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Racial and ethnic disparities have been clearly documented in schizophrenia studies, but it is unclear how much research attention they receive among US-based studies published in high-impact journals. The current paper updates Lewine and Caudle's (1999) and Chakraborty and Steinhauer's (2010) works, which quantified how frequently schizophrenia studies included information on race and ethnicity in their analyses. We examined all US-based papers on schizophrenia-spectrum, first-episode psychosis, and clinical high-risk groups, published between 2014 to 2016 in four major psychiatric journals: American Journal of Psychiatry, Journal of the American Medical Association – Psychiatry, Schizophrenia Bulletin, and Schizophrenia Research. Of 474 US-based studies, 62% (n = 295) reported analyses by race or ethnicity as compared to 20% in Lewine and Caudle's (1999) study. The majority of papers (59%) reported sample descriptions, a 42% increase from Lewine and Caudle's (1999) study. Additionally, 47% matched or compared the racial/ethnic composition of primary study groups and 12% adjusted for race (e.g., as a covariate). However, only 9% directly analyzed racial and/or ethnic identity in relation to the primary topic of the paper. While schizophrenia studies report analyses by race and ethnicity more frequently than 20 years ago, there remains a strong need for systematic, nuanced research on this topic. The authors offer recommendations for how to conceptualize and report upon race and ethnicity in schizophrenia research. [ABSTRACT FROM AUTHOR]

As the U.S. higher education student population continues to change and grow, universities need to be prepared to provide adequate support for their unique needs. Yet research has not kept pace with the growth, or the variety of international student experiences. Additionally, research on at-risk migrant and refugee students in higher education institutes (HEIs) has focused primarily on their access and barriers to it, and not on their experience after they enroll. Understanding these challenges is imperative for personnel working in American HEIs in order to provide a high-quality student experience and retain their international student population. This paper addresses these gaps by exploring the unique challenges of one specific refugee and asylum-seeking community in higher education in the United States, Uyghur university students from mainland China. The challenges these students face are identified through a qualitative study including Uyghur students in HEIs based throughout the United States. The paper shows that this student population faces some unique challenges impacting their university experience, and that higher education personnel tend to have a limited understanding of their needs, making it difficult to serve them adequately.

This paper reveals the complex intersectionalities of immigrant identity construction, nationalisms (and national exceptionalisms), and how Greek culture/language schools in the United States significantly influenced and created a Greek and Greek-American Identity. Drawing on the Chicago experience and the Socrates and Koraes Greek-American Schools, this paper interrogates the collaborative relationship between the Greek state, the Greek community in the United States and Greek culture/language schools. Part I of this paper discusses the spatial/scalar character of the construction of the Greek culture/language school phenomenon, and the role of the Greek state played in fixing the definition of "Greekness" by establishing a normative historiography and national identity for the homeland. Also considered in this part is the complex relationship of immigrant identity construction, nationalisms and the construction of Greek national identity using geography and history. Part II surveys the empirical dimension of the phenomenon of Greek culture/language education in the United States. Early Greek immigrant efforts sought to preserve a Greek cultural identity through the Greek culture/language schools. Over time questions arose on what type of Greek identity would be (or could be) preserved in the United States.

This paper contrasts approaches to supporting ethno-cultural diversity in education in Canada, the USA and India through the lens of the experiences of the Tibetan diaspora. All three countries self-identify as linguistic and ethnically diverse states that value multiculturalism. These shared values make them insightful comparative cases to consider the role of public education "vis-a-vis" its impact on ethno-cultural diversity within pluralistic societies. The case used to conduct the comparison is that of the Tibetan diaspora, an ethno-cultural migrant minority found in each country. Three prevailing ethno-cultural diversity orientations are identified -- "integration", "achievement" and "sustainability" -- to describe prevalent approaches in Canada, the USA and India, respectively. The paper concludes with implications of the skewed orientations in each context, proposing a more balanced use of all three orientations for more robust and comprehensive supports for ethno-cultural diversity in education.

Discusses the twentieth-century history of Native Americans, based on the papers at the Carl Albert Center Congressional Archives of the University of Oklahoma. Native Americans' sources of learning; Effort to protect ceremonial use of peyote; Other issues discussed by Oklahoma's Native Americans with their congressmen.

Examines the effects of segregation of racial ethnic groups on U.S. education. Assessment of the behavioral response of minority children to segregation; Role of environmental influences in the production of feelings of inferiority; Consequences of desegregation in student relations.

This paper presents a large scale study of online MLIS students (n = 910), who completed at least one online course and were enrolled in 36 of the 58 ALA-accredited MLIS programs in Canada and the United States. The results indicate that the typical student is female, White, lives in an urban setting, and is in her mid-30s. Online students were found to be quite diverse, with statistically significant differences in their preferences and satisfaction across five demographic variables: "age" (generational cohort)," "employment status," "urban status," "commute distance," and "program modality." Three motivations emerged: "accommodation," "predisposition," and "selectivity", which influenced the respondents to choose online learning. The prevalent issues online MLIS students experienced were a sense of isolation from peers and instructors, and a lack of professional development and networking opportunities with peers. The findings have implications for enhancing MLIS online education including marketing, course offerings, and student support services.

The recruitment of overseas trained teachers (OTTs) in England is a matter that has received as much attention inside the United Kingdom as outside. Education systems in small island and developing states, especially, were believed to have been placed 'at risk' following the departure of experienced and qualified teachers. Correspondingly, the presence of OTTs in England has contributed to, "inter alia," workforce stability, behavioural management solutions and curriculum enhancement. Despite these contributions, however, very little is known about the career progression of OTTs in England. Through a tracer study of OTTs recruited between 2001 and 2008, in the first phase of teacher migration to the UK, this qualitative study explored the perceived factors that facilitate and/or hinder the progression of Caribbean OTTs in England. Drawing on postmodernism, critical and social identity theories, this paper examines how institutional racism and discrimination play a part in restricting the promotion and career progression of OTTs.

In this paper, we present findings from a three-year research project funded by the US Institute of Museum and Library Services that examined how advanced broadband measurement capabilities can support the infrastructure and services needed to respond to the digital demands of public library users across the US. Previous studies have identified the ongoing broadband challenges of public libraries while also highlighting the increasing digital expectations of their patrons. However, few large-scale research efforts have collected automated, longitudinal measurement data on library broadband speeds and quality of service at a local, granular level inside public libraries over time, including when buildings are closed. This research seeks to address this gap in the literature through the following research question: How can public libraries utilize broadband measurement tools to develop a better understanding of the broadband speeds and quality of service that public libraries receive? In response, quantitative measurement data were gathered from an open-source broadband measurement system that was both developed for the research and deployed at 30 public libraries across the US. Findings from our analysis of the data revealed that Ookla measurements over time can confirm when the library's internet connection matches expected service levels and when they do not. When measurements are not consistent with expected service levels, libraries can observe the differences and correlate this with additional local information about the causes. Ongoing measurements conducted by the library enable local control and monitoring of this vital service and support critique and interrogation of the differences between internet measurement platforms. In addition, we learned that speed tests are useful for examining these trends but are only a small part of assessing an internet connection and how well it can be used for specific purposes. These findings have implications for state library agencies and federal policymakers interested in having access to data on observed versus advertised speeds and quality of service of public library broadband connections nationwide. [ABSTRACT FROM AUTHOR]

The U.S. is comprised of many different cultural and linguistic groups, and this diversity is reflected in every state and local school district. However, the ongoing underachievement and high dropout rate of some racial/ethnic groups is still of major concern. This paper focuses on a discussion of three powerful factors related to the schooling and achievement of students from culturally and linguistically diverse (CLD) backgrounds, including racial gap, social class, and cultural-ecological factors associated with involuntary minority status. Through a review of theoretical frameworks, this paper gives perspectives regarding factors related to CLD students' academic outcomes. In an effort to address the issue of CLD students' underachievement, culturally responsive teaching practices are considered as being central in facilitating those students' learning. This paper then concludes with implications for future research, policy, and/or practice.

This paper examines how a study abroad experiential learning course in diversity provided a cultural immersion experience for a group of social work students from a small private university in central Kentucky. The students participated in a three-week international education experience in Kenya and reported this experience helped them become more sensitive to cultural diversity and to better understand their cultural heritage and its influence on their worldview.

Societal leadership in general and educational leadership in particular, in all parts of the world, requires persons of high moral character with ethical values that favor people of color. The United States and other countries throughout the world are in desperate need of leadership that results in social justice. As part of the growing socio-economic mandate to provide meaningful opportunity to the low social economic/typically people of color populations in the U.S., South America, Africa, Europe, the Far and Middle East, formal education is the starting point. In the U.S. education sector, a parallel need is for educational leaders who can produce systemic change. In other countries, the need is for persons who can re-define and/or re-invent schools for indigenous student populations and for in-migrating students from foreign countries. In this short essay, the author discusses primary forces that call for enlightened leadership across the world. This essay is the result of his 35 plus years as an educator in various roles throughout the continuum of K-12 public schools and higher education institutions. This comprehensive domestic view is augmented into a global perspective by way of the author's travels and formal review of education in nine countries. (Contains 4 footnotes.)

As schools face growing competitive pressures, researchers have investigated the increasing reliance on marketing and its implications for various racial and socioeconomic groups. Although research has expanded our knowledge of marketing's gatekeeping qualities, it has less often considered the manner in which school marketing efforts contribute to broader, social understandings of race and the characterization of racial groups. Because marketing has historically played a pivotal role in the construction of race and racial identity in American society, this exploratory study considers if and how racial identities are configured in the marketing materials of two prominent charter management organizations (CMOs). Employing critical discourse analysis, this study suggests that the focal CMOs employ a racial discourse characterized by indirect racial references that are supplemented with negative depictions of the communities and racial groups they serve. I argue that the focal CMOs' racial discourse contributes to the reification of colorblindness, the dominant racial frame that characterizes the manner in which many understand race and race relations. This paper concludes with a discussion of the implications of the CMOs' espousal of color blindness in their marketing materials, noting how the discursive obfuscation of race affects the manner in which educational leaders imagine educational solutions and neglects the continued and unique impact that race has in everyday lives.

Objective: Recent public awareness of racial and ethnic disparities has again brought to light issues of diversity, equity, and inclusion in the eating disorders field. However, empirical information on racial and ethnic representation in eating disorders research is limited, making it difficult to understand where improvements are needed. Method: This study reviewed all studies including human participants published in the International Journal of Eating Disorders in 2000, 2010, and 2020. Differences in likelihood of reporting race and ethnicity were calculated based on study year, location, and diagnostic categories. Results: Out of 377 manuscripts, 45.2% reported information on the race and ethnicity of study participants. Studies conducted in the United States were more likely to report (128/173), and those conducted in Europe were less likely to report (5/61) on race and ethnicity than those conducted outside of those regions. Rates of reporting increased from 2000 to 2020. White participants made up approximately 70% of the samples that reported race and ethnicity data. Hispanic participants made up approximately 10% of samples reporting race and ethnicity. Participants from all other races and ethnicities made up less than 5% each. Discussion: Although rates of reporting race and ethnicity increased over time, most participants were White. Rates of reporting also differed by the geographical region, which may reflect variability in how information on race and ethnicity is collected across countries. More attention toward capturing the cultural background of research participants and more inclusivity in research are needed in the eating disorders field. [ABSTRACT FROM AUTHOR]

Several scholars have asked what are the relations between two recently developed concepts, Deaf ethnicity and Deafhood. The emergence of these concepts, along with others such as "audism" (Humphries 1977), "dysconscious audism," "Sign Language Peoples," and "Deaf Gain" reflects important attempts by Deaf communities and their allies to redefine Deaf peoples, their cultures, and their languages. As part of the same process, starting in the 1990s, older concepts such as "People of the Eye," have been presented anew, and externally generated concepts such as postcolonialism have been brought to bear. Similar processes of redefining identity can be found among other minority groups, such as African Americans, women, gays and lesbians and disabled people, all of whom have felt the need to escape the reductionist lens of definitions created by oppressors, developing instead conceptualizations that assist with the liberation of their communities. "Deaf ethnicity" and "Deafhood" are two such conceptualizations. We start by explaining "Deaf ethnicity" and "Deafhood," and then we address their relations.

How do students of color and multiracial students learn to make sense of and navigate race within historically white institutions (HWIs)? And, what pedagogies and inter-/intragroup dynamics facilitate increased understanding of issues of race, racial identity development, and racism in the U.S.? This project examines students' of color (SOC) and multiracial students' learning in the Intergroup People of Color--White People Dialogues and Intragroup Multiracial Identity Dialogues at a small private liberal arts college in the Northeast. Through qualitative, inductively-derived analyses of student papers, this study advances understanding of how SOC/multiracial students make sense of their own racial group membership and how they navigate raced interactions in college. It also continues and extends national efforts to conduct and disseminate research on both the substantive nature and process of the Inter-/Intragroup Dialogues and their impact on students. (Contains 10 notes and 1 table.)

The Center for Global Education at Marymount University offered unparalleled academic, experiential, and cultural exposure to 17 Marymount University graduate students and two professors who participated in a service-learning project in Porbandar, India, on January 1-18, 2010. The program focused on teaching PreK-7 grades through an integrated approach. The purpose was to help students in math and science methodology to further their understanding of how a diverse population with little concept of U.S. teaching methods approaches learning mathematics and science concepts. This project aligns with NCATE's Professional Standards in that "American society is becoming more diverse, with students in classrooms drawn from many cultures and ethnic groups. Preparing teachers to teach all students to meet society's demands for high performance has created a new agenda for educators and policymakers." A model was developed with the NCATE's redesign in mind: to transform America's P-12 education system to support higher levels of student learning and success across the spectrum of diverse learners. The goal of this project was to establish a long-term collaborative program between Marymount University School of Education and Human Resources in Arlington, Virginia, and Dr. Virambhai Rajabhai Godhaniya College, in Porbandar, Gujarat, India. As George Bernard Shaw said and Robert Kennedy famously repeated, "Some look at things and ask why. I dream things that never were and ask why not." During a visit to London, England, I was fortunate to meet Dr. Virambhai Godhaniya (for whom the school is named). We seemed to have a common vision of expanding the P-12 education in his Porbandar School to support higher levels of student learning while engaging Marymount University students in learning the value of diversity and education of the whole person. This need for teachers in a successful global society to be broadly educated culturally and academically was demonstrated by Ed Greene, of Montclair State University, in the Harvard Family Research Project (2010). According to Greene, teacher preparation programs should institute lifelong learning principles that encourage students to examine their values, attitudes, standards of acceptable behavior, and the ways in which these influence their beliefs about teaching and learning. What he described is not a one-semester class or a single lecture on culturally diverse families but instead lifelong work that will increase the number of educators who are socially and culturally conscious, competent, and confident as they serve children and families. This concern is echoed by Sherick Hughes, of the University of Toledo, in the same publication, who argues that "teachers need support, motivation, and experiences related to cultures other than their own in order to engage in effective cross-cultural teaching." As an associate professor and a woman of diverse background, I not only value respect for diversity but also model it to my pre-service teachers so that they may implement it in their own classrooms. Marymount University's mission statement refers to "a student-centered learning community that values diversity and focuses on the education of the whole person." Working with students and colleagues abroad enhanced my students' understanding of effectiveness within the multicultural educational system in the United States and fulfilled NCATE's Professional Standard 4 on diversity: "Experiences provided for candidates include working with diverse populations, including higher education and P-12 school faculty, candidates, and students in P-12 schools." In Porbandar, the host schools conducted their teaching through a traditional approach. Rote learning reinforced with blackboard and chalk and paper and pencil appeared to be the main focus of teaching. Children remained at their desks while teachers imparted knowledge through a lecture. There were no indications of inclusion of different learning styles. All students were taught the same material at the same pace. Marymount students did not observe adaptations for diverse learners. Yet it was important for them to understand the culture and the circumstances behind the Indian style of teaching.

Findings from a four-year action research project at a highly diverse, West Coast U.S. university reveal that a large percentage of white students cannot trace their identities to a particular nation in Europe and are, as a result, unable to name the shared meanings of a particular ethnic culture. Each time Latino, Asian American, and African American classmates describe their families' ethnic histories, it is the European American student who feels dissociated. Extracted from a polyphonic novelistic ethnography, this essay focuses on an exchange among three students at a town hall meeting and explores the ramifications for social cohesion when members of "the dominant group" appear to be experiencing declining subjectivity. This reflection also raises two larger disciplinary questions: (1) How can 10,000 U.S. anthropologists continue to deploy the concept of culture at field sites outside the United States when so many in their own population cannot claim an ethnic culture of their own? and (2) Given the recent turn in events in the U.S. political scene, shouldn't anthropologists now begin developing new constructs for social analysis after race and culture?

This paper reviews the research findings and policies regarding the conditions and educational needs of the Roma population in Europe. It examines assumptions, possibilities, and setbacks of translating and appropriating US-American academic discourse on race into the debate across the continent. The central task for researchers, policy makers, and educators is to recognise the continuing significance and changing meaning of race and to argue against the colour blindness and the replacement of the concept of race by other, supposedly more objective categories such as class or nationality. We need to think of the emancipatory possibilities that the language of race and racism could have for the Roma who have long enough been treated as the ultimate European scapegoats and yet dismissed as a "social problem". (Contains 1 note.)

This paper demonstrates the extent to which married women's labor supply elasticities have changed over the past quarter century. Estimates from March Current Population Survey data suggest that these elasticities have decreased substantially, by 60 percent for the hours wage elasticity (from 0.36 to 0.14), 70 percent for the hours income elasticity (from -0.053 to -0.015), 95 percent for the participation wage elasticity (from 0.66 to 0.03), and 60 percent for the participation income elasticity (from -0.13 to -0.05). Changing demographic characteristics explain little of the drop in these elasticities, suggesting that preferences toward work have changed across birth cohorts. (Contains 28 footnotes, 13 figures, and 3 tables.) [This article was produced by University of Wisconsin Press, Madison, WI.]

This article deals with controversial issues in recruitment of Latino/a faculty in higher education in the United States. The authors present a hypothetical faculty hiring case scenario that they follow throughout the manuscript. Through this case scenario, they examine aspects of Latino/a identity, Latino/a demographics in higher education, and the interaction of Latino/a faculty dimensions that interact with faculty search committee expectations. They highlight implications for hiring and retention. (Contains 4 notes.)

In an era of heightened teacher and school accountability, what are the implications of standards-based reform for individual Latino children and their democratic self-realization? The educational demography of the fastest-growing and largest ethnic group in the United States suggests that the future of Latino self-realization is in jeopardy. This commentary posits that the true malfeasance of accountability policies is the loss of the individual and the erasure of individuality and that, given the realities of Latino educational trajectory and population growth, the Latinization of America is effectively compromised. (Contains 1 note.)

The process of educational expansion and the demographic process of generational replacement would have ongoing liberalization effects and therefore lead to a growth of ethnic tolerance. This was the prediction of Hyman and Sheatsley stated in 1956. Nearly half a century later there is little empirical evidence for a rising support of the implementation of racial or ethnic equality principles (Schuman et al., 1997). Ethnic group identifications and ethnic exclusionism still seems to be one of the major reasons for political conflicts around the world and have reached even more actuality through the September 11 attacks and their political consequences. In this paper, the author uses the data from the IEA Civic Education Study that makes it possible to compare a large number of representatively sampled countries on a variety of individual and school context variables to identify or to explain differences regarding the attitudes towards immigrants between countries. In addition to variables that express individuals' marginality, contact and attitudes towards the political system she also looks at variables that measure school climate. An influence of the number of books at home, which serves as a proxy for the educational family background of students, could not be confirmed in any country. There are only few variables, which could be used to assess economic threat in the data from the IEA Civic Education Study, so she relies on the other explanations named above. (Contains 6 tables, 3 figures and 1 note.)

Despite recent immigration from Africa and the Caribbean, Blacks in America are still viewed as a monolith in many previous studies. In this paper, we use newly released 2000 census data to estimate log-linear models that highlight patterns of interracial and intraracial marriage and cohabitation among African Americans, West Indians, Africans, and Puerto Rican non-Whites, and their interracial marriage and cohabitation with Whites. Based on data from several metropolitan areas, our results show that, despite lower socioeconomic status, native-born African Americans are more likely than other Blacks to marry Whites; they also are more likely to marry other Black ethnics. West Indians, Africans, and Puerto Rican non-Whites are more likely to marry African Americans than to marry Whites. Interracial relationships represent a greater share of cohabiting unions than marital unions. The majority of interracial unions, including native and immigrant Blacks, consist of a Black man and White woman. The implications for marital assimilation are discussed.

In an article in 2004 on Islamist movements in Iraq, "Social Education" pointed out that Iraq might be headed toward a juncture from which "one road leads to sectarian and ethnic strife and the other to the establishment of a new Islamic republic in the Middle East." The events of 2005 propelled Iraq further in that direction. Elections for a national assembly in January and December confirmed that the Iraqi political scene in the era following Saddam Hussein has fragmented on a sectarian and ethnic basis. The dominant parties of the new Iraq--Arab Shia, Arab Sunni and Kurdish--each represent their own communities and have little appeal to Iraqis of different communities. Furthermore, this article shows the results of the December election. It also presents the contentious issues that divide the political movements of the different communities: (1) The U.S. military presence in Iraq; (2) Control of the Iraqi police and security forces; (3) Federalism; (4) The status of Kirkuk; (5) The elimination of Baathist influence on Iraq; and (6) The balance between religion and secularism.

This article examines the persistent gaps in academic achievement among different racial and ethnic groups in the United States. The magnitude of the gaps is documented and potential causes summarized. One of the causes, and potential solution, is social capital. Research documenting the strong correlations between social capital and academic achievement is examined. Finally, the paper reports on a service-learning project in an urban middle school that sought to increase social capital. Pre/post data indicate that the number of service learning projects in which a student participated was significantly correlated with a decline in the number of hours spent watching television, the biggest contributor to a decades-long decline in social capital. (Contains 5 tables.)

Research into immigration has for many years focused most of its attention on the issue of how immigrants adapt to host societies. This tendency is especially true in the work of sociologists. Yet if we acknowledge the growing ethnic diversity today in the United States and elsewhere, the most interesting questions arise as to how immigrants influence the host society--not how they adapt to it. This paper proposes a sociological theory to account for such influence. For evidence it draws on a variety of empirical examples from research on ethnic communities in the United States.

Based on observations of the Chinese educational system in the summer of 2002, I argue that comparisons of the performance of students in the United States and China, and by implication, of students in the United States and other East Asian countries, have been too homogeneous. I discuss four variables that could be included in future research between the United States and China (and by implication, in all U.S./East Asian research): urban versus rural education (SES), public versus private schools, China's ethnic minorities, and the education of boys and girls. Recommendations for future research are provided. (Contains 2 footnotes.)

The USA is undergoing tremendous cultural changes as we open the first decade of the 21st century. In this paper the author discusses the need to close the performance gap that exists between White, African American, and Latino/a students. To do so, educators must carefully consider several important cultural forces. The author examines the shift in demographic patterns as well as the impact of the 4th Wave and the emergence of post-modernism on education and society. (Contains 5 figures and 1 table.)

The present paper reports a series of six studies, each investigating the power of self-rated analytical, creative, and practical abilities for predicting one of six individual-difference variables: cognitive development, modes of thinking, career interests, learning approaches, thinking styles, and personality traits. Contributing to the composition of 18 samples, the 5019 (1904 males and 3115 females) university students were from three cultural groups: Hong Kong, mainland China, and the United States. Each of the six variables was assessed by a self-report inventory. Results indicated that in all three cultures, students who rated themselves higher on the ability scales tended to score significantly higher on the individual-difference variable scales that denote positive values, such as higher cognitive-developmental levels and creativity-generating thinking styles. Moreover, students who rated themselves lower on the ability scales tended to score significantly higher on the individual-difference variable scales that indicate negative values such as a lower cognitive-developmental level and norm-favoring thinking styles. Implications of these findings are discussed in relation to both research and education.