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Issues of educational equity and opportunity cannot be understood without regard to special education, as a key response to disabilities, disadvantages, and difficulties. Likewise, globalization cannot be understood without regard to cross-border migration and minority group status in society. Illuminating the nexus of these, research into disproportionality in special education, defined as the over- or under-representation of particular ethnic groups in such programs, shows that this, too, has become a global phenomenon. Comparing Canada, Germany, New Zealand and the USA, this article explores international trends in migration and discusses the globalization of ethnic group disproportionality--as a primary indicator of inequity in education. We conclude by questioning the functions of special education in an era of globalization and identifying the challenges ahead that these findings indicate. (Contains 5 tables.)

According to recent census data, Hispanic and Latino populations comprise the largest minority group in the United States. Despite ongoing efforts for improved diversity, equity, and inclusion, Hispanics remain underrepresented in medicine (UIM). In addition to well-established benefits to patient care and health systems, physician diversity and increased representation in academic faculty positively impact the recruitment of trainees from UIM backgrounds. Disproportionate representation (as compared to increases of certain underrepresented groups in the US population) has direct implications for recruitment of UIM trainees to residency programs. To examine the number of full-time US medical school faculty physicians who self-identify as Hispanic in light of the increasing Hispanic population in the United States. We analyzed data from the Association of American Medical Colleges from 1990 to 2021, looking at those academic faculty who were classified as Hispanic, Latino, of Spanish Origin, or of Multiple Race—Hispanic. We used descriptive statistics and visualizations to illustrate the level of representation of Hispanic faculty by sex, rank, and clinical specialty over time. Overall, the proportion of faculty studied who identified as Hispanic increased from 3.1% (1990) to 6.01% (2021). Moreover, while the proportion of female Hispanic academic faculty increased, there remains a lag between females versus males. Our analysis shows that the number of full-time US medical school faculty who self-identify as Hispanic has not increased, though the population of Hispanics in the United States has increased. [ABSTRACT FROM AUTHOR]

This study examines differences in proportions of US medical school faculty who self-identified as Black or African American between 1990 and 2020 based on data from the Association of American Medical Colleges Faculty Roster. [ABSTRACT FROM AUTHOR]

The article focuses on the role of gender in the sociology of religion as seen through the eyes of Stephanie Howland, a female Methodist minister in rural Missouri. She does not identifies herself as a feminist. She does not believe that her gender affects how her congregation views her. For pioneer clergy women, gender and work combined in an altogether new fashion with particular, sometimes less than positive, consequences. She concludes that life for most beginning clergywomen is now different. She believes that the element of faith is missing everywhere. Faith, according to her plays a central role in the world. Her faith is not a simple brand of spiritual reductionism whereupon community and congregational problems can be explained by God. Stephanie backgrounds the issue of gender. Not to deny Stephanie's expression of God in her life, but a social science backed question might ask what her calling might have been had she not grown up with clergywomen and benefited from the experiences of the pioneer generation.

Reveals the fatal flaw of the Boulder model which has distorted and damaged the development of clinical psychology in the United States. Role of clinician and scientist David Shakow in the so-called flaw; Consequence of placing psychology graduate students in psychiatric settings for training and service; Differences between a medical/organic/brain-defect model and a social-learning, stress-related model.