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In this paper, we demonstrate the ways in which the schooling of refugee youth in the United States reflects ongoing coloniality in education. Drawing on data collected in a case study, conducted between 2013 and 2016, as part of a larger ongoing ethnography of a Southwest United States District school's response to refugee students, we show how the enactment of policies, pedagogies, and practices within schools reinforce the government's control over refugee students and their families. In schools, the students are kept out of certain school spaces, marginalized in remedial courses, and denied academic opportunities and integrated support services. Using empirical data, we demonstrate how the restriction of the students' movement in and around schools is embedded within the larger limitations embedded in coloniality and assimilation. We situate our analysis within the tensions and interactions between coloniality, assimilation, and neoliberalism as articulated in studies within anthropology and sociology, migration studies, critical refugee studies, and cultural studies. We conclude with a call for the decolonization of education and offer a practical starting point in refugee education. [ABSTRACT FROM AUTHOR]

This paper demonstrates the macro dynamics of housing and disability by comparing pressures on a broad range of issues related to housing and disability across states. Despite the growing population of adults with disabilities in the United States, research on the national-level relationship between housing and disability has been largely absent and little attention has been paid to accessibility, housing affordability, or the prevalence of involuntary movement and relocation for adults with disabilities. Using national data from the 2020 American Community Survey (ACS), we examine the multi-dimensional nature of housing, through cost burdens, upkeep, and maintenance, renting vs. ownership, and types of housing prevalent in the United States, and argue that this creates a paradox of livability vs. affordability for adults with disabilities. These state-level trends in the cost and livability of housing environments by state show that housing conditions and housing costs are inversely associated for adults with disabilities. These macro-level conditionalities are not uniform but vary by housing type and location across the country, creating specific paradoxes in each state. We assert that housing itself is one of the key mechanisms that can support or hinder the long-term well-being of persons with disabilities living in the community, through the presence or absence of both physical space and facilities in the home. Ultimately, housing conditions and affordability need to be considered primary factors in the study and support of persons with disabilities and these considerations must be tailored to state and local housing dynamics to meet persons with disabilities where they live. [ABSTRACT FROM AUTHOR]

The loss of the care infrastructure that occurred during the COVID-19 crisis exposed society's continued reliance on women and mothers as default caregivers. But less is known about how this crisis produced gendered mental health outcomes, especially in occupations characterized by intensive work cultures such as academia. Drawing on quantitative and qualitative responses from a May 2021 campus-wide survey of faculty at a large research university in the United States, we explore gendered patterns in faculty caregivers' time use, stress, and perceptions of institutional support. Our findings demonstrate that childcare responsibilities were not merely more substantial for women than men in terms of hours, but they were also qualitatively different, with women's hours being more unpredictable, interruptive, and mentally and emotionally demanding. We also show that the pandemic took a higher toll on women faculty's mental health compared to men's. This gap in mental health emerged not merely because women were spending more time caregiving on average, but also because the university's policies did not effectively support the most strained caregivers. This study contributes empirical evidence to research on academic caregivers during the pandemic and to work demonstrating how (1) gendered caregiving dynamics shape mental health and remote work experiences and (2) the reliance on individual solutions to balancing work and family has failed even relatively privileged workers. [ABSTRACT FROM AUTHOR]

This study explores the relationship between institutional trust and elements of religion in contemporary American society. Using a nationally representative survey, we utilize latent class and regression analyses to assess the contours of these relationships. Our findings reveal a diverse institutional trust profile, with pronounced distrust in democratic institutions, especially Congress, although the group with low institutional trust is the smallest one within the society. While trust in religious institutions, and to an extent broader institutional trust, predict religiosity, this is less so with the case of spirituality. Institutional trust similarly shows modest positive relationships to public religious practice, while a clear negative relationship to private religious practice. Interpreting these findings through the lens of secularization and privatization of religion, we hope to provide a strong empirical contribution to the literature regarding intersections of institutional trust and the evolving religious and spiritual orientations of today's American landscape. [ABSTRACT FROM AUTHOR]

Food insecurity (FI) is a pressing concern among university students in the United States, and the COVID-19 pandemic has exacerbated this issue. Providing food assistance for university students has become more challenging due to pandemic-related consequences and interventions. This study aims to (1) analyze social inequalities in FI among university students in a large public university during the pandemic, (2) investigate the association of their utilization of campus, community, and federal food assistance programs (FAPs) and FI, and (3) understand the barriers students face in accessing FAPs. Survey questionnaires were distributed to students to gather their socio-demographics, FI, and usage of FAPs. Logistic regression was utilized to assess the relationship between students' FI and their use of FAPs. Among the surveyed students (n = 282), 33.7% reported experiencing FI. Higher FI rates were observed among socially vulnerable student groups, for example, non-Hispanic Black (62.5%) and Hispanic students (38.7%), compared with non-Hispanic White students (32.1%). FAPs had a limited influence on students' FI due to low utilization. The primary barriers to FAPs were insufficient information, ineligibility, and social stigma. The findings suggest it is crucial to reduce barriers to using FAPs and develop targeted interventions for marginalized students to address inequalities in FI. [ABSTRACT FROM AUTHOR]