduction: Large disparities exist in smoking rates during pregnancy by racial/ethnic status. Aims: The current review examined controlled studies that predominantly included racial/ethnic-minority pregnant smokers for providing smoking cessation treatment. Methods: Two authors independently conducted the literature searches in the standard databases using a combination of the keywords with minority, pregnancy, smoking and cessation identifiers. Results: The searches identified nine articles that met the inclusion criteria. Only two studies exclusively targeted specific minority groups. Most of them provided some form of brief smoking cessation counselling, with two combining with incentives and one combining with pharmacotherapy. Two studies provided intensive cognitive interventions. Pregnant smokers of American Indian or Alaska Native, Hispanic subgroups, and Asian or Pacific Islander are under-studied. Conclusions: Future studies to treat minority pregnant smokers could target under-studied minority groups and may need to directly and intensely target smoking behaviour, address cultural and psychosocial issues in an individualised and comprehensive manner, and analyse the cost-benefit of an intervention.
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Berry, James, Lucas C. Coffman, Douglas Hanley, Rania Gihleb, and Alistair J. Wilson. "Assessing the Rate of Replication in Economics." American Economic Review 107, no. 5 (2017): 27–31. http://dx.doi.org/10.1257/aer.p20171119.
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We assess the rate of replication for empirical papers in the 2010 American Economic Review. Across 70 empirical papers, we find that 29 percent have 1 or more citation that partially replicates the original result. While only a minority of papers has a published replication, a majority (60 percent) have either a replication, robustness test, or an extension. Surveying authors within the literature, we find substantial uncertainty over the number of extant replications.
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Yi, Varaxy, Jacqueline Mac, Vanessa S. Na, et al. "Toward an Anti-Imperialistic Critical Race Analysis of the Model Minority Myth." Review of Educational Research 90, no. 4 (2020): 542–79. http://dx.doi.org/10.3102/0034654320933532.
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Over the past three decades, many higher education scholars have engaged in efforts to counter the stereotype that Asian Americans achieve universal and unparalleled academic success. While most of these scholars adopt an anti-oppression approach, some researchers have claimed that this literature reinforces oppressive deficit paradigms. To understand this conflict in existing literature, the current authors utilize an anti-imperialistic approach to analyze scholarship on the model minority myth. The current analysis reveals little evidence that research on the myth reinforced hegemonic deficit thinking. Instead, authors find that scholars largely utilized complex and multifaceted antideficit approaches, challenged dominant essentialist model minority frames, engaged in strategic (anti-)essentialism to navigate complex pan-racial contexts, and reframed the myth to achieve diverse purposes that speak to different audiences. Several implications for conducting critiques of literature reviews and future research on the myth are discussed.
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Tu, Yi. "Racial Identity in American Literature of the 1930s: Three Examples." Journal of Education, Humanities and Social Sciences 12 (April 19, 2023): 118–22. http://dx.doi.org/10.54097/ehss.v12i.7610.
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Views of racial identity have shifted greatly throughout American history and are a crucial part of American culture. The 1930s was an era in which national policies redefined what it meant to be “white”, and the great depression impacted the poor disproportionally. This paper explores the development of racial identity in the 1930s by focusing on three particular literary works from this time in the United States using both textual analysis and qualitative analysis. By analyzing these three novels, John Steinbeck’s The Grapes of Wrath, Zora Neale Hurston’s Their Eyes Were Watching God, and Pearl S. Buck’s The Good Earth, it can be found that not only the larger social and economic background of the time affected and even created these works, but authors’ personal experiences played important roles. The proportion of the effect of the social environment to the effect of unique personal circumstances in these novels varies greatly—it can be found that while The Grapes of Wrath can almost be entirely attributed to what happened in real life (thus the use and development of realism), Their Eyes Were Watching God and The Good Earth have personal experiences integrated into the lines that have close connections to the author’s personal identity as a member of a certain cultural group. These differences might stem from the difference between being in the majority or minority racially.
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Zhang, Dengjun, and Yuquan Cang. "Ownership concentration, foreign ownership and auditing: evidence from SMEs in Latin America." Pacific Accounting Review 33, no. 3 (2021): 301–21. http://dx.doi.org/10.1108/par-06-2020-0081.
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Purpose This paper aims to investigate the impact of ownership concentration of the largest shareholder and foreign ownership on the demand for an external audit for small and medium-sized enterprises (SMEs) in six Latin American countries. In particular, the authors test whether foreign-owned firms (compared with domestic private-owned firms) and domestic firms with minority foreign shareholders are more likely engaged in audit assurance. Design/methodology/approach The authors applied the logit model to estimate the impact of ownership concentration and owner/shareholder type on audit demand, using a sample of 4,609 SMEs. The probabilities of being audited for firms in these countries are then calculated from the estimation results. Findings The empirical results suggest an inverse relationship between ownership concentration and audit demand only for Uruguay and Peru. However, foreign-owned firms and domestic private-owned firms with minority foreign ownership have a high probability of being audited for all sample countries. Research limitations/implications Policymakers in developing countries may promote foreign investments in domestic private-owned firms to improve their corporate transparency and governance. Originality/value This study contributes to the growing literature on the impact of ownership on audit demand by particularly focusing on foreign owners and foreign minority shareholders. The findings indicate that foreign ownership (either majority or minority) contributes to corporate transparency and business environments in emerging countries.
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Klęczaj-Siara, Ewa. "DIFFERING PERSPECTIVES ON SCHOOL SEGREGATION ISSUES IN AMERICAN CHILDREN’S PICTURE BOOKS." Journal of Education Culture and Society 11, no. 2 (2020): 322–34. http://dx.doi.org/10.15503/jecs2020.2.322.334.
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Aim. School segregation is a common theme of children’s books on minority groups living in the United States. Although it is primarily associated with black-white racial divisions, currently it also concerns white-Latino or rich-poor disparities. The aim of this paper is to analyse children’s picture books featuring Latino and African American characters who participate in the struggle against school segregation. The authors of the books, being members of racial minorities themselves, offer differing perspectives on the problem. Although they criticise school segregation, they also focus on the white perspective and the reasons why integrating schools has always been hard to achieve.
 Methods. The study analyses the visual and verbal narratives of selected picture books using a variety of methods for examining this literary format. Among others, it applies the theory of picture book analysis by Martin Painter, William Moebius, Maria Nikolajeva and Carole Scott.
 Results. The article shows that despite the existing scholarship on race-related problems in American schools, children’s literature seems to be the medium which tries to explain the problem to youngsters being directly involved in the system of segregation.
 Conclusions. The results can be useful to educators who cope with the issue of racial diversity in American schools. They may consider using selected titles of children’s literature as teaching aids assisting students from minority groups in the process of self-development and empowerment.
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Sonstegard, Adam. "Artistic Liberty and Slave Imagery: "Mark Twain's Illustrator," E. W. Kemble, Turns to Harriet Beecher Stowe." Nineteenth-Century Literature 63, no. 4 (2009): 499–542. http://dx.doi.org/10.1525/ncl.2009.63.4.499.
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A comparison of Edward Windsor Kemble's illustrations for the first edition of Mark Twain's Adventures of Huckleberry Finn (1884––85) and for an 1891 edition of Harriet Beecher Stowe's Uncle Tom's Cabin (1852) shows that Kemble could render enslaved African Americans or impoverished European Americans as delineated individuals or as stereotypical figures, as he catered to audiences that had a stake in seeing these characters as unique personalities or as racialized "types." Marketing Twain's and Stowe's novels for mass audiences, Kemble mediated between literary authors who invest marginalized characters with distinct personalities and empowered, mainstream audiences who were less willing to accept individuality in minority figures. Kemble was not the egregiously racist exception for his time, but a reliable rule for the mainstream American publishing establishment; he typified Gilded Age readers who enjoyed the privileges of purchasing, reading, and illustrating literary representations of marginalized subjects——subjects who clearly did not enjoy such social privileges themselves. When Kemble takes artistic liberties in illustrating literary representations of slavery, then, he demonstrates graphically how Gilded Age readers were taking their own liberties reinterpreting these stories of slaves.
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Kvidera, P. "Writing with an Accent: Contemporary Italian American Women Authors; Learning from Experience: Minority Identities, Multicultural Struggles; Transpacific Displacement: Ethnography, Translation, and Intertextual Travel in Twentieth-Century American Literature." American Literature 75, no. 4 (2003): 892–95. http://dx.doi.org/10.1215/00029831-75-4-892.
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Perusek, Glenn. "American Labor Unions in the Electoral Arena By Herbert B. Asher, Eric S. Heberlig, Randall B. Ripley, and Karen Snyder. Lanham, MD: Rowman & Littlefield, 2001. 207p. $69.00 cloth, $19.95 paper." American Political Science Review 96, no. 3 (2002): 630. http://dx.doi.org/10.1017/s0003055402430365.
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For more than a generation, as the authors rightly point out, the impact of organized labor on electoral politics has been neglected in scholarly literature. Indeed, only a tiny minority of social scientists explicitly focuses on organized labor in the United States. Although the impact of the social movements of the 1960s appeared to heighten awareness of the importance of class, race, and gender, class and its organized expression, the union movement, has received less attention, while studies of race and gender have flourished.
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Jodry, Dominique, Juno Obedin-Maliver, Lisa Flowers, et al. "Understanding Sexual and Gender Minority Populations and Organ-Based Screening Recommendations for Human Papillomavirus–Related Cancers." Journal of Lower Genital Tract Disease 27, no. 4 (2023): 307–21. http://dx.doi.org/10.1097/lgt.0000000000000763.
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Objectives Sexual gender minority (SGM) populations are at risk for human papillomavirus (HPV)–related cancers of the anogenital tract and oropharynx and often face barriers to health care. The goals of this document are to clarify language to provide inclusive care for SGM populations and to provide recommendations for screening and prevention of HPV-related cancers in SGM populations. Materials and Methods An expert committee convened by the American Society for Colposcopy and Cervical Pathology performed a narrative review of the literature through February 2023. A comprehensive MEDLINE database search was performed for relevant studies. The literature review was divided into categories by organ/topic and by SGM population. Given the variability in available data for several of the categories, recommendations were made based on national guidelines where appropriate or expert opinion where there were less data to support risk-based guidelines. Results Definitions and terminology relevant to SGM populations are presented. The authors advocate the adoption of sexual orientation gender identity data collection and an organ-based screening approach, which is possible with knowledge of patient anatomy, sexual behaviors, and clinical history. This includes screening for cervical cancer per national recommendations, as well as screening for anal, vulvar, vaginal, penile, and oral cancers based on risk factors and shared clinical decision making. The authors recommend consideration of HPV vaccination in all SGM individuals up to age 45 years old who are at risk. Conclusions An organ-based screening approach is part of a global strategy to create an inclusive care environment and mitigate barriers to screening and prevention of HPV-mediated cancers in SGM populations.
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Manyibe, Edward O., Corey L. Moore, Fariborz Aref, Meshack M. Sagini, Steve Zeng, and Reginald J. Alston. "Minority-Serving Institutions and Disability, Health, Independent Living, and Rehabilitation Research Participation Challenges: A Review of the Literature and Policy." Rehabilitation Research, Policy, and Education 31, no. 3 (2017): 174–93. http://dx.doi.org/10.1891/2168-6653.31.3.174.
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Purpose: This article provided a comprehensive overview of select challenges that oftentimes prevent minority-serving institutions (MSIs) in the United States (i.e., historically Black colleges/universities, Hispanic-serving institutions, and American Indian tribal colleges/universities) from participating optimally in the federal research enterprise (i.e., National Institute on Disability, Independent Living, and Rehabilitation Research and National Institutes of Health). Methods: The authors completed a detailed synthesis of the available peer review and grey literature and policy on the subject matter while using the structural empowerment and critical mass models as theoretical lenses. Results: Select research infrastructure issues (i.e., restrictive administrative culture, heavy teaching and service practices, inefficient offices of sponsored programs, the lack of research seed money units, inefficient institutional review boards, and limited library resources and technology infrastructure) and limited training opportunities (i.e., postdoctoral fellowship training programs, and grant writing training) are important considerations in MSI research capacity and productivity context. Conclusions: New state-of-the-science research capacity building approaches, paradigms, and conceptual models that address individual MSI-based investigators’ research skill development needs, institutional research infrastructure systems weaknesses, and federal research agency systems and policy issues need to be explored and scaled up for further efficacy testing through rigorous scientific methods.
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Paik, Susan J., Stacy M. Kula, L. Erika Saito, Zaynah Rahman, and Matthew A. Witenstein. "Historical Perspectives on Diverse Asian American Communities: Immigration, Incorporation, and Education." Teachers College Record: The Voice of Scholarship in Education 116, no. 8 (2014): 1–45. http://dx.doi.org/10.1177/016146811411600804.
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Background/Context Asian Americans have recently been reported as the largest incoming immigrant population and the fastest growing racial group. Diverse in culture, tradition, language, and history, they have unique immigrant stories both before and after the Immigration Act in 1965. Historians, sociologists, educators, and other experts inform us that immigrant arrival into a new country has long-standing effects for any cultural group, but there is limited research that collectively and systematically examines historical immigrant experiences, particularly for diverse Asian American populations. Purpose The purpose of this analytic study is to provide a survey of the historical context experienced by diverse Asian American groups and to link these variations to their current educational outcomes. Based on an adapted model of incorporation, the article analyzes the historical experiences into a taxonomy to understand past and present trends. The research question under consideration is: “How do historical experiences of diverse Asian American immigrant populations link to their current educational outcomes?” Research Design The study design employed a historical analysis based on a taxonomy, which helps classify and systematically organize information to understand patterns and themes. To apply the adapted model across the subgroups of East Asian, South Asian, and Southeast Asian major groups, the authors gathered, reviewed, and systematically organized over 100 sources (e.g., literature review, census data, websites, other historical information, etc.). Findings/Results The findings illustrate the diversity that exists within and between Asian American groups in terms of their immigration, incorporation, and educational experiences. The modes of incorporation, as well as additional barriers and opportunities, varied across all Asian American communities. There is further need to disaggregate data as some groups experienced more barriers than opportunities and continue to struggle in the United States. Conclusions/Recommendations Historical contexts can help inform educators, policy makers, and researchers on ways to support Asian American students and their families. In understanding upward mobility, the nature of co-ethnic communities also played a role for the success of some groups. This study challenges the model minority stereotype by discussing the diversity that exists within and between Asian American groups and reveals how key stakeholders can work together to support positive opportunity structures and partnerships.
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Berkers, Pauwke. "Ethnic boundaries in national literary histories: Classification of ethnic minority fiction authors in American, Dutch and German anthologies and literary history books, 1978–2006." Poetics 37, no. 5-6 (2009): 419–38. http://dx.doi.org/10.1016/j.poetic.2009.09.003.
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Repp, Anna. "Multicultural component and its linguistic representation in Langston Hughes’ poetry." Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu. Serìâ: Fìlologìâ 13, no. 22 (2020): 73–78. http://dx.doi.org/10.34079/2226-3055-2020-13-22-73-78.
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Nowadays, the problem of the representation of multiculturalism in modern poetry needs special consideration. Our research is devoted to the investigation of the specific features of the multicultural component in the poetry of Langston Hughes. The main tasks of the paper are to investigate such notions, as «multiculturalism», «realia», «national identity» and «blues»; and to analyze the linguistic and cultural specificity of Hughes’ poetry. Multiculturalism is a term that came into usage after the idea of a “melting pot». Such scholars as Glazer, Hollinger, and Taylor have been investigating this term. Multicultutralism is the way in which different authors maintain their identity through their work while educating others on their cultural ideas. Multicultural literature is oriented around issues of race, ethnicity, gender, etc. Multicultural American literature of the 20th century resonates with the hopes and fears of the whole of American history and reflects the rich complexity and variety of the American experience. James Mercer Langston Hughes, an American writer who was an important figure in the Harlem Renaissance and made the African American experience the subject of his works. His writings ranged from poetry and plays to novels and newspaper columns. We would like to pay special attention to Langston Hughes’ poetry. «The Negro Speaks of Rivers» was the first poem published in Langston Hughes’s long writing career. The poem first appeared in the magazine Crisis in June of 1921 and was subsequently published in Hughes’s first volume of poetry, The Weary Blues, in 1926, written when he was only 19. «The Negro Speaks of Rivers» as well as the rest of his works treats themes Hughes explored all his life: the experiences of African Americans in history, black identity and pride. Multiculturalism is connected with the notion of realia. It is a linguistic phenomenon, which refers to the culture-specific vocabulary. The works of such well-known scientists, as S. Vlahov, S. Florin, I. Kashkin, A. Fedorov have been central in the study of this issue. The key factor in defining any phenomenon as realia is national referring to the object of a certain country, nation, or social community. National identity is not an inborn trait. It is essentially socially constructed. A person's national identity results from the presence of elements from the «common points» in people's daily lives: national symbols, colors, nation's history, blood ties, and so on. We can find all these aspects (geographical realia, proper names, and many others) in the work of Langston Hughes. While analysing the poems of Langston Hughes we discover that his language is closely connected with the culture. Thus, the idea of multicultural writing is that racial and ethnic minority voices are a crucial element in United States literary history and culture
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Chen, Moon S., and Betty Lee Hawks. "A Debunking of the Myth of Healthy Asian Americans and Pacific Islanders." American Journal of Health Promotion 9, no. 4 (1995): 261–68. http://dx.doi.org/10.4278/0890-1171-9.4.261.
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Purpose. To present evidence that the model of healthy Asian Americans and Pacific Islanders (AAPIs) stereotype is a myth. Search Method. The authors retrieved literature from the National Library of Medicine's compact disk databases (Cancerlit, CINAHL, Health, and MEDLINE), and examined pertinent federal government publications supplemented by the authors' knowledge of other published materials. Important Findings. This review paper presents three reasons why AAPIs are underserved: (1) the population growth rate has been unusually rapid and recent; (2) data regarding the health status of AAPIs are inadequate; and (3) the myth that AAPIs are model minority populations in terms of their health status was promulgated. Major Conclusions. The conclusions are as follows: (1) AAPIs are heterogenous with respect to demographic factors and health risk factors; (2) because the current databases on the health status of AAPIs include small sample sizes, both the quantity and quality of these data need to be improved with respect to appropriate gender and ethnic group representation; (3) Risk factor and mortality data for AAPIs suggest that the burden of certain preventable diseases, namely, tuberculosis, hepatitis-B, liver cancer, and lung cancer may be higher than those of any other racial and ethnic population. The model healthy AAPI stereotype is a myth.
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Drewniak, Dagmara. "From Poland to Canada: Memories of Communist Poland and Migration to Canada in Three Texts by Polish-Born Migrant Women Writers." Porównania 32, no. 2 (2022): 119–37. http://dx.doi.org/10.14746/por.2022.2.7.
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Canadian ethnic literature has been dominated by testimonies of migrant experience for a long time. Writers of Eastern European extraction, such as Janice Kulyk Keefer, Eva Hoffman, Eva Stachniak, Lisa Appignanesi or Elaine Kalman Naves to mention just a few, have contributed to the vast body of Canadian migrant literature, giving voice to the quandaries of white, invisible minority migration. As it turns out, the latest texts published by Polish-born Canadian women writers also address the issues of migration and the memory of Communist Poland, which the writers left in the 1980s and early 1990s. The aim of this paper is to look at three selected texts: Giant (2012) by Aga Maksimowska, Lemons (2017) by Kasia Jaronczyk and Was It Worth It. Columbus in Jeans (2019) by Liliana Arkuszewska, all of which are debut novels, and discuss their perception and rendition of Communist Poland, which the authors left behind physically and simultaneously struggled to free from mentally. The narratives chosen for this study, despite substantial differences, bear certain similarities in their treatment of Poland as well as become important commentaries on the status of migrant discourses in North America.
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Achinstein, Betty, and Julia Aguirre. "Cultural Match or Culturally Suspect: How New Teachers of Color Negotiate Sociocultural Challenges in the Classroom." Teachers College Record: The Voice of Scholarship in Education 110, no. 8 (2008): 1505–40. http://dx.doi.org/10.1177/016146810811000802.
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Background The call to recruit and retain teachers of color in urban high-minority schools is based on an assumption of a cultural match with students. Yet new teachers of color may find themselves challenged by students with whom they are supposedly culturally matched. Although past research has examined recruitment, preservice, and veteran experiences of teachers of color, little research investigates the critical novice phase. Purpose The study examines the induction experiences of new teachers of color in urban high-minority schools as they negotiate challenges about cultural identifications. The research questions ask: How, if at all, do new teachers of color experience sociocultural challenges from students? If they do experience such challenges, how do the teachers respond to them in practice? Participants Fifteen new teachers of color working in urban high-minority secondary schools in different subject domains in California. The participants include Latino, African American, Asian, Filipino, and biracial new teachers. Research Design This article draws from cross-case analysis of case studies of new teachers of color on the theme of responses to sociocultural challenges. Data Collection/Analysis Data are from teacher interviews, classroom observations, and focus groups, reflecting 3 years in the teachers’ lives. We coded the data on three levels: preliminary coding of sociocultural challenges, pattern coding of responses to challenges, and cross-case analysis. Findings The study findings complicate the limited conception of cultural match currently dominating policy and research rhetoric about teachers of color. The authors highlight a surprising new form of “practice shock” that the novices of color experienced when students of color questioned the teachers’ cultural identifications, finding them culturally suspect. The study also challenges the prevailing description of novices’ response to practice shock as moving toward more control-focused teaching. Instead, most novices at times took up the challenges as teachable moments and opportunities to broaden student conceptions. Teachers drew on “emergent multicultural capital” to negotiate challenges in ways that shaped teaching practice. Conclusions The literature on novices, drawn from a White-dominant sample, has not included a discussion of sociocultural conflicts or the supports needed in induction years for teachers of color. The study revealed the lack of support that many of the teachers felt in relation to negotiating sociocultural issues. The study raises issues about targeted induction support for teachers of color that educators and researchers should consider as they seek to diversify the workforce.
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Newsome, Hillary, Erynne A. Faucett, Thomas Chelius, and Valerie Flanary. "Diversity in Otolaryngology Residency Programs: A Survey of Otolaryngology Program Directors." Otolaryngology–Head and Neck Surgery 158, no. 6 (2018): 995–1001. http://dx.doi.org/10.1177/0194599818770614.
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Objective As the population of the United States becomes increasingly racially and ethnically diverse, it is important that the medical profession reflect these changes. Otolaryngology has previously been identified as one of the surgical subspecialties with the smallest presence of those underrepresented in medicine. In the context of this study, the term underrepresented in medicine is defined as blacks, Latinos, Native American, and Native Hawaiians. The purpose of this study was to describe the current state of otolaryngology residency programs in terms of diversity of resident and faculty cohort, explore general interviewing practices, and investigate recruitment of underrepresented in medicine applicants. Study Design Survey via electronic questionnaire. Setting Academic otolaryngology residency programs. Subjects and Methods A 14-item survey was distributed to 105 program directors asking them to consider their program’s past 15 years of existence. Results With a response rate of roughly 30%, we found that over one-third of responding programs had matriculated 1 or fewer underrepresented in medicine residents. There was a statistically significant association between the number of underrepresented in medicine faculty and the number of underrepresented in medicine residents matriculated ( P = .02). Conclusion The authors stress the importance of underrepresented in medicine faculty mentorship. Although not statistically significant in this study, increasing the number of underrepresented in medicine applicants interviewed, as well as recommending outreach programs, may help to improve underrepresented minority matriculation into residency programs as demonstrated in the literature.
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Chapman, Connor M., and DeMond Shondell Miller. "From metaphor to militarized response: the social implications of “we are at war with COVID-19” – crisis, disasters, and pandemics yet to come." International Journal of Sociology and Social Policy 40, no. 9/10 (2020): 1107–24. http://dx.doi.org/10.1108/ijssp-05-2020-0163.
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PurposeThe purpose of this paper is to analyze the framing of the emergency response to the novel coronavirus (coronavirus disease 2019 [COVID-19]; severe acute respiratory syndrome-like coronavirus [SARS-CoV-2]) in 2020 with wartime combat language. Metaphors have been used throughout American politics and society to frame perceived social problems, to both mobilize support and demobilize opposition. By simplifying and dichotomizing social problems, latent negative consequences frequently emerge, which tend to have a disproportionate impact on minority communities.Design/methodology/approachThis paper used a case study and applied text from presidential press conferences and policy speeches from multiple sources on the War on Poverty, the War on Drugs and the War on COVID-19. The work identified common themes, actions and policies that can lead to other stakeholders adapting the “war” rhetoric.FindingsAn apparent cycle emerged – from disdain to metaphorical “war,” to policy, to law, to consequences and back to disdain – that fueled the American political system and, by extension, systematic oppression. The COVID-19 pandemic appears to be another crucible for this cycle to repeat itself. The series of examples illustrate how public leaders use the “war metaphor” as an all-out victory approach to galvanize policy responses to social issues, crises and natural disasters. By local, national and international stakeholders.Research limitations/implicationsLimitations of this study are the limited use of the metaphor and the time of completing this manuscript. The paper only views the presidential use and interpretation of the war metaphor. The COVID-19 pandemic disaster is persisting and the race for a vaccine is underway. While the authors present the immediate policy impacts, it is too early to understand the long-term policy impacts typically measured over decades.Practical implicationsThis paper contributes to the literature by employing three case studies: the War on Poverty, the War on Drugs and the War on COVID-19 pandemic to draw comparisons between wartime rhetoric, social policies and the sociopolitical implications of those policies, as well as how these policies have the potential to disproportionately affect socially vulnerable populations.Originality/valueThis paper builds on research regarding the use of metaphor, this analysis bridges a knowledge gap by employing the COVID-19 case to the historical use of the war metaphor.
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Whalen, Brian. "Introduction." Frontiers: The Interdisciplinary Journal of Study Abroad 9, no. 1 (2003): vii—x. http://dx.doi.org/10.36366/frontiers.v9i1.112.
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This volume of Frontiers: The Interdisciplinary Journal of Study Abroad offers a wide variety of approaches and topics in international education research. First, readers will note the geographic diversity that the articles represent; they examine study abroad topics in Africa, Argentina, Costa Rica, France, Nepal, Thailand, and Vietnam. Second, the articles cover a wide-range of issues, including language acquisition, risk management, recruitment of minority students for study abroad, evaluation of cultural integration, and financial inequities in study abroad. Third, this volume contains articles by a variety of authors, including U.S.-based study abroad administrators, faculty members, and on-site resident directors. Finally, the modes of inquiry are as varied as the topics and authors. Research approaches in this volume include survey instruments, interviews, participant observation, case studies, literature review, as well as analytical essays.
 This diversity of geography, issues, authors, and modes of inquiry has from the beginning characterized the content of Frontiers and been one of its chief strengths. When the first volume of Frontiers appeared in 1995, one was hard pressed to find many research-based and analytical studies in the field, let alone the diversity of such work that this volume represents. In this regard, Frontiers has matured along with the field of international education, and today, almost ten years later, this volume reflects the growing importance being placed on research on the critical aspects of our work.
 The opening article by Lilli Engle and John Engle, “Study Abroad Levels: Toward a Classification of Program Types,” offers a revolutionary perspective by which international educators may categorize and judge study abroad programs. Their proposed typology makes qualitative distinctions between study abroad program models based on their view of a spectrum of cultural immersion. Frontiers readers will find their analysis provocative, stimulating study abroad professionals to examine programming in useful ways.
 In “Women and Cultural Learning in Costa Rica: Reading the Contexts,” Adele Anderson reviews research on Costa Rica’s cultural context, student adjustment and tourism theory, relating them to American student experiences, and she includes data from ethnographic observations and interviews collected during three years as a resident director of short-term programs. Anderson introduces a tool that may be used by resident directors to guide student cultural adjustment more systematically.
 Mark Ritchie, an on-site resident director in Thailand, provides a very useful analysis of study abroad risk management in his article, “Risk Management in Study Abroad: Lessons from the Wilderness.” Ritchie draws upon the principles of wilderness education, especially as it is conducted in developing countries, in offering recommendations for study abroad risk management. Readers will appreciate his suggestions for reducing risk by applying the experiential techniques of wilderness education.
 J. Scott Van Der Meid’s study, “Asian Americans: Factors Influencing the Decision to Study Abroad,” examines the factors that influence Asian American students’ decision to study abroad, and provides useful suggestions for considering ways to increase study abroad participation among this population. As the field of study abroad continues to seek ways to increase minority participation in study abroad, Van Der Meid’s study offers a model for examining this question among all ethnic groups.
 In their analysis of an innovative Vietnam study abroad program, “History Lived and Learned: Students and Vietnam Veterans in an Integrative Study Abroad Course,” Raymond Scurfield, Leslie Root, and Andrew Wiest et al, analyze the collaborative learning experience of students and Vietnam veterans in a program that combined the teaching of Vietnam culture and military history with an exploration of the mental health aspects of combat and post-war recovery of the veterans. This article discusses the lessons learned from the experience of designing and implementing a study abroad program that integrates history education with therapeutic objectives. Jennifer Coffman and Kevin Brennan analyze the economic imbalance of African educational exchange with the United States in their article, “African Studies Abroad: Meaning and Impact of America’s Burgeoning Export Industry.” Coffman and Brennan recommend developing more equitable models of reciprocity by examining the economics of U.S. – African exchanges, and by reconsidering the ways in which African study abroad programs are conceived and implemented in light of their social and intellectual impact.
 “Development of Oral Communication Skills Abroad” by Christina Isabelli-Garcia examines the impact of a semester study abroad program in Argentina on the second language acquisition of three American university Spanish learners. Isabelli-Garcia’s study measures the development of two aspects of communications skills: first, fluency and performance in the oral functions of narration, and, second, description and supporting an opinion. Her study provides insight into the conditions of a study abroad program that best promote the acquisition of improved oral communication skills in a target language.
 In “Studying Abroad in Nepal: Assessing Impact,” Patricia Farrell and Murari Suvedi present the perceived impact of studying in Nepal on students’ academic program, personal development, and intellectual development. Using a survey instrument as well as interviews and case studies, the authors link the reported outcomes to the objectives of the study abroad program.
 We are pleased to include in this volume of Frontiers an essay by Patti McGill Peterson, “New Directions for the Global Century.” McGill Peterson’s analysis of the changing and challenging context for global education inspires us to meet the demands of the 21st century with determination, creativity, and enhanced global collaboration.
 This volume of Frontiers concludes with reviews of books of interest to international educators, each relating to diverse intellectual foundations of the field: Jean-Philippe Mathy’s Extrême-Occident: French Intellectuals and America, Louis Menand’s The Metaphysical Club: A Story of Ideas in America, and First Great Triumph: How Five Americans Made Their Country a World Power by Warren Zimmermann. We encourage our readers to continue to suggest books of interest, and to submit reviews for consideration.
 The update on the Forum on Education Abroad that appears at the back of this volume reflects the continuing fruitful collaboration between Frontiers and the Forum. Together with the Forum, Frontiers will continue to encourage and support research studies on study abroad topics, and to disseminate this research as widely as possible.
 The next volume of Frontiers, due to be published in November, 2004, will be our tenth anniversary volume. It is appropriate that this anniversary volume will be a Special Issue that focuses on the assessment of the learning outcomes of study abroad, a topic that reflects the maturation of a field that is now beginning to document the results of its activity. Other Special Issues that are in the planning stages include: curriculum integration and study abroad, the arts and study abroad, and student development and study abroad.
 Finally, I want to thank the new sponsors of Frontiers who, together with our existing sponsors, make the publication of this journal possible. The sponsors of Frontiers are institutions with a strong commitment to international education, and we are proud to be supported by them. The editorial board takes seriously its responsibility to provide the very best writing about and research on study abroad to our readers, and the support of our sponsors makes this mission possible.
 Brian J. Whalen
 Editor
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Keele, Luke J., and Ismail K. White. "African American Turnout and African American Candidates." Political Science Research and Methods 7, no. 3 (2018): 431–49. http://dx.doi.org/10.1017/psrm.2017.45.
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Do minority voters respond to co-racial or co-ethnic candidates? That is does the increased chance of substantive representation translate into increased participation? Here, we focus on this question among African American voters. While much of the empirical literature on this question has produced conflicting answers, recent studies suggest that minority candidates can significantly increase minority turnout. We argue that past work on this topic does not adequately account for the fact that minority voters in places with minority candidates may systematically differ in their level of participation than minority voters in places without minority candidates. In this study we address the weaknesses of previous research designs and offer a new design that exploits the redistricting process to gain additional leverage over this question. We find little evidence that African American voter turnout increases when voters are moved to African American candidates. We find some evidence that white voters, however, tend to vote at lower rates when they are represented by African American candidates.
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Pease, James L. "Parks and Underserved Audiences: An Annotated Literature Review." Journal of Interpretation Research 20, no. 1 (2015): 11–56. http://dx.doi.org/10.1177/109258721502000103.
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In the 1970s, there began to be a realization that parks, monuments, and other recreational areas were not visited by people from minority racial and ethnic groups in proportion to their representation in the U.S. population. Parks personnel realized that the demographic trends in the U.S. would accentuate the problem in the decades to come. They worried that, as traditional white, middle-class visitors became less dominant in the population, support for parks would erode. Further, if the intention is to have Americans be ecologically and historically literate and parks are to be an important part of that effort, the lack of visitation by other racial and ethnic groups will mean a significant part—maybe a majority—of the population will lack that literacy. Social scientists studied the problem throughout the last third of the 20th century. While initial studies worried that racial and ethnic minorities didn't have the same concern for the environment as the dominant white culture, later studies showed the fallacy in those early findings. At the end of the 20th century, Floyd (1999, 2001) wrote about the four major theories in the literature that attempted to explain reasons for low visitation rates to parks and other wild settings among racial and ethnic minorities. The theories explaining such non-use included: 1. the marginality hypothesis (groups lack the resources to participate socially, from past discrimination, and economically); 2. the subcultural hypothesis (racial and ethnic groups have different value systems and socialization practices that preclude some from participation in outdoor recreation, independent of socioeconomic factors); 3. assimilation theory (the degree to which a group is assimilated into the dominant society—acculturated—is reflected in their park use); and 4. discrimination hypothesis (park use is affected by actual or perceived discrimination, past discrimination, and institutional discrimination, both real and perceived). Studies of various sub-groups and cross-cultural studies continued throughout the first decade of the 21st Century. While the marginality hypothesis has gained prominence, all four of the explanatory theories have proven to be explanatory for some groups in some locations at some times. The barriers that prevent many underserved groups from using parks, monuments and other recreation areas have been identified. Roberts summed them up well in her 2007 paper: 1. access limitations (including transportation or lack thereof, costs, and fear of the outdoors); 2. communication challenges (including language barriers of printed materials, signs, etc.); 3. fear of discrimination (cultural, actual verbal and non-verbal messages from other visitors, overwhelming posted park rules, signs and brochures not reflective of their culture/race); 4. lack of knowledge, experience, awareness (what to do, where to go, how to get there, equipment needed, etc.); and 5. lack of diversity on staff (their group is not represented on staff or only in janitorial or maintenance positions). While research is continuing to sort out the reasons, more attention is being paid to solving the problem. Potential solutions remain difficult, but are possible and are suggested by many authors. They include possible solutions that address each of the major barriers above. In sum, they involve beginning the hard work of changing the culture of the parks, monuments, and museums, moving organizations to become a part of the larger community contexts in which they reside, and engaging those communities. While each park, museum, historic site, aquarium, nature center, etc. is unique in its geographical context, all can benefit from introspection, examining their unique strengths, the audiences they serve and don't serve, and how to become relevant and valued by a true cross-section of the communities in which they exist. It involves learning more about the multi-cultural context in which the site exists, valuing that context, forming authentic partnerships, and being open to change. It will cost money to modify the variety of media utilized in these settings and to mentor and change staff. It will mean, no doubt, a great deal of discomfort for many people. Change is like that. In the end, however, parks, monuments, and museums will be better for it, as will the broader spectrum of people who will come to visit. This review includes articles from peer-reviewed journals primarily from the years 2000 through 2010, some non-peer-reviewed journals that interpreters read regularly, some conference proceedings, and some technical reports. Also included are some articles from prior to 2000 to add some historical perspective. Chapters from books relevant to the topic also are reviewed. While this review does not include every relevant article published, it hopefully gives the reader a sense of the current state of the profession with regard to serving underserved racial and ethnic audiences.
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MacKenzie, Gina Masucci. "Under-Writing: Forming an American Minority Literature." Journal of Modern Literature 26, no. 3-4 (2003): 1–11. http://dx.doi.org/10.2979/jml.2003.26.3-4.1.
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MacKenzie, Gina Masucci. "Under-Writing: Forming an American Minority Literature." Journal of Modern Literature 26, no. 3 (2003): 1–11. http://dx.doi.org/10.1353/jml.2004.0035.
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QIU, Shuo. "Minority Writing across Cultures: From (Yi) Literature to World Literature (s)." Cultura 19, no. 2 (2022): 87–103. http://dx.doi.org/10.3726/cul022022.0006.
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Abstract: Through an analysis of the work of the Yi () poets, Aku Wuwu, Jidi Majia, and Jimu Langge, this paper discusses the significance of Yi literature in translation, circulation, and production, with an additional focus on the development of minority literature in the context of world literature. A variety of factors enable the translation of ethnic minority literature, including the content and characteristics of the literature itself, the cultural ideologies and literary values of societies, and the personal motivations of authors and translators. In turn, the translation and distribution process introduce the unique experiences of the minority subject into the realm of world literature. Presenting ethnic minority literature in various forms, including recitation performance and multimedia, these Yi poets enhance the range of sensory experiences for readers while drawing attention to poetic traditions and enriching the ways in which world literature circulates. Moreover, the travels of ethnic minority writers introduce new cross-cultural writing and advances world literature’s ideals of prosperity, equality, and freedom. In sum, Yi literature represents a global development of ethnic minority literature as “anthropological literature” that enriches the content of world literature.
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Gedeon, Shasline, Madhavi Gangapuram, Kinfe K. Redda, and Tiffany Ardley. "Abstract 3102: Synthesis of N-benzoylamino-tetrahydropyridine analogues as selective COX-2 inhibitors and anti-breast cancer agents." Cancer Research 83, no. 7_Supplement (2023): 3102. http://dx.doi.org/10.1158/1538-7445.am2023-3102.
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Abstract The World Health Organization confirms breast cancer as the most common cancer globally, as of 2021, tallying 12% of new annual cancer cases. Female breast cancer is the second leading cancer in incidence rates among women after lung cancer. It is also more deadly amongst Black and Hispanic women as mortality rates increase by 40% compared to their caucasian counterparts. Hence, there is a dire need to design and develop novel molecules as effective anticancer agents. Rational design-based drug discovery has led to advancements in developing novel small molecules as effective anticancer agents. Chronic inflammation is directly related to cancer. Literature testifies to the presence and overexpression of cyclooxygenase-2 (COX-2) in various inflammation-based ailments, diseases, and many cancers. Therefore, it is imperative to investigate the relevance of cyclooxygenase-2 inhibition in cancer therapy. The tetrahydropyridine structure has been documented in several natural products. They display biological properties including antioxidant, anti-inflammatory, and chemotherapeutic. Substituted benzoylamino-5-ethyl-1,2,3,6-tetrahydropyridine analogues have been designed as COX-2 inhibitors. This project aims to synthesize thirteen novel THP analogues using a 4-step synthesis. The synthesis of these 1,2,3,6-THP analogues primarily involves the hydrolysis of ethyl-o-(mesitylenesulfonyl) acethydroxymate to render O-(mesitylsulfonyl)hydroxylamine (MSH). MSH then acts as an aminating agent as it reacts with 3-ethyl pyridine. This amination reaction affords the mesitylene salt, 1-amino-3-ethylpyridin-1-ium. Next, the salt product undergoes acylation with various substituted benzoyl chlorides to generate stable N-ylide products. Finally, the partial reduction of the ylides yields the desired final tetrahydropyridine products. Purification was completed by flash chromatography. The novel THP analogues were characterized using nuclear magnetic resonance, infrared spectroscopy, and elemental analysis. Computer-aided drug design studies provided the preliminary data constituting that the likelihood of the THP moiety generating more effective COX-2 inhibitors is dependent on suitable modifications to the structure. Further studies include testing the novel THP analogues as cyclooxygenase-2 inhibitors using COX-2 inhibition assays, and lastly, determining their anti-breast cancer activity in MDA-MD-231, MCF-7 and Ishikawa cell lines to assess their antiproliferative effects. This research was supported by the National Institute on Minority Health and Health Disparities of the National Institutes of Health under Award Number U54 MD007582. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. Citation Format: Shasline Gedeon, Madhavi Gangapuram, Kinfe K. Redda, Tiffany Ardley. Synthesis of N-benzoylamino-tetrahydropyridine analogues as selective COX-2 inhibitors and anti-breast cancer agents [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2023; Part 1 (Regular and Invited Abstracts); 2023 Apr 14-19; Orlando, FL. Philadelphia (PA): AACR; Cancer Res 2023;83(7_Suppl):Abstract nr 3102.
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E Evans, Kylie, Megan R Holmes, Dana M Prince, and Victor Groza. "Social Work Doctoral Student Well-Being During the COVID-19 Pandemic: A Descriptive Study." International Journal of Doctoral Studies 16 (2021): 569–92. http://dx.doi.org/10.28945/4840.
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Aim/Purpose: This descriptive study examines indicators of well-being and sources of emotional connection for social work doctoral students at American institutions during the COVID-19 pandemic, including symptoms of depression, anxiety, work-related burnout, emotional connection to others, and changes in child care among parent respondents. This study also explores if particular groups of doctoral students experience heightened risks to well-being during the pandemic. Background: Social isolation strategies associated with the COVID-19 pandemic present challenges for doctoral student well-being, mental health, professional relationships, and degree persistence. Of particular concern is the potentially disproportionate impact the pandemic may have on the well-being of students who already face additional barriers to degree completion, such as parents and caregivers, as well as those who face obstacles associated with structural oppression, including persons of color, women, and sexual minority (SM) students. Methodology: Baseline data was used from a longitudinal survey study conducted by the authors on social work doctoral student well-being during the COVID-19 pandemic. Participants (N = 297) were recruited through the Group for the Advancement of Doctoral Education in Social Work’s (GADE’s) publicly available list of 89 member institutions in the United States. The majority of respondents identified as women (80.1%), 35% of the sample identified as a person of color and/or non-White race, 30% identified as a sexual minority, and 32% were parents of children under 18 years of age. Contribution: This study contributes to the larger body of literature on factors associated with risk, resilience, and well-being among doctoral students, and it offers a specific exploration of these factors within the context of the COVID-19 pandemic. This study deepens our understanding of social work doctoral students in particular, who have higher rates of doctoral enrollment by women and persons of color than many other academic disciplines. Findings: Emotional connection to loved ones was significantly correlated with lower levels of depressive symptoms, anxiety symptoms, and work-related burnout. Outcomes varied by race, with Black and Asian respondents indicating higher levels of emotional connection to loved ones as compared to White respondents, and Black respondents indicating lower levels of anxiety and depression compared to White respondents. SM respondents indicated significantly lower levels of emotional connection and higher levels of depression and anxiety, as compared to heterosexual respondents. Parents reported receiving substantially less child care assistance than they were before the pandemic, but also reported lower levels of anxiety, depression, and work-related burnout compared to childless respondents. Recommendations for Practitioners: Recommendations for doctoral program directors and chairs include implementing a purposive communication strategy, faculty modeling self-care and boundaries, creating opportunities for connection, scheduling value-added activities driven by student interest and needs, approaching student needs and plans of study with flexibility, and creating virtual affinity groups to help students connect with those facing similar challenges. Recommendation for Researchers: Outcome evaluation studies of doctoral program initiatives and policies to promote student well-being--both during and in the aftermath of the COVID-19 pandemic-- is warranted. Impact on Society: The COVID-19 pandemic presents complex financial, interpersonal, and programmatic challenges for doctoral faculty and program directors, many of which affect the well-being and mental health of their students. Findings and recommendations from this study may be used to address the needs of doctoral students and support their path to doctoral degree completion. Future Research: Future studies should include measures that tap a broader range of indicators of depression, anxiety, and emotional connection, and additional domains of well-being. Multivariate analyses would permit predictive conclusions, and follow-up qualitative analyses would offer deeper insights into doctoral students’ well-being, coping skills, and experiences within the context of the COVID-19 pandemic.
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Nahm, Kee-Yoon. "Takeo Rivera. Model Minority Masochism: Performing the Cultural Politics of Asian American Masculinity." Modern Drama 66, no. 3 (2023): 441–43. http://dx.doi.org/10.3138/md-66-3-rev05.
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Takeo Rivera’s Model Minority Masochism: Performing the Cultural Politics of Asian American Masculinity examines the ways in which Asian American subject formation since the 1980s bears a masochistic relationship with the model minority myth, highlighting this dynamic in a wide range of Asian American texts and performances.
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Anderson, RaeAnn E., Sara K. Kuhn, Amanda M. Vitale, Alyssa M. Ciampaglia, and Kristin E. Silver. "The prevalence of sexual violence perpetration in sexual minority men: A secondary analysis of systematic review data." Europe’s Journal of Psychology 18, no. 4 (2022): 437–49. http://dx.doi.org/10.5964/ejop.6127.
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Prior literature illustrates that sexual minority people (e.g., bisexual, gay, queer) are at increased vulnerability for sexual violence victimization compared to heterosexual peers, including while in college. However, the study of sexual violence perpetration in sexual minority populations, much less specifically sexual minority college men, has been neglected. This article reviews the literature and presents a secondary data analysis of a systematic review on college men’s sexual perpetration rates and associated methodology. We also conducted analyses to summarize available literature regarding publishing dates, authors, and data inclusivity. Methods: We downloaded the dataset and associated materials from Mendeley.com’s data archive. Results: To our surprise, we could not analyze sexual perpetration prevalence rates in sexual minority men using the systematic review data due to absence of reported data across all 77 independent samples including over 5,500 male participants. We found no significant relationship between inclusion of sexual minority men and the use of measurement strategies specialized to assess sexual minority needs. We did find a positive relationship between recency of publication and the inclusion of sexual minority men, r(76) = .24, p = .03, and that most authors/co-authors were women (72%). Conclusions: Preventing perpetration is central to ending sexual violence; therefore, future research should include sexual minority people and use appropriate methodology in the investigation of sexual perpetration characteristics and patterns.
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Park, J. N. H. "American Tropics: Articulating Filipino America; Model-Minority Imperialism." American Literature 79, no. 4 (2007): 850–52. http://dx.doi.org/10.1215/00029831-2007-053.
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Pang, Valerie Ooka, Peggy P. Han, and Jennifer M. Pang. "Asian American and Pacific Islander Students." Educational Researcher 40, no. 8 (2011): 378–89. http://dx.doi.org/10.3102/0013189x11424222.
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The authors studied more than 1 million Asian American and Pacific Islander (AAPI) and White seventh graders in a statewide California testing program between 2003 and 2008, examining their reading and math achievement. AAPI student performance is often reported as an aggregate in discussions of the success of schoolchildren and issues of racial and ethnic achievement gaps. The authors disaggregated the performance of 13 AAPI subgroups and found significant achievement gaps between White Americans and their AAPI peers in reading and math. The data refuted the premise of the model minority myth. The evidence indicated that AAPI students are diverse in their achievements and demonstrate a continuum of academic performance.
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Machuca, Ana, Enid Naranjo, Leticia Apolinaris, and Carrie Teresa Maison. "Are Minority Women Able To Use Their Degree From American Public University System To Further Their Career?" Journal of International Education Research (JIER) 10, no. 3 (2014): 237–40. http://dx.doi.org/10.19030/jier.v10i3.8743.
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The authors examined whether minority women alumni from an online degree program at American Public University System (APUS) were able to use their degree to further their careers. Alumni minority women were surveyed to determine if the education they obtained prepared them for their current job, opened new doors for job opportunities, opened doors for promotions, and/or enhanced their ability for a specific career field. It is important to understand the unique needs of minority women students in an online study environment.
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SHELTON, LOIS M., SHARON M. DANES, and MICKI EISENMAN. "ROLE DEMANDS, DIFFICULTY IN MANAGING WORK-FAMILY CONFLICT, AND MINORITY ENTREPRENEURS." Journal of Developmental Entrepreneurship 13, no. 03 (2008): 315–42. http://dx.doi.org/10.1142/s1084946708000983.
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By exploring difficulty in managing work-family conflict for minority entrepreneurs, this study considers work-family issues for business persons who have received little attention in the literature, yet form new businesses at rates exceeding the national average. We employ a role theory perspective to examine two major research questions using a nationally representative sample of African-American, Mexican-American, Korean-American, and White business owners. Specifically, we ask: do minority business owners experience greater difficulty in managing conflicts between work and family roles when compared to White entrepreneurs? And does difficulty in managing work-family conflict negatively impact business performance? Empirical results show that Korean-American and Mexican-American entrepreneurs have greater role demands, and subsequently, higher levels of difficulty in managing work-family conflict than African-Americans and Whites. Furthermore, difficulty in managing work-family conflict negatively impacts business performance whether performance is measured through the perception of the business owner, or through more objective financial measures. We contribute to the literature on minority entrepreneurs as well as expand the work-family conflict literature by shifting the focus from employed individuals to entrepreneurs, and by emphasizing the effect of such conflict on performance rather than well-being.
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Leben, Andrej, and Felix Oliver Kohl. "Literature and Nation: How Slovene is Slovene Literature?" Treatises and Documents, Journal of Ethnic Studies / Razprave in Gradivo, Revija za narodnostna vprašanja 87, no. 87 (2021): 253–77. http://dx.doi.org/10.36144/rig87.dec21.253-277.
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Abstract Contemporary discussions often focus on questions such as What is Slovene literature and Who can be considered a Slovene writer. This shows that literature is one of the central fields of discourse related to topics including the understanding and definition of the Slovene nation and questions concerning national minorities. The authors discuss the functionality, practical value and arbitrariness of concepts such as the common Slovene cultural space, “matična” (kin-state literature) and “zamejska literatura” (literature of Slovenes living in neighbouring countries), minority literature, the supra-regional sphere of interaction, and literary affiliation. On the example of Carinthian Slovenes’ literature and with due consideration of contemporary literary multilingualism in Slovenia, the authors show that the common ethnic, identity and lingo-cultural discourses are highly problematical and do not reflect the diversity of contemporary literary practices.
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Matarneh, Mohammad, and Hussein Zeidanin. "Postmodern Reconceptualization of Motherhood in American Minority Women Writings." International Journal of Literary Humanities 18, no. 2 (2020): 15–25. http://dx.doi.org/10.18848/2327-7912/cgp/v18i02/15-25.
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Yau, Jia-ling, and Robert Jimenez. "Fostering the Literacy Strengths of Struggling Asian American Readers." Language Arts 80, no. 3 (2003): 196–205. http://dx.doi.org/10.58680/la2003301.
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Teachers build on the literacy strengths of language minority students by encouraging responses within multiple languages, using culturally congruent children’s literature and facilitating family history projects.
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Cruz, MaryCarmen, and Ogle Burks Duff. "RainbowTeachers/Rainbow Students: Celebrating Heritage through Literature." English Journal 86, no. 5 (1997): 78–79. http://dx.doi.org/10.58680/ej19973417.
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Describes ways to promote literacy and appreciation for heritage by celebrating the literacy contributions of authors of color, such as Heritage Readings and African American Read–Ins. Offers suggestions of favorite selections by Hispanic, African American, Native American, and Asian American authors.
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Bristor, Julia M., Renée Gravois Lee, and Michelle R. Hunt. "Race and Ideology: African-American Images in Television Advertising." Journal of Public Policy & Marketing 14, no. 1 (1995): 48–59. http://dx.doi.org/10.1177/074391569501400105.
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Although the numerical representation of African-Americans in contemporary television advertising has improved in recent years, the authors’ analysis illustrates how the potentially positive effects of including more African-Americans in advertisements are often mitigated by subtle racist elements that suggest African-American inferiority. Using an interpretive approach, the authors cast the problem within a framework of racism as ideology, that is, the dominant white ideology pervading the advertising industry. Their discussion of six themes identified in their analysis of prime-time television commercials serves to highlight problematic images of African-Americans that continue to persist in contemporary advertising. In the spirit of self-regulation, the authors suggest actions that the advertising industry can take to present more positive and varied portrayals of minority populations.
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Liimatainen, Tuire. "From In-Betweenness to Invisibility: Changing Representations of Sweden Finnish Authors." Journal of Finnish Studies 23, no. 1 (2019): 41–66. http://dx.doi.org/10.5406/28315081.23.1.04.
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Abstract In this article, I examine representations of Sweden Finnish authors Antti Jalava and Susanna Alakoski in Swedish literature reviews in the 1980s and 2000s. The study builds on constructivist views of ethnicity and identity in order to understand Sweden Finns' changing status in a multicultural Sweden. In addition, the article discusses Sweden Finnish literature in relation to recent studies and debates on immigrant literature in Sweden. Sweden Finns are a Finnish ethno-linguistic group, who were recognized as a national minority in Sweden in 2000. Immigrants and their descendants are generally excluded from minority policies. Although Finns and the Finnish language have a historical presence in Sweden, most present-day Finnish speakers in Sweden, or those identifying themselves as Sweden Finns, have their background in post-World War II labor migration or even in more recent migration. In addition to integration, Sweden Finns' status as a national minority derives from a growing awareness of Finnish history in Sweden, but also from a unique combination of national, bilateral Finnish Swedish politics as well as Nordic cooperation. Therefore, the rapid change in Sweden Finns' societal status from immigrants to a national minority in a few decades raises questions about how different ethnic and cultural boundaries are drawn and redrawn in different times. In order to examine these changing ethnic categories, I use critical discourse analysis (CDA) to analyze how the Swedish majority media have portrayed authors with Finnish background at different times, and how these representations reflect Sweden Finns' changing societal status in Sweden. As material, eighteen literature reviews from Swedish newspapers regarding Antti Jalava's novel Asfaltblomman (1980) and Susanna Alakoski's novel Svinalängorna (2006) are analyzed with a focus on author representations and questions of ethnicity and authenticity. The results of the study show that author representations reflect Sweden Finns' integration into Swedish society. While Jalava was mostly depicted as an immigrant or as “neither Swedish nor Finnish” in the early 1980s, Alakoski was instead seen foremost as part of the Swedish literary canon through representation as a working-class author. However, despite Sweden Finns' recognition as a national minority, as well as Alakoski's own migrant background, she was represented neither as a Sweden Finn nor as someone with an immigrant background, although her Finnish background was implicitly acknowledged. Therefore, the study also contributes to contemporary studies of immigrant literature in Sweden by highlighting the exoticizing and racializing aspects of the contemporary discursive construction of “immigrant literature” and “immigrant author.”
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Verver, Michiel, David Passenier, and Carel Roessingh. "Contextualising ethnic minority entrepreneurship beyond the west." International Journal of Entrepreneurial Behavior & Research 25, no. 5 (2019): 955–73. http://dx.doi.org/10.1108/ijebr-03-2019-0190.
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Purpose Literature on immigrant and ethnic minority entrepreneurship almost exclusively focusses on the west, while neglecting other world regions. This neglect is problematic not only because international migration is on the rise outside the west, but also because it reveals an implicit ethnocentrism and creates particular presumptions about the nature of ethnic minority entrepreneurship that may not be as universally valid as is often presumed. The purpose of this paper is to examine ethnic minority entrepreneurship in non-western contexts to critically assess two of these presumptions, namely that it occurs in the economic margins and within clear ethnic community boundaries. Design/methodology/approach The authors draw on academic literature (including the authors’ own) to develop two case descriptions of ethnic minority entrepreneurship outside the west: the Mennonites in Belize and the Chinese in Cambodia. For each case, the authors describe the historic entrepreneurial trajectory, i.e. the historical emergence of entrepreneurship in light of relevant community and society contexts. Findings The two cases reveal that, in contrast to characterisations of ethnic minority entrepreneurship in the west, the Mennonites in Belize and the Chinese in Cambodia have come to comprise the economic upper class, and their business activities are not confined to ethnic community boundaries. Originality/value The paper is the first to elaborate the importance of studying ethnic minority entrepreneurship outside the west, both as an aim in itself and as a catalyst to work towards a more neutral framework.
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Ginsberg, Alice, Marybeth Gasman, and Andrés Castro Samayoa. "The Role of Minority Serving Institutions in Transforming Teacher Education and Diversifying the Teaching Profession: A Literature Review and Research Agenda." Teachers College Record: The Voice of Scholarship in Education 119, no. 10 (2017): 1–31. http://dx.doi.org/10.1177/016146811711901007.
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Background Teacher education programs at Minority Serving Institutions – which include Historically Black Colleges and Universities, Native American and Tribal Colleges, Asian American and Pacific Islander Serving Institutions, and Hispanic Serving Institutions – are an under-researched resource. Purpose Our aim is to provide a foundation and set an agenda for future research on teacher education within the Minority Serving Institution context. Research Design The first part of this paper reviews the literature on the relationship between minority student achievement and teacher education, with an emphasis on the contribution and role of minority teacher candidates. The second part of this paper sets the agenda for future research on the role of Minority Serving Institutions’ teacher education programs, including what we already know and seek to learn about their unique and innovative approaches to recruitment, pedagogical approaches and course content, mentoring, academic support and remediation, and pre-service teaching experiences. Conclusion Some questions addressed include: In what specific ways are MSIs reframing teaching as a viable and accessible option for minority students? What are MSIs doing with regard to early recruitment of promising minority teacher candidates? What kinds of mentoring and support strategies are they offering, and to what do they attribute high rates of teacher retention in their programs?
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Wang, Lei, and Jorge A. Gonzalez. "Racial/ethnic and national origin bias in SET." International Journal of Organizational Analysis 28, no. 4 (2020): 843–55. http://dx.doi.org/10.1108/ijoa-06-2019-1793.
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Purpose This study aims to test the presence of an adverse impact against professors belonging to minority groups (African American, Asian American, Hispanic American and foreign national origin) in official student evaluation of teaching (SET). Design/methodology/approach The authors conducted a series of regression analyses to compare SET rating sources and control for course difficulty. Findings The regression analysis results showed that White American professors receive higher SET ratings than non-White American and foreign professors, which implies the presence of bias in SET. Originality/value To the authors’ knowledge, this is the first study to examine race/ethnicity and national origin bias in SET using official SET results from multiple universities.
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Hill, Brian. "THE IMPACT OF THE COVID-19 PANDEMIC ON MINORITY-OWNED HOSPITALITY BUSINESSES: A REVIEW OF EVIDENCE." Journal of Advance Research in Social Science and Humanities (ISSN 2208-2387) 9, no. 10 (2023): 1–6. http://dx.doi.org/10.53555/fy5t0s93.
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Researchers have begun to assess the impact of the COVID-19 pandemic on African Americans and other minority groups. Multiple factors have together contributed to create a disproportionate impact of the pandemic on African Americans and other minorities. As a result, African American-owned businesses have had an 8% worse impact from COVID-19 compared to White-owned businesses. The current review was conducted to investigate the degree to which the COVID-19 pandemic affected minority-owned hospitality businesses. The review was conducted to fill a gap in the existing literature in which a synthesis of existing data suggesting the impact of the COVID-19 pandemic on minority- owned hospitality businesses was found lacking. Using a modified systematic literature review, I conducted an analysis of literature containing data relevant to understanding the impact of the COVID-19 pandemic on minority-owned hospitality businesses. After determining the scope of the review to extend to the hospitality industry, minority demographic, and minority-owned businesses, I used databases including Google Scholar, Scopus, and JSTOR with key terms including Covid-19 pandemic, hospitality industry, and minority-owned businesses. Findings showed that African American-owned businesses experienced the harshest blowback across all minority-owned businesses during the lockdown that occurred following the COVID-19 pandemic. Despite more African American-owned businesses applying for federal assistance, a smaller percentage of them received such assistance compared to White-owned businesses. Only 8% received full assistance, while 23% received no assistance whatsoever. The findings from the review supported previous research showing discrimination on a systematic level. Although small businesses owned by minorities added 1.3 million jobs within the U.S. economy between 2007-2012 during the Great Recession, they have received less support and faced systematic discrimination in availing financial assistance. It is imperative, in nation full of potentially successful entrepreneurs of color, to create an environment committed to helping them compete and succeed on an even playing field.
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Krasovets, Aleksandra. "Literary Multilingualism in the Slovenian and Austrian Context / Eds.: Alenka Koron and Andrey Leben. Ljubljana. ZRC Publishing House. 2020. 324 p." Stephanos Peer reviewed multilanguage scientific journal 56, no. 6 (2022): 149–55. http://dx.doi.org/10.24249/2309-9917-2022-56-6-149-155.
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The scientific monograph “Literary Multilingualism in the Slovenian and Austrian Context” (2020) is a collective work of nineteen researchers from five countries. The subject of their analysis was the theoretical, methodological and contextual aspects of literary multilingualism within the framework of the concept of a “supra-regional sphere of literary interaction”. They were regarded through the prism of small, immigrant, transcultural literatures and literature of national minorities. Among them are the Slovenian minority in Austrian Carinthia and Italy, the Italian minority in Croa- tian and Slovenian Istria, as well as the literature of multilingual authors and immigrant authors in Austria and Slovenia, both in modern times, in the 19th century, and during the First World War.