scholarly journals Determinants of Ethnic Differences in School Modality Choices During the COVID-19 Crisis

2021 ◽  
pp. 0013189X2110575
Author(s):  
Andrew M. Camp ◽  
Gema Zamarro
Keyword(s):  
School Districts ◽  
Racial Differences ◽  
Ethnic Differences ◽  
White Students ◽  
Perceived Risk ◽  
Panel Survey ◽  
Racial Inequalities ◽  
Learning Gap ◽  
Political Partisanship ◽  
Growing Body

A growing body of research and popular reporting shows racial differences in school modality choices during the COVID-19 crisis, with White students more likely to attend school in person in the fall of 2020 and spring of 2021. This in-person learning gap raises serious equity concerns. We use unique panel survey data to explore possible explanations. We find that a combination of factors may explain these differences. School districts’ offerings, political partisanship, perceived risk from the pandemic, and local COVID-19 outbreaks are all meaningfully associated with and plausibly explain the in-person learning racial gap. Our results illustrate how not only policy decisions but also political leanings and individuals’ beliefs could contribute to inequality in access to learning and illustrate the need for a better understanding of the factors behind observed racial inequalities in education.

Transgender Students

2018 ◽  
Author(s):  
Suzanne E. Eckes ◽  
Maria M. Lewis
Keyword(s):  
School Districts ◽  
Gender Identity ◽  
Legal Framework ◽  
Legal Issues ◽  
Cutting Edge ◽  
Legal Authority ◽  
Relevant Research ◽  
Student Records ◽  
Growing Body ◽  
Transgender Students

Controversies over school policies that impact transgender students have garnered increased attention in recent years. For example, some transgender students have been prohibited from using the restroom that aligns with their gender identity, and others have not been addressed by their preferred names. Thus, in this chapter, we focus on cutting-edge issues that relate specifically to transgender students. In doing so we explore the legal landscape related to transgender student inclusion. We will begin with an overview of relevant research, followed by a presentation of the legal framework and finishing with a discussion of important legal issues, including topics such as access to facilities, privacy, pronouns and student records, athletics, and dress codes. As this chapter will demonstrate, unprecedented efforts in research have revealed alarming inequities experienced by transgender individuals. Concurrently, with some limitations or exceptions, there is a growing body of legal authority that has been successfully relied upon to protect the rights of transgender students. To be certain, the law impacting transgender individuals is multifaceted and evolving. Of notable significance, transgender students who have initiated legal claims against school districts for their discriminatory practices have all ended in favorable outcomes for the students.

SHIFTING POWER

2018 ◽  
Vol 15 (02) ◽  
pp. 417-439 ◽  
Author(s):  
Brianna Remster ◽  
Rory Kramer
Keyword(s):  
United States ◽  
African American ◽  
Racial Differences ◽  
Mass Incarceration ◽  
Racial Inequalities ◽  
Rural Districts ◽  
Contemporary United States ◽  
The Impact ◽  
Legislative Districts

AbstractWhile prisoners cannot vote, they are counted as residents of the often rural legislative districts where they are incarcerated rather than their home districts. We examine the extent to which incarceration shifts the balance of a representative democracy by considering its impact on legislative apportionment. Drawing on data from the Census, Pennsylvania Department of Corrections, and Pennsylvania Redistricting Commission, we develop a counterfactual framework to examine whether removing and returning prisoners to their home districts affects equal representation. Because prisoners are disproportionately African American, we also employ this counterfactual to assess racial differences in the impact of prison gerrymandering. Findings indicate that incarceration shifts political power from urban districts to suburban and rural districts through legislative apportionment. Moreover, non-White communities suffer the most. We conclude by considering how our findings fit a growing literature on the role of mass incarceration in [re]producing racial inequalities in the contemporary United States.

How Teachers and Schools Contribute to Racial Differences in the Realization of Academic Potential

2012 ◽  
Vol 114 (7) ◽  
pp. 1-27 ◽  
Author(s):  
Tina Wildhagen
Keyword(s):  
African American ◽  
High School Students ◽  
Racial Differences ◽  
Hierarchical Linear Modeling ◽  
White Students ◽  
African American Students ◽  
School Level ◽  
Racial Gap ◽  
American Students ◽  
Academic Potential

Background/Context The fulfillment of academic potential is an underdeveloped area of inquiry as it relates to explaining racial differences in academic outcomes. Examining this issue is important for addressing not only differences in the typical outcomes for African American and White students but also the severe underrepresentation of African American students among the highest achieving students. Whereas other studies have operationalized lost academic potential as unfulfilled expectations for educational attainment, this study takes a different approach, measuring whether students earn higher or lower grades than the grades predicted by earlier tests of academic skills. Students whose grades are equal to or exceed those predicted by their earlier test scores are said to have fulfilled their academic potential, whereas those whose grades are lower than predicted have not realized their potential. Purpose/Objective/Research Question/Focus of Study This study finds that African American high school students are less likely than their White peers to realize their academic potential. The analyses test several explanations for the racial gap in the realization of academic potential, focusing on the students themselves, their teachers, and their schools. Research Design This study uses hierarchical linear modeling to analyze data from the Education Longitudinal Study of 2002. Conclusions/Recommendations The results suggest that teachers perceive African American students as exerting less classroom effort than White students, which accounts for a substantial proportion of the racial gap in unrealized academic potential, even with several student characteristics held constant. At the school level, there are larger racial gaps in unrealized academic potential in segregated schools and schools with strict disciplinary climates. Strikingly, the negative effect of strict disciplinary climate exists net of students’ own receipt of disciplinary actions. That is, the negative association between strict disciplinary climate and the realization of academic potential for African American students applies to African American students regardless of whether they themselves have been in trouble at school. This study reveals that characteristics of schools that lack immediately obvious racial implications, such as a school's approach to student discipline, may be just as harmful as overtly racialized inequality within and between schools.

scholarly journals Racial/Ethnic Disparities in Cancer-Associated Thrombosis: A Population-Based Study

Blood ◽  
2020 ◽  
Vol 136 (Supplement 1) ◽  
pp. 53-55
Author(s):  
Tatini Datta ◽  
Ann M Brunson ◽  
Anjlee Mahajan ◽  
Theresa Keegan ◽  
Ted Wun
Keyword(s):  
Racial Differences ◽  
Ethnic Differences ◽  
Brain Cancer ◽  
Lower Risk ◽  
Prediction Models ◽  
Population Based ◽  
Risk Prediction Models ◽  
Cancer Types ◽  
Race Ethnicity ◽  
Racial Ethnic

Introduction Risk factors for cancer-associated venous thromboembolism (CAT) include tumor type, stage at diagnosis, age, and patient comorbidities. In the general population, race/ethnicity has been identified as a risk factor for venous thromboembolism (VTE), with an increased risk of VTE in African Americans (AA) and a lower risk in Asians/Pacific Islanders (API) and Hispanics compared to non-Hispanic Whites (NHW) after adjustment for confounders such as demographic characteristics and patient comorbidities. However, the impact of race/ethnicity on the incidence of CAT has not been as well-studied. Methods We performed an observational cohort study using data from the California Cancer Registry linked to the California Patient Discharge Dataset and Emergency Department Utilization database. We identified a cohort of patients of all ages with first primary diagnosis of the 13 most common cancers in California between 2005-2014, including breast, prostate, lung, colorectal, bladder, uterine, kidney, pancreatic, stomach, ovarian, and brain cancer, Non-Hodgkin lymphoma, and multiple myeloma, and followed them for a diagnosis of VTE using specific ICD-9-CM codes. The 12-month cumulative incidences of VTE [pulmonary embolism (PE) alone, PE + lower extremity deep venous thrombosis (LE DVT), proximal LE DVT alone, and isolated distal DVT (iDDVT)] were determined by race/ethnicity, adjusted for the competing risk of death. Multivariable Cox proportional hazards regression models were performed to determine the effect of race/ethnicity on the risk of CAT adjusted for age, sex, cancer stage, type of initial therapy (surgery, chemotherapy, radiation therapy), neighborhood socioeconomic status, insurance type, and comorbidities. Patients with VTE prior to cancer diagnosis were excluded. Results A total of 736,292 cancer patients were included in the analysis cohort, of which 38,431 (5.2%) developed CAT within 12 months of diagnosis. When comparing the overall cancer cohort to those that developed VTE, AA (7.2 vs 10.5%) and NHW (61.9 vs 64.3%) appear to be over-represented, and API (11.6 vs 7.6%) under-represented in VTE cohort (Figure 1). The greatest disparities in incidence by race/ethnicity were seen in PE. AA had the highest and API had the lowest 12-month cumulative incidences for all cancer types except for brain cancer (Figure 2). These racial/ethnic differences were also seen among cumulative incidences of proximal LE DVT. For iDDVT, AA again had the highest cumulative incidence compared to the other racial groups among all cancer types except for myeloma. Racial differences were not as prominent when examining cumulative incidence of all VTE (PE+DVT). In adjusted multivariable models of overall CAT, compared to NHW, AA had the highest risk of CAT across all cancer types except for brain cancer and myeloma. API had significantly lower risk of CAT than NHW for all cancer types. When examining PE only in multivariable models, AA had significantly higher risk of PE compared to NHW in all cancer types except for kidney, stomach, brain cancer, and myeloma (Hazard Ratio (HR) ranging from 1.36 to 2.09). API had significantly lower risk of PE in all cancer types except uterine, kidney, and ovarian cancer (HR ranging from 0.45 to 0.87). Hispanics had lower risk of PE than NHW in breast, prostate, colorectal, bladder, pancreatic cancer, and myeloma (HR ranging from 0.64 to 0.87). [Figure 3] Conclusion In this large, diverse, population-based cohort of cancer patients, race/ethnicity was associated with risk of CAT even after adjusting for cancer stage, type of treatment, sociodemographic factors, and comorbidities. Overall, AA had a significantly higher incidence and API had a significantly lower incidence of CAT than NHW. These racial/ethnic differences were especially prominent when examining PE only, and PE appears to be the main driver for the racial differences observed in overall rates of CAT. Current risk prediction models for CAT do not include race/ethnicity as a parameter. Future studies might examine if incorporation of race/ethnicity into risk prediction models for CAT may improve their predictive value, as this may have important implications for thromboprophylaxis in this high-risk population. Disclosures Wun: Glycomimetics, Inc.: Consultancy.

scholarly journals Potential Mechanisms for Racial and Ethnic Differences in Antimüllerian Hormone and Ovarian Reserve

2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
Reshef Tal ◽  
David B. Seifer
Keyword(s):  
Ethnic Groups ◽  
Racial Differences ◽  
Ethnic Differences ◽  
Ovarian Reserve ◽  
Pubertal Timing ◽  
Reproductive Potential ◽  
Racial And Ethnic Differences ◽  
Antimullerian Hormone ◽  
Antimüllerian Hormone ◽  
Racial Ethnic

Accumulating evidence suggests that reproductive potential and function may be different across racial and ethnic groups. Racial differences have been demonstrated in pubertal timing, infertility, outcomes after assisted reproductive technology (ART) treatment, and reproductive aging. Recently, racial differences have also been described in serum antimüllerian hormone (AMH), a sensitive biomarker of ovarian reserve, supporting the notion that ovarian reserve differs between racial/ethnic groups. The existence of such racial/ethnic differences in ovarian reserve, as reflected by AMH, may have important clinical implications for reproductive endocrinologists. However, the mechanisms which may underlie such racial differences in ovarian reserve are unclear. Various genetic factors and environmental factors such as obesity, smoking, and vitamin D deficiency which have been shown to correlate with serum AMH levels and also display significant racial/ethnic variations are discussed in this review. Improving our understanding of racial differences in ovarian reserve and their underlying causes may be essential for infertility treatment in minority women and lead to better reproductive planning, improved treatment outcomes, and timely interventions which may prolong reproductive lifespan in these women.

HAEMOSTATIC PARAMETERS IN VARIOUS ETHNIC GROUPS IN SAUDI ARABIA

1987 ◽  
Author(s):  
A M A Gader ◽  
H Bahakim ◽  
S Malaika ◽  
F A Jabbar
Keyword(s):  
Saudi Arabia ◽  
Arachidonic Acid ◽  
Platelet Aggregation ◽  
Ethnic Groups ◽  
Racial Differences ◽  
Ethnic Differences ◽  
Dietary Habits ◽  
High Incidence ◽  
High Doses ◽  
Comparative Population

Geographical and racial differences in the incidence of thrcmbo-embolisn could be related to basic dissimilaritiesin the haemostatic system in different ethnic groups. However reliable comparative population studies in haemostatic parameters is lacking. The large expatriate ccmnunity in Saudi Arabia offers such a chance.Subjects tested were all healthy blood donors (aged 20-50 years) and were classified on the basis of ethnic origininto three categories (1) Arabs n=750, (2) Westerns (Americans and Europeans) n=400, and (3) S.E. Asians (Filipinos) n=570. The measurements done included PT, PTT, TT, Reptilase time, Plasma fibrinogen, AT III, Plasminogen, F.VIII:C, FX, α-2 Antiplasmin and Platelet aggregation in response to ADP (20.0, 2.0, 1.0, 0.5 & 0.25 uM), Collagen, Arachidonic acid, Adrenaline and Ristocetin (1.5, 1.2 & 1.0 mg/ml).There were no significant ethnic differences in the measured plasmatic clotting tests. This contrasts the finding of many smaller studies. Besides no significant ethnic differences were noted in platelet aggregation response to high doses of ADP (20 uM) or Ristocetin (1.5 mg/ml) and to Collagen. However, 45% of the S.E. Asians displayed abnormally inhibited responses to Adrenaline when compared to Arabs (34%) and Westerns (35.2%). Asians also displayed more inhibited responses to lower doses of ADP (2.0 & 1.0 uM) . On the other hand, S.E. Asians showed the lowest incidence of inhibited Arachidonic acid responses (9%) when compared to Arabs (24%) and Westerns (26%) . Similar racial differences were noted in response to low doses of Ristocetin (1.2 & 1.0 mg%) where Arabs and Asians showed high incidence of abnormally reduced responses (26-28%) when compared to Westerns (15%). No evidence of enhanced aggregation could be detected in Westerns. Changes of climate and/or dietary habits could be important factors influencing the haemostatic system in such a way that reduces ethnic dissimilarities.

scholarly journals Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective Teachers

2018 ◽  
Vol 91 (2) ◽  
pp. 132-158 ◽  
Author(s):  
Paul Hanselman
Keyword(s):  
Elementary School Teachers ◽  
Minority Students ◽  
Racial Differences ◽  
Effective Teachers ◽  
Value Added ◽  
Learning Opportunities ◽  
Racial Inequalities ◽  
Low Achieving Students ◽  
School Learning ◽  
Value Added Measures

Are equal educational opportunities sufficient to narrow long-standing economic and racial inequalities in achievement? In this article, I test the hypothesis that poor and minority students benefit less from effective elementary school teachers than do their nonpoor and white peers, thus exacerbating inequalities. I use administrative data from public elementary schools in North Carolina to calculate value-added measures of teachers’ success in promoting learning, and I assess benefits for different students. Results suggest that differential benefits of effective teachers uniquely exacerbate black–white inequalities but do not contribute to economic achievement gaps. Racial differences are small, on average, relative to the benefits for all groups; are not explained by differences in prior achievement; and are largest for low-achieving students. Teacher-related learning opportunities are crucial for all students, but these results point to a disconnect between typical school learning opportunities and low-achieving minority students.

Factors Leading to Discrepancies in Accumulated Physical Activity During School Hours in Elementary School Students

2019 ◽  
Vol 38 (4) ◽  
pp. 338-346 ◽  
Author(s):  
Riley Galloway ◽  
Robert Booker ◽  
Scott Owens
Keyword(s):  
Physical Activity ◽  
Elementary Students ◽  
Elementary School Students ◽  
Racial Differences ◽  
White Students ◽  
Influential Factors ◽  
School Students ◽  
State Mandate ◽  
Fourth Grade Students ◽  
School Day

Purpose: Current in-school physical activity (PA) policies lack regulation, which testifies to the urgency of monitoring in-school moderate to vigorous PA (MVPA). This study quantifies the demographical differences of in-school PA among elementary students. Methods: Fourth-grade students wore accelerometers during school for 1 week. The teachers logged information for PA setting and duration of opportunity. Results: The accelerometry data (N = 148) showed alarming results in the lack of MVPA during in-school PA opportunity times. Significant sex differences showed boys to accumulate more minutes MVPA per day in recess than girls (7.62 ± 5.87 and 5.19 ± 3.03, respectively). Racial differences showed that non-White students accumulated significantly more minutes of MVPA per week during the school day than White students (30.82 ± 19.09 and 23.44 ± 18.41, respectively). Conclusions: The students fell short of the recommended 30 min of MVPA per day during school hours, as advised by a state mandate. Significant differences were seen in PA levels across sex and race, supporting the need for enhanced attention to influential factors on PA engagement.

Racial differences in acute toxicities of FEC 100 chemotherapy in patients with breast cancer

2009 ◽  
Vol 27 (15_suppl) ◽  
pp. e11515-e11515
Author(s):  
H. S. Han ◽  
I. Reis ◽  
K. Kuroi ◽  
M. Toi ◽  
E. Suzuki ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Hong Kong ◽  
Neoadjuvant Chemotherapy ◽  
Racial Differences ◽  
Ethnic Differences ◽  
Metastatic Breast ◽  
Dose Intensity ◽  
Number Of Patients ◽  
Race Ethnicity ◽  
University Of Miami

e11515 Background: Racial disparities in breast cancer outcomes are attributed to differences in baseline tumor characteristics, stage, and socioeconomic factors. However, little is known about racial differences in treatment-related toxicities. We hypothesized that racial and ethnic differences result in differential tolerance to chemotherapy and possibly compromise to the dose intensity of adjuvant/neoadjuvant chemotherapy. Methods: Data was collected from 4 international collaborating centers (University of Miami, JBCRG (Japan Breast Cancer Research Group), University of Hong Kong, and Tom Baker Cancer Center) at which patients of different ethnic background have been treated for non metastatic breast cancer with same adjuvant or neoadjuvant chemotherapy of FEC 100: fluorouracil 500 mg/m2, epirubicin 100 mg/m2, and cyclophosphamide 100 mg/m2). Racial/ethnic differences in toxicities were assessed by first episode of grade 2 or higher toxicity. Analysis of data was performed at the University of Miami. Results: Treatment-related toxicities are compared according to four race/ethnicity groups (120 Caucasian from USA and Canada (C), 16 African American (AA) from USA and Canada, 141 Japanese Asian (JA), and 23 Asian from Hong Kong (HKA)) (Table). JA and HKA had a significant higher rate of grade 3 or higher toxicity compared with C or AA women; 65%, 61%, 28%, and 31% respectively. However, there were no significant differences in chemotherapy dose intensity or density across the 4 race/ethnicity groups. Conclusions: This unique study noted racial differences in acute toxicity in women with breast cancer who were treated with FEC 100 chemotherapy. However, there are several limitations including the retrospective nature of our study, differences in practice across four countries, and different number of patients available for comparison. This study is ongoing and further statistical analyses are planned when a larger sample size is reached. [Table: see text] No significant financial relationships to disclose.

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