How Do Educational Experiences Predict Computing Identity?

Despite increasing demands for skilled workers within the technological domain, there is still a deficit in the number of graduates in computing fields (computer science, information technology, and computer engineering). Understanding the factors that contribute to students’ motivation and persistence is critical to helping educators, administrators, and industry professionals better focus efforts to improve academic outcomes and job placement. This article examines how experiences contribute to a student’s computing identity, which we define by their interest, recognition, sense of belonging, and competence/performance beliefs. In particular, we consider groups underrepresented in these disciplines, women and minoritized racial/ethnic groups (Black/African American and Hispanic/Latinx). To delve into these relationships, a survey of more than 1,600 students in computing fields was conducted at three metropolitan public universities in Florida. Regression was used to elucidate which experiences predict computing identity and how social identification (i.e., as female, Black/African American, and/or Hispanic/Latinx) may interact with these experiences. Our results suggest that several types of experiences positively predict a student’s computing identity, such as mentoring others, having a job, or having friends in computing. Moreover, certain experiences have a different effect on computing identity for female and Hispanic/Latinx students. More specifically, receiving academic advice from teaching assistants was more positive for female students, receiving advice from industry professionals was more negative for Hispanic/Latinx students, and receiving help on classwork from students in their class was more positive for Hispanic/Latinx students. Other experiences, while having the same effect on computing identity across students, were experienced at significantly different rates by females, Black/African American students, and Hispanic/Latinx students. The findings highlight experiential ways in which computing programs can foster computing identity development, particularly for underrepresented and marginalized groups in computing.

Causal and Putative Pathogenic Mutations Identified in 38.6% of Children with Primary SRNS in South Africa

The aim was to identify causal mutations in genes implicated in steroid resistant nephrotic syndrome (SRNS) within a South African population. We enrolled 119 children with primary NS; 71 SRNS and 48 steroid-sensitive NS. All children with SRNS underwent kidney biopsy. We first genotyped the NPHS2 gene for the p.V260E variant in all NS cases (n= 119) and controls (n= 219). To further identify additional variants, we performed whole-exome sequencing and interrogated ten genes (NPHS1, NPHS2, WT1, LAMB2, ACTN4, TRPC6, INF2, CD2AP, PLCE1, MYO1E) implicated in SRNS/FSGS in 56 SRNS cases and 29 controls; we also performed exome sequencing on two patients carrying the NPHS2 p.V260E mutation as positive controls. The overall detection rate of pathogenic mutations in children with SRNS was 27/70(38.57%): 15(21.43%) carried the NPHS2 p.V260E mutation and 12(17.14%) carried a pathogenic mutation in the heterozygous state in INF2 (n=8), CD2AP (n=3) or TRPC6 (n=1) genes. NPHS2 p.V260E homozygosity was specifically associated with biopsy-proven FSGS, accounting for 23.81% of Black children (15 of 63) with SR-FSGS. No causal mutations were identified in NPHS1, WT1, LAMB2, PLCE1, MYO1E and ACTN4. We report four novel variants in INF2, PLCE1, ACTN4 and TRPC6.Conclusion: The NPHS2 p.V260E mutation is a prevalent cause of SR-FSGS among Black South African children occurring in 23.81% of children with SRNS. Screening all Black African children presenting with NS for NPHS2 p.V260E will provide a precision diagnosis of SR-FSGS and inform clinical management.

Parent Provision of Choice Is a Key Component of Autonomy Support in Predicting Child Executive Function Skills

Although previous work has linked parent autonomy support to the development of children’s executive function (EF) skills, the role of specific autonomy-supportive behaviors has not been thoroughly investigated. We compiled data from four preschool-age samples in the Midwestern United States (N = 366; M age = 44.26 months; 72% non-Hispanic White, 19% Black/African American, 5% Multiracial) to examine three relevant autonomy-supportive behaviors (supporting competence, positive verbalizations, and offering choice) and their associations with child EF. We coded parent autonomy-supportive behaviors from a 10-min interaction between parent and child dyads working on challenging jigsaw puzzles together. Children completed a battery of EF. Overall, child EF was most consistently correlated with the offering choice subscale. Additionally, only the offering choice subscale predicted child EF while controlling for the other autonomy support subscales and child age. These results suggest that parent provision of choice is an especially relevant aspect of autonomy-supportive parenting and may be important to the development of EF in early childhood. Future research should directly measure children’s experience with choice and how it relates to emerging EF.

Co-Mutation of FAT3 and LRP1B in Lung Adenocarcinoma Defines a Unique Subset Correlated With the Efficacy of Immunotherapy

Immunotherapy based on immune checkpoint inhibitors (ICIs) have demonstrated remarkable survival benefits and gained regulatory approval in non-small cell lung cancer (NSCLC) patients without an actionable driver mutation, but currently there is no well-established standard for how to screen the most suitable population for ICIs treatment. Here, we conducted a comprehensive analysis of the somatic mutation landscape of lung adenocarcinoma (LUAD) samples. After the stepwise screening of high-frequency mutated genes, two genes with prominent significance, FAT3 and LRP1B, were finally screened out. Through further analysis, we discovered that the co-mutation of FAT3 and LRP1B was associated with an earlier age of onset and occurred more frequently in Black/African American. Furthermore, co-mutation defines a unique subgroup of lung adenocarcinoma that can increase tumor mutational burden (TMB), boost cytotoxicity and tumor immunogenicity, and facilitate lymphocyte infiltration. The results of gene set enrichment analysis (GSEA) indicated that co-mutation can influence tumorigenesis through a variety of mechanisms. More strikingly, the subset of LUAD with co-mutation of FAT3 and LRP1B exhibited significantly prolonged immunotherapy progression free survival (PFS). In summary, co-mutation of FAT3 and LRP1B is a promising useful biomarker for predicting the efficacy of immunotherapy, which can improve the clinical efficiency of practicing precision medicine in lung adenocarcinoma patients.

Mid-career Teacher Retention: Who Intends to Stay, Where, and Why?

Teacher turnover is widely understood to be among the most pressing challenges facing the American public education system. Who and where are the mid-career teachers who choose to stay in the profession? Why do they stay? Researchers need to attend to these questions to inform both national dialogue and local actions regarding how to retain and sustain mid-career teachers who positively impact student learning. This quantitative study explored mid-career teachers’ responses to the 2015–2016 National Teacher and Principal Survey to ascertain if certain demographic factors (e.g., race, school location) and school climate and teacher attitudinal factors (e.g., job satisfaction, career pathway and opportunities, support from administrators and/or sources beyond school leaders and colleagues, and influence over school policy) affect a mid-career teacher’s decision to remain in the teaching profession. Findings indicate that mid-career teachers (5 to 20 years of teaching experience) in a secondary setting are significantly more likely to intend to stay in the profession than their peers in an elementary setting, and non-White mid-career teachers (Black/African American, Asian, Native Hawaiian/Other Pacific Islanders, and Native American/Alaskan Native) than their White peers, respectively. Suburban mid-career teachers are more likely to express a desire to remain in the profession than their counterparts in urban, town, and rural settings. Related to the climate and attitudinal factors, mid-career teachers with more positive perceptions of school climate are more likely to remain in the profession. The most important factor in mid-career teacher retention is the teacher’s level of satisfaction with workplace conditions that directly impact teaching.

‘It’s possibly made us feel a little more alienated’: How people from ethnic minority communities conceptualise COVID-19 and its influence on engagement with testing

Objectives The cultural beliefs, practices and experiences of ethnic minority groups, alongside structural inequalities and the political economy play a critical, but overlooked role in health promotion. This study aimed to understand how ethnic minority groups in the United Kingdom conceptualised COVID-19 and how this influenced engagement in testing. Method Black (African and Caribbean) and South Asian (Indian, Pakistani and Bangladeshi) community members were purposefully recruited from across the UK. Fifty-seven semi-structured interviews were conducted and analysed using principles of grounded theory. Results We found that people of Black and South Asian ethnicity conceptualised COVID-19 as a disease that makes them visible to others outside their community and was seen as having more severe risk and suffering worse consequences, resulting in fear, stigmatisation and alienation. Views about COVID-19 were embedded in cultural beliefs, relating to culturally specific ideas around disease, such as ill-health being God’s will. Challenges brought about by the pandemic were conceptualised as one of many struggles, with the saliency of the virus contextualised against life experiences. These themes and others influenced engagement with COVID-19 testing. Testing was less about accessing timely and effective treatment for themselves and more about acting to protect the family and community. Testing symbolised a loss of income, anxiety and isolation, accentuated by issues of mistrust of the system and not being valued, or being treated unfairly. Conclusion Health communications should focus on counterbalancing the mistrust, alienation and stigmatisation that act as barriers to testing, with trust built using local credible sources.

Exploring the Impact of the Academic Interactions and Social Relations of Graduate Black African Students on their Learning Experiences in Beijing

Current data on international student has not particularly examined the experiences of the international African students in China. Furthermore, faced with a situation where the researcher encountered challenges as a student in China; I self-located in exploring the experiences of the African student in adapting to a new social and academic environment. A phenomenological research framework using semi-structured interviews was used to explore the social and academic experiences of 12 African Graduate students from three Universities in Beijing, China. Participants identified Chinese language as a major challenge, reported limited interaction with Chinese lecturers and discriminatory treatments during classroom dynamics. Added to these, there is much preference given to students from western countries. The study concludes by discussing the implication for practice and emphasizes the importance of universities acknowledging the cultural background of each other and incorporating perspectives of all students in a particular class to enhance student life experiences.

An Overview of an Undergraduate Diversity MCH Pipeline Training Program: USF’s Train-A-Bull

Purpose To describe an undergraduate pipeline training program (PTP) designed to guide underrepresented minorities (URM) trainees into MCH-related health professions, ultimately contributing to a diverse maternal and child health (MCH) workforce that can improve health outcomes for all women/mothers, children, and their families, including fathers and children with special healthcare needs. Description Three cohorts with 35 total undergraduate trainees were recruited to participated in the 2 years USF MCH PTP program where they were mentored, trained, guided, and supported by program faculty/staff. Students were recruited early in their education track, and the program was individually tailored based on trainees’ educational discovery stages. Key program components included seminars, summer institutes, public health courses, mentorship, internship, experiential learning opportunities, and professional networking opportunities. Assessment The majority of the undergraduate participants were diverse URMs including Hispanic/Latino (37.1%), Black/African American (31.4%), Asian (20%), and American Indian/Alaskan Native (5.7%) trainees. Out of all the cohorts, 51.4% were first-generation college students and 74.3% had economic hardships (i.e., PELL Grant, FAFSA). Resulting from the program, all cohorts increased in educational discovery stages, one-third enrolled in health-related graduate studies and half joined the MCH workforce. Conclusion Recruitment in pipeline programs should be intentional and meet students where they are in their education discovery stage. The use of educational discovery stages within a pipeline program are useful in both tailoring curriculum to individuals’ needs and assessment of progression in career decision-making. Mentoring from program staff remains an important component for pipeline programs.

Examining Students’ Perceived Competence, Gender, and Ethnicity in a Digital STEM Learning Game

The present study explores how gender, ethnicity, and performance-based perceived competence impact students’ learning, performance, and enjoyment from playing a digital STEM learning game. We had 199 9th-11th grade students play a 2D digital STEM learning game across six science classes. Based on the results of demographic surveys, matched pretests and posttests, and satisfaction questionnaires, we found no interaction between gender and ethnicity for performance-based perceived competence, performance, and enjoyment. We found a significant difference between males and females in performance-based perceived competence and in-game performance both favoring males over females. Among ethnic groups, we found a significant difference with in-game performance favoring White and Hispanic students over Black/African American students. However, the differences in gender and in ethnicity were insignificant once we controlled for both perceived competence and pretest scores. This supports the idea that neither race nor gender truly influence one’s ability to perform in digital learning games.