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Advanced Academic Programs In One High School and the Underrepresented Student
No full textThis qualitative single case study explored the participation of African American and Latino students in advanced academic programs at one public high school in Texas.
Despite national and district-level efforts to promote equity, these students remain persistently underrepresented in Advanced Placement (AP) and Dual Credit courses. Grounded in Social Capital Theory, the study investigated the barriers and facilitators that influenced students’ access, enrollment, and success in these programs. Data were triangulated through analysis of Texas Academic Performance Reports (TAPR), three teacher interviews, and one counselor interview.
The findings revealed four major themes. Theme 1: Academic Readiness and
Preparation highlighted varying levels of academic preparedness among underrepresented students, influenced by prior coursework, support at home, and teacher expectations. Theme 2: Barriers to Participation identified structural and cultural challenges, including limited financial resources, lack of awareness about program requirements, and competing responsibilities such as part-time work or caregiving, particularly among Latina students. Theme 3: Support Systems and Mentorship emphasized the importance of teacher advocacy, academic counseling, and peer mentorship in encouraging student
enrollment and persistence. These support structures were essential in counteracting systemic obstacles and bolstering students’ confidence. Theme 4: Representation and Changing Demographics illuminated how shifts in student population demographics were not yet reflected in advanced program enrollment, suggesting inequities in outreach and recruitment efforts.
Across data sources, the uneven distribution of social capital emerged as a key
influence on student participation. Students with greater access to institutional knowledge and relational networks were more likely to navigate the complexities of advanced academic pathways successfully.
This study contributes to the understanding of the nuanced challenges and
potential strategies for enhancing equity in advanced academic program participation. Recommendations include expanding culturally responsive teaching practices, revising enrollment criteria to ensure inclusivity, increasing financial support for AP and Dual Credit participation, and implementing targeted outreach to students and families from historically marginalized backgrounds
Utilization of Artificial Intelligence in Modern Law Enforcement
No full textNew technologies are changing the way law enforcement agencies will approach policing in the future. The use of artificial intelligence helps generate manpower efficiencies, facilitate crime prevention analysis, and inform data-driven decision-making. Artificial intelligence technologies should be integrated into modern law enforcement through enhanced policing strategies to increase efficiency and effectiveness in all areas of public safety. As with past advances in technology, artificial intelligence is concerning because the courts have not caught up with Fourth Amendment issues. Bias in systems and humans could result in discriminatory practices, decisions, and abuse. Law enforcement has a responsibility to prevent violations of individual rights. Strong policies and procedures should be enacted to prevent misuse and abuse of artificial intelligence systems. Law enforcement should also ensure that the technologies used from third-party vendors uphold the highest industry standards. By systematically controlling and mitigating the use of artificial intelligence systems, risks and liabilities regarding privacy and bias will be minimized.LEMI
Agencies Should Provide Auto Theft Training to Combat Crime Trends
No full textWith police budgets being reduced, violent crime on the rise, and police officers facing extreme scrutiny, it is imperative for agencies to have police officers who are thoroughly trained. Police officers are required to respond to a variety of calls and must know if a crime has been committed, and what steps to take. Officers responding to rising auto theft crime calls should be trained and informed on how to investigate and identify stolen vehicles. Therefore, law enforcement agencies are tasked with budgeting how officers will be trained and must follow up with a working knowledge of this subject. Auto theft is not a simple crime to be investigated. Officers are required to locate VIN (vehicle identification numbers), be familiar with various manufacturers, and obtain pertinent evidence to locate and arrest the offenders. Due to the nature of auto theft crime happening, the citizens are paying for the crime being committed. With staggering losses being paid by insurance companies, everyone is paying the price for unrecovered vehicle theft. Rising insurance costs paid for by Texas citizens mean higher insurance rates, less money in the citizen’s pockets, and police departments that are struggling to interdict the crime. This paper will stress the importance through research and data that law enforcement agencies need the knowledge and training to facilitate concise auto theft investigations. Law enforcement agencies should provide auto theft training for police officers.LEMI
Police Agencies Should Implement Rotational Positions Within Specialized Units
Full text linkLaw enforcement agencies are competing for limited resources, especially resources related to human capital. Law enforcement organizations must find ways to adapt, grow, and gain a competitive edge to increase hiring, retention, and job satisfaction. To improve job satisfaction and gain a competitive edge, law enforcement agencies should implement rotational positions within specialized units. Job rotation and job variety can improve an individual’s job satisfaction and organizational commitment. Additionally, rotating between units within an organization will increase communication between units, and increase flexibility and individual skill development among employees. Research has shown positive correlations between job rotation/variety and job satisfaction and commitment. This research suggests job rotations can lead to positive benefits within organizations.LEMI
The Impact of Facial Recognition Technology in Law Enforcement
Full text linkFacial recognition technology, which uses artificial intelligence (AI), is an important tool for law enforcement. As AI gets better, it is clear that this technology is here to stay, and law enforcement should use it to conduct investigations. Criminals are using technology to commit crimes, putting pressure on law enforcement to keep up. Law enforcement has a duty and obligation to the people they serve and cannot afford not to use this technology by pretending it does not exist. Facial recognition can help law enforcement find violent offenders, locate missing people, and track down missing children. The use of this technology also allows law enforcement to work investigations faster and more efficiently. This allows law enforcement to focus on other important tasks when conducting investigations. Although there are positive aspects to the use of this technology, there are concerns about privacy, misuse, and accuracy that need to be addressed. Technology companies should continue improving these systems to make them more reliable. It is also important to keep the public informed and listen to their concerns, which helps build trust. When used responsibly, facial recognition can improve safety while balancing security with privacy.LEMI
MAKING THE INVISIBLE VISIBLE: A CRITICAL CASE STUDY OF SELECT HISPANIC FEMALE COLLEGE STUDENTS’ EXPERIENCES WITH ACADEMIC RACIAL BIAS AT A 4-YEAR TEXAS UNIVERSITY
Full text linkThis study is in response to a 2019 survey indicating that students of color often experience racism in higher education, but that such experiences are under-researched, particularly qualitatively. Utilizing a critical case study approach, four Hispanic female students provided examples of racial and gender biases they experienced in academic settings within the past 2 years. The narrative testimonios provide evidence of ongoing racism in academic and co-curricular settings, how these students responded, and the impacts on the students personally and academically. The use of critical race theory, Chicana feminist theory, LatCrit theory, and microaggression theory coupled with the students’ testimonios, provided examples that challenge the dominant view that racism is not a current issue. Results of the current study include the four students experiencing 28 separate instances of microaggressions. Of the 28 experiences, 11 of them were micro-assaults, 10 were micro-insults, and 7 were micro-invalidations. Examples include, the students’ being questioned about their patriotism, being told that they will struggle to succeed, being told how to act or what to believe, being falsely accused of flirting, and that their experiences with racial biases were dismissed. Of the 10 offenders, four were professors, four were other students, one was a university staff member, and one was a community member. By gender, the offenders were six males and four females. Nine of the offenders were White and one was a person of color. Though these negative experiences occurred, three of the four study participants indicated that they were not the norm
A PRE- AND POST-PANDEMIC, MULTIYEAR STATEWIDE INVESTIGATION OF TEXAS HISPANIC STUDENT COLLEGE READINESS
Full text linkPurpose
The overall purpose of this journal-ready dissertation was to ascertain the degree to which differences existed in the reading college readiness of Hispanic students in Texas by
their economic status. Specifically addressed was how the economic status of Hispanic students was related to their reading college readiness as measured by the State of Texas
Assessments of Academic Readiness (STAAR) English I End-of-Course exam. Also examined was the relationship between the economic status of Hispanic girls and Hispanic boys and their reading college readiness. These determinations were made for two school years prior to the COVID-19 pandemic and the four school years after the COVID-19 pandemic.
Method
A non-experimental causal-comparative research design was utilized in this multiyear investigation (Johnson & Christensen, 2020). Archival data from the Texas Education Agency Public Education Information Management System for two pre-pandemic school years (i.e., 2017-2018, 2018-2019) and four post-pandemic school years (i.e., 2020-2021, 2021-2022, 2022-2023 and 2023-2024) were analyzed.
Findings
Texas statewide data on the state-mandated English I End-of-Course exam were analyzed for two pre-pandemic school years and for the last four post-pandemic school years. Inferential statistical analyses revealed that lower percentages of Hispanic students in poverty met the Approaches Grade Level, Meets Grade Level, and Masters Grade Level standards than Hispanic students who were not in poverty. Extremely low percentages of Hispanic students met the Masters Grade Level standard, regardless of their economic status. Extremely low percentages of Hispanic girls and of Hispanic boys met the Masters Grade Level standard, regardless of their economic status. Comparisons of pre-pandemic performance with post-pandemic performance indicated similar percentages of Hispanic students met the three grade level standards. Only in the 2022-2023 school year was a slight improvement noted, however, the percentages of Hispanic students who met the three grade levels decreased in the 2023-2024 school year. Of concern was that almost three-fourths of Hispanic girls and Hispanic boys met the Texas criteria for being in poverty
OPTIMIZING SPERM SELECTION: EFFECTS OF MICROFLUIDIC AND COLLOIDAL CENTRIFUGATION PROCESSING ON DNA FRAGMENTATION IN FROZEN-THAWED STALLION SPERM
Full text linkEnsuring the integrity of sperm DNA is vital for the success of assisted
reproductive technologies (ART) because DNA fragmentation can compromise
fertilization outcomes and embryo development. Cryopreservation is a widely used
technique for sperm storage; however, the freezing, thawing, and subsequent sperm
selection processes can exacerbate DNA damage, presenting significant challenges for its
application in ART. Identifying effective sperm selection methods to minimize post-thaw
DNA fragmentation is crucial for improving ART success rates. This study evaluated
post-thaw sperm DNA fragmentation in cryopreserved sperm from six stallions (n = 6)
with two replicates per stallion. Cryopreserved straws were thawed for 30 s in a water
bath set at 37 °C and diluted 1:2.5 with Botusemen® Gold (Botupharma USA, Phoenix,
AZ, USA) before being processed using either a microfluidic device (VetMotl; VetMotl,
Inc., Gaithersburg, MD, USA), colloidal centrifugation at 400 g for 20 min (EquiPure™;
NidaCon International AB, Sweden), or left unprocessed (Control). After undergoing
their respective selection methods, all samples were flash-frozen and stored at -80 °C
until further analysis. Sperm DNA fragmentation was assessed based on the percentage
of cells outside the main population (COMPαt) as determined by the Sperm Chromatin
Structure Assay (SCSA). Two samples from a fertile control stallion were used to
calibrate the flow cytometer for consistent analysis. Analysis was performed by
individuals blinded to treatment. Statistical analysis was performed using analysis of
variance in the mixed procedure of SAS v9.4. The model included treatment as a fixed
effect and stallion as a random effect to account for individual variability. No significant
differences were observed between stallions (P ≥ 0.074). However, post-thaw processing
with the microfluidic device resulted in significantly lower (P < 0.001) DNA damage
(5.59% ± 1.17) compared to both the control (12.95% ± 1.84) and processing with
colloidal centrifugation (14.61% ± 2.21). These findings suggest that microfluidic sperm
processing may be a promising approach for reducing DNA damage in thawed
cryopreserved stallion sperm intended for assisted reproduction
Investigating Trait Profiles of Narcissism Using the PID-5
Full text linkNarcissism is prone to varying conceptualizations with regard to its nature (nonpathological vs. pathological), expression (grandiose vs. vulnerable), and structure (categorical vs. dimensional; two factor vs. three factor). As a result, the literature lacks consensus on how narcissism is operationalized and empirically assessed. The Alternative Model for Personality Disorders (AMPD) may prove beneficial in assessing various conceptualizations of narcissism and provide an opportunity for unification. However, the current AMPD conceptualization of narcissistic personality disorder (NPD) is restrictive in that it only captures pathological and grandiose expressions of narcissism; broader features of antagonism and vulnerability are unaccounted for in current the AMPD conceptualization. In the current study, we performed a secondary analysis of two archival data sets. Personality Inventory for DSM-5 (PID-5) trait facets of Emotional Lability, Anxiousness, Separation Insecurity Suspiciousness, and Perseveration demonstrated correlations of at least a large effect size (r ≥ 0.5) with our narcissism measures (i.e., the Pathological Narcissism Inventory and Narcissistic Personality Inventory). Latent class analyses suggested a three- or four-class model best fit the data. In the three-class model, a nonpathological class, anxious class, and narcissism class emerged. In the four-class model, a nonpathological class, anxious class, adaptive narcissism class, and pathological narcissism class emerged. Broader implications and limitations are discussed in further detail
Latino Men's Sense of Belonging Experiences in a Community College Developmental Mathematics Classroom
Full text linkThe purpose of this phenomenological study was to examine the sense of belonging for first-generation Latino men enrolled in a developmental mathematics course at a Hispanic serving institution (HSI) in the Southwest. Students enrolled in a college algebra prep (MAT114) course were identified as the participants for this study. The interview data were transcribed and analyzed to find the themes of Latino men’s sense of belonging experiences. The analysis results inform faculty on experiences that create a sense of belonging within a mathematics classroom. Six themes emerged as a result of the Latino men’s responses: Classroom Environment, Engagement, Instructor Practices, Instructor Qualities, Friendships, and Social Interactions, and Helping Others. These themes are discussed within the context of previous literature. To conclude, implications for practice are addressed, and recommendations for future research are made