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Interview with Yilin Liu
No full textInterview with Yilin Liu recorded on March 25, 2024 at Forest Hills Northern High School in Grand Rapids, Michigan. Mrs. Liu is interviewed by Forest Hills Northern High School students Lucy Stegeman, Spencer Porter, and Giselle Wong as a part of WMU’s Telling Our Stories: A Video Collection Celebrating AAPI Heritage. During the interview Mrs. Liu discusses the following topics: Her experiences of a Chinese immigrant from Anhui, China Pursuing higher education in the United States Challenges of immigration including racism and microaggressions Complexities of maintaining cultural ties while adapting to a foreign environment Relationship between people and food Inter-generational transmission of cultural heritage Immigrant support systemshttps://scholarworks.wmich.edu/our-stories-aapi/1009/thumbnail.jp
DESIGNING DIGNIFIED SPACES: A HOLISTIC APPROACH TO ADDRESSING HOMELESSNESS AMONG CHILDREN AND FAMILIES
Get PDFIn the face of the persistent and complex issue of homelessness in America, this project aims to reimagine the landscape for children and families facing housing insecurity. Seeking to tackle the problem at its roots by establishing resource hubs.
By innovatively establishing central resource hubs, the primary objective is to create dignified spaces connecting individuals with vital resources. This hub goes beyond being a mere refuge; it is envisioned as a dynamic center where individuals access essential services, receive mentorship, and rebuild a sense of belonging.
Given the ongoing urgency of homelessness, this project’s efforts strive to make a meaningful impact by reshaping access to support services. The overarching goal is to provide a pathway to stability, connectivity, and a brighter future for those experiencing homelessness. Rooted in a commitment to addressing systemic issues, this project seeks to contribute significantly to the well-being of individuals and families affected by homelessness
Arab Refugees with Physical Disabilities: An Exploration of Barriers within the Resettlement Process
No full textA series of global crises—the war on terror and its subsequent geopolitical disruptions, climate change, and political and economic instability —have created new waves of refugees, primarily from the Middle East, North Africa, and Latin America. Among these refugees are people with sensory disabilities (PWD). While all refugees require support and encounter challenges to adapting to their resettlement countries, those with physical disabilities face additional barriers to successful resettlement and integration into their resettlement communities. These additional barriers include access to accessibility services for alternative communication methods, orientation and mobility assistance, disability-specific medical support, as well as social support to alleviate social isolation due to their disability. Finally, PWD require specific guidance through the various bureaucracies of disability. This study aims to explore the resettlement journeys of PWD and the barriers they have and continue to face. In this qualitative research project, refugees with physical and sensory physical disabilities in Austin, Texas, were interviewed using a semi-structured interview process. Participant narratives were captured and analyzed to determine the scope of the barriers and challenges they have faced during resettlement and to find commonalities within the resettlement process for refugees with physical disabilities
Seeing the World Through Religion and Culture
No full texthttps://scholarworks.wmich.edu/open_books/1002/thumbnail.jp
Interview with Stacey Randolph-Ledbetter
Get PDFThis is an interview with the founder of Black and Blue Networking and Consulting, LLC and retired Kalamazoo Department of Public Safety Captain Stacey Randolph-Ledbetter recorded in 2024. Ms. Randolph-Ledbetter was interviewed by Dorcas Doku as a part of SHARE\u27s “Standing on Her Shoulders” oral history project. During the interview Ms. Randolph-Ledbetter discusses the following topics: Her childhood and people that she looked up to; Her journey to working in law enforcement; Raising through the ranks of KDPS as a Black Woman; Founding Black and Blue Networking and Consulting, LLC; Supporting the youth and those coming after her; Being a Black Woman in leadership positions; Frederick Douglass and the Douglass Community Association; Advice to young Black Women; How she measures success; Her legacy; Her hope for Black Women in leadership to be the norm; The importance of archiving Black history; Qualities that she wants to pass onto her children; Her hobbies; The importance of community; Her pride in her ability to help others, and; Bridging the gap between police and the community.
A quick note on Ms. Randolph-Ledbetter\u27s discussion of Coach Robinson: In error, Coach Robinson was referred to as Shirley , and her correct first name is Betty.https://scholarworks.wmich.edu/standing-on-her-shoulders/1001/thumbnail.jp
Unpacking East and Southeast Asian Immigrants Portrayed in Children’s Picturebooks: Centering on Immigration in Contemporary Times
Get PDFThis article describes a study that examined the portrayal of East and Southeast Asian immigrant children and their families in children’s picturebooks, focusing on their racialized and minoritized experiences. The authors’ analysis included a sample of 39 picturebooks written in English and published in the United States between 1993 and 2022. The findings reveal that these immigrant children and families are depicted as facing racism, stereotypes, financial difficulties, cultural differences, and language barriers. The Asian protagonists respond to their challenges in various ways, often employing multiple coping strategies. Additionally, they frequently find support through their social relationships when dealing with challenges upon arriving in the United States or wrestling with cultural disparities. The analysis highlights the need for diverse books that feature a variety of Asian subcultures, which can promote cultural identity and self-worth among Asian American children and broaden non–Asian American children’s understanding of linguistically, culturally, and racially diverse peers
Choosing Wisely® in Academia, Strategies for Clinical and Classroom Curricula
No full textIncorporating evidence-based practice (EBP) into occupational therapy (OT) program curricula is best practice and mandated by the Accreditation Council for Occupational Therapy Education (ACOTE). The Choosing Wisely® campaign, founded by the American Board of Internal Medicine (ABIM) and adopted by the American Occupational Therapy Association (AOTA), provides 10 recommendations for evidence-based OT. This project focused on the Choosing Wisely® campaign\u27s incorporation into OT program curricula. A 40-min educational program focusing on the history of Choosing Wisely®, its adoption by the AOTA as a specialty society partner, and strategies to bridge the campaign\u27s evidence-based recommendations from classroom to clinical experience were provided to members of the Metropolitan Occupational Therapy Educational Council (MOTEC). Fifteen pre and post program surveys were collected. Pre and post responses were analyzed regarding the familiarity of the campaign, perceptions of the campaign, and the willingness of occupational therapists in academia to incorporate the recommendations into program curricula when referencing EBP. The data shows an increase in the participants\u27 understanding of why the AOTA adopted the campaign, positive perceptions regarding the campaign, and a willingness to incorporate Choosing Wisely® as a reference to EBP in program curricula
Art as an Intervention for Healing and Empowerment
Get PDFKomal Patel, an occupational therapist and artist residing in New Jersey, USA, provided the cover art for the Fall 2024 issue of the Open Journal of Occupational Therapy (OJOT). “Emotions” is a piece made from acrylic on canvas that depicts the emotional complexities the human mind goes through during a person’s experience or stage of life. The inspiration comes from her personal journey of moving to the United States from India and the emotional turbulence, both negative and positive, she experienced. Art has become part of the healing story for herself and others. She shares how incorporating this intervention leads to improvement in physical, emotional, and social outcomes close to the individual but also for society
Does Learning About Social Policy in a Global Context Change Students’ Views On U.S. Social Policies?
No full textThis article reviews the development and implementation of a course titled “Social Policy Without Borders” and an evaluation of students’ attitudes toward social policies as a result of having taken the course. “Social Policy Without Borders” is an undergraduate social work elective and involves a cross-national analysis of social policies and an examination of the impact of neoliberalism on social policies and social welfare systems globally. This paper reports on an evaluation of outcome in terms of possible changes in students’ views on social policies in the United States as a result of learning about their global context. The evaluation findings indicate a statistically significant change in perspectives on the part of the students towards a more critical view of U.S. social policy and social welfare
Examining Complexity in Middle School Students’ Evaluation of Books Introduced by Teachers
Get PDFTo promote independent reading in middle school, teachers must understand why adolescents choose to read or not read a specific book. Yet, there is limited research on the factors that students consider when evaluating books that teachers have introduced them to in class. This study aimed to describe factors that 43 Grade 7 and 8 students noted as important to their evaluation of 14 books that teachers introduced in class through brief read alouds and short videos. Furthermore, it explored complexity in evaluations of texts when students appreciated some but not all aspects of a book. After each book introduction, students rated their level of interest in the book on a five-point scale and provided a written explanation of their book rating. An analysis of these ratings and written explanations indicated that students attended to a wide range of factors - from topic to author’s message - when considering their evaluation of a book. The majority of students described at least one book as “good but.” While students appreciated some aspects of the book, other factors, including the mismatch between the student’s preferred emotion and the emotion elicited from the book, kept students from assigning a book a higher rating. Given that students weigh a range of factors when evaluating books, teachers can encourage independent reading by exposing students to books that vary not only in terms of topic, genre, characters, and plot, but also in terms of author craft, anticipated emotional responses, and potential student relatability, among other factors