35063 research outputs found
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MichiganCOVID19MISCDataCollection
No full textThis is a zipped file of all the pdfs uploaded to this collection, spanning from 2020-12-14 through 2023-04-20.
It also includes a comma separated file that lists the metadata for each file, including the file name within the Michigan COVID-19 MIS-C Data ScholarWorks Collection (ScholarWorksFileTitle), the archived URL (InternetArchiveLink), the description of the file within the Michigan COVID-19 MIS-C Data ScholarWorks Collection (ScholarWorksAbstract), and any additional comments about the file within the Michigan COVID-19 MIS-C Data ScholarWorks Collection (ScholarWorksComments)
Racial Microaggressions and Asian Americans\u27 Well-Being: A Scoping Review and Exploratory Meta-Analysis
Get PDFBACKGROUND: Racial microaggressions continue to be a serious problem in the United States. While racialized microaggressions have been a long standing, though under explored, issue for all Asian Americans, Covid significantly amplified both overt and microaggression-based discrimination against Asian Americans because of the links between the origins of the viral spread and China (Lee & Waters, 2021). Despite this history of discrimination against Asian Americans, research in the area of microaggressions has lagged compared to other groups. However, research in this area has recently grown significantly, warranting a synthetic study of existing literature in order to better frame understandings of the current state of knowledge and to provide a foundation for future research.
OBJECTIVE: The purpose of the current study was to present a scoping review of the literature on the association between racial microaggressions and psychosocial and health outcomes among Asian Americans to better understand the state of the research literature and to identify gaps therein. An exploratory meta-analysis was undertaken to pool the effects of racialized microaggressions on health across studies.
METHODS: Following PRISMA guidelines, electronic databases and reference lists were systematically searched for empirical literature. Twenty-two studies met inclusion criteria for the scoping review and 20 studies were included in the exploratory meta-analysis.
RESULTS: The studies examined mental health, physical health, and substance abuse outcomes related to experiences of racial microaggressions. All studies used valid and reliable measures. Most participants were recruited from educational institutions representing various racial groups, with a small subset of studies focused exclusively on Asian Americans and subgroups as well as immigrant generational status. Only two studies used a longitudinal research design while the remaining studies were cross-sectional studies. The results of the meta-analysis provided evidence of a statistically significant relationship between experiencing racialized microaggressions and negative health outcomes. Although there was no significant difference between studies that reported on Asian populations and those that aggregated racial/ethnic groups, studies that reported only on Asian populations showed a larger effect than those that included other racialized/ethnic groups.
CONCLUSIONS: The findings of this synthetic research point to the importance of including a broader range of racial/ethnic Asian sub-groups, as well as specifying the data to include differential experiences by Asian American sub-groups; including a wider range of ages in the study samples as well as having larger sample sizes in order to provide more generalizable findings; and the need to increase longitudinal studies. Overall, this study makes an important contribution by supporting more in-depth and targeted research of racial microaggressions as experienced by Asian Americans and Asian American sub-groups
Surveilling the web, mobile, and language accessibility of Communication’s digital presence within institutions of higher education globally
Get PDFThis study aims to understand the general web accessibility of digital information networks which may serve as barriers for access to the global discipline of Communication through institutional and departmental websites, specifically for persons with disabilities and those with limited English proficiency (LEP). Our exploratory content analysis relies on computer-aided software to systematically analyze the departmental home pages of websites of institutional members of the International Communication Association (ICA), N = 77, representing 26 countries, globally. Findings from this study help us to: (1) better understand the general web, language, and mobile accessibility of discipline-related online information; (2) identify strengths and opportunities for improvement; and, (3) to reflect upon the anticipated barriers impacting persons with disabilities when accessing higher education information online
Challenging the Positionality of Western Mainstream English Through the Implementation of Communication Action Statements
Get PDFCommunication is the most powerful tool we have to challenge the plague of invisibility impacting our Indigenous communities. As we continue to challenge the diversity, equity, and inclusion initiatives touted by our institutions, we need to move beyond mission statements to motion, i.e., action required for meaningful transformation to take place (Qassataq, Iñupiaq, 2022). To call attention to and name the silencing of language and knowledge systems outside of western mainstream english (WME), the present paper proposes the concept of Communication Action Statements (CAS). Based on place and space, CASs recognize, label, and affirm the negative effects of WME, as well as call attention to the silencing associated with the reinforcement of WME as the ideal form of communication. Moreover, CASs normalize other knowledge systems outside of the rigid western model that defines higher education. In conjunction with CASs, to initiate motion, we provide four strategies to take action to move beyond acknowledgment and challenge the Communication discipline to continue working to decenter whiteness
Predictors of Daily Activity Performance of Children with Autism and its Association to Autism Characteristics
Get PDFBackground: The daily activity performance of children with autism spectrum disorder (ASD) is a central focus of occupational therapists. Yet, the existing performance-based assessments of basic and instrumental daily activities in children are limited and their application on children with ASD is scarce. The purpose of this study is to examine if daily activity performance of children with ASD is impaired as compared to children with typical development (TD), and to examine possible predictors of daily activity performance in children with ASD.
Method: The participants included 39 children with ASD and 40 children with TD, 6–10 years of age, who performed the Do-Eat, a performance based assessment of daily activities. The parents of children with ASD completed the Childhood Autism Spectrum Test (CAST), the Repetitive Behavior Scale-Revised (RBS-R), and the Sensory Experience Questionnaire (SEQ).
Results: Differences were found between activity performance of children with ASD and children with TD, who achieved significantly better (t (40.3) = -8.92, p \u3c .001.
Conclusion: Children with ASD present difficulties in performance of daily activities and may benefit from occupational therapists\u27 input concerning the impact of sensory features, specifically hyper-responsiveness, on daily function
Between the Noise and Silence: An Autoethnography Challenging Schools of Social Work to Evolve for Trans Students
Get PDFSocial work programs have been largely silent in the face of legislative at- tacks on transgender/nonbinary (TGNB or “trans”) communities across the U.S., which signals to TGNB students that they may not be supported in their respective programs. Consequently, TGNB students, staff, and faculty shoulder the burden to advocate for change within social work academic institutions and to speak out about violence perpetrated against TGNB communities. Using our voices as two trans doctoral students and a queer cisgender associate professor, we employed collaborative and critical autoethnography to share insights about the impact of this burden on TGNB social work students and their mentors. These burdens take the shape of gender and race “noise,” invisibility and abandonment, and the need to scavenge for resources and community. We end with a discussion and recommendations to recruit, retain, and support TGNB graduate students as they matriculate through schools of social work
Coaching High School English Teachers in Guided Reading for Struggling Readers
Get PDFAlthough small-group guided reading is traditionally an elementary school instructional practice, this study details how high school English teachers perceived its implementation in high school classrooms. As part of a larger, multiyear research project, this 2-year study examined a dual-level coaching professional learning program that included two school district literacy coaches, eight provincial literacy facilitators, and 21 high school teachers. Teachers were coached in the implementation of guided reading and small-group instruction to support students in Grades 9–10 who were struggling with reading. Qualitative methods were used to gather data including observations of the professional learning meetings and teachers’ instruction; interviews with literacy coaches, professional literacy facilitators, and teachers; and artifact collection. Data were analyzed using the qualitative software program NVivo. The findings suggest that teacher coaching, modeling, co-planning, discussion, and reflection enhanced teachers’ abilities to support students in their use of metacognitive skills and comprehension strategies during guided reading. Teachers noted some insightful instructional considerations for implementation of elementary instructional practices in their high school English classrooms. Overall, these results have practical implications for teachers seeking to help struggling high school readers
