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Out-of-school time (OST) programs serving predominantly racialized minority communities can help reduce racial disparities in STEM as they provide a culturally affirming learning environment that includes supportive staff of similar ethnic identities as the youth. However, staff at OST programs located in underserved communities that serve racially minoritized youth, often have limited academic credentials and have constrained opportunities for social mobility. These staff's contributions to informal science learning have largely been neglected by research. A staff mentoring program was piloted to provide professional development in STEM education for racially minoritized staff also referred to as youth development professionals or specialists, at an OST learning organization located in the Midwestern US, that serves predominantly African American low-income communities. The pilot paired three racially minoritized part-time staff (mentees) with three full-time staff including educators and program leaders (mentors) for year-long mentoring relationships. Qualitative data collection tools were used to examine the impact of the pilot program on participants. Results indicate numerous gains for participants including personal and professional skills. These findings contribute to the broader literature on mentoring and suggest that the mentorship program represents a model for access to STEM educational and professional development for OST staff in racially minoritized underserved communities.

Despite the national impact on students due to COVID-19, for Black students living in the state of Florida, the disruption of their social, emotional, psychological, and academic normalcy was complicated further. At the height of the pandemic, Florida consistently ranked in the top three states in the U.S. for total COVID-19 cases; moreover, even before the onset of COVID-19, over 33% of Black youth under the age of 18 in the state (the highest for any group in Florida) had faced trauma, also known as adverse childhood experiences (ACEs). Black Floridian youth with ACEs residing in urban-situated neighborhoods have been overwhelmed by COVID-19. Yet little is known about Black youth and their experiences with COVID-19 beyond average achievement on national assessments. Particularly, we do not understand how Black youth made meaning of what was (and still is) transpiring in their communities with COVID-19 and how they made meaning of their schooling, amid a pandemic. Nor do we understand how the pandemic will affect the educational futures of Black youth. The salient goals of this study were to (a) leverage youth voice amid COVID-19 to add to the discourse about re-envisioning the educational futures of Black students within schools to inform educators and school districts in supporting an educational environment that is prepared to address the post-traumatic growth of students, and (b) promote micro-level policies in schools that enhance equitable educational and mental health practices among youth.

This article explores the interplay between perceived employability (PE), mental health, and equity group membership amongst students at a large public urban university in Australia. The article reports from a study conducted between 2017 and 2022, during which students self-assessed their PE. Differences in PE by equity group membership were assessed using responses to structured fields in the questionnaire (n = 24,329). Custom measures were constructed using student responses to open-ended fields to proxy student wellbeing based on sentiment analysis and mention of mental health or synonymous terms (n = 12,819). Analyses included two-way tests of differences between groups and multivariate analyses considering the effect of equity group membership and mental health concerns on employability beliefs. Results indicate that students with a disability, with English as a second language, or with wellbeing concerns report lower perceived employability. Of all the PE dimensions, academic self-efficacy is most consistently affected by equity group membership and wellbeing concerns. Further, wellbeing concerns are more prevalent for students with disabilities. The findings strengthen support for policy and institutional initiatives focusing on student wellbeing in general but also specifically for equity groups that are already associated with poorer employability beliefs. In particular, students with disabilities appear to have poorer self-esteem and academic self-efficacy and are more likely to have mental health concerns.

Moral decision-making typically involves trade-offs between moral values and self-interest. While previous research on the psychological mechanisms underlying moral decision-making has primarily focused on what people choose, less is known about how an individual consciously evaluates the choices they make. This sense of having made the right decision is known as subjective confidence. We investigated how subjective confidence is constructed across two moral contexts. In Study 1 (240 U.S. participants from Amazon Mechanical Turk, 81 female), participants made hypothetical decisions between choices with monetary profits for themselves and physical harm for either themselves or another person. In Study 2 (369 U.S. participants from Prolific, 176 female), participants made incentive-compatible decisions between choices with monetary profits for themselves and monetary harm for either themselves or another person. In both studies, each choice was followed by a subjective confidence rating. We used a computational model to obtain a trial-by-trial measure of participant-specific subjective value in decision-making and related this to subjective confidence ratings. Across all types of decisions, confidence was positively associated with the absolute difference in subjective value between the two options. Specific to the moral decision-making context, choices that are typically seen as more blameworthy – i.e., causing more harm to an innocent person to benefit oneself – suppressed the effects of increasing profit on confidence, while amplifying the dampening effect of harm on confidence. These results illustrate some potential cognitive mechanisms underlying subjective confidence in moral decision-making and highlighted both shared and distinct cognitive features relative to non-moral value-based decision-making.

ObjectivePatients with relapsed or metastatic head and neck squamous cell carcinoma (HNSCC) after primary local therapy have low response rates with cetuximab, systemic chemotherapy or check point inhibitor therapy. Novel combination therapies with the potential to improve outcomes for patients with HNSCC is an area of high unmet need.MethodsThis is a phase II single-arm clinical trial of locally advanced or metastatic HNSCC patients treated with a combination of soluble EphB4-human serum albumin (sEphB4-HSA) fusion protein and pembrolizumab after platinum-based chemotherapy with up to 2 prior lines of treatment. The primary endpoints were safety and tolerability and the primary efficacy endpoint was overall response rate (ORR). Secondary endpoints included progression free survival (PFS) and overall survival (OS). HPV status and EphrinB2 expression were evaluated for outcome.ResultsTwenty-five patients were enrolled. Median follow up was 40.4 months (range 9.8 - 40.4). There were 6 responders (ORR 24%). There were 5 responders in the 11 HPV-negative and EphrinB2 positive patients, (ORR 45%) with 2 of these patients achieving a complete response (CR). The median PFS in HPV-negative/EphrinB2 positive patients was 3.2 months (95% CI 1.1, 7.3). Median OS in HPV-negative/EphrinB2 positive patients was 10.9 months (95% CI 2.0, 13.7). Hypertension, transaminitis and fatigue were the most common toxicities.DiscussionThe combination of sEphB4-HSA and pembrolizumab has a favorable toxicity profile and favorable activity particularly among HPV-negative EphrinB2 positive patients with HNSCC.

Two of every three persons living with dementia reside in low- and middle-income countries (LMICs). The projected increase in global dementia rates is expected to affect LMICs disproportionately. However, the majority of global dementia care costs occur in high-income countries (HICs), with dementia research predominantly focusing on HICs. This imbalance necessitates LMIC-focused research to ensure that characterization of dementia accurately reflects the involvement and specificities of diverse populations. Development of effective preventive, diagnostic, and therapeutic approaches for dementia in LMICs requires targeted, personalized, and harmonized efforts. Our article represents timely discussions at the 2022 Symposium on Dementia and Brain Aging in LMICs that identified the foremost opportunities to advance dementia research, differential diagnosis, use of neuropsychometric tools, awareness, and treatment options. We highlight key topics discussed at the meeting and provide future recommendations to foster a more equitable landscape for dementia prevention, diagnosis, care, policy, and management in LMICs. HIGHLIGHTS: Two-thirds of persons with dementia live in LMICs, yet research and costs are skewed toward HICs. LMICs expect dementia prevalence to more than double, accompanied by socioeconomic disparities. The 2022 Symposium on Dementia in LMICs addressed advances in research, diagnosis, prevention, and policy. The Nairobi Declaration urges global action to enhance dementia outcomes in LMICs.