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University of San Diego Magazine Spring 2025
Get PDFShared Space; Confronting COVID; Growing a Legacy of STEM at USD; The Camino Will Provide; Around Alcalá Park; At the Edge of It All; Faith in Action; Global Perspectives; Torero Athletics; Toreros Making Waves; In Memoriam; Leading with Lovehttps://digital.sandiego.edu/usdmagazine/1109/thumbnail.jp
Anchored Networks: Navigating Formal and Informal Pathways to Access Educational Resources in Transient and Military Families
Get PDFThis study examines how Navy families in San Diego establish and use formal and informal networks to access educational resources for their children following relocation. Grounded in social capital theory, the research employed a multiple-case study approach, integrating data from interviews, focus groups, and digital analysis of Navy-affiliated social media platforms. The study explores how parents navigate these networks to promote their children’s academic success, with particular attention to key decision-making moments, resource negotiation, and equity considerations. Participants included Navy spouses from diverse ranks (E-3 to O-6) and socioeconomic backgrounds, providing insight into disparities in resource access. Findings reveal that Navy spouses play a critical role in building social capital within their communities by acting as connectors and advocates. A central theme emerging from this study is the concept of rapid selective trust, where Navy families develop swift, trust-based relationships within networks to address immediate educational needs. This contrasts with conventional models of social capital that emphasize gradual trust-building. This study also highlights disparities in access to social capital based on rank and location, with enlisted families facing greater systemic barriers. Despite these inequities, families employ innovative strategies, such as leveraging social media platforms and spouse-led organizations to minimize challenges. By situating Navy families’ experiences within the broader context of highly mobile populations, this research highlights the universal importance of social capital in navigating systemic barriers. These findings highlight the adaptability of transient communities and offer practical insights for developing more equitable and effective support systems
Parent’s Health Literacy and Stress Level in the Inpatient Pediatric Setting
No full textPurpose: This study examined the relationship between parent health literacy and stress levels during their child’s inpatient hospitalization.
Background: In 2019, over five million pediatric hospitalizations occurred in the United States. Parents are central to their child’s care, but stress and sociodemographic factors may hinder their ability to understand and apply health information. This study explored how stress and other variables impact parent health literacy during hospitalization.
Methods: A cross-sectional design included a demographic survey, the Perceived Stress Scale (PSS-10), and the Newest Vital Sign (NVS). Bivariate analyses (Chi-square, t-tests) and logistic regression were used to assess relationships between stress, health literacy, and sociodemographic variables.
Results: Caregivers ranged in age from 22 to 60 years (M = 38.36, SD = 8.42), with 81.3% identifying as female. The average stress score was 18.58 (SD = 6.95), and average health literacy was 4.08 (SD = 1.89). Most caregivers (70.8%) had adequate health literacy. Significant associations were found between health literacy and caregiver race/ethnicity (χ² = 15.19, p = .003), education (χ² = 12.95, p = .013), and primary language (χ² = 7.30, p = .015). Age and primary language emerged as significant predictors of health literacy.
Implications: Findings highlight the importance of considering sociodemographic factors—particularly race, ethnicity, education, and language—when assessing parent health literacy. Age and primary language were significant predictors, with non-English speakers having lower odds of adequate health literacy. Results suggest the need for healthcare systems to implement communication strategies that enhance health literacy and reduce stress among parents during pediatric hospitalizations, to ultimately improving patient care outcomes
Understanding First-Generation Students’ Needs and Sense of Belonging in Online Graduate Programs
Get PDFThe purpose of this study is to explore first-generation graduate students’ needs and perception of their sense of belonging in online programs. This data can guide the development of effective practices for supporting and retaining these students. The research question driving this study is: how can I support first-generation students as they navigate challenges, achieve academic success, and strengthen a sense of belonging in online graduate programs? Through a mixed-methods approach, three cycles were used consisting of a focus group, individual interviews, and an online webinar to collect data. The themes that emerged in this study were the need for support systems, family dynamics, imposter syndrome, and building community. The findings from this study have guided the development of data-based interventions and support strategies to enhance students’ academic success and sense of belonging. Additional recommendations include encouraging student-led cohort spaces, developing a peer mentorship program, and expanding virtual engagement opportunities
Green Logistics: A Brief Look at Cutting Carbon in Global Supply Chains
Get PDFThis chapter looks at how companies are making their supply chains more eco-friendly by using green logistics. It explains how businesses are trying to lower their carbon footprint by improving things like transportation, packaging, and warehouse operations. Some of the main strategies include using electric trucks, planning better delivery routes, and using less energy in storage. It also talks about how new technologies like AI and automation can help make logistics both smarter and more sustainable. Overall, the chapter shows that being environmentally responsible is becoming more important for companies around the world
Latinas in Higher Education: Paving & Weaving Wholeheartedly
No full textThe deficit model in research has often framed Latinas in higher education through a lens of barriers and challenges, reinforcing stereotypes that depict them as unlikely to succeed in academic spaces. However, Latinas are actively resisting these narratives, weaving their resilience into their stories as they navigate the complexities of higher education, culture, and identity. This study examines how Latina students incorporate cultural background, familial support, and personal agency to thrive academically while challenging systemic obstacles and societal expectations. The research question that guided this study is: In what ways do undergraduate Latina students navigate identity as they experience leadership opportunities and familial responsibilities at a PWI catholic university?
Through pláticas and testimonios grounded in Chicana Feminism, this research explored strategies Latinas developed to navigate living within two cultures, honoring their heritage while pursuing academic and professional aspirations. Many participants describe their emotional connection to family and cultural traditions as both a source of strength and a challenge, shaping their academic interests and career trajectories. Their experiences highlight the role of language, identity negotiation, and representation in academia, as well as the critical support of mujeres in their families, particularly mothers and sisters. The Chingona identity emerged as a symbol of resistance, ambition, and empowerment, reflecting how Latinas redefine success on their own terms.
This study identified the significance of cultural wealth, mentorship, and self-defined leadership among Latina students, emphasizing the need for educational institutions to move beyond deficit-based narratives. By centering testimonios and lived experiences, this research underscores the importance of decolonizing methodologies that honor the voices and knowledge systems of Latina students. Future research might explore how institutions, particularly Predominantly White Institutions (PWIs) transitioning into Hispanic-Serving Institutions (HSIs), are integrating culturally affirming practices that foster belonging and leadership development for Latina students. Additionally, further inquiry into how Latinas leverage their Chingona identity in professional and academic spaces can provide insights into how resilience, cultural pride, and ambition intersect to challenge systemic barriers. These findings call for institutional shifts that recognize the strengths and agency of Latina students, advocating for policies and programs that affirm their identities and aspirations
Post Racial Reckoning: Montessori Instructors\u27 Perspectives on Teaching Through An Antibias Antiracist Lens
Get PDFPrior to the racial reckoning of 2020, Montessori teacher education programs (MTEPs) have only narrowly focused on social justice education (Aronson et al., 2020; Bartolomè, 2004; Cook, 2015; Cross, 2005; D’Cruz, 2022; King, 1991). Although MTEPs began to respond differently post-reckoning, support for implementing practices like antibias antiracist (ABAR) instruction was often absent. This study sought to understand how the racial reckoning and efforts to include an ABAR lens impacted the teaching practices of instructors in MTEPs. While ABAR-related studies exist in general teacher education (Blanchard et al., 2018; Madkins & Nazar, 2022; Martinez-Alba, Herrera, & Hersi, 2022), few focus specifically on Montessori teacher education. The study explored how eight instructors in Montessori teacher education (1) made sense of adopting an ABAR perspective post-2020, (2) navigated tensions in implementing ABAR in lectures and assignments, and (3) approached ABAR-aligned lesson presentations. Data from interviews and journal entries provided rich insight into their motivations, victories, and challenges. Six instructors made significant strides in applying ABAR efforts, which required intentional investment, reflection, racial literacy, and cultivating a personal culture of mattering to disrupt whiteness, bias, and racism. Lived experience made full commitment more natural, while limited personal experience posed barriers. Nonetheless, all participants demonstrated the potential to deepen their commitment. Findings suggest that instructors new to ABAR need explicit training for awareness and implementation. This study (1) adds to the call for critical awareness in both mainstream and alternative teacher education, (2) highlights the value of racially diverse instructors, and (3) underscores self-awareness and critical consciousness as essential to ABAR teaching
Challenging Dominant Mindset Ideologies: Transforming Teaching and Learning That Impact Latinx Students
Get PDFTeacher identity poses a central connection to social justice education as researchers call for studies to pay attention to the cultural identities of those teaching in our schools when practices like color blindness are a common practice amongst teachers that keeps racial and social power intact. Despite the overwhelming presence of White teachers nationwide, we must pay attention to the specific needs of Teachers of Color in our classrooms. The assumption is often made that teachers of Color already have the knowledge on how to enact culturally responsive pedagogy. This study investigates the relationship between Critical Race Theory (CRT) and Culturally Sustaining Pedagogy (CSP), with a focus on how Latinx teachers\u27 skills and cultural identity support practices that develop Latinx students\u27 academic success. The study will explore how Latinx teachers can work towards disrupting power structures such as white supremacy ideologies embedded in the normativity of practices in our classrooms. Through analysis of semi-structured interviews and observations, this qualitative study examines and seeks evidence of culturally responsive teaching that includes (a) holding high expectations of students, (b) using students\u27 cultures and experiences to enhance their learning, and (c) providing students with access to effective instruction and adequate resources for learning (Ladson-Billings, 1995; Gay, 2000; Paris & Alim, 2017; Villegas & Lucas, 2002). The study\u27s results hope to inform how Latinx teachers develop their cultural identity when navigating a White dominant culture to transform and shape effective teaching and learning practices for Latinx students
Developing and Integrating an Independent Learning Module on Lifestyle Modification to Promote Diabetes Self-Efficacy for Patients with Type 2 Diabetes
No full textBackground: Diabetes is a prevalent chronic disease in primary care affecting 38.4 million people in the United States with type 2 diabetes accounting for over 90% of cases. Effective management requires continuous care and lifestyle modifications to prevent complications and improve quality of life. Patient education on self-management is essential for enhancing knowledge and promoting lifestyle changes and emerging evidence supports the effectiveness of telemedicine and online education in diabetes care. However, primary care providers face challenges in delivering comprehensive, individualized education due to time constraints and competing priorities. Consequently, only 47.8% of adults with diabetes have received formal self-management education highlighting the need for improved educational strategies in primary care.
Purpose: A gap exists between evidence-based diabetes management and its implementation in primary care, particularly in delivering effective self-management education. While diabetes self-management education enhances patient empowerment and optimizes clinical outcomes, time constraints and limited resources often hinder its integration into practice. This project aimed to address these challenges through a literature review and the implementation of a nurse-led educational program to improve self care-management skills and glycemic control in patients with type 2 diabetes. By fostering patient education, the project seeks to empower individuals to take greater control of their health and enhance diabetes management outcomes.
Methods: An online learning module covering seven key diabetes self-management concepts was created and provided to patients, as well as monthly telephone follow-ups over six months to guide patients in establishing individualized goals and tracking their progress. The Diabetes Self-Management Questionnaire (DSMQ) was used to assess patients’ self-management skills, and hemoglobin A1c values were monitored to assess the effect of education and follow-ups in glycemic control. Clinical nursing staff, a family medicine physician and a nurse practitioner student were involved throughout the project implementation.
Results: Among the 20 participants, 10 completed the full six-month telephone visits. The overall A1c values improved by 8.3% post-intervention which was not statistically significant but showed clinical significance (p=0.091). There was a 15.8% improvement in the total DSMQ scores after the intervention which was statistically and clinically significant (p=0.041).
These findings suggest that the nurse-led education program had a positive impact on glycemic control and self care-management behaviors.
Conclusion: Successful diabetes management requires active patient engagement, with education playing a critical role in promoting self-care behaviors. This project implemented an online education module and virtual visits to enhance patients\u27 self care-management skills and improve glycemic control. Post-intervention data showed increased adherence to self-care behaviors with most participants reporting positive changes in diet, exercise, blood glucose monitoring, and healthcare utilization. While dietary modifications showed the most improvement, physical activity changes were minimal. Although A1c levels decreased in more than half of the participants, the direct correlation between improved self-management and glycemic outcomes remains inconclusive due to potential confounding factors. Expanding these programs to include continuous, nurse-driven, personalized education could further support self care-management and individualized goal-setting, reinforcing the multidisciplinary approach needed for optimal diabetes care
