Introduction to the special issue on the secondary analysis of the National Latino Asian American Study (NLAAS) dataset.

The purpose of the study was to explore the associations of sub-ethnicity to the survivorship experience of Asian American breast cancer survivors and identify the multiple factors that influenced their survivorship experience. This was a secondary analysis of the data among 94 Asian American breast cancer survivors from a larger ongoing study. Instruments included: questions on background characteristics, the perceived isolation scale, the Personal Resource Questionnaire, the Memorial Symptom Assessment Scale-Short Form, and the Functional Assessment of Cancer Therapy-Breast Cancer. Data were analyzed using hierarchical logistic and multiple regression analyses. After controlling for other factors, being a Japanese American (ref. = being a Chinese American) was significantly associated with pain scores (odds ratio [OR] = −0.32, p < .01), symptom distress scores ( β = −0.27, p < .01), and the quality of life scores ( β = 0.22, p = .03). Sub-ethnic variations in cultural attitudes, values, and beliefs need to be considered in future research/practice with Asian American breast cancer survivors.

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Unfair Treatment, Racial/Ethnic Discrimination, Ethnic Identification, and Smoking Among Asian Americans in the National Latino and Asian American Study

American Journal of Public Health ◽

10.2105/ajph.2006.102012 ◽

2008 ◽

Vol 98 (3) ◽

pp. 485-492 ◽

Cited By ~ 97

Author(s):

David H. Chae ◽

David T. Takeuchi ◽

Elizabeth M. Barbeau ◽

Gary G. Bennett ◽

Jane Lindsey ◽

...

Keyword(s):

Asian Americans ◽

Asian American ◽

Ethnic Discrimination ◽

Ethnic Identification ◽

American Study ◽

Unfair Treatment ◽

Racial Ethnic

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Introduction to special issue: Learning assessments for sustainability? Exploring the interaction between two global movements

Education Policy Analysis Archives ◽

10.14507/epaa.29.7171 ◽

2021 ◽

Vol 29 ◽

pp. 121

Author(s):

Oren Pizmony-Levy ◽

Dafna Gan

Keyword(s):

Large Scale ◽

Secondary Analysis ◽

Lessons Learned ◽

Negative Consequences ◽

Special Issue ◽

Learning Assessments ◽

Introductory Article ◽

Meaningful Engagement ◽

Global Movements ◽

The 1960S

The aim of this special issue, “Learning Assessments for Sustainability?”, is to examine the interaction between the environmental and sustainability education (ESE) movement and the international large-scale assessments (ILSAs) movement. Both global educational movements emerged in the 1960s and their simultaneous work have affected each other since then. While the articles in this special issue highlight the potential benefits of ILSAs as a source of data for secondary analysis, they also demonstrate the limitations of ILSAs and their negative consequences to ESE. As such, we call for more research on the interaction between ESE and ILSAs and for a serious consideration of how test-based accountability practices might work against meaningful engagement with ESE. This introductory article includes three sections. The first section provides context about the movements. The second section presents an overview of the articles and alternative ways for reading them. The third section discusses lessons learned from the collection of articles. We conclude with a call for further research and reflection.

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Making Mental Health through Open in Emergency

South Atlantic Quarterly ◽

10.1215/00382876-8916116 ◽

2021 ◽

Vol 120 (2) ◽

pp. 369-388

Author(s):

Mimi Khúc

Keyword(s):

Mental Health ◽

Asian American ◽

Book Arts ◽

Special Issue ◽

Arts And Humanities ◽

The Arts ◽

Love Letters

This epistolary essay chronicles the making of Open in Emergency: A Special Issue on Asian American Mental Health (2016, 2019), an interdisciplinary, hybrid book arts project that is an antiracist and disability justice rethinking of mental health. Open in Emergency works to decolonize our approaches to un/wellness and radically expand our vocabularies through the arts and humanities. This essay, written in the form of love letters, journeys through the relationships, experiences, and curatorial processes that inform Open in Emergency’s interventions, particularly what the author dubs a “pedagogy of unwellness,” a crip temporality, epistemology, and ethics that rethink how we experience unwellness and the kinds of care our unwellness requires. The essay offers up Open in Emergency as an example of the kinds of intellectual and arts practices we might engage to develop new ways, and times, of care, for all of us.

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