Reclaiming the Classics for a Diverse and Global World Through OER

In the 2019–20 academic year, I redesigned a course on the classics to make both the texts and the context in which they were taught more accessible for and relevant to the predominantly female students of Saint Mary’s College, Notre Dame. The course was re-centered on the dialogue between the ever-evolving and diverse cultures within Greece and the Roman empire and surrounding regions such as Egypt, Ethiopia, and Persia; issues caused by slavery and economic inequality; conceptions of gender roles and sexuality, race and ethnicity, and migration and citizenship; the troubling appropriation of classical motifs and texts by fascist groups in the twentieth century and some alt-right groups and sexual predators in the twenty-first century; and on recent initiatives meant to demonstrate the diversity of both Greek and Roman cultures through documentary, artistic, and archaeological evidence (particularly in the digital humanities and in museums and libraries). I also wanted to make the course close to zero cost for students and to shift to digital texts which lent themselves to interactivity and social scholarship. Our librarian, Catherine Pellegrino, obtained multi-user e-books for modern reinterpretations of classical works still in copyright. A LibreTexts grant enabled the co-authors of this article—the course instructor (and lead author) and two paid student researchers—and a team of summer-employed student collaborators to edit, footnote, and create critical introductions and student activities for various key texts for the course. Many of these texts are now hosted on the LibreTexts OER platform. Beta versions of enriched OER texts and activities were user tested in a synchronous hybrid virtual/physical classroom of twenty-five students, who were taking the course (HUST 292) in the fall semester of 2020.

Cumulative Racial and Ethnic Disparities Along the School-to-Prison Pipeline

Using the cumulative disadvantage theoretical framework, the current study explores whether school suspension and expulsion provide an indirect path through which race and ethnicity affect the likelihood of experiencing arrest, any incarceration, and long-term incarceration in adulthood. To address these issues, we use data from Waves I, II, and IV of the Add Health survey (N = 14,484), and we employ generalized multilevel structural equation models and parametric regression methods using counterfactual definitions to estimate direct and indirect pathways. We observe that Black (but not Latinx) individuals are consistently more likely than White persons to experience exclusionary school discipline and criminal justice involvement. However, we find a path through which race and Latinx ethnicity indirectly affect the odds of adulthood arrest and incarceration through school discipline. Disparate exposure to school suspension and expulsion experienced by minority youth contributes to racial and ethnic inequalities in justice system involvement. By examining indirect paths to multiple criminal justice consequences along a continuum of punitiveness, this study shows how discipline amplifies cumulative disadvantage during adulthood for Black and, to a lesser extent, Latinx individuals who are disproportionately funneled through the “school-to-prison pipeline.”

Educational Attainment, Race, and Ethnicity as Predictors for Ideal Cardiovascular Health: From the National Health and Nutrition Examination Survey

Background Educational attainment is protective for cardiovascular health (CVH), but the benefits of education may not persist across racial and ethnic groups. Our objective was to determine whether the association between educational attainment and ideal CVH differs by race and ethnicity in a nationally representative sample. Methods and Results Using the National Health and Nutrition Examination Survey, we determined the distribution of ideal CVH, measured by Life’s Simple 7, across levels of educational attainment. We used multivariable ordinal logistic regression to assess the association between educational attainment (less than high school, high school graduate, some college, college graduate) and Life’s Simple 7 category (ideal, intermediate, poor), by race and ethnicity (Asian, Black, Hispanic, White). Covariates were age, sex, history of cardiovascular disease, health insurance, access to health care, and income–poverty ratio. Of 7771 National Health and Nutrition Examination Survey participants with complete data, as level of educational attainment increased, the criteria for ideal health were more often met for most metrics. After adjustment for covariates, effect of education was attenuated but remained significant ( P <0.01). Those with at least a college degree had 4.12 times the odds of having an ideal Life’s Simple 7 compared with less than high school (95% CI, 2.70–5.08). Among all racial and ethnic groups, as level of educational attainment increased, so did Life’s Simple 7. The magnitude of the association between education and CVH varied by race and ethnicity (interaction P <0.01). Conclusions Our findings demonstrate that educational attainment has distinct associations with ideal CVH that differs by race and ethnicity. This work demonstrates the need to elucidate barriers preventing individuals from racial and ethnic minority groups from achieving equitable CVH.