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Alternative schooling has been staunchly advocated for by groups disillusioned by government-sponsored public schooling that want to take personal control of their children's education. There are concerns, however, about nontraditional schooling options that do not meet standards that apply to public schools. The United Nations Convention on the Rights of the Child (CRC) specifies children's fundamental educational rights. In the United States, this includes mastering basic English literacy and numerical abilities, as well as exposure to some scientific and historical knowledge needed to negotiate mainstream society. This paper focuses on how certain homeschooling and religious schooling practices run the risk of denying adolescents the right to the education necessary to work in the modern economy and achieve their potential. We argue that the United States should allow alternative schooling options but ensure that they conform to specific standards set by the state in order to meet the CRC goals. [ABSTRACT FROM AUTHOR]

Inspired by pandemic-transformed instruction, this paper examines the digital accessibility of five tech tools used in information literacy sessions, specifically for students who use assistive technologies such as screen readers. The tools are Kahoot!, Mentimeter, Padlet, Jamboard, and Poll Everywhere. First, we provide an overview of the Americans with Disabilities Act (ADA) and digital accessibility definitions, descriptions of screen reading assistive technology, and the current use of tech tools in information literacy instruction for student engagement. Second, we examine accessibility testing assessments of the five tech tools selected for this paper. Our data show that the tools had severe, significant, and minor levels of digital accessibility problems, and while there were some shared issues, most problems were unique to the individual tools. We explore the implications of tech tools' unique environments as well as the importance of best practices and shared vocabularies. We also argue that digital accessibility benefits all users. Finally, we provide recommendations for teaching librarians to collaborate with campus offices to assess and advance the use of accessible tech tools in information literacy instruction, thereby enhancing an equitable learning environment for all students. [ABSTRACT FROM AUTHOR]

About half of government expenditure in the United States takes the form of government consumption (e.g., education, defense, infrastructure). In many studies of post-tax inequality based on the Dina framework (including the influential study by Piketty et al. (Q J Econ 133(2):553–609, 2018), government consumption is allocated either proportionally to post-tax disposable income or on a per-capita basis, and the level of inequality is fairly sensitive to this choice. This paper provides direct evidence on how public education spending (a substantial part of government consumption) is actually distributed. An allocation proportional to post-tax disposable income is clearly rejected, while a lump-sum allocation is found to provide a good approximation. [ABSTRACT FROM AUTHOR]

Background: Counseling is a part of the scope of practice for speech-language pathologists (SLPs), however training has been inconsistent across programs. Students, clinical fellows, and practicing SLPs alike report feeling under-prepared to address the counseling needs of clients and their families. Research evidence about counseling training and practices specific to addressing the psychological well-being of individuals with aphasia and their families is even more limited. While practicing SLPs feel confident and prepared to address communication-specific interventions for aphasia, they feel ill prepared to address the counseling needs that arise on a regular basis. Aims: The present investigation was part of a two-part investigation that included an online survey to practicing SLPs throughout the United States (US) and follow-up interviews with a subgroup of those participants. This paper addresses the counseling practice interview portion and addresses two research questions: How confident do SLPs feel using counseling with individuals with aphasia? To what extent are SLPs implementing counseling in practice with individuals with aphasia and their family members? Methods & Procedures: Eight practicing SLPs who participated in the part 1 counseling practices survey agreed to participate in the part 2 counseling practices intervention. They varied by years of practice, region of practice, and practice setting (acute, subacute, and chronic). Participants engaged in the Counseling Practices Interview (CPI) via the BlueJeans video conferencing application. Interviews were transcribed and coded qualitatively using open and axial coding methods. Multiple rounds of iterative coding were conducted to ensure rigor and coding stability. Outcomes & Results: Multiple rounds of coding resulted in the following overarching themes: confidence in aphasia-specific skills/ techniques, SLPs encounter emotional and psychosocial discussions regularly, confidence with educational counseling, not prepared for psychosocial adjustment counseling, taking the perspective of individuals with aphasia and their family, referrals/ interprofessional practices and scope of practice issues, and SLP self-care. SLPs reported a clear difference between knowledge and skills for which they feel prepared and confident, versus addressing psychological well-being of individuals with aphasia and understanding practice boundaries. Conclusions: SLPs recognize the importance of counseling skills for working with individuals with aphasia because counseling moments arise regularly. They use a variety of techniques but lack intentionality and specialised training. Academic training was deemed to be inadequate in scope and instructional methods. Postacademic training was identified as hard to access but useful. SLPs reported a lack of clarify on scope of practice, practice boundaries, and referrals. [ABSTRACT FROM AUTHOR]

How do American men's attitudes about masculinity differ across intersections of race/ethnicity, immigration status, and education? This paper uses the NSFG 2011-2019, a large survey (n = 17,944) representative of American men aged 15-44. It analyzes white men; Black men; non-immigrant Latinos; and immigrant Latinos, with each broken down by less than a bachelor's; a bachelor's degree; or an advanced degree, for a total of 12 intersections. Most differences between men of different races/ethnicities/immigration statuses were between men with less than a bachelor's. Several groups were more conservative on some attitudes but not others. For instance, among men with less than a bachelor's, white men were more conservative than Black men regarding an attitude about going to the doctor, but less conservative than Black men on attitudes about showing pain or men's sexual needs. Additionally, the attitudinal differences that emerged were distinct for different levels of education. Among men with less than a bachelor's, most significant differences emerged regarding the attitudes about going to the doctor and men's sexual needs. In contrast, among men with a bachelor's, most differences emerged regarding the attitude about showing pain. Among men with the same racial/ethnic identity and immigration status, men with lower levels of education were more likely to endorse conservative attitudes about masculinity. All three intersections are meaningfully related to attitudes about masculinity, and future research about masculinity attitudes should not analyze social identities/statuses separately but rather as they intersect with one another. [ABSTRACT FROM AUTHOR]

This paper presents findings from an investigation of nature-based practices, from the perspectives of 10 academics/educators from six nations. Participants engaged in a focus group exploring the prevalence and inclusion of nature in social work practice and education. While the study focused on individual members' experiences and perspectives, the findings highlight important context-specific factors for including nature within social work to reconnect humans with nature for health, well-being, healing, and justice. An Integrative Environmental Model for social work is proposed to assist future practice and education. [ABSTRACT FROM AUTHOR]

The growing multiracial population in the United States necessitates a shift in research attention to include mixed‐race youth. While racial‐ethnic socialization (RES) research has predominantly focused on family contexts, this review highlights the role of schools in shaping the RES socialization of mixed‐race youth in the United States. Existing literature indicates that RES plays a vital role for multiracial children and adolescents by helping them navigate their complex identities, promoting a sense of belonging, and enhancing mental health outcomes. However, studies explicitly exploring RES for mixed‐race children in elementary and secondary schools are limited, and RES is often theorized without structural conceptualizations of race and racism. Using Critical Multiracial Theory (MultiCrit) as a theoretical lens, this review investigates the content and messages conveyed to mixed‐race youth at school. It considers transmissions from various sources (e.g., curriculum, teachers, peers) to uncover implications for the well‐being of mixed‐race students. This paper contributes to scholarship on school RES by considering how the process unfolds for the fastest‐growing demographic of students in the US (multiracials) using a sociohistorical approach (MultiCrit). The review concludes with future directions for researchers studying multiracial youth in K‐12 schools and considerations for practitioners working with multiracial students in school settings. Keywords: multiracial youth, mixed‐race, K‐12 schools, RES, MultiCrit [ABSTRACT FROM AUTHOR]

Background: There has been rapid growth of chiropractors pursuing career opportunities in both public and private hospitals and other integrated care settings. Chiropractors that prosper in integrated care settings deliver patient-centered care, focus on the institutional mission, understand and adhere to organizational rules, and are proficient in navigating complex systems. The Council on Chiropractic Education Accreditation Standards do not outline specific meta-competencies for integrated care clinical training. Objective: The purpose of this study was to develop preliminary integrated health care competencies for DC programs to guide the advancement of clinical chiropractic education. Methods: A systematic literature search was performed. Articles were screened for eligibility and extracted in duplicate. Domains and seed statements were generated from this literature, piloted at a conference workshop, and evaluated via a modified Delphi consensus process. Of 42 invited, 36 chiropractors participated as panelists. Public comment period yielded 20 comments, none resulting in substantive changes to the competencies. Results: Of 1718 citations, 23 articles met eligibility criteria. After 2 modified Delphi rounds, consensus was reached on all competency statements. A total of 78 competency statements were agreed upon, which encompassed 4 domains and 11 subdomains. The 4 domains were: 1) Collaboration, (2) Clinical Excellence, (3) Communication, and (4) Systems Administration. Conclusion: We identified 78 preliminary competencies appropriate for preparing DC students and early career chiropractors for clinical practice in integrated healthcare settings. Educational programs may consider these competencies for curricular design and reform to strengthen DC program graduates for integrated practice, advanced training, and employment. [ABSTRACT FROM AUTHOR]

Aims: (1) To identify, evaluate and summarize evidence about the objectives and characteristics of mentoring programmes for specialized nurses (SNs) or nurse navigators (NNs) and advanced practice nurses (APNs) and (2) to identify the effectiveness of these programmes. Design: A systematic review based on PRISMA guidelines. Data Sources: From November 2022 until 7 December 2022, four databases were searched: PubMed, EMBASE, CINAHL and The Cochrane Library. Review Methods: Study selection was performed independently by two researchers. Disagreements were discussed until consensus was reached. Data extraction was undertaken for included studies. Data synthesis was conducted using narrative analysis. Quality appraisal was performed using the Critical Appraisal Skill Programme (CASP) and Mixed Methods Appraisal Tool (MMAT). Results: Twelve articles were included, all of which focused on mentoring programmes for APNs. Different forms of mentorship (e.g. (in)formal mentorship, work shadowing, workshops) were reported. Studies reported positive outcomes on job retention (n = 5), job satisfaction (n = 6), skills improvement (n = 7), satisfaction with the programme (n = 7) and confidence improvement (n = 4) among participants of mentoring programmes. Conclusion: There is a lack of uniformity and consistency in various elements of mentoring programmes. Further research is needed to develop mentoring programmes for both APNs and SNs/NNs in a systematic and theoretically underpinned manner. It is necessary to establish a thorough evaluation methodology, preferably using a mixed methods design that includes both a qualitative process evaluation and a comprehensive outcome evaluation using validated questionnaires, taking into account the NN/APN, the interprofessional team and organizational level. Impact: The synthesis of evidence may be useful to organizations developing and implementing mentoring programmes for both SN/NN and APN. The development of a mentoring programme for nursing experts should be considered a complex intervention that requires theoretical frameworks and contextual considerations. No Patient or Public Contribution: Not applicable, as no patients or public were involved. [ABSTRACT FROM AUTHOR]

Education is of vital importance for the development and growth of a society. Due to the advancement in educational technologies, there have been significant changes in teaching and learning processes. The digital divide has impacted significantly on teaching and learning, at present, especially after the COVID-19 pandemic. Considering this transformation, a scientometric analysis of the global literature on the digital divide in education was conducted in this study. The bibliographic data was gathered through the Scopus database for the period 2001-2021, and a total of 1865 publications were retrieved. VOSviewer and Gephi visualization software were used to analyze data and create network maps. The findings revealed that the average number of citations per paper (ACPP) for the study period is 15.51, and the relative citation impact (RCI) ranges from 0.21 in 2003 to 19.81 in 2021. Among published articles, the contribution of co-authors is greater than that of single authors. Furthermore, the United States was the leading country, with 613 publications on the digital divide. With 11 publications on the digital divide in education, Pick, J.B., from the School of Business, University of Redlands, United States, was the most prolific author. It is believed that these findings would benefit researchers worldwide, as scientometric mapping is an exciting method that provides a comprehensive overview of a scientific issue and insights for future research. [ABSTRACT FROM AUTHOR]

Intermediaries are specialised organisations that perform bridging and integrative functions to achieve improved results of social policies. Intermediaries have been most effective in the United States (US) when aligned with education and workforce system improvements and redesign, not as parallel and separate efforts. Intermediaries operate in many US social policy domains, including workforce and education, where they contribute to overcoming fragmented institutions and solving mismatch problems that interfere with hiring, career pathways and educational achievements. Intermediary solutions are especially important for creating better outcomes for low-income students and workers and improving overall racial and ethnic equity. Five mismatches especially prevalent in the US labour market require intermediary solutions: organising business to improve human resources, creating improved pathways from school to work, integrating and focussing multiple education investments, linking workforce and economic development, and improving access and use of data for design, performance management and advocacy. This paper discusses these mismatches and related intermediary solutions in more depth, offers examples of specific intermediaries in action and identifies intermediary challenges and opportunities faced by intermediaries to function better. The paper also points out that, more broadly, intermediaries are only a part of the solution to labour market and education inequalities and that broader changes in the political economy and policies are required to effect wage growth and labour market participation. [ABSTRACT FROM AUTHOR]

This study employs a poststructuralist theoretical framework to explore parents' attitudes towards children's right to play in Shanghai, China. It adopted mixed methods of online questionnaires (N = 880) and semi-structured interviews (N = 11). The findings suggest that participants struggle with embracing and practising children's right to play as defined by the United Nations Convention on the Rights of the Child (UNCRC), reflecting culturally-sensitive and -contextualised concerns around their children's future success. Those concerns are connected with the hegemony of Confucianism in shaping educational values in Chinese education. In the context of globalisation, this paper points to the empowerment of parents in practising children's rights to play in China. [ABSTRACT FROM AUTHOR]

It is well researched, yet under-acknowledged in policy and practice, that prison alone is unsuccessful in reducing criminality. Though in the USA recidivism is high, recidivism is both a common and limited measure, rarely capturing individual nuances. This paper presents key findings from an ethnographically-informed exploration of a well-established multi-sited Shakespeare-focussed prison-based programme boasting broader positive outcomes, specifically surrounding one research question: What are the perceived outcomes of engagement in prison-based Shakespeare programmes, as reported by participants and practitioners? This paper outlines key overarching findings, surrounding perceived impacts of participation through the use of Shakespeare in multiple perceived roles (including playwright, character, mentor, friend, educator), work around literacy, emotional and expression skills and programme practices (including theatre-based activities, spaces, solo, group and ensemble activities, practitioner-participant interactions and ethos). These are connected to social-justice issues, concluding an overarching outcome of potential (re)humanisation of people in prison to society and themselves. [ABSTRACT FROM AUTHOR]

This paper conceptualises one possible antidote to the conditions that produce public mass gun violence (PMGV) in the United States. I begin by illuminating how PMGV is a backlash to the nation's 'founding' on the violent divisions of colonisation and coloniality. I then inquire: If PMGV is a reflection of a deep societal wound, what methodologies and educational considerations can we engage to prevent violence and promote healing? I explore an ecology of knowledges (EoK), cognitive justice, and transdisciplinarity to envisage how Other ways of knowing already figure into pedagogical practices that alleviate violence and create anti-oppressive societies. These theories unsettle Western and colonial logics that rely on contradictory thinking (e.g. good or evil). The theories also encourage us to get to know the 'other' in ourselves in order to get to know the 'other' in the disaffected, work with him, and soothe his desires for violence before they erupt. [ABSTRACT FROM AUTHOR]

Background: The ongoing COVID-19 pandemic has significantly impacted nursing education in developing and developed countries. In response to pandemic-related challenges such as campus shut downs, nursing schools implemented open and distance learning programs (ODL) that allowed them to continue offering nursing education. This paper reports on an ODL patient safety course implemented during the COVID-19 pandemic that was also used to facilitate an international, cross-cultural learning experience. Method: Forty undergraduate senior nursing students in the United States (U.S.) and the Dominican Republic (D.R.) enrolled in a synchronous and asynchronous ODL nursing patient safety course implemented by [Blinded] in conjunction with [Blinded]. Results: Thirty-seven students completed all of the program requirements. The majority of students rated their course experience highly; they agreed or strongly agreed with all course evaluation statements, including whether their overall course evaluation was positive (95%) and whether the curriculum was culturally appropriate (97%). Conclusions: Our experience in implementing a nursing patient safety ODL course can serve as a model for (1) how ODL can help nursing schools respond to restrictions imposed by an ongoing pandemic; (2) how ODL can be used to enhance cross-cultural nursing education; and (3) how nursing schools can collaborate effectively across borders. [ABSTRACT FROM AUTHOR]

The Geriatric Psychiatry Fellowship Subspecialty survey aimed to identify key motivating factors associated with choosing geriatric psychiatry as a career, and to assess training satisfaction among geriatric psychiatry fellows/residents in Canada and the United States. American and Canadian geriatric psychiatry program directors were asked to distribute an online survey to their fellows. Descriptive statistics for quantitative items and Mann-Whitney U tests were performed to assess for differences by country of training. Thirty-one geriatric psychiatry fellows completed the survey. The most important motivating factors for pursuing a career in geriatric psychiatry were found to be "working with patients and families", "working in an interdisciplinary environment", and "intellectual stimulation". Fellows' overall training satisfaction was high, with American fellows more satisfied than Canadian residents (p = .047) on average, especially with regard to biomedical aspects of training (p = .01). [ABSTRACT FROM AUTHOR]

Greater educational attainment is generally associated with healthier and longer lives. However, important heterogeneity in who benefits from educational attainment, how much, and why remains underexplored. In particular, in the United States, the physical health returns to educational attainment are not as large for minoritized racial and ethnic groups compared with individuals racialized as White. Yet, our current understanding of ethnoracial differences in educational health disparities is limited by an almost exclusive focus on the quantity of education attained without sufficient attention to heterogeneity within educational attainment categories, such as different institution types among college graduates. Using biomarker data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), we test whether the physical health of college graduates in early adulthood (aged 24–32) varies by institution type and for White, Black, and Hispanic adults. In considering the role of the college context, we conceptualize postsecondary institutions as horizontally stratified and racialized institutional spaces with different implications for the health of their graduates. Finally, we quantify the role of differential attendance at and returns to postsecondary institution type in shaping ethnoracialized health disparities among college graduates in early adulthood. [ABSTRACT FROM AUTHOR]

Through the lenses of teaching and teacher education, this article explores the evolving impacts of the COVID-19 pandemic on education. Challenges associated with COVID-19 in schooling, learning, teaching, and teacher education are highlighted to showcase ongoing systemic inadequacies and emerging opportunities for change. Cultural assets are presented as a theoretical framework for bridging gaps between individualistic and collective approaches to learning. Specific classroom projects that foster cultural assets are connected with a larger educational movement for Ethnic Studies in public education in the United States to provide examples of ways that education can evolve in more equitable ways into the future. [ABSTRACT FROM AUTHOR]

Background: Iatrogenic malnutrition is a significant burden to patients, clinicians, and health care systems. Compared with well-nourished patients, underfed patients (those who receive less than 80% of their daily energy requirement) have more adverse outcomes related to nutritional status. Volume-based protocols allow for catch-up titrations, are consistently superior to rate-based protocols, and can be implemented in most settings. Local Problem: This project was conducted in an 8-bed neuroscience intensive care unit in which up to 41% of patients who required enteral feeding were underfed. Methods: This quality improvement clinical practice change project used a before-and-after design to evaluate (1) the effect of implementing a volume-based feeding protocol on the delivery of enteral feeds and (2) the effect of a nutrition-based project on staff members' attitudes regarding nutrition in critical care. The effectiveness of a volume-based feeding titration protocol was compared with that of a rate-based feeding protocol for achieving delivery of at least 80% of prescribed nutrition per 24-hour period. Staff members' attitudes were assessed using a survey before and after the project. Results: During 241 enteral feeding days (n = 40 patients), the percentage of delivered enteral feeding volume and the percentage of days patients received at least 80% of the prescribed volume increased after volume-based feeding was implemented. After project implementation, 74 staff members reported increased emphasis on nutrition delivery in their practice and a higher level of agreement that nutrition is a priority when caring for critically ill patients. Conclusions: Using a volume-based feeding protocol with supplemental staff education resulted in improved delivery of prescribed enteral feeding. [ABSTRACT FROM AUTHOR]

We study how technological change affects between‐ and within‐education‐group inequality in the United States. We develop a model with heterogeneous workers and firms in which the demand for skills is characterized by firms' recruiting behavior. We use the model to quantify the relative contribution of two types of technological change that affect the relative demand for skilled labor: technological change in firm‐specific productivity and technological change in labor productivity. We find that technological change in labor productivity, in the form of higher returns to skill in production, is the main driver of the increase in between‐ and within‐group inequality. Technological change in firm productivity, in the form of higher firm productivity dispersion, plays a less important role in explaining rising inequality, except for the increase in within‐group inequality for workers without a college degree. [ABSTRACT FROM AUTHOR]

Many transgender individuals face inequities, discrimination, and sometimes even a lack of transgender-specific knowledge in health care settings. Educational curricula can address such disparities and help future health professionals to become more knowledgeable, confident, and well-prepared for addressing the needs of transgender individuals. This systematic review aims to summarize current training interventions about care of transgender individuals for health and allied health students, and to analyse the effects of the respective intervention. A total of six databases (Pubmed, MEDLINE, Scopus, Web of Science, Embase and SciSearch) were screened for original articles published between 2017 and June 2021. Search terms and eligibility criteria were pre-specified, and after a structured selection process 21 studies were included into further analysis. Extracted data contained information on general study properties, population, design, program format and outcomes of interest. A narrative synthesis was used to summarize detected results. Study quality was assessed for each individual study. A self-developed 18-item checklist combining criteria of two prior published tools was used to assess overall quality of quantitative studies. For qualitative studies a 10-item checklist by Kmet et al. [HTA Initiat, 2004] was applied. Eligible studies were designed for multiple health or allied health profession students, and varied widely regarding program format, duration, content, and assessed outcomes. Almost all (N = 19) interventions indicated improvements in knowledge, attitude, confidence and comfort levels or practical skills concerning care for transgender clients. Major limitations included the lack of long-term data, validated assessment tools, control groups and comparative studies. Training interventions contribute to prepare future health professionals to deliver competent and sensitive care and which may improve the prospective experienced health care reality of transgender individuals. However, currently there is no common consensus about best practice of education. Additionally, little is known about whether detected effects of training interventions translate into noticeable improvements for transgender clients. Further studies are warranted to assess the direct impact of specific interventions in the light of the respective target populations. [ABSTRACT FROM AUTHOR]

Background: Providing end-of-life (EOL) care to pediatric patients and their families is challenging. Newly licensed nurses, especially those working with the hematology/oncology population, have little to no experience providing the specialized care needed for the dying child. An evidence-based continuing professional development activity provided a novel approach to improve the knowledge, attitudes, and comfort levels of nurse residents related to pediatric EOL care. Method: A high-fidelity simulation module of a pediatric oncology patient at the EOL was embedded into a 12-month nurse residency program. The module employed several teaching strategies including a storytelling approach. Results: Thirteen pediatric nurse residents participated in the program. While the evidence-based intervention increased participants' EOL care knowledge, their overall attitudes, and comfort levels remained unchanged. Discussion: EOL simulation with a storytelling approach is a highly valuable method of teaching new nurses how to care for a dying patient. Additional studies are needed to explore how to increase the comfort levels of new nurses in the delicate population of pediatric hematology/oncology. [ABSTRACT FROM AUTHOR]

The use of holistic admissions in higher education has been demonstrated to increase the diversity of incoming student classes; yet, in occupational therapy (OT) research, admissions processes remain under-explored. This phenomenological study aimed to explore the process of OT admissions from the perspective of students, faculty, and staff at a single OT program with the goal to create a more inclusive, equitable, and holistic process. Focus groups were conducted with first-year students, and an online survey was sent to faculty to explore perspectives on the admissions process, necessary qualities for an OT graduate student, and suggestions for increasing inclusion and equity in the admissions process. Several key themes emerged: the cost of applying, lack of uniformity across different institutions' admissions requirements, and preconceived notions of institutions; flexibility in admissions requirements, connections with the institution, and the need to recruit more diverse participants. Findings of this study are consistent with the literature regarding the use of holistic processes in graduate education, recommending less focus on student academic achievements and increased view of the student as a multifaceted individual with numerous talents. As a result, recommendations can be made to change admissions processes at this institution and in OT. [ABSTRACT FROM AUTHOR]

Objective. Aging is a growing public health concern for people, organizations, and governments. The current study was undertaken to provide insights into the global research output on geriatric nursing. Methods. A bibliometric study was implemented using the WoS database for the period from 1900 to 2020. Various tools and measures were used to analyze and visualized. Results. The search strategy found 4923 papers. The oldest paper was written by Beverly C. Andre in 1953. As team size increases, so does the number of citations. The USA was the active country and the highest number of coauthors. New York University was an active institution. Stig Karlsson was the most active author in Geriatric Nursing with 28 articles from Sweden, followed by Koen Milisen and Sandman, with 26 articles each from Sweden and Belgium. The most frequent words in this field were depression, malnutrition, education, Alzheimer's disease, and dementia. The latest research themes in this field were COVID-19, interprofessional locomotive syndrome, emergency nursing, and public health. The most influential papers were specified. Journal of the American Geriatrics Society was the most active journal. Conclusions. Geriatric nursing is a rooted field and has received special attention in the last decade. Policymakers, especially in developing countries, should pay attention to geriatric nursing as a specialty of nursing to solve aging issues they would face considering the increasing elderly population. [ABSTRACT FROM AUTHOR]

Although there has been an accelerated growth in the education field in developed countries since the second half of the 20th century, it is not the case among developing regions where progress is slow and uneven. To help the Southeast Asian region move forward, it is imperative to examine the topographical trends within this field of study. Thus, this study sought to gain empirical insights into the current status of educational research in Southeast Asia and how it compares globally and to the United States as the leading country in the field. A total of 13,527 documents from 709 education-related source titles from the Scopus database were examined. Using a bibliometric approach, the findings revealed that despite the region's progress in educational research, its contribution to global scientific knowledge remains modest compared to other leading countries. A stable growth rate and selective publications in favour of top-tier journals were also observed among the leading countries in the region. Meanwhile, education scholars from emerging countries frequently publish their work in low-tier journals. A substantial link between research productivity, impact, and collaboration was also observed. The paper concludes with practical, theoretical, and methodological implications of the findings. [ABSTRACT FROM AUTHOR]

A documentary review was carried out on producing and publishing research papers on studying differential equations, mathematical models, and education. The bibliometric analysis proposed in this paper was to know the main characteristics of the volume of publications registered in the Scopus database during 2017-2021, identifying 90 publications. The information provided by the said platform was organized employing tables and figures categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, a qualitative analysis was used to refer to the position of different authors on the proposed topic. Among the main findings of this research, it is found that the United States, with 13 publications, was the country with the highest scientific production registered in the name of authors affiliated with institutions of that nation. The area of knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of differential equations, mathematical models, and education was Mathematics, with 37 published documents, and the type of publication that was most used during the period mentioned above was the conference article, which represents 47% of the total scientific production. [ABSTRACT FROM AUTHOR]

The Kenyan diaspora's involvement in development has increasingly become an object of research and government policy. This paper explores the ways that members of the contemporary Kenyan diaspora in the United States participate in education-related activities 'back home', emphasising their motivation as well as barriers to and facilitators of their engagement. Findings from this mixed-method study of Kenyans living in the United States suggest that participants' transnational activities related to education are diverse and directed towards individuals known to them and a wide range of institutions. Additionally, their engagement is mediated by personal circumstances, beliefs about the transformative power of education, and trust in existing structures. Furthermore, study participants are interested in increasing their level of educational engagement despite persistent institutional and structural barriers. The paper suggests measures that could enhance diaspora engagement in education in Kenya. [ABSTRACT FROM AUTHOR]

This paper proposed equity theory as a potential theoretical framework that may be considered to underpin an alternative compensation model that can work for teachers in the K-12 system in the United States. This approach may help with ensuring teacher performance and retention. The current compensation system adopted in many districts needs to be re-designed and should consider introducing an alternative compensation model to boost performance and to retain high-quality teachers in the nation's classrooms. [ABSTRACT FROM AUTHOR]

This paper examines the history of home economics (family and consumer sciences) education and Cooperative Extension practices in the United States, from 1862 to the present. Efforts are made to understand in what ways the lives of marginalized people were addressed by the home economics profession over time within the United States. In light of this historical context, this paper features current efforts to decolonize FCS/home economics across three practice settings, including an Historically Black College/University (HBCU), a Predominantly White Institution (PWI) (land-grant), and the Cooperative Extension System. As members of the American Association of Family and Consumer Sciences Diversity and Inclusion Community, the authors conclude with questions and goals for addressing colonialism in the home economics profession in the United States. [ABSTRACT FROM AUTHOR]

This paper examines the causal effect of earning a GED or vocational degree on future illicit drug use, employing random assignment into the United States' most comprehensive education and vocational training program for at-risk youth – Job Corps – as a source of exogenous variability in degree attainment. Nonparametric bounds under relatively weak monotonicity assumptions are constructed to allow the random assignment to violate the exclusion restriction when used as an instrument. We also use a fixed effect model and propensity score weighting to supplement the results. The results from different methods suggest that degree attainment may have the most significant effect in reducing the illicit drug use of blacks, while the results for whites and Hispanics are less conclusive. [ABSTRACT FROM AUTHOR]

Aim: To examine the diagnostic reasoning skills of two nurse practitioner student cohorts. Introduction: Nurse practitioners continue to play a pivotal role in health care provision. Diagnostic reasoning is a core skill of advanced practice. A comparative diagnostic reasoning study between two student cohorts was undertaken between 2018 and 2019. Methods: A validated diagnostic reasoning scale was completed by nurse practitioner students in the United Kingdom and the United States of America at the beginning and end of their clinical placements. The study utilized descriptive quantitative statistics from the data submitted by 22 survey respondents from an online survey. Results: Analysis of the diagnostic reasoning skills suggested there was a difference in the structural memory scores when compared with the beginning of their clinical placements and the final semester of their clinical placements. Conclusion: Diagnostic reasoning skills are a core skill of advanced practice. As students progress through their training, these skills improve. Despite the statistical difference in diagnostic reasoning scores, caution should be made in determining any larger implications due to the small number of participants in this study. Further study is needed in this area. Summary statement: What is already known about this topic? Diagnostic reasoning is a core skill for nurse practitioners.There is minimal research in this area.Diagnostic accuracy is vital for ensuring patient safety. What this paper adds? Structural memory scores improved at the end of nurse practitioner clinical placements. What are the implications of this paper for policy/practice/research/education? Further global research in the field of diagnostic reasoning for nurse practitioners and nurse practitioner students is needed to validate these findings.It is important to ensure nurse practitioners have competency in diagnostic reasoning to reduce diagnostic error.Curricula could be designed to incorporate the use of the DTI to evaluate a student's progress throughout the clinical portion of the nurse practitioner programme. [ABSTRACT FROM AUTHOR]

Minimizing teacher stress is an essential aspect of effective teaching and supporting a healthy school climate. Previous research has indicated that teachers who experience elevated levels of occupational stress may have a negative perception of their school's climate, poor mental/physical health, poor relationships with their students, and are less likely to stay within their occupations. In addition, recent research has shown that Americans have experienced an increase in stress levels since the beginning of 2020 due to COVID-19-related stressors. This study sought to expand on previous research that investigated how teacher occupational stress is associated with teachers' perceptions of school climate. This study also examined how COVID-19-related stressors are associated with teachers' perceptions of school climate. Data from 111 elementary, middle, and high school teachers in the Southeastern United States were collected using self-report surveys on school climate, teacher occupational stress, and COVID-19-related stress. Linear regression analysis revealed that teacher occupational stress was not significantly associated with teachers' perceptions of school climate; however, a negative association between teachers' COVID-19-related stress and their perceptions of school climate was observed. This finding suggests that as teachers' COVID-19-related stress increased, their perceptions of school climate tended to decrease. The findings of this study provide insight into how to better support teachers' well-being so they can effectively perform their jobs and contribute to positive outcomes for students. [ABSTRACT FROM AUTHOR]

Background: Providing quality and equitable professional development (PD) to early care and education (ECE) providers can support high-quality care for young children. Coaching is a common way of delivering PD that has demonstrated positive impacts on teacher practices, however the field has yet to summarize which providers receive coaching, who provides coaching, the match between providers and coaches, and if researchers are examining the effectiveness of their interventions for different populations of providers. Objective: The current study conducted a systematic literature review to examine these characteristics. Method: A search was conducted using PsychInfo and ERIC between 2009 and 2020, with further searches conducted in Google Scholar and through backwards citation chaining. In total, 161 peer-reviewed articles representing 117 unique, U.S.-based studies were included in this systematic review. Results: More coaching research is conducted in urban versus rural areas; at Head Start, center-based, and public pre-school programs compared to other ECE settings; and with 3–5-year-old children compared with infants and toddlers. ECE providers receiving coaching were predominantly White, held a bachelor's degree, and spoke English. Eighty-one percent of studies reported some information about coaches' backgrounds, but only 15% included information about the coaches' race, ethnicity, and/or language spoken. Conclusion: Findings indicate researchers need to be more explicit in their research design and dissemination efforts regarding their target populations and purveyors of their coaching interventions. The field needs to reflect on the potential inequities regarding who receives coaching-inclusive interventions based on providers' geography and demographic background. [ABSTRACT FROM AUTHOR]

Children with disabilities or specialized healthcare needs were legally excluded from U.S. public education for decades, but in the last 45 years, they have gained tremendous ground in receiving comparable educational opportunities as their non-disabled peers. The purpose of this article is to provide a historical review of the educational laws which affect children with disabilities, so that school nurses who work with these children understand the impact of these laws and the resulting changes in school nursing practice. Review of the United States' educational history provides school nurses the working background necessary to recognize their key role to support the education of children with disabilities and to advocate for these children's educational rights with their parents, school officials and policy makers. [ABSTRACT FROM AUTHOR]

In the US, end-of-life health care (EOLHC) is often intensive and invasive, and at times may involve care that is inconsistent with patient values. US Muslims may not receive appropriate religious support, experience uncertainty around end-of-life decision-making, and under-utilize palliative and hospice care. As technological advancements and treatment options rise in EOLHC, Muslim American patients and their families need to understand more about the treatment options that are consistent with their beliefs. The objective of this study was to determine the efficacy of a pilot mosque-based educational workshop focused on increasing Muslim Americans' religious bioethics knowledge about end-of-life healthcare. Intervention sites were four mosques with racially and ethnically diverse members, two in the Chicago metropolitan area and two in the Washington, D.C. area. Eligible participants were self-reported Muslims, aged 18 years or older, who were proficient in English. The intervention included a pre and post-test survey and a workshop focused on the Islamic bioethical perspectives on EOLHC. Knowledge was measured with six true-false questions. Baseline and post-intervention scores were analyzed by McNemar's test and bivariate correlation. Overall, the analysis showed a significant improvement in post-intervention participant knowledge. There was increased knowledge of Islamic bioethical views on the moral status of seeking healthcare, brain death controversies, and religious perspectives on withholding or withdrawing life support near the end of life. Our pilot intervention successfully increased participant knowledge and underscores the need to improve the Muslim community's knowledge about the bioethical dimensions of EOLHC. [ABSTRACT FROM AUTHOR]

Background: Universal design for learning (UDL) is considered best-practice for embracing inclusion for students with disabilities and there is growing evidence of its effectiveness in primary, secondary, and postsecondary education. However, little is known about if and how UDL is being implemented into United States graduate allied health and medical school curriculum as well as evidence of its benefits. Method: We used Arksey and O'Malley's (2005) methodological framework. Search engines were: PubMed, CINAHL Complete, ERIC, GoogleScholar, and Scopus. Data were analyzed by the research team using Covidence to organize articles, screen, and complete a full-text review. Data extraction was completed by identifying key themes in the manuscripts and categorizing articles accordingly. Results: Six studies were eligible: three intervention and three descriptive articles. Findings identify a need for UDL in these programs but research regarding the effect of implementation of this framework into medical and allied health programs is lacking. Conclusion: There is a scarcity of research on UDL in graduate education from the United States. Much of the literature found on use of UDL in medical and allied health graduate level programs is nonexperimental or descriptive. Future research is recommended to examine the impact of UDL in graduate education. [ABSTRACT FROM AUTHOR]

This article discusses the use of the Quality Matters Rubric for Higher Education, 6th ed. to self-review an asynchronous information literacy course. In this instance, the authors acted as reviewers and subject matter experts (SME). The Rubric proved to be a useful tool that encompasses several instructional design best practices. After the official self-review period, the QM Rubric influenced the enhancement and updates to the course. The authors recommend more use of the QM Rubric by teaching librarians, collaboration with instructors going through a QM Review, and training for online teaching in Library and Information Science graduate programs. [ABSTRACT FROM AUTHOR]

India has a broad, varied, and multifaceted technical and higher education system and is behind China and the United States in terms of the world's largest system of higher education. Accreditation is a mechanism intended to assess whether an educational institution or program satisfies the specified academic standards. While in the US the accreditation body is Accreditation Board for Engineering and Technology, Inc. (ABET), in India, it is the National Board of Accreditation (NBA) and National Assessment and Accreditation Council (NAAC). NBA accreditation model is linked to ABET via Washington Accord. The task in front of these authorities is introducing the policies to ensure that students receive the type of education they require in today's complicated and volatile world. This paper demonstrates a case-study on how the Electronics and Telecommunication Engineering Department of Fr. C. Rodrigues Institute of Technology (FCRIT) leveraged the policies and models adapted by NBA for Outcome Based Education (OBE) for raising the quality of the Bachelor of Engineering Program. It reviews the history and role played by ABET and NBA in continuously evolving the criteria for the accreditation of engineering courses. It presents the systems and processes established by the Department as per the NBA-OBE model for enhancing students' Course Outcome (CO) and Program Outcome (PO) attainments. There has been increase of 4.1% and 5% in averaged CO and PO attainments, respectively, for the 2016-20 passed out batch compared to 2014-18 batch. In conclusion, the NBA-OBE model can be leveraged further for enhancement in outcomes in the proposed autonomy model at FCRIT. [ABSTRACT FROM AUTHOR]

The 2018 United States (US) National Military Strategy claimed that professional military education (PME) in the US had 'stagnated'. Since then the 2020 US Joint Chiefs of Staff publication Developing Today's Joint Officer's for Tomorrow's Ways of War can be seen as a direct response to such stagnation. The associated temporal positionings of war from stagnation, to today's officers, to tomorrow's ways of war, reinforce the significance of wartime in how professional military education is framed. In this paper I ask: To what extent do professional military education mission statements rely on frames of wartime for a construction of purpose, what are the implications of such framings for goals of minimizing violence and suffering, and how may such potential limitations be addressed in the classroom? A focus on wartime can help us draw out significant strategic and ethical challenges of conflict termination alongside 'forever wars', the normalization of exceptional security practices and violence, and the way in which prioritizations of either doing war 'better' or minimizing the likelihood of war are in seemingly direct epistemological competition. Given a goal of less insecurity, in an era in which fewer and fewer wars actually 'end' or 'end' with a sense of victory, I assess the extent to which engaging critical approaches in PME may help or hinder the need to challenge self-propagating dynamics of wartime that may be limiting efforts at lessening violence. [ABSTRACT FROM AUTHOR]

There is a growing recognition in the fields of public health and medicine that social determinants of health (SDOH) play a key role in driving health inequities and disparities among various groups, such that a focus upon individual-level medical interventions will have limited effects without the consideration of the macro-level factors that dictate how effectively individuals can manage their health. While the health impacts of mass incarceration have been explored, less attention has been paid to how the "war on drugs" in the United States exacerbates many of the factors that negatively impact health and wellbeing, disproportionately impacting low-income communities and people of colour who already experience structural challenges including discrimination, disinvestment, and racism. The U.S. war on drugs has subjected millions to criminalisation, incarceration, and lifelong criminal records, disrupting or altogether eliminating their access to adequate resources and supports to live healthy lives. This paper examines the ways that "drug war logic" has become embedded in key SDOH and systems, such as employment, education, housing, public benefits, family regulation (commonly referred to as the child welfare system), the drug treatment system, and the healthcare system. Rather than supporting the health and wellbeing of individuals, families, and communities, the U.S. drug war has exacerbated harm in these systems through practices such as drug testing, mandatory reporting, zero-tolerance policies, and coerced treatment. We argue that, because the drug war has become embedded in these systems, medical practitioners can play a significant role in promoting individual and community health by reducing the impact of criminalisation upon healthcare service provision and by becoming engaged in policy reform efforts. A drug war logic that prioritises and justifies drug prohibition, criminalisation, and punishment has fuelled the expansion of drug surveillance and control mechanisms in numerous facets of everyday life in the United States negatively impacting key social determinants of health, including housing, education, income, and employment. The U.S. drug war's frontline enforcers are no longer police alone but now include physicians, nurses, teachers, neighbours, social workers, employers, landlords, and others. Physicians and healthcare providers can play a significant role in promoting individual and community health by reducing the impact of criminalisation upon healthcare service provision and engaging in policy reform. [ABSTRACT FROM AUTHOR]

The aim of the article is to explain holistically the main provisions of sustainable development in the nature-society-human system based on the methodology for analyzing changes in energy flows and the power of socio-economic systems. The authors consider the development of society as a creative process aimed at changing the direction and speed of free energy flows (useful power) in Space and Time. They also consider sustainable development in the nature-society-human system to be consistent with the laws of the global evolution of living nature and the laws of the historical development of humankind. The paper focuses on key questions concerning the new concepts of sustainable development; the methodology for designing the sustainable development using the concept of energy flows in open, non-equilibrium stable systems and power change analysis approach. The results of the main positions of the models and their interpretation are presented based on the statistical data of United States of America (USA) in the period of 1960–2021. One of the most important primary things in order to bring about changes in people's thinking, understanding and attitude towards sustainability issues is their education in different forms – formal education and non-formal education opportunities. Creating an interdisciplinary approach and explaining sustainability as a set of economic, social and ecological factors also play a crucial role in raising public awareness of sustainability issues. [ABSTRACT FROM AUTHOR]

Background: In fact, most schools around the world are not well equipped to have discussions and keep current on the expansion of artificial intelligence (AI) in many aspects of society and economy. They either ignore this conversation, or simply criticize technology, but these resistances are not stopping wide spread of various types of AI projects in schools, mainly driven by corporations, and fueled by incentives that might not match well with long term educational objectives of student success, diversity, equity, and inclusivity. Objectives: The overall purpose is to address the rising gap between the ultrafast development of AI and the meticulous technological application of education, and to suggest the important bridge of building technological leadership in teacher preparation to get ready for the grow of AI in education. Methods: The contextual review examines the field of AI development in education through three lenses: conceptual context, practice context, and research context. Results and Conclusions: The paper provides educators and policy makers an overall background of the phenomenon of AI in education. The study has revealed there is an urgent need for research and development in teacher preparation as well as in the philosophy of technology in education to bridge the gap between AI and education. Lay Description: The initiative addresses the rising gap between the ultrafast development of artificial intelligence and the meticulous technological application of education.To get ready for AIED, the project advises educators, technologists, and policy makers to focus on educational leadership, and philosophy of technology in education to overcome the ethical bottleneck hindering AI progress at the philosophical level.The study highlights the critical need for more research on learning and classroom management, teacher preparation programs, school administration, educational philosophy, and educational policy. [ABSTRACT FROM AUTHOR]

This paper examines the relationship between countries' bilateral trade with the United States that is not due to gravity (non-gravity trade) and the distribution of income within countries. In countries where only a small share of the population are educated, an increase in non-gravity trade is associated with a significant increase in income inequality. As education of the population increases the correlation between non-gravity trade and income inequality becomes smaller. Non-gravity trade has no significant effect on income inequality in countries that are world leaders in education. [ABSTRACT FROM AUTHOR]

Optimizing School Operations, Holistically School districts in the United States face a variety of operational problems, often treated in isolation due to their inherent complexity: for instance, school assignment and school transportation are rarely considered jointly. We develop an optimization-based approach to three key problems in school operations: school assignment, school bus routing, and school start time selection. Our methodology improves upon the state of the art in two ways: by leveraging a simplifying assumption of fixed route arrival times to tractably optimize school bus schedules and school start times simultaneously, and by proposing a postimprovement heuristic to jointly optimize assignment, bus routing, and scheduling. We evaluate our approach on a practical case study. Getting students to the right school at the right time can pose a challenge for school districts in the United States, which must balance educational objectives with operational ones, often on a shoestring budget. Examples of such operational challenges include deciding which students should attend, how they should travel to school, and what time classes should start. From an optimizer's perspective, these decision problems are difficult to solve in isolation, and present a formidable challenge to solve together. In this paper, we develop an optimization-based approach to three key problems in school operations: school assignment, school bus routing, and school start time selection. Our methodology is comprehensive, flexible enough to accommodate a variety of problem specifics, and relies on a tractable decomposition approach. In particular, it comprises a new algorithm for jointly scheduling school buses and selecting school start times that leverages a simplifying assumption of fixed route arrival times, and a postimprovement heuristic to jointly optimize assignment, bus routing, and scheduling. We evaluate our methodology on simulated and real data from Boston Public Schools, with the case study of a summer program for special education students. Using summer 2019 data, we find that replacing the actual student-to-school assignment with our method could lead to total cost savings of up to 8%. A simplified version of our assignment algorithm was used by the district in the summer of 2021 to analyze the cost tradeoffs between several scenarios and ultimately select and assign students to schools for the summer. [ABSTRACT FROM AUTHOR]

In this article, the author provides motivation and a template for integrating and teaching writing in a variety of economics courses: core theory or introductory courses, topic courses, and economic writing/research courses. For each assignment, pedagogical reasoning and syllabus integration are discussed. Additionally, the author shows that using grading practices and peer review as suggested in the literature can make the grading and time burden of teaching writing accessible to even large lecture courses. [ABSTRACT FROM AUTHOR]

Purpose: This research explores the impact of parental educational attainment, race, ethnicity, gender and employment on the time parents spend educating their children during the COVID-19 pandemic. Design/methodology/approach: School closures to prevent the spread of COVID-19 have affected billions of students worldwide, and have had an impact on the economy and the society. With classes being cancelled or taught remotely, the importance of parental intervention in children's education has accelerated. Findings: The authors find that more educated parents allocate more time on child education, while higher income and employment have an adverse effect. Fathers are likely to spend more time than mothers in teaching and educating their children during COVID-19. Practical implications: The findings have implications in identifying children whose education suffers the most in times of a pandemic and determining the main target group of policies designed to train children, encourage parental involvement and support children's educational development. Originality/value: This is the first paper that examines the variations in parental time with children across social and economic subgroups during the COVID-19 pandemic. The authors also focus on the time parents spend educating their children rather than just supervising them. The authors additionally examine the determinants of the time children study on their own. Finally, the analysis is novel because it is based on the newest available data collected to examine the trends and experiences of individuals in the United States triggered by COVID-19. [ABSTRACT FROM AUTHOR]

The significant number of annual US jail admissions is intricately tied to the increasing population of children with incarcerated parents. Some proportion of these children will visit their parents in jail, and the limited research linking visits to young children's well-being is mixed. Sesame Street developed multimedia educational materials to support young children with incarcerated parents, including specific messages around visiting. The educational materials have been found to positively shape how caregivers talk to children about parental incarceration, though a gap remains regarding young children's self-reported experiences. In a preliminary randomized efficacy trial of these educational materials, the current study examined 67 young children's (aged 3–8) self-reported feelings while at the jail following viewing of the video materials, including their feelings about their caregivers, incarcerated parents, families, and visiting in general. Data were collected when children arrived at the jail (before half were randomized to watch the intervention materials) and then again following the intervention. In the treatment group, the proportion of children reporting positive feelings increased from pre- to post-test, most saliently for feelings about families, while feelings decreased overall for those in the control group. The intervention was associated with positive feelings about family, especially for those children who were told developmentally appropriate information about the parent's incarceration prior to arrival at the jail. The exploratory findings shed light on young children's emotions when visiting parents in jail and the buffering role that intervention materials can have in offering support to help manage feelings during jail visits. Highlights: Exploratory findings suggest that the intervention was associated with positive changes in self-reported feelings for young children visiting parents at jail. Feelings about family were most significantly strengthened for young children following the multimedia intervention at jail. Strengthened feelings about family were most robust for children given developmentally appropriate information about the incarceration. [ABSTRACT FROM AUTHOR]

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students' prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students' prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking. [ABSTRACT FROM AUTHOR]

The past several decades have seen enormous growth in the computing sciences, marked by increased educational and professional opportunities. Noting the implications of these opportunities for individual life chances and for social and economic developments, we explore demographic patterns in terms of varying representation in computing in the United States (U.S.). Using currently available data to delineate the demography of U.S. computing, the analysis points to deeply institutionalized and contextually embedded factors and relationships affecting educational and workforce participation and inclusion. Findings confirm that, despite growth in the number of computer science degrees awarded in the United States, the demographic diversity of degree recipients has been slow to change. Moreover, the U.S. advanced-degreed computing workforce is less diverse than workforce segments with lower educational credential requirements. Such findings are presented not merely relative to questions of numerical representations but also in terms of the sociocultural and institutional processes that determine participation and inclusion in computing. [ABSTRACT FROM AUTHOR]