The Effect of Collaborative Learning on Academic Motivation

This paper explores the effect of collaborative learning on academic motivation among students from 17 institutions throughout the United States. Even in the presence of a wide array of potential confounders, collaborative learning exerted a statistically significant and positive influence on students’ academic motivation levels across four years of undergraduate education. Tests for the presence of interaction effects suggest that the relationship between collaborative learning and academic motivation is similar for all students, regardless of racial or ethnic background.

Teacher-reported emotional and behavioural problems and ethnic background associated with children’s psychosocial care use: a longitudinal population-based study

Approximately, 15% of children in Western countries suffer from emotional and behavioural problems. However, not all children receive the psychosocial care they need, especially children with a non-Western background experience an unmet need for care. This might be because parents of non-Western children report a lower need for care than parents of Western children, unrelated to the actual need. This study examined the association between teacher-reported problems and psychosocial care use, independent of mother-reported problems. Further, the role of ethnic background in this association was investigated. The study sample of 9-year-old children was retrieved from the Generation R Study (N = 3084), a prospective, population-based cohort of children born in Rotterdam, the Netherlands. Teacher- and mother-reported problems were measured via questionnaire when the children were 6/7 years old. Psychosocial care use was mother-reported at the research centre when children were 9 years old (8.1%). Hierarchical logistic regressions showed significant positive associations between teacher-reported total, externalising and internalising problems and later psychosocial care use. These associations were independent of mother-reported problems. Children with a non-Western background used less care, but ethnic background did not moderate the association between teacher-reported problems and care use. Our findings suggest that teachers might have an important role, next to parents, in the identification of problems and children’s access to care. This may be particularly important for non-Western children, as they use less psychosocial care than Western children, despite other research showing that they generally display higher levels of problems. Directions for future research and implications are discussed.

Intersectionality & Sexual harassment as a Minority Ethnic Female Surgeon

As a trainer, I have even taught women from certain cultures (who may find this level of contact difficult), that this is ‘normal’ in surgery. After reading the editorial and letter of response, in the Royal College of Surgeon’s Bulletin, [1] I have to think again about what I teach. I have taken for granted that surgeons have some sort of moral standing. Maybe I should be explaining also what they should not be tolerating. Even as a female surgeon, often at cultural gatherings, I feel I am perceived differently by women from my cultural or ethnic background, even if they are medical professionals themselves. I feel ostracised as being the woman who is playing with the men at their game. The younger generations however do applaud it, and I see more and more young women have a fervour for surgery. I feel now I want to protect them from this misogyny and sexual harassment more than ever.

Runyoga: Från arisk blodsmystik till nyandlig självutveckling

Rune yoga is a spiritual practice based on the idea that the Runic alphabet can be used for spiritual and magical purposes. Based on an interpretation of the Runes where every letter in the alphabet is considered to contain within it a source of mystical powers Rune Yoga uses techniques inspired by Indian yoga to channel these forces. While contemporary Rune Yoga has become a part of Heathen and Alternative Spirituality that attracts people from a variety of Ethnic background the origin of the practice lies within the Ariosophical movement, a racial form of Esotericism that developed in Germany and Austria in the early 20th century. In this article the origin of Rune Yoga within the Ariosphical movement is presented, how it was integrated in ideas about Aryan racial supremacy. The article continues to show how Rune Yoga later migrated to North America and became a practice used within a non-racial milieu and what aspects remained from the original Ariosophical movement. The article argues that while some aspects of Ariosophical thinking remains within Rune Yoga the racial aspects have ceased to be important. Rather than focusing on race modern Rune Yoga focus in self-improvement for the individual and there is a lack of collectivist goals.

Dental Caries Prevalence and Experience (ICDAS II Criteria) of 5-, 12- and 15-Year-Old Children and Adolescents with an Immigrant Background in Greece, Compared with the Host Population: A Cross-Sectional Study

Evidence regarding disparities in oral health among native and immigrant child and adolescent populations in Europe is scarce. The present study aimed to determine the caries status of 5-, 12-, and 15-year-olds with an immigrant background in Greece in relation to their sociodemographic characteristics and compare their caries levels with those of their native Greek peers. A sample of 707 immigrants underwent clinical examination for caries (ICDAS II criteria), followed by a calculation of caries prevalence and experience estimates (2013–2014). Multivariable regression models assessed the effect of ethnic background on the caries experience (d3–6mfs/D3–6MFS) of the total (707 immigrants and 3702 Greeks) population, and the association between parental education level and the immigrants’ d3–6mfs/D3–6MFS. Among the 5- and 12-year-olds, those with an immigrant background demonstrated higher caries rates and had unfulfilled treatment needs at higher proportions. Among 15-year-old adolescents, no considerable differences in caries status were observed according to ethnic background (native Greek or immigrant). The strength of the association between immigrant background and caries experience levels attenuated gradually with increasing age (IRR = 1.61, 1.27 and 1.10, and p = 0.001, p = 0.006 and p = 0.331 for 5-, 12- and 15-year-olds, respectively). Among the immigrants, adolescents with less educated mothers exhibited elevated caries levels. Public health strategies should prioritize immigrant children and early adolescents in order to reduce the existing ethnic disparities in oral health.

Prevalence of ABCB1 3435C>T polymorphism in the Cuban population

Objectives ABCB1 gene polymorphisms can modify P-glycoprotein function with clinical consequences. Methods The 3435C>T polymorphism prevalence was analyzed using oligonucleotide probes and next-generation sequencing in 421 unrelated healthy individuals living in Cuba. Data were stratified by gender, ethnic background and residence. The genotype and allelic frequencies were determined. Results The genotype distribution met the Hardy–Weinberg equilibrium assumption. The allelic frequency was 63.5% for the 3435C variant. The genotype frequencies were 41.1% for CC, 44.9% for CT and 14.0% for TT. The allele and genotype distributions differed between individuals living in La Habana and Santiago de Cuba (p<0.05) when ethnic background was analyzed. The allelic distribution was similar among Admixed and Black subjects, and they differed from Caucasians. The CC genotype was equally distributed among Admixed and Black subjects, and they differed from Caucasians. The TT genotype frequency differed between Caucasians and Admixed. The CT genotype was distributed differently among the three groups. Similar distribution was obtained in Brazilians, whereas some similarities were observed in African, Spanish and Chinese populations, consistent with the mixed Cuban ethnic origin. Conclusions This is the first report on allele and genotype frequencies of the 3435C>T polymorphism in Cuba, which may support personalized medicine programs.

Why Do Koreans Love Ethnic Players in the MLB? A Focus on Ethnic Identity and Player Identification

Asians hold a collectivistic culture, and they feel attachment to people who have the same ethnic background. This study explored how roles of ethnic identity influenced fan behaviors of Korean audiences toward Hyun-jin Ryu, the Korean Major League Baseball player. The results showed that ethnic identity influenced player identification, which led to attitudes toward the L.A. Dodgers. Congruence mediated the relationship between ethnic identity and player identification. It is also found that transportation mediated the relationship between player identification and attitudes toward the L.A. Dodgers. These results provide a cultural explanation of fan behaviors of ethnic players. Managerial implications can also be found.

Vaccination uptake amongst older adults from minority ethnic backgrounds: A systematic review

Background Older adults from minority ethnic backgrounds are at increased risk of contracting COVID-19 and developing severe infection and have increased risk of mortality. Whilst an age-based vaccination approach prioritising older groups is being implemented worldwide, vaccine hesitancy is high amongst minority ethnic groups. Methods and findings We conducted a systematic review and convergent synthesis to systematically examine perceptions of vaccinations amongst older adults from minority ethnic backgrounds. We included studies that reported on perceptions, beliefs, and attitudes towards vaccinations in older adults aged ≥65 years from a minority ethnic background. We excluded studies of vaccinations in investigation or development, studies focused on specific medical conditions, studies where ethnic background or age group was unidentifiable, systematic reviews, editorials, and conference abstracts. We searched MEDLINE, Embase, Virtual Health Library, Web of Science, Cochrane Library, medRxiv, and PROSPERO databases from inception to 15 July 2021. Risk of bias for studies was assessed using the Mixed Methods Appraisal Tool. The quality of evidence of collective outcomes was estimated using the Grading of Recommendations Assessment, Development and Evaluation–Confidence in the Evidence from Reviews of Qualitative research (GRADE–CERQual) framework. A total of 28 eligible studies conducted between 1997 and 2020 were included in the final analysis (17 quantitative surveys, 8 focus group or interview studies, 2 mixed methods studies, and 1 case–control study). The majority were US studies in English or Spanish, except for 6 studies set in Hong Kong, 2 studies in Japan, 1 study in Brazil, and 1 multi-centre study (including China, Indonesia, Turkey, South Korea, Greece, UK, Brazil, and Nigeria). In total, 28,262 individuals with an estimated mean age of 69.8 years were included, 63.2% of whom were female. We summarised the common concepts and themes across studies and populations using a convergent synthesis analysis. Thirteen themes categorised as barriers or facilitators were identified and grouped into structural factors—healthcare provider and system related, patient related, and policy and operational—and were analysed by minority ethnic group. The main limitation of the study was the predominance of studies from the US and East Asia. Conclusions In this systematic review, we found that factors influencing vaccination uptake involve healthcare provider and system, patient-related, and governance-level factors that are specific to the older ethnic minority community being served. The evidence included in this review is supported by high or moderate certainty and can be translated to practice and policy. A tailored, multi-level approach combining increased education, access, and culturally competent discussions with trusted healthcare professionals to address health beliefs can maximise the potential impact of widespread vaccination policies.

Are tracking recommendations biased? A review of teachers’ role in the creation of inequalities in tracking decisions

Sorting students into hierarchically ordered tracks or streams on the basis of their academic performance (i.e., tracking) is ubiquitous in educational systems, and oftentimes based on teachers’ track recommendations. International surveys indicate that tracking is associated with educational inequalities. To determine if inequalities in tracking may be due to teacher recommendations being biased against students from disadvantaged socio-economic and/or ethnic backgrounds, we conducted a systematic review of 26 recent articles on tracking recommendations and students’ socio-economic or ethnic background. We find that teacher recommendations are biased against students from disadvantaged socio-economic backgrounds, yet evidence with respect to ethnic biases is more mixed. We also conducted an integrative review to examine which factors may account for social and ethnic inequalities in teacher tracking recommendations. We conclude that students’, parents’ and teachers’ attitudes and behaviours play a role in tracking recommendations but cannot fully account for the inequality in these recommendations. We discuss promising areas for future study, and argue that research may want to focus on finding institutional moderators in order to combat biases in educational institutions.

Ethnic Differences in Context: Does Emotional Conflict Mediate the Effects of Both Team- and Individual-Level Ethnic Diversity on Emotional Strain?

Work teams are becoming increasingly heterogeneous with respect to their team members’ ethnic backgrounds. Two lines of research examine ethnic diversity in work teams: The compositional approach views team-level ethnic heterogeneity as a team characteristic, and relational demography views individual-level ethnic dissimilarity as an individual member’s relation to their team. This study compares and contrasts team-level ethnic heterogeneity and individual-level ethnic dissimilarity regarding their effects on impaired well-being (i.e., emotional strain) via team- and individual-level emotional conflict. Fifty teams of retail chain salespeople (n = 602) participated in our survey at two points of measurement. Based on the ethnic background of team members, we calculated team-level ethnic heterogeneity that applied to all members, and individual-level ethnic dissimilarity within the team that varied according to each member’s ethnic background. Multilevel path modeling showed that high levels of team-level ethnic heterogeneity were related to high levels of emotional strain via team-level emotional conflict. However, the opposite was found for individual-level ethnic dissimilarity. We discussed this difference by contextualizing individual-level ethnic dissimilarity in the team-level heterogeneity and social status of ethnic groups in society at large. Our findings suggest that the social status of the ethnic group to which team members belong may impact how ethnic diversity relates to team processes and well-being.