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This study examines the impact of a cultural center on students' views and perceptions of their own cultural competency learning and ability to manage their college experience at a large metropolitan university. This exploratory analysis highlights the views of ten students who frequently engaged with a cultural center. Emerging themes include: (a) how students at a metropolitan university defined cultural competence; (b) challenges, difficulties, and problems participants experienced interacting with people from other cultures (e.g. nationality, ethnicity); and (c) successful interactions participants experienced with people from other cultures. Findings and discussion from this study suggest: (a) identity, exposure, and critical awareness; (b) navigating and negotiating conflict; and (c) engaging cultural resources are the skills students develop, through experiences with a cultural center, that impact their ability to manage their college experience. This project studied a culturally mixed group of students using personal experiences, interviews, and focus group discussions to describe meaningful and defining moments. This study and its findings are noteworthy because there is little research in this subject area. All participants were frank, cooperative, and candid throughout the process. They offered insights and shared information regarding cultural competency at Metropolitan University (MU).

In study abroad programs, overall student participation and the representation of minoritized students continue to rise, but barriers to participation for minoritized students persist, especially in engineering. As we strive to broaden participation in engineering study abroad programs, we must critically examine the experiences of minoritized students who engage in these programs so we can facilitate supportive educational environments. This study examines the experiences of minoritized students in a global engineering study abroad program, using the concept of habitus, a student's collection of identities and embodied cultural capital. We find that students draw on various forms of habitus while studying abroad, connecting their new experiences abroad to their prior experiences. Based on these findings, we make recommendations for designing more equitable and inclusive study abroad programming elements.

IntroductionIndole-3-carbinol (I3C) is found in cruciferous vegetables and used as a dietary supplement. It is known to act as a ligand for aryl hydrocarbon receptor (AhR). In the current study, we investigated the role of AhR and the ability of I3C to attenuate LPS-induced Acute Respiratory Distress Syndrome (ARDS).MethodsTo that end, we induced ARDS in wild-type C57BL/6 mice, Ccr2gfp/gfp KI/KO mice (mice deficient in the CCR2 receptor), and LyZcreAhRfl/fl mice (mice deficient in the AhR on myeloid linage cells). Additionally, mice were treated with I3C (65 mg/kg) or vehicle to investigate its efficacy to treat ARDS.ResultsI3C decreased the neutrophils expressing CXCR2, a receptor associated with neutrophil recruitment in the lungs. In addition, LPS-exposed mice treated with I3C revealed downregulation of CCR2+ monocytes in the lungs and lowered CCL2 (MCP-1) protein levels in serum and bronchoalveolar lavage fluid. Loss of CCR2 on monocytes blocked the recruitment of CXCR2+ neutrophils and decreased the total number of immune cells in the lungs during ARDS. In addition, loss of the AhR on myeloid linage cells ablated I3C-mediated attenuation of CXCR2+ neutrophils and CCR2+ monocytes in the lungs from ARDS animals. Interestingly, scRNASeq showed that in macrophage/monocyte cell clusters of LPS-exposed mice, I3C reduced the expression of CXCL2 and CXCL3, which bind to CXCR2 and are involved in neutrophil recruitment to the disease site.DiscussionThese findings suggest that CCR2+ monocytes are involved in the migration and recruitment of CXCR2+ neutrophils during ARDS, and the AhR ligand, I3C, can suppress ARDS through the regulation of immune cell trafficking.

IntroductionThere is a critical need to foster inclusive educational spaces for Queer identifying students and to resist oppressive structures that seek to marginalize and inflict trauma on students because of their gender or sexual identity.MethodsDrawing on thematic analysis and Queer theory, we interviewed 11 Queer identifying STEM students to understand the navigational strategies they leveraged within higher education environments related to their Queer identity.ResultsWe developed a cyclical model of navigational strategies employed by Queer STEM students that involved evaluating the environments, performing psychological identity calculations, and engaging in behavioral actions. Students evaluated the environment by attending to the diversity of gender representation, presence of other Queer individuals, and contextual factors conveyed based on disciplinary expectations. Students engaged in psychological identity calculations whereby they assessed beliefs about the relevance, importance, and fears related to their Queer identity, with few perceiving any benefits. Behavioral actions resulted in students building a chosen community, disclosing or shelving their queer identity, and advocating for representation.DiscussionIn order to support Queer students to thrive in educational contexts, researchers and practitioners should examine ways to increase representation, use inclusive pedagogical strategies, and understand the relevance of Queerness within disciplinary fields. Questioning the relevance or presence of Queerness in higher education environments only further serves to oppress, inflict trauma, and marginalize Queer students.