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Young Black men who have sex with men (YBMSM) are disproportionately impacted by violence, including violence rooted in anti-Black racism, sexual identity bullying, and neighborhood violence rooted in structural racism and inequities. These multiple forms of violence are frequently co-occurring and interactive creating syndemic conditions that can negatively impact HIV care. This qualitative study is based on in-depth interviews with 31 YBMSM, aged 16-30 years, living with HIV in Chicago, IL, to examine how violence has impacted their lives. Using thematic analysis, we identified five themes that reflect how YBMSM experience violence at the intersection of racism, homonegativity, socioeconomic status, and HIV status: (a) the experience of intersectional violence; (b) long histories of violence contributed to hypervigilance, lack of safety, and lack of trust; (c) making meaning of violence and the importance of strength; (d) normalizing violence for survival; and (e) the cyclical nature of violence. Our study highlights how multiple forms of violence can accumulate across an individuals life and contribute to social and contextual situations that further contribute to violence and negatively impact mental health and HIV care.

In this study, we explore leadership practices in a dual-language elementary school led by three leaders of color committed to the ideals of cultural responsiveness. We employ an organizational leadership lens informed by aspects of culturally responsive school leadership (CRSL) and teaching (CRT) to interpret interview and observational data collected during the implementation of an equity-oriented engineering program for English learner (EL) students. In the midst of attempting to implement this school-research partnership, preexisting tensions between the school's leadership and instructional culture rose to the forefront, offering the opportunity to analyze the data with this particular intersectional lens (organizational leadership and CRSL). Thus, subsequent data analysis focused not on program implementation but rather the existing challenges present in the school. Insights from our data suggest that both school leaders and teachers faced considerable challenges that appeared to stem from disparate understandings of how to achieve equity for their EL students. Ultimately, these challenges prevented leaders' successful enactment of CRSL within the existing organizational infrastructure. We suggest that the lack of explicit processes of critical consciousness defined the school culture and that accountability practices limited leaders' ability to implement CRSL.

Fetal therapies undertaken to improve fetal outcome or to optimize transition to neonate life often entail some level of maternal, fetal, or neonatal risk. A fetal therapy center needs access to resources to carry out such therapies and to manage maternal, fetal, and neonatal complications that might arise, either related to the therapy per se or as part of the underlying fetal or maternal condition. Accordingly, a fetal therapy center requires a dedicated operational infrastructure and necessary resources to allow for appropriate oversight and monitoring of clinical performance and to facilitate multidisciplinary collaboration between the relevant specialties. Three care levels for fetal therapy centers are proposed to match the anticipated care complexity, with appropriate resources to achieve an optimal outcome at an institutional and regional level. A level I fetal therapy center should be capable of offering fetal interventions that may be associated with obstetric risks of preterm birth or membrane rupture but that would be very unlikely to require maternal medical subspecialty or intensive care, with neonatal risks not exceeding those of moderate prematurity. A level II center should have the incremental capacity to provide maternal intensive care and to manage extreme neonatal prematurity. A level III therapy center should offer the full range of fetal interventions (including open fetal surgery) and be able manage any of the associated maternal complications and comorbidities, as well as have access to neonatal and pediatric surgical intervention including indicated surgery for neonates with congenital anomalies.

Understanding how principals build and support trust can inform school leaders' practice and efforts to retain teachers in the profession. The purpose of this study was to understand teachers' perceptions of principals' trust-building actions and dispositions. A qualitative case study was designed to understand trust as a multifaceted social phenomenon. Identified from a larger sample in a statewide study, the site was selected based on three criteria: high trust in the principal as evidenced by the Omnibus Trust Scale, the number of years the principal has been the school leader, and faculty stability over a five year period. Evidence was provided through semi-structured interviews with 14 teachers and a focus group research activity with 26 faculty. Thematic coding and data analysis was guided by the Five Facets of Trust, Social Capital Theory and Bandura's Self-Efficacy Influences. Teacher participants created five recommendations for principal actions that build and sustain trust. Findings suggest principals can create and support a high trust environment through specific actions which demonstrate benevolence, openness, honesty, reliability, and competence.

College of Education faculty and staff at an HBCU developed an educational justice based reading club for freshmen teacher preparation students in an effort to provide authentic and important retention and reading experiences. The project sought to increase student retention through the building of this community and passion for educational justice, as well as reading skills. This article details the development, research-base, recruitment, and implementation of the reading club, as well as student feedback attained at the end of the semester. Students reported a number of benefits of their participation in the club as well as positive perceptions of the experience. Additionally, although the number of participants was small, all participants did return to the institution the following year.

This study examined the relationship between exposure to community violence and HIV care engagement among 107 Black gay or bisexual men living with HIV in Chicago. Measures assessed the importance of demographic covariates (age, annual income, health insurance status, and years living with HIV), community violence exposures, mental health, social support, in explaining variations in missed doses of antiretroviral therapy (ART) medication and missed HIV care appointments. Results showed that participants who reported higher rates of exposure to community violence were two times more likely to have missed ART doses and HIV care appointments. Participants who reported depression scores were two times more likely to have greater non-ART adherence. Finally, older participants were more likely to report fewer missed ART doses. More research is needed to clarify the mechanisms between age or depression and ART adherence given community violence exposure. Health care providers should screen for depression when attempting to promote better ART adherence and keeping HIV care appointments for Black gay and bisexual men living with HIV. Younger Black gay and bisexual men living with HIV may be more vulnerable than older men for missed ART doses and may require additional screening and follow-up. [ABSTRACT FROM AUTHOR]