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Does Gender Spell Success? Exploring Female Student Perspectives of Faculty at a Higher Educational Institution
Get PDFThe purpose of this qualitative interpretative phenomenological study was to explore the lived experiences of female students at a higher educational institution and to understand how those experiences shape their perspectives of female and male faculty. Additionally, this study sought to discover how faculty gender influences their interactions with students and the similarities and differences between interactions and the potential for student success as they define it.
The overall goal was to better understand how female students experience faculty interactions and help to promote more positive outcomes for students through the supportive efforts of those who teach them. Data were collected using virtual semi-structured interviews. The collected data were transcribed and used to create themes.
Study results revealed that students experienced distinct differences in interactions between male and female faculty. However, the female student interpretation of these interactions was found to be linked to the influences of gendered thinking. Moreover, how students interpreted success differed largely from its general definition. Students reported that success happens when people are happy and content with their place in life, and when people contribute to a worthy cause, a community, or even the world. Students also reported that positive faculty behaviors, learning passion and investment, and the ability to form student-faculty relationships were contributing factors to their success. Overall results indicated that while male and female faculty had varying strengths and weaknesses, students did not identify a significant preference among faculty members. Additionally, students did not view faculty to be a direct cause for their interpretation of success; however, faculty are beneficial to students\u27 educational journeys, their learning ability, and their goals
The Impact of Health Insurance Status on Delays in Accessing Preferred Contraceptive Choices Among Women in South Carolina and Alabama
No full textAccess to timely and preferred contraceptive methods is essential for women’s autonomy and well-being, yet insurance coverage remains a key determinant of access. This study examines the extent to which delays in obtaining desired birth control differ by insurance type among women in South Carolina (SC) and Alabama (AL). Using data from a cross-sectional statewide survey on contraceptive use in SC and AL, we conducted descriptive, bivariate, and multivariate logistic regression analyses to assess the relationship between insurance status and reported delays in obtaining contraception. The outcome variable was self-reported contraceptive delays, while the key independent variable was insurance type, categorized as private, Medicaid, other public insurance, other insurance, and uninsured. The study included 7,251 women aged 18-44, equally divided between SC and AL. Overall, 9.63% of women reported delays in obtaining contraception, with the highest rates observed among uninsured women (18.46%, p=0.0000) and young women (18-24) (14.25%, p=0.0000). There was no difference by state (SC: 10%, AL: 9.13%, p = 0.3313). Of specific interest is the role of insurance coverage among women, with the proportion of women reporting delays being among Medicaid 11.48%, other public insurance 12.06%, other insurance 8.25% and no insurance 18.46% than what was observed among private insurance (8.11%; p= 0.0000]. After adjusting for covariates (age, income, education and race/ethnicity), this relationship remains significant for only uninsured women (AOR: 2.39, 95% CI: 1.63–3.50, p \u3c 0.0001) and women with other public insurance (AOR: 1.51, 95% CI: 1.09–2.09, p = 0.013). Uninsured women face the greatest barriers to timely and desired contraception access, followed by those on non-Medicaid public insurance. While Medicaid enrollment did not significantly increase delays, findings suggest that publicly insured women still encounter obstacles to obtaining contraception. These disparities underscore the need for policy interventions, such as expanding affordable contraceptive programs
Geographic Variation in the Prevalence of ADHD in Children 5 to 17
No full textIn recent years there has been an increasing trend in ADHD among children ages 5-17. Various studies have examined factors contributing to these trends are ongoing, but one areas that has not been fully explored is the role of geography. This cross-sectional study examines the prevalence of ADHD by geography for children 5-17 using the 2023 Sample Child National Health Interview Survey (NHIS). Bivariate and multivariate analyses of reported ADHD by region and rurality was conducted. Additional covariates related to family, mental health, and ACEs were included in the adjusted analysis. The population included 7,692 adult respondents reporting on children in the household. Approximately 11.34% of children were told they had ADHD by a doctor. This varied by geography with 7.8% Northeast, 12.7% Midwest, 13.9% South, and 8.2% West (p\u3c0.001). Geographic differences were also noted with 9.4% among urban, 11.7% among semi-urban, 11.8% among semi-rural, and 13.7% rural (p=0.021). These findings were consistent when adjusting for additional covariates of interest. The odds of reporting ADHD were higher in the Midwest (AOR 1.66; 95% CI 1.11-2.47) and the South (AOR 2.81; 95% CI 1.89-4.16) relative to the Northeast. Level of rurality was not significant in the adjusted models. These findings suggest geographical differences in reported ADHD. The extent to which this reflects an increased risk within defined geographies or better access to healthcare leading to better diagnosis and treatment remans an important area of investigation
Establishing methods to represent early childhood teachers’ PCK about children’s science learning
No full textEarly childhood teachers (EC teachers) report wanting more support to build their knowledge about, and confidence in, creating science learning experiences with young children. Research can help increase their capacity for offering equitable learning opportunities to children. Pedagogical content knowledge (PCK), defined as the teacher’s representation of anticipation strategies to teach concepts and abilities in a specific area to a particular group of students, seems to address that problem. The disagreement between studies about how to study it could remain because it is not clear how to characterize it empirically. This work presents an initial literature review (projecting a future systematic review of the literature) about the PCK in EC teachers\u27 science teaching with children from three to six years old in studies from 2014 to 2024, to enrich the ideas about available measurements of that construct. We obtained 22 articles searching in the bibliographic databases Web of Science, Jstor, and EBSCO, in August and September of 2024, with the same two queries in each database: pedagogical content knowledge AND science teaching AND preschool , and pedagogical content knowledge AND STEM AND preschool . Results from the initial review were analyzed in a double-entry table of research topics, and data collection methods, and found that: 1) studies that researched teachers\u27 reasons for including certain activities in their preschoolers\u27 science teaching used questionnaires, scales, teachers-created activities, and classroom observations, 2) studies that compared EC teachers’ beliefs on science teaching used teachers’ explanations about their designed tasks and creation of hands-on activities, and 3) studies focused on the impact of the teacher preparation programs on EC teachers strategies for science teaching with preschoolers used scales, reflection tools, classroom observations, interviews, and children knowledge assessments. The systematic review will improve search queries, and include research articles, book chapters, research reports, and dissertations
Social Support for LGBTQ People in South Central Appalachia
No full textLesbian, gay, bisexual, transgender, and queer (LGBTQ) people experience stressors specific to their LGBTQ identity, described by a minority stress framework (Meyer, 2003). The region of the United States known as South Central Appalachia is known as a high stigma and low resource region for LGBTQ people. Factors protecting Appalachian LGBTQ people from the negative effects of stigma are therefore important to investigate, with one well known protection factor being social support. Previous studies have typically examined social support broadly, with few studies considering individual support sources. This neglects the possible differences between sources such as family, friends, partners, and pets (Abbey et al., 1985; Meehan et al., 2017). The current study investigated the potential influence of differing sources of social support (family, friend, partner, and pet) on the relationship between minority stress experiences and psychological distress in a sample of LGBTQ people living in South Central Appalachia. Participants were gathered through in person advertising at local Pride events, flyers placed in local businesses, and online Meta (e.g., Facebook and Instagram) advertisements. Participants completed a screener, and were subsequently invited via email if their responses indicated eligibility for the survey. Four moderated linear regression analyses were used to determine the influences of the four social support sources. Preliminary analyses reveal no significant interaction effects for any of the four support sources, findings unique compared to previous literature. Thus far, these results potentially depict a different role for social support for LGBTQ people in South Central Appalachia compared to LGBTQ people elsewhere in the United States, highlighting the high stigma and low resource features of the region. Final analyses are likely to remain consistent, and should lead to future considerations when addressing resources available to LGBTQ people in the region
Women in War in the Ancient Middle East
No full textWomen are often overlooked as contributors in conflict and warfare throughout time, both modern and ancient. Women in positions of authority through politics, religion, or both contributed to the management of conflict and warfare through propaganda, political ritual, and direct involvement in the army. This thesis focuses on five different women from Mesopotamia, Egypt, and Syria beginning in the 2200s BCE to the height of the Roman Empire. It focuses on the utilization of primary sources such as translated writings, statues, art and iconography, and documentation of the works of these women. Women’s contributions continue to be overlooked or erased from history, so this thesis attempts to shed light on the traditional and non-traditional ways women of power in the past asserted their authority over conflict. Figures such as Priestess Enheduanna and Queen Nefertiti relied on propaganda, political ritual, and religion to control conflict and assert power while Pharaoh Hatshepsut, Queen Zenobia, and Queen Cleopatra engaged in warfare traditionally by leading military campaigns or engaging in conflict directly. Some of these women in the past had their names removed from history, with signs of sabotage or removal on their monuments and memorials. However, their names and actions persist, with more information coming to light of the truth of their roles in their worlds. The modern understanding of women in the ancient world is colored by modern assumptions and perceptions of the role of women, and thus this thesis further hopes to recontextualize the actions and behavior of these women surrounding war and conflict with time and location accurate context
Quantitating the Effects of a Klebsiella Bacteriocin on E. cloacae Models
No full textAntibiotic resistance has emerged as a pressing global health threat, with drug-resistant infections contributing to nearly 5 million deaths worldwide. To address this crisis, bacteriocins have been studied as a possible alternative to traditional antibiotics. Bacteriocins are antimicrobial peptides produced by bacteria to inhibit the growth of closely related strains. Previous studies have shown that bacteriocins reduce the concentration of antibiotics needed to eradicate bacteria in cultures. Our laboratory has demonstrated that a specific Klebsiella pneumoniae strain produces a bacteriocin that inhibits the growth of Enterobacter species, such as E. cloacae, which is a significant source of healthcare-associated infections. This project aims to quantitate the in-vitro inhibitory effects of this bacteriocin on E. cloacae on agar media, in planktonic culture, and biofilm growth conditions. A fluorescent reporter strain of E. cloacae was constructed by transforming a plasmid containing the red fluorescent protein (RFP) gene into wild-type E. cloacae via electroporation. Antimicrobial susceptibility testing was then performed on planktonic cultures, showing that cultures treated with the Klebsiella bacteriocin had a reduction in CFUs compared to untreated cultures. Biofilm growth analysis of E. cloacae exposed to the bacteriocin was also assessed by crystal violet and fluorescent emission. The results of this research will hopefully demonstrate the potential of this bacteriocin as a synergistic treatment for drug-resistant Enterobacter infections
Evaluating the Patient-Student Partnership Pathway from a Student Perspective
No full textMedical students seek opportunities to engage in hands-on experiences that promote autonomy, skill development, and patient interaction. The Patient-Student Partnership Pathway (PSPP) was designed to provide students the opportunity to practice essential clinical and interpersonal skills, build therapeutic relationships, and engage in mutual education with patients. This initiative fosters patient-centered learning while allowing students to gain real-world experience in patient education and teamwork. The PSPP consists of structured monthly micro-teaching and application activities that students complete with their assigned patients. These sessions focus on a variety of healthcare themes, allowing students to apply theoretical knowledge in a practical setting. Additionally, students collaborate in interdisciplinary teams, utilizing a modified JTOG tool to assess teamwork and interprofessional collaboration. Program evaluation data were collected through numeric feedback and qualitative reflection comments from student participants. Over the past two years, PSPP increased student participation. FY 23-24 included 10 MD students and one session with 5 OT, 5 PharmD, and 2 RD students. FY 24-25 participation grew to 16 MD students and 8 RD students. Students reported that the program enhanced their ability to communicate medical concepts in layman\u27s terms, provided a stress-free environment to practice clinical skills, and facilitated meaningful patient interactions. Students found the longitudinal aspect particularly beneficial, as it allowed for relationship-building with patients over time. The PSPP serves as a valuable educational tool, equipping health professional students with essential skills in patient communication, interprofessional collaboration, and patient education. The longitudinal nature of the program fosters deeper patient connections, enhancing both student learning and patient satisfaction. Given the positive feedback from students, PSPP is a beneficial and unique component of medical training at Quillen College of Medicine. Continued refinement and expansion will enhance its impact, making it a highly recommended experience for students developing clinical and interpersonal skills
The Moderating Effects of Duration on the Relationships Among Adverse Childhood Experiences, Perceived Social Support, and Adult Mental Health
Get PDFChildhood adversity is a significant predictor of negative mental health outcomes, with prior research primarily focusing on cumulative risk models of adverse childhood experiences (ACEs). This study examines whether the duration of ACE exposure moderates the mediating effect of perceived social support on the relationship between ACEs and adult mental health outcomes, specifically anxiety and depression symptomatology. Using archival data from the Correlates of Adversity and Temperament in Childhood (CATCH) dataset, responses from 230 participants were analyzed. Mediation analyses revealed that perceived social support mediates the relationship between ACEs and both anxiety and depression. Moderated mediation analyses further indicated that longer ACE duration intensifies the indirect effects on depression through social support. These findings highlight the need for nuanced conceptualizations of adversity duration in research and clinical assessments and suggest that interventions fostering social support may be particularly beneficial for individuals with prolonged childhood adversity
Childhood Adversity Impacts Men Differently: An Event-Related Potential Study
No full textThe research attempting to understand the impact of adverse childhood experiences (ACEs) on physiological brain function is extensive. FMRI research suggests that ACEs change the structure of the brain. Yet, event-related potential (ERP) research has been inconclusive to the effects of ACEs on brainwaves. Researchers investigating the relationship between ACEs and the task relevant P300 event-related potential have reported both increased and attenuated P300 amplitude. In this study, we further examined whether a relationship exists between self-reported degrees of childhood adversity and P300 amplitude in college age students. Prior to the study, participants completed the Variability in Adverse Childhood Experiences (VACE) scale, which measures adversity the participant experienced in childhood, as well as the magnitude of adversity. Participants were tasked with differentiating between negative, positive, and neutral infant facial affect. Participants completed three blocks of trials. Each block consisted of a target facial affect. Participants were instructed to respond “yes” if the image matched the target facial affect and respond “no” if the image was not the target affect. Statistical analysis showed a positive correlation between ACEs and P300 amplitude. Surprisingly, when the data were analyzed separately for each sex, the correlation was only significant for male participants. There was no statistically significant correlation between ACEs and P300 amplitude in females. There is evidence to suggest that Estrogen may buffer the effects of ACEs. Also, females reported higher social support than males. This study adds to the body of research on ACEs and suggests biological and social differences in how ACEs affect brainwaves