Urban ethnically diverse adolescents’ perceptions of social class at the intersection of race, gender, and sexual orientation.

2019 ◽  
Vol 55 (3) ◽  
pp. 457-470 ◽  
Author(s):  
Negin Ghavami ◽  
Rashmita S. Mistry
Keyword(s):  
Sexual Orientation ◽  
Social Class ◽  
Ethnically Diverse ◽  
Ethnically Diverse Adolescents

scholarly journals Health Information Seeking Behaviors of Ethnically Diverse Adolescents

2013 ◽  
Vol 16 (4) ◽  
pp. 652-660 ◽  
Author(s):  
Anastasia E. Okoniewski ◽  
Young Ji Lee ◽  
Martha Rodriguez ◽  
Rebecca Schnall ◽  
Alexander F. H. Low
Keyword(s):  
Health Information ◽  
Information Seeking ◽  
Ethnically Diverse ◽  
Health Information Seeking ◽  
Information Seeking Behaviors ◽  
Ethnically Diverse Adolescents

scholarly journals Online, Asynchronous Hearing Education and Research Project for Ethnically Diverse Adolescents via Interprofessional Collaboration and Electronic Service-Learning During the COVID-19 Pandemic: A Pilot Study on the Needs and Challenges

2021 ◽  
pp. 1-13
Author(s):  
Shruti Balvalli Deshpande
Keyword(s):  
Service Learning ◽  
Focus Group ◽  
Interprofessional Collaboration ◽  
Ethnically Diverse ◽  
Baseline Survey ◽  
Hearing Conservation ◽  
School Based ◽  
Electronic Service ◽  
Conservation Projects ◽  
Ethnically Diverse Adolescents

Purpose This study discusses the creation of an online, asynchronous presentation to educate adolescents about prevention of noise-induced hearing loss (NIHL) through interprofessional collaborations and electronic service-learning (eSL) during the COVID-19 pandemic. Method The Hearing Education and Research (HEAR) presentation, which included activities and videos to educate a group of ethnically diverse adolescents ( n = 100) on NIHL, was created by 11 doctor of audiology (AuD) students through online collaborations toward course-related eSL requirements. Adolescents responded to a baseline survey to assess hearing health–related behaviors prior to reviewing the presentation. A postprogram survey was administered 1 week after the presentation to assess change in knowledge and attitudes toward NIHL prevention. Online collaborations with schoolteachers helped with project implementation. Postreflection papers written by AuD students regarding the eSL activities were analyzed. Lastly, suggestions from a focus group of educators were included that highlight the role of interprofessional collaborations to enhance school-based hearing conservation opportunities. Results The HEAR presentation resulted in changes in knowledge about NIHL among the adolescents. Postreflection papers by the AuD students indicated that the eSL activity served as a high-impact pedagogical assignment, especially during the academic challenges of the pandemic. Feedback from a focus group of schoolteachers helped outline ideas for future implementation of sustainable hearing conservation programs in school settings. Conclusion The pilot data collected in this study serve as a proof of concept for future hearing conservation projects in school-based settings via interprofessional collaborations and by engaging university students via eSL.

Emotions: More than a “Feeling”

2019 ◽  
Vol 121 (13) ◽  
pp. 1-16
Author(s):  
Mary Louise Gomez ◽  
Amy Johnson Lachuk
Keyword(s):  
Sexual Orientation ◽  
Social Class ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Cultural Theory ◽  
Composition And Rhetoric ◽  
Practicing Teachers ◽  
Language Background ◽  
Race Ethnicity ◽  
Linguistic Backgrounds

What are emotions; and how do prospective and practicing teachers’ frame and understand them? How may teachers understand their own identities and those of their students as composed of intersectional dimensions of race, ethnicity, social class, gender, language background, abilities, and sexual orientation? What outcomes may occur as a result of these understandings? How may teacher educators respond when faced with these interpretations? Addressing these questions, we interrogate how emotions experienced by teachers influence how we see ourselves—our effectiveness; our relationships with students and families; and the curricula, pedagogies, and assessments we employ. We draw on our own experiences as teacher educators, as well as extant research, to explore answers to these questions. Studies across diverse fields indicate that emotions are more than feelings or uncontrollable responses to situations; rather, they are socially and culturally constructed and agreed upon among people. As teacher educators, what intrigues us most about this research on emotion are the implications it has for creating culturally responsive and socially just teachers—teachers who are able to effectively teach youth who come from racial, cultural, class, and linguistic backgrounds different from their own. We appeal to scholars from various traditions—philosophy, literature, cultural theory, composition and rhetoric, neuroscience, narrative inquiry, and teacher education—to question and elaborate what the term “others” may mean to teachers. Our twin goals are to demonstrate how often prospective and practicing teachers employ dichotomies of race, ethnicity, social class, language background/s, ability, and sexual orientation, among other dimensions of identity, to distinguish themselves from students and their families, and to begin exploring how teacher educators may provide alternatives to such imposed views.

scholarly journals Perceptions of family criticism and warmth and their link to symptom expression in racially/ethnically diverse adolescents and young adults at clinical high risk for psychosis

2014 ◽  
Vol 9 (6) ◽  
pp. 476-486 ◽  
Author(s):  
Katherine H. Tsai ◽  
Steve López ◽  
Sarah Marvin ◽  
Jamie Zinberg ◽  
Tyrone D. Cannon ◽  
...  
Keyword(s):  
Young Adults ◽  
High Risk ◽  
Ethnically Diverse ◽  
Adolescents And Young Adults ◽  
Symptom Expression ◽  
Clinical High Risk ◽  
Ethnically Diverse Adolescents

Moving Toward More Conclusive Measures of Sociocultural Adaptation for Ethnically Diverse Adolescents in England

2017 ◽  
Vol 34 (1) ◽  
pp. 56-72 ◽  
Author(s):  
Anica G. Bowe
Keyword(s):  
Ethnic Minority ◽  
Minority Groups ◽  
Ethnically Diverse ◽  
Ethnic Minority Groups ◽  
Scale Level ◽  
Policy Makers ◽  
Immigrant Adolescents ◽  
Differential Functioning ◽  
Being Bullied ◽  
Ethnically Diverse Adolescents

This study is part of a larger initiative toward understanding the acculturation of immigrant adolescents using the Longitudinal Study of Young People in England 2004-2010 database. A necessary step in using a database for cross-ethnic comparisons is first to verify whether its items and scales are equivalent. I examined item- and scale-level differential functioning (DF; n = 4,663, six ethnic minority groups) on four of the database’s sociocultural scales: Feelings About School (11 items), Relational Family Efficacy (four items), Being Bullied (five items), and Perceived Teacher Discrimination (four items) using an item response theory (IRT)–based framework. Findings demonstrated no meaningful DF on items and, in most cases, scales as well. Second, distinct ethnic group patterns are present. Third, the Perceived Teacher Discrimination scale was not functioning for the majority of the ethnic minority groups which is of grave concern. Implications for future comparative studies and immigration policy makers are discussed.

Subjective Well-Being in Urban, Ethnically Diverse Adolescents The Role of Stress and Coping

2011 ◽  
Vol 44 (3) ◽  
pp. 331-347 ◽  
Author(s):  
Elizabeth M. Vera ◽  
Kimberly Vacek ◽  
Sha’kema Blackmon ◽  
Laura Coyle ◽  
Kenia Gomez ◽  
...  
Keyword(s):  
Ethnically Diverse ◽  
Well Being ◽  
Stress And Coping ◽  
Subjective Well Being ◽  
And Coping ◽  
Ethnically Diverse Adolescents

Social Class, Sexual Orientation, and Toward Proactive Social Equity Scholarship

2006 ◽  
Vol 36 (2) ◽  
pp. 156-172 ◽  
Author(s):  
Kenneth Oldfield ◽  
George Candler ◽  
Richard Greggory Johnson
Keyword(s):  
Sexual Orientation ◽  
Social Class ◽  
Social Equity

You Hear Stories About What They Did and It Makes You Go “Wow”: Adolescents Narrate and Interpret Caregiver Stories About a Difficult Time

2016 ◽  
Vol 32 (5) ◽  
pp. 536-558
Author(s):  
Marcela Raffaelli ◽  
Maria I. Iturbide ◽  
Miguel Angel Saucedo ◽  
Lorraine Munoz
Keyword(s):  
Life Experiences ◽  
Immigrant Families ◽  
Ethnically Diverse ◽  
Future Research ◽  
Family Interactions ◽  
Personal Problems ◽  
Immigrant Background ◽  
Difficult Time ◽  
Interpersonal Situations ◽  
Ethnically Diverse Adolescents

This study examined how adolescents recall and interpret caregivers’ personal stories about a difficult time. Respondents were 49 ethnically diverse adolescents ( M = 15.76 years; 63% girls; 53% from immigrant families). Analyses examined story features (topic, narrator, elaboration, and meaning) and variations due to gender, age, and immigrant background. Four overarching topic categories were identified: family hardship (39.5%), caregiver’s personal problems (25.6%), family interactions and dynamics (20.9%), and interpersonal situations outside family (14%). Youth extracted a variety of personal lessons from caregiver stories, with meanings differing across some topic categories (e.g., stories about family hardship typically emphasized that youth should persevere/work hard). Story features differed based on characteristics of storyteller and listener, particularly gender and immigrant background. For example, adolescents (particularly girls) were most likely to narrate a story heard from their mother, and more boys than girls retold stories emphasizing perseverance and hard work. Adolescents from immigrant families told stories that were more elaborated than those told by nonimmigrant youth, and stories told by caregivers reflected unique life experiences and goals. Findings contribute to the literature on family storytelling and have implications for future research and practice with diverse populations.

Sign in / Sign up

Export Citation Format

Share Document