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Current and past historical research on Russia and China's borderlands heavily relies on the concept of ethnicity. Both the Russian and Qing empires ascribed to an "ethnic mode of ruling" in their borderlands, reflected in the estate inorodtsy and the Eight Banner system. In view of how strongly state-determined categories of ethnic identification can influence historical analysis, this paper observes that the focus of research is shifting from "ethnicity" to "regionality". The paper also explores how the communist regimes in Russia and China of the 20th century handled the legacy of the multiethnic empire with the politicization of ethnic groups. [ABSTRACT FROM AUTHOR]

This study investigates structural inequalities in educational enjoyment in a contemporary cohort of United Kingdom (UK) primary school children. Foundational studies in the sociology of education consistently indicate that the enjoyment of education is stratified by social class, gender, and ethnicity. Analysing data from the UK Millennium Cohort Study, which is a major cohort study that tracks children born at the start of the 21st century, we examine children's enjoyment of both school and individual academic subject areas. The overarching message is that at age 11 most children enjoy their education. The detailed empirical analyses indicate that educational enjoyment is stratified by gender, and there are small differences between ethnic groups. However, there is no convincing evidence of a social class gradient. These results challenge orthodox sociological views on the relationship between structural inequalities and educational enjoyment, and therefore question the existing theoretical understanding of the wider role of enjoyment in education., (© 2024 The Author(s). The British Journal of Sociology published by John Wiley & Sons Ltd on behalf of London School of Economics and Political Science.)

Learning a foreign language incorporates cognitive, communicative, emotional, and social aspects. Some of these aspects have to do with the structure of the language being studied; some others deal with social and psychological issues that influence the environment where the learning process takes place. This reflection paper addresses various emotional aspects that can bring up positive outcomes along the foreign language learning stages. Elements such as motivation, attitudes, levels of anxiety, acculturation, ethnicity, and personality are considered for this work. Readers should be able to find useful ideas for their ESL/EFL classes.

We use data from a large-scale and nationally representative survey to examine whether there is in Britain a trade-off between social diversity and social cohesion. Using six separate measures of social cohesion (generalised trust, volunteering, giving to charity, inter-ethnic friendship, and two neighbourhood cohesion scales) and four measures of social diversity (ethnic fractionalisation, religious fractionalisation, percentage Muslim, and percentage foreign-born), we show that, net of individual covariates, there is a negative association between social diversity and most measures of social cohesion. But these associations largely disappear when neighbourhood deprivation is taken into account. These results are robust to alternative definitions of neighbourhood. We also investigate the possibility that the diversity--cohesion trade-off is found in more segregated neighbourhoods. But we find very little evidence to support that claim. Overall, it is material deprivation, not diversity, that undermines social cohesion., (© 2024 The Authors. The British Journal of Sociology published by John Wiley & Sons Ltd on behalf of London School of Economics and Political Science.)

Genetic counseling outcomes are influenced by the processes and strategies used by counselors, yet little is known about how these strategies directly impact patients and populations. In particular, tailoring genetic counseling consultations to best meet the needs of cultural, racial, and ethnically diverse populations has been explored. This review aims to identify genetic counseling strategies tailored for a diversity of racial and ethnic populations with the goal to find ways to improve genetic counseling outcomes. Medline, Cochrane CENTRAL, Embase, PsychInfo, and CINAHL databases were searched for original research articles published in English that employed genetic counseling processes and strategies to improve genetic counseling outcomes, specifically for participants from ethnically or racially diverse populations. A review of 5300 titles and abstracts resulted in the identification of 36 articles that met the inclusion criteria. Three themes emerged: (1) community involvement in culturally tailoring genetic counseling, (2) creation and use of culturally tailored resources, and (3) modifications to the genetic counseling process. The effectiveness of genetic counseling strategies could not be evaluated due to lack of consistent outcome measures in the articles. The involvement of diverse ethnic and racial populations in developing inclusive genetic counseling tools and practices will help the profession provide better patient care in the future. More research connecting genetic counseling processes and outcomes will help to assess how well these modified approaches meet the needs of diverse populations., (© 2023 The Authors. Journal of Genetic Counseling published by Wiley Periodicals LLC on behalf of National Society of Genetic Counselors.)

This study examined the current approach to the inclusion of race and ethnicity among frequently referenced shoulder surgery literature and discussed guidance for best practices for the inclusion of race and ethnicity in shoulder research. The shoulder literature were systematically reviewed for the most frequently cited studies discussing rotator cuff repair, total shoulder arthroplasty, and Bankart repair. All reviewed studies met the timeline criteria (2013-2022). Only studies with clinical outcomes were included. Review articles, meta-analyses, systematic reviews, basic science studies, or any manuscript that did not represent clinical outcomes research were excluded. Author, year issued, the journal in which the paper was published, study design, the number of subjects, duration of follow-up, independent variables, dependent variables, results, and conclusions were extracted from the articles that met the inclusion criteria. Whether race and/or ethnicity were included in the study design in any way was also recorded. For those studies in which race and ethnicity were included, a detailed analysis of the paper's treatment of race using the JAMA Updated Guidance on Reporting of Race and Ethnicity in Medical and Science Journals was performed and recorded. In the "rotator cuff repair" cohort of papers, there were 2 articles that mention race. Out of the 2 articles that mentioned race, neither included race appropriately using the JAMA Updated Guidance on Reporting of Race and Ethnicity in Medical and Science Journals. In the "Bankart repair" cohort of papers, each article lacked the mention of race among their patient population. The "total shoulder arthroplasty" manuscripts also did not include treatment of race and ethnicity in any way. Race and ethnicity and other social determinants of health can be used to understand the source of healthcare disparities. Unless a thoughtful and deliberate consideration of race and ethnicity is undertaken, their inclusion in clinical research can be a double-edged sword due to the potential race and ethnicity-centered treatment involvement can be rooted in fallacies. In shoulder surgery clinical research, race and ethnicity should be considered in concert with social factors that could exacerbate poor patient outcomes in our patient population. Level V. [ABSTRACT FROM AUTHOR]

Despite their prolonged history of immigration to the UK, studies on Turkish Cypriots' acculturative processes have been scarce. Utilizing 20 semi-structured interviews with three generations of Turkish Cypriot immigrants living in the UK, this paper explores the acculturation processes of Turkish Cypriots by focusing on their sense of self, ethnic and national identity delineations. How do they identify themselves, and what do their identifications suggest about their acculturation? In an attempt to contribute to the empirical studies on the acculturation and identity of "other white" immigrant groups, we argue that there exists a bi-cultural/multi-cultural self with varying degrees of closeness to the host country, as well as hyphenated (British Cypriot), multi-hyphenated (London Turkish Cypriot) and travelling identities that are constructed through experience, time and place. Although there exist some intergenerational differences, it can be said that Turkish Cypriots have been open to the idea of integration starting from the first generation and, in general, have high acculturation, which was evident from the narratives of how they situate themselves within the ethnic and national identities.

This study aimed to investigate differences in pediatric healthcare utilization in Israel over 10 years by examining differences across populations defined by living environment and ethnicity. Data was obtained from the Clalit Health Care data warehouse, covering over 250,000 children residing in Haifa and Western Galilee districts. The population groups were categorized based on ethnicity (Jewish vs Arab) and residential settings (urban vs rural). Healthcare utilization was consistently higher among Jewish than Arab children, irrespective of the specific dimension analyzed. Additionally, urban-dwelling children exhibited higher usage rates than those residing in rural areas in all investigated dimensions. However, Jewish children showed significantly about 18% lower hospitalization rates than Arab children across all years (P < 0.001). No significant differences in hospitalizations were observed between urban and rural children (RR 0.999, CI (0.987-1.011)). Notably, the study revealed reduced antibiotic consumption and hospitalizations over the years for all populations. Additionally, we found that Arab children and those living in rural areas had reduced access to healthcare, as evidenced by 10-40% fewer physician visits, laboratory tests, and imaging (P < 0.001).    Conclusion: This study highlights the substantial population-based disparities in healthcare utilization among children in Israel despite the equalizing effect of the national health insurance law. Rural and low socioeconomic populations seem to have reduced healthcare access, showing decreased healthcare utilization. Consequently, it is imperative to address these disparities and implement targeted interventions to enhance healthcare access for Arab children and rural communities. The decline in antibiotic usage and hospitalizations suggests positive trends in pediatric health care, necessitating ongoing efforts to ensure equitable access and quality of care for all populations. What is Known: • Healthcare systems worldwide vary in coverage and accessibility, including Israel, which stands out for its diverse population. • Existing research primarily focuses on healthcare utilization among adults, leaving a need for comprehensive data on children's healthcare patterns globally. What is New: • Investigating over 250,000 children, this study reveals higher healthcare utilization among Jewish and urban children across all dimensions. • Despite Israel's national health insurance law, the study underscores the significant population-based disparities in healthcare utilization., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

The growing availability of large-population human biomedical datasets provides researchers with unique opportunities to conduct rigorous and impactful studies on brain and behavioral development, allowing for a more comprehensive understanding of neurodevelopment in diverse populations. However, the patterns observed in these datasets are more likely to be influenced by upstream structural inequities (that is, structural racism), which can lead to health disparities based on race, ethnicity and social class. This paper addresses the need for guidance and self-reflection in biomedical research on conceptualizing, contextualizing and communicating issues related to race and ethnicity. We provide recommendations as a starting point for researchers to rethink race and ethnicity choices in study design, model specification, statistical analysis and communication of results, implement practices to avoid the further stigmatization of historically minoritized groups, and engage in research practices that counteract existing harmful biases., (© 2024. Springer Nature America, Inc.)

Introduction: Disparities in evaluating readiness to change and recidivism risk across diverse cultural groups can profoundly affect rehabilitation program efficacy. This study examines readiness to change and recidivism risk disparities between Israeli-Arabs and Israeli-Jews entering a re-entry program by the Prisoner Rehabilitation Authority postrelease., Method: The University of Rhode Island Change Assessment Scale questionnaire gauged readiness to change, whereas the Ohio Youth Assessment System-Residential tool assessed recidivism risk. The sample included 151 participants: 98 Israeli-Arabs and 53 Israeli-Jews. Mean differences in change readiness and recidivism risk were statistically assessed through t tests., Results: Significant differences emerged in change readiness levels between Israeli-Arabs and Jews upon rehabilitation program entry, with Israeli-Jews exhibiting higher readiness. Additionally, a noteworthy divergence in recidivism risk was noted, indicating elevated average risk for Israeli-Jews., Conclusions: Findings underscore the vital need for cultural sensitivity during admission. Bias potential in assessing risk for Arab participants emphasizes the necessity of a comprehensive culturally sensitive approach. While focusing on admission, the Risk-Need-Responsivity model application could enhance risk evaluation and guide culturally tailored treatments., (© 2023 Foundation for Professionals in Services to Adolescents.)

Graduate education is among the fastest growing segments of the U.S. higher educational system. This paper estimates the returns to Master's degrees and examines heterogeneity in the returns by field area, student demographics and initial labor market conditions. We use rich administrative data from Ohio and an individual fixed effects model that compares students' earnings trajectories before and after earning a Master's degree. Findings show that obtaining a Master's degree increased quarterly earnings by about 14% on average, but the returns vary largely across graduate fields. We also find gender and racial disparities in the returns, with higher average returns for women than for men, and for White than for Black graduates. In addition, by comparing returns among students who graduated before and under the Great Recession, we show that economic downturns appear to reduce but not eliminate the positive returns to Master's degrees. There are important variations in the returns to Master's degrees during the recession across field area and race/ethnicity.

In this paper, we explored how political knowledge related to generalised prejudice, defined as the common variance of three highly correlated specific prejudice concerning ethnicity, gender and sexual orientation. We aligned our hypotheses with the Cognitive Ability and Style to Evaluation (CASE) model, which postulates the mechanism underlying the relationship between individual-level cognitive variables and intergroup outcomes. As knowledge in its many forms correlates with and serves as a proxy of cognitive abilities, we hypothesised that political knowledge, when considered a precursor of prejudice, can be expected to act similarly to cognitive variables within the CASE model. We performed an empirical test of the hypothesised relationships on a nationally representative sample of Croatian students in their final year of secondary education (aged 17-19). As expected, there was a significant negative association between political knowledge and generalised prejudice, both direct and indirect via right-wing authoritarianism. Youth with higher political knowledge had significantly lower levels of generalised prejudice. In addition, while there were differences in the overall levels of political knowledge, right-wing authoritarianism and generalised prejudice between students attending different secondary education programmes, the pattern of relationships between these concepts was found to be stable across educational settings.

In 2021, the American Cancer Society published its first biennial report on the status of cancer disparities in the United States. In this second report, the authors provide updated data on racial, ethnic, socioeconomic (educational attainment as a marker), and geographic (metropolitan status) disparities in cancer occurrence and outcomes and contributing factors to these disparities in the country. The authors also review programs that have reduced cancer disparities and provide policy recommendations to further mitigate these inequalities. There are substantial variations in risk factors, stage at diagnosis, receipt of care, survival, and mortality for many cancers by race/ethnicity, educational attainment, and metropolitan status. During 2016 through 2020, Black and American Indian/Alaska Native people continued to bear a disproportionately higher burden of cancer deaths, both overall and from major cancers. By educational attainment, overall cancer mortality rates were about 1.6-2.8 times higher in individuals with ≤12 years of education than in those with ≥16 years of education among Black and White men and women. These disparities by educational attainment within each race were considerably larger than the Black-White disparities in overall cancer mortality within each educational attainment, ranging from 1.03 to 1.5 times higher among Black people, suggesting a major role for socioeconomic status disparities in racial disparities in cancer mortality given the disproportionally larger representation of Black people in lower socioeconomic status groups. Of note, the largest Black-White disparities in overall cancer mortality were among those who had ≥16 years of education. By area of residence, mortality from all cancer and from leading causes of cancer death were substantially higher in nonmetropolitan areas than in large metropolitan areas. For colorectal cancer, for example, mortality rates in nonmetropolitan areas versus large metropolitan areas were 23% higher among males and 21% higher among females. By age group, the racial and geographic disparities in cancer mortality were greater among individuals younger than 65 years than among those aged 65 years and older. Many of the observed racial, socioeconomic, and geographic disparities in cancer mortality align with disparities in exposure to risk factors and access to cancer prevention, early detection, and treatment, which are largely rooted in fundamental inequities in social determinants of health. Equitable policies at all levels of government, broad interdisciplinary engagement to address these inequities, and equitable implementation of evidence-based interventions, such as increasing health insurance coverage, are needed to reduce cancer disparities., (© 2023 The Authors. CA: A Cancer Journal for Clinicians published by Wiley Periodicals LLC on behalf of American Cancer Society.)

Objectives: There has been a recent emphasis in the peer-reviewed oncology literature on examining disparities by gender. Such emphasis provides an excellent opportunity to simultaneously examine race/ethnicity disparities in the same cohort. The degree to which gender disparities research has been performed concomitantly with racial disparities research at prominent oncologic societies has yet to be investigated., Methods: ABSTRACTs presented at the American Society of Clinical Oncology (ASCO) annual meeting were reviewed. Abstracts selected for the oral abstract or clinical science symposium sessions at the 2020, 2021, and 2022 annual meetings were evaluated to determine the amount of gender disparities research presented. Such research was further assessed to determine whether racial/ethnicity disparities were examined simultaneously., Results: From 2020 to 2022, 1219 abstracts were presented at the ASCO annual meetings, oral abstract or clinical science symposium sessions. Of these, 7 involved gender disparities examination, of which only 2 (29%) concomitantly examined race/ethnicity. No study since 2020 concomitantly examined gender and racial disparities., Conclusions: More than 70% of gender disparities work presented at ASCO has been disaggregated from concomitant racial disparities examination, with complete disaggregation since 2021. Gender disparities work remains a miniscule aspect of the overall research landscape. Future work in examining gender disparities may be best aggregated with racial/ethnicity disparities to optimize timely solutions in both areas; such work could potentially be incentivized from the inclusion criteria of future funding mechanisms., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2023 Wolters Kluwer Health, Inc. All rights reserved.)

Research shows its limitations by not capturing the specificities of individual experiences, which result either from the participation of or interaction among different people in a given context across time. This study explores the effect that the quality of youth participation experiences in a Portuguese voluntary organization can have on the development of their psychological empowerment (PE). This study adopted a longitudinal, quantitative design where the same cohort of 481 participants (62.4% female; M age  = 17.26 years) was followed across three time points. Latent growth curve modeling was performed to examine the effect of the quality of participation experiences (QPE) on the developmental trajectories of PE components. Findings show that the QPE had the most powerful effect on developmental trajectories in PE. The study shows how youth perceptions of opportunities for reflection and action in interaction in a climate of openness to dialogue and the emergence of different ways of thinking and doing affect their PE., (© 2023 Wiley Periodicals LLC.)

Drawing on semi-structured in-depth interviews with 15 Chinese queer international students from New Zealand's tertiary institutions, this paper explores their motivations to pursue higher education transnationally and unpacks the interconnected power structures underpinning their experiences. We find that despite the imagination and initial perception of New Zealand as one of the most queer-friendly higher education destinations, Chinese queer international students are confronted by the 'ethnic closet'--a heteronormative power structure simultaneously disciplining racial/ethnic and sexual identities. The interplay between these two key aspects of students' identity has meant that Chinese queer international students, as migrants who occupy disadvantaged positions in local racial power relations, frequently experience heteronormative microaggressions on campus. These students' ethnic identity, which lies in the heart of their social support system, has also become a hindrance in their queer identity development. Our findings challenge the perceived dichotomy between China as homophobic and 'the West' as queer-friendly, and reveal the need for a more nuanced understanding of queer international students' experiences, in order to better support them in a higher education setting.

Positive outcomes from undergraduate research experiences (UREs) have resulted in calls to broaden and diversify participation in research. However, we have little understanding of what demographics are reported and considered in the analyses of student outcomes from UREs. Without this information, it is impossible to assess whether participation in UREs has been diversified and how outcomes may vary by participant identity. Through a comprehensive literature search, we systematically identified 147 peer-reviewed research articles on student participation in UREs in the natural sciences, published between 2014 and 2020. We coded each paper to document which student demographic variables are reported and considered in analyses. The majority (88%) of articles on UREs reported at least one demographic variable and 62% incorporate demographics into their analyses, but demographics beyond gender and race/ethnicity were infrequently considered. Articles on independent research apprenticeships included demographics in their analyses more frequently than studies on course-based undergraduate research experiences (CUREs). Trends in reporting and analyzing demographics did not change from 2014 to 2020. Future efforts to collect these data will help assess whether goals to diversify UREs are being met and inform how to design UREs to meet the needs of diverse student groups.

School policies are largely driven by perceptions and expectations for how students should behave academically and socially, yet these practices often lack the cultural relevance and sustainability required to support racially, ethnically, and linguistically diverse (RELD) students with or at risk for emotional and behavioral dis/orders (EBD). Similarly, many evidence-based practices for behavior do not consider internalizing behaviors (e.g., anxiety, toxic stress), exemplifying a critical need for equitable practices aimed at supporting the prosocial and emotional needs of RELD students with or at risk for EBD. Given the multifaceted social, emotional, and behavioral needs of RELD students with or at risk for EBD, social and emotional learning (SEL) practices are most effective when implemented through a culturally responsive-sustaining lens. Thus, this paper examines how the pervasive inequities within special education praxis can be mediated through culturally responsive-sustaining SEL practices. Using the tenets of dis/ability critical race theory (DisCrit), we first problematize the current approaches to SEL curricula and address how they contribute to the pathologization of RELD students with or at risk for EBD. We then provide evidence-based recommendations for school leaders and practitioners to embed culturally responsive-sustaining pedagogy within SEL instruction.

Gender inequality in the workplace remains a persistent issue that impacts upon women from their first point of entry into the labour market. In this paper, we explore the experiences, of 20 women in the UK as they take their initial steps onto the career ladder upon graduation. Adopting an interpretive methodology that uses a Bourdieusian framework based on habitus, capital, and field, we highlight that women continue to face structural and individual barriers that influence, and in many cases limit, available career opportunities. By intersecting gender with social class and ethnicity, intra-gender differences are identified that demonstrate the deep-seated nature of disadvantage faced by working class and ethnic minority female graduates in securing employment in comparison to their white, middle-class peers. We conclude by recommending that careers support and guidance should be introduced earlier in the education system to raise aspirations and challenge the perpetuation of gender inequality.

This qualitative case study explored the experiences of seven Black and Asian women faculty at Hispanic-Serving Institutions (HSIs). The unique experience of each woman is shared in this paper. Three themes highlight the interconnectedness of participant experiences. The first theme indicated that these Black and Asian women faculty operated in unsupportive microclimates within their HSIs. Secondly, participants communicated a need for representation within the 'HSI bubble.' Finally, our participants felt as though their HSIs needed to exercise greater intentionality in terms of truly serving their student populations. Amongst the implications of this research is a better understanding of the experiences of a minority group (i.e., Black and Asian women faculty) within higher education. These experiences can inform administrators on how to move beyond recruitment of Black and Asian women faculty to foster a supportive microclimate so as to retain these women and enable their success.

Muslims may not experience integration or assimilation in European countries, as they have certain values regarding hijab, eating restrictions, and lifestyle. They may therefore face more challenges than other migrants. With the insight that religiosity may have an impact on migrants' national and/or ethnic identities, we look at the role of religion in acculturation. The study investigated emerging patterns and challenges in sociocultural adaptation processes, including host-community interactions with (Iranian) migrants and Iranian international PhD students' future intentions. Positive evaluations of the attitudes of Spaniards towards Iranians are thought to improve the drive to seek out intergroup contact and facilitate integration or assimilation in Spain. The paper's key finding is that religion has an impact on Iranian international students. It is possible to imagine religion as a unifying factor that binds many migrant populations under a single ethnic identity. When regarded as a threat to the migrants' ethnic identity, it also appears to create social distance between the migrants and the local population. The results of this study can be used to address factors that threaten successful acculturation and boost those that encourage sociocultural adaptation and learning the local language.

The present paper explores approaches to the classification of ethnic identity. In the framework of research on comparative classifications, we analyse the contextual factors that influence classification in Hungarian education. We compared the number of students who self-reported as Roma with the respective number reported by the school heads (as experts) and examined the discrepancies between the two indicators. We also examined whether there was a correlation between the estimation by the head of the school and the views and attitudes of the teaching staff and school heads. One important finding to emerge was the more than the twofold difference between the external classifications reported by individuals belonging to the majority population, and the students' self-identification. In other words, the school heads tended to overestimate the proportion of Roma students in their schools compared to the students' own self-identification, which was related to their pedagogical practices, beliefs, and commitment. In particular, school heads overestimated the proportion of Roma students in schools where teachers perceived that there were lower expectations and where teachers attributed school failure to cultural differences.

This paper explores eight Kazakhstani postgraduate students' reflections of their international educational experiences in the UK after their immediate re-entry into Kazakhstan. Special focus was on their language identity development after their one-year stay in the UK. It was informed by Benson et al.'s ([2013]. "Second Language Identity in Narratives of Study Abroad." London: Palgrave Macmillan) three-dimensional model of L2 identity: (a) identity-related aspects of L2 proficiency, (b) linguistic self-concept, and (c) L2-mediated aspects of personal development. The qualitative data collected from a written narrative and three subsequent rounds of individual semi-structured interviews suggest that most participants had lofty goals in the first period of their study abroad. They gradually became aware that full immersion in the host country could take a long time, and accordingly, they set concrete goals. The analysis of the data also revealed that the participants exercised their agency in displaying their development of sociopragmatic competence and a global citizenship identity, by respecting different opinions and accepting cultural differences. Nevertheless, some of them experienced racism based on their usage of English and presumed ethnicity. This study underlines the significance of introducing pedagogical interventions in all phases of study abroad to avoid student sojourners' unrealistic or impractical goals and empower their language identities.

This paper reports on a small-scale, qualitative study, located in England and Wales, with the goal of advancing fairer teacher representation. Deploying a positive lens, the research shines a light on the lived experiences of 12 individuals from Black, Asian and minority ethnic backgrounds, all of whom successfully entered the teaching profession for a period of up to 5 years before the study. Against the current backdrop of unfair teacher representation, the achievements of these individuals in becoming teachers are deconstructed and analysed, to determine whether there are any commonalities in their circumstances. Drawing on the theoretical frames of capital and critical race theory, the study aims to establish whether a set of protective factors exists that may have supported and facilitated their journey into teaching. The study finds that the achievements of these individuals in joining the teaching profession can be attributed, in part, to the nature of the cultural wealth each possesses. It concludes that these teachers, acting as critical pedagogues, are not the sole benefactors of their cultural wealth, with benefits afforded both the minority and majority population. In spite of intentions to frame the teachers' narratives positively, the study reveals troubling evidence of embedded racial processes, which serve to threaten the teachers' sense of belonging in the profession and inhibit others from joining. Recommendations to further boost teacher representation for minority groups are offered.

Autism evaluation processes are often fragmented and lead to delays in accurate identification and services. These inefficient processes also lead to substantial burden on families when navigating the autism diagnostic odyssey that often requires information-sharing across providers and settings. Collaboration across schools, clinical settings, and communities can facilitate equitable and efficient access to autism evaluation services. Children and families from minoritized and marginalized backgrounds are particularly positioned to benefit from school-clinic collaboration. This paper: (1) highlights the current state of autism identification and systems inefficiencies and inequities along racial/ethnic/socioeconomic lines; (2) compares the processes, benefits, and challenges between educational identification and clinical diagnosis of autism; (3) describes how school-clinic collaboration processes can address these systems inefficiencies and inequities; (4) presents examples of models that use school-clinic collaboration; and (5) offers specific recommendations for providers.

This meta-analysis assesses the predictive validity of the Graduate Record Examination (GRE) across outcome variables, including grade point average, for graduate students. In addition to aggregate effects, this paper also assessed changes in observed effects over time as related to increasing diversity in the graduate student population and as a function of gender and racial/ethnic composition of study samples. Framed using a lens of critical whiteness, this analysis examined n = 1,659 individual effects across k = 201 studies. Overall, 62.3% of reported effects were nonsignificant (i.e. no predictive value of GRE scores on student outcomes). Further, the magnitude of observed predictive relationships decreased significantly over time. The aggregate mean effect across all studies and outcomes was small, significant, and positive: GRE score predicted 3.24% of variance across measured outcomes, 4% of variance in overall GPA, and 2.56% of variance in first-year graduate GPA. Sample composition effects by race/ethnicity were notable under some conditions, but nonsignificant, with increasing proportions of people of Color within a study sample associated with poorer predictive validity for GPA. Likewise, the magnitude of negative effects where lower GRE scores predicted stronger student outcomes showed increasing trends from 0.16% of variance for all-white samples to 7.3% for samples comprised entirely of people of Color.

Children's literature can be both a reflective mirror to readers' lives and a window to new worlds, making teachers' selection of texts for students an important professional activity. Researchers have consistently found that teachers' choices of literature contain limited representations of ethnicities, cultures, and disabilities, and reinforce gender stereotypes. Teacher educators, when working with pre-service teachers in university settings, utilize children's literature for literary, critical, and cultural pedagogical purposes. However, teacher educators rarely interrogate their text selections to explore patterns of representation, identity, and power. This paper describes and discusses a self-study into five children's picture books selected for modeling aspects of early literacy teaching in a pre-service teacher education unit. Critical content analysis was used to explore representation, identity, and power in the texts. The analysis showed some connections with trends found in research into early years and school teachers' selective traditions in the use of an older text and two texts without human characters. Other findings differed; agentive female characters, together with some variation of social, cultural, and ethnic groups and lives, were depicted in the three texts with human characters, likely because of the author's own bias towards expanding representation in texts. This article reports on an example of one teacher educator's selective literary tradition and shows how the texts used in education settings represent windows to specific worlds rather than standing in for "diversity." It makes suggestions for other educators interested in interrogating their text selections and invites dialog with other educators about representation, identity, and power in the texts they teach with.

Common methods of measuring discipline disproportionality can produce contradictory results and obscure base-rate information. In this paper, we show how using multilevel modeling to analyze discipline disparities resolves ambiguities inherent in traditional measures of disparities: relative rate ratios and risk differences. One previous study suggests there is less racial discipline disproportionality in Montessori schools, so we used our new approach, along with relative rate ratios and risk differences, to compare discipline disproportionality in a sample of Title 1 Montessori and non-Montessori schools identified using propensity score matching. Using the multilevel model clarified results from other measures: Discipline disproportionality was similar across school settings, even though overall rates were significantly lower in the Montessori schools.

This article presents an ethnographic case study of pre-service teachers' transformative learning in a Culture-Writing course at a Chinese university. In recounting three stories with fieldwork data gleaned from moments of students' pre-class discussions, reflective writings, and reports on term-paper projects, this study showcases how a group of student-teachers transformed "the self" through getting to know and/or re-understanding "other(s)." Learning to 'write culture', as their teacher led them to see, is to appreciate the lifeworlds of others and further to destabilise taken-for-granted assumptions, beliefs, and understandings, thereby leading towards transformation. I argue that transformative learning takes place in the process of knowing and rebuilding the self in relationships with other(s). It constitutes moments of critical shift that place the self and identity in a more reflexive, relational, and reversible position within specific socio-cultural contexts. This study contributes to the ongoing discussions on transformative education by illuminating how other(s) play a role in promoting pre-service teachers' transformation in a classroom-based course.

Asian migrant students are typically considered as educational paragons in the West. They have been shown to surpass other students in standard indicators of educational success. However, viewing this success with a purely ethnic framework is inadequate and essentialising. It conflates the experiences of various groups into a homogenised 'Asian' category and ignores the crucial role played by other properties and processes, such as social class and engagement with hierarchical education systems. This paper incorporates these multiple dimensions to provide a fuller account of 'Asian' success. Using large scale longitudinal survey data from Australia, we demonstrate the internal differences in the educational outcomes of Asian groups, and outline the stratifying role played by parental cultural capital. Most importantly, we show how unequal engagement with schools and the curriculum produces unequal outcomes. This intersectional approach enables a more theoretically integrated understanding of the factors that produce educational inequality in diverse societies.

The identity of first-generation immigrant groups is a highly complex construct, evolving and changing in response to a host of social, psychological, and contextual factors. This paper explores how first-generation Chinese immigrants from mainland China position and negotiate themself in relation to the perceived sociocultural groups they affiliate with. Drawing on Bucholtz and Hall's (2005) sociocultural linguistic approach to identity and interaction, we address the issues of language use and identity through examining the emergent and spontaneous use of indexical references of self in the interviews with first-generation Australian Chinese immigrants. The findings reveal that the immigrants' senses of self are fluid and dynamic, influenced by their desire of ethnic continuity and personal affectional ties. This points to the usefulness of the discursive approach of indexicality for studying identity.

This study focuses on the linguistic phenomenon of code-switching (CS) in the bilingual Ethnic-Adyghe community in the Black Sea region of Turkey. Specifically, this paper aims to analyze the types of CS and the factors that influence CS in different situational conversations, with a focus on Ethnic Adyghe individuals. The study utilizes a qualitative research design, using a purposive sample type of 10 Ethnic Adyghe individuals living in Samsun, Turkey. This study favors the use of informal settings to gather data from various linguistic contexts and analyze the frequency of CS. The findings indicate that participants used intra-sentential CS the most (59.9%). One major reason for that was the lack of vocabulary in Adyghe, leading participants to switch to Turkish to fill the lexical gap and effectively communicate their thoughts. Moreover, a total of 14 factors were identified. These factors encompassed aspects such as proficiency, social norms, cultural identity, vocabulary limitations, and communication effectiveness. The identification of these factors contributes to a comprehensive understanding of the complex dynamics of code-switching within the bilingual Ethnic-Adyghe community.

Regarding debates over researcher insider/outsider positionalities in the field of migration studies, many scholars have proposed various explanations. Some scholars studying migrant populations note that migrant scholars who share identities such as nationality, language, religion, race, ethnicity etc. with their study participants are usually perceived as insiders. Other scholars, however, contend that dynamics of insider/outsider positionalities are situationally shaped during researcher-participant interactions in fieldwork. There is now wide consensus among many scholars that shared social identities between researchers and study participants do not automatically position researchers as insiders. Drawing on secondary literature and my fieldwork encounters, this paper contributes to these debates by proposing typologies for migration researchers to use as analytical tools. The three typologies that map out insider/outsider dynamics during researcher-participant encounters in fieldwork are presuming ethnic insiderness/outsiderness, presuming national insiderness/outsiderness and the indeterminate fieldwork context. This paper argues that researchers' insider/outsider positionalities should not be viewed as pre-determined or fixed formations but as uncertain and situationally constituted. I further argue that migration researchers should not enter the fieldwork with an assumption of automatic insiderness or outsiderness but that they need to view their insider or outsider positionalities as emerging during encounters with research participants. [ABSTRACT FROM AUTHOR]

Purpose: The main purpose of this paper is to establish whether trust plays a significant mediating role in the relationship between access to microcredit and survival of young women microenterprises in under-developed financial markets in sub-Saharan Africa. The main focus of this paper is to specifically test whether relational social capital built by young women from homogeneous and heterogeneous groups can be more effective in promoting economic exchange in under-developed financial markets since interpersonal trust has recently been found to harbor group collusion, especially among kins. Overall, the paper distinguishes trust among individuals based on their age, gender and ethnic diversity. Design/methodology/approach: This study used structural equation model to test whether trust significantly mediates the relationship between access to microcredit and survival of young women microenterprises using Analysis of Moments Structures (AMOS) based on recommendations by Hair et al. (2022) and Baron and Kenny (1986). Findings: The findings from this study revealed that trust significantly and positively mediate the relationship between access to microcredit and survival of young women microenterprises in under-developed financial markets in sub-Saharan Africa. Trust developed from relational social capital among young women from homogeneous and heterogeneous groups create a stronger basis for economic exchange in under-developed financial markets. Research limitations/implications: While this study generates a positive evidence on the impact of access to microcredit on survival of young women microenterprises, the results cannot be over emphasized and generalized because the data were collected from only a single developing country. Future research may extend the current study to include other developing countries to make a more justified comprehensive analysis. Practical implications: The findings from this study highlights the importance of using a blend of social policy guided by norms combined with formal regulations as an informal contract enforcement mechanism to achieve efficient economic exchange in under-developed financial markets. Relational social capital formed on the basis of informal norms among groups from diverse population can supplement formal laws to enforce contractual obligations in microcredit access, especially among youthful microentrepreneurs, who seems to have stronger relational behaviors than adults. Financial institutions such as banks should use informal contract enforcement system to increase the scope of financial inclusion of young microentrepreneurs, especially in unbanked rural communities in sub-Saharan Africa, Uganda inclusive where formal laws are weak and sometimes not functional. The findings also show that younger people have a stronger relationship behavior than adults. Therefore, policy should create structures that can promote social activities among youth. Governments in sub-Saharan Africa, Uganda inclusive through their respective Ministry of Gender, Labour and Youth Affairs should create youth clubs that can increase interaction and relational social capital among the younger population to derive economic empowerment. sub-Saharan African governments, Uganda inclusive should rely more on social policy based on relational social capital as a missing link to promote and achieve economic development. Originality/value: This paper provides an evidence on the unique role of age, gender and ethnicity in information sharing and exchange based on social policy in the financial market to limit group collusion. The authors indicate that diversity in relational social capital among young women microentrepreneurs prohibit strategic defaults, which promotes access to microcredit for survival of women micro small and medium enterprises (MSMEs) through socialization. High level of interaction among younger women microentrepreneurs from homogeneous and heterogeneous groups allow them to close the information gap to timely meet borrowing contractual obligations to derive economic benefits. The paper shows that younger women have more trust than older women while searching for economic value through socialization. In fact, social policy can wholly supplement formal policy to promote growth and survival of young women microenterprises, especially in sub-Saharan Africa, Uganda inclusive. [ABSTRACT FROM AUTHOR]

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The paper explores the pivotal role of mothers in maintaining the Lithuanian language within the Lithuanian diaspora, drawing upon Spolsky's family language policy theory and Curdt-Christiansen's dynamic family language policy model. Analyzing data collected in 2011–2013 and 2015–2017, the study investigates various factors shaping family language policy, with a particular focus on the mother's influence. It examines the interplay between the mother's role, emigrants' language ideology, Lithuanian identity, language acquisition, proficiency, and language usage across different domains and emotional dimension of language attitudes. Quantitative analysis, considering respondents' parents' ethnicities, reveals that respondents with Lithuanian mothers exhibit stronger connections to Lithuanian identity, more frequent acquisition of Lithuanian as their first language, higher proficiency, and increased usage of Lithuanian within the family and as an inner language. Moreover, positive language attitudes towards the heritage Lithuanian language are more pronounced among those with Lithuanian mothers. However, emotional attitudes towards language did not significantly differ based on parental ethnicity. The paper concludes by discussing the heightened responsibility of mothers in language maintenance within the diaspora and the challenges they face in fulfilling this role. [ABSTRACT FROM AUTHOR]

Pakhangba is considered to be one of the foremost deities in Meitei pantheon. This deity, especially in his lairen (serpentine dragon) form, is integral to the cultural sensibilities and rituals of the Meiteis in Manipur. Taking the centrality of Pakhangba in Meitei politico-cultural space into perspective, this paper presents a reading of (Lai)ren Pakhangba lore beyond the cosmological and cultural underpinnings. Simultaneously, it examines if the lore of lairen -- ensconced in the collective ethos of the people -- and the symbolic presence of this deity in both spiritual and secular space be explained as an expression of the 'collective unconscious'. This paper establishes Pakhangba and his lore as a psychocultural connective that binds and evokes the indigeneity and identity of the people. At the same time, it foregrounds the centrality of nurturing and promoting such psychocultural connective in -- beyond evoking a shared ancestry and pasts -- imagining a more viable and tangible polity that veers away from a single-ethnicity based or territory-oriented politics and polity that undermine the centuries-old politico-cultural history of Manipur. [ABSTRACT FROM AUTHOR]