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Far too often researchers see social identities as discrete categories as opposed to understanding how they intersect to form students' unique collegiate experiences. With this in mind, the authors sought to understand how individuals with multiple minoritized identities explore who they are during their time in college. In particular, using data from a study of 20 Queer Students of Color at historically white institutions (HWIs) from across the country, they questioned how individuals explored their intersecting identities while navigating their institutions. Using intersectionality as a guiding framework in conjunction with scholarship on multiple identities, the authors were particularly interested in how these Queer People of Color connected to various groups on campus in the hopes of further understanding their identities. This article explores the story of Ness (they/them), a fourth-year student enrolled at an HWI in the Southeast United States who identifies as pansexual, nonbinary, Asian American, and Vietnamese. This article explores Ness' narrative more fully as a way to help student affairs practitioners recognize the potential challenges that students with multiple minoritized identities may face while exploring matters of identity on college campuses.

Grounding our work in shared commitments to community care, our collective of racially minoritized higher education scholars aims to resist the often overly competitive and isolating nature of research teams in graduate education. Our commitments to community care are also in opposition to a hyperfocus on productivity as a measure of success in the academy. In this collaborative autoethnography, we reflected upon and made meaning of our experiences as a research team of racially minoritized scholars at a predominantly white institution who are striving to enact our commitments to community care. Using socialization and the theory of refusal as guiding frameworks, we identified three concepts that were vital to our efforts as a team: (a) holding space for racialization and resistance, (b) deliberate centering of the collective learning process and co-construction of knowledge, and (c) acknowledging the tension between production pressures and maintaining relationships. Our findings highlight how research teams can serve as sites of connection, refusal, and resistance for racially minoritized scholars in higher education. By committing to mutuality and our humanity, we also illustrate how research teams can be used to imagine and create new futures in the academy. [ABSTRACT FROM AUTHOR]

This study explores the experiences of social work students of color (SOC) and their antiracism education within a school of social work at a public university. Twenty-one SOC participated in focus groups where they described their experiences with antiracism education. Several key themes were identified: (a) finding community through affinity groups, (b) SOC interactions with White students, (c) differentiating internalized racism and anti-Black racism, (d) the impact of White instructors and the lack of mentors and supervisors of color, (e) microaggressions and incidents of racism, and (f) taking up space. As this is an exploratory study, authors make recommendations for social work schools to pilot in the future. These recommendations include assessing White students' skill level with antiracism education and practice before placing them in classes with SOC, assessing faculty's skill set with antiracist teaching and providing ongoing support, creating sustained affinity spaces for SOC as a way to booster wellness, designing and piloting antiracist outcomes for social work students, and developing simulation-based learning with simulated patients as a tool to measure antiracist practice competencies. [ABSTRACT FROM AUTHOR]

Based on the testimony of others, children learn about a variety of figures that they never meet. We ask when and how they are able to differentiate between the historical figures that they learn about (e.g., Abraham Lincoln) and fantasy characters (e.g., Harry Potter). Experiment 1 showed that both younger (3- and 4-year-olds) and older children (5-, 6-, and 7-year-olds) understand the status of familiar figures, correctly judging historical figures to be real and fictional figures to be pretend. However, when presented with information about novel figures embedded in either a realistic narrative or a narrative with obvious fantasy elements, only older children used the narrative to make an appropriate assessment of the status of the protagonist. In Experiment 2, 3-, and 4-year-olds were prompted to judge whether the story events were really possible or not. Those who did so accurately were able to deploy that judgment to correctly assess the status of the protagonist. (Contains 1 table and 8 figures.)

This study sought to explore the skills white social work students need to develop in order to cultivate an embodied anti-racist practice. Forty-one social work students (approximately half white and half students of color) at a public university participated in semi-structured focus groups to discuss their experiences with anti-racist education and practice in their social work education. A predominant theme observed from these focus groups was the difficulty that white social work students have developing trust and relationships. Findings revealed that these students need guidance on how to build trust and develop relationships before they can engage in learning other anti-racist practice skills. The authors propose offering a future course that will help white social work students to develop these skills through pilot-testing a few embodied anti-racist competencies related to trust and relationship-building. These skills can contribute to the broader Social Work Grand Challenge to eliminate racism as well as the NASW Code of Ethics ethical principle of strengthening relationships as a vehicle for change. [ABSTRACT FROM AUTHOR]

Mechanistic studies have shown that the Lewis acid-promoted allylic rearrangement of [alpha]-silyloxy allylic silanes have proceeded along an ionic reaction pathway involving a contact ion pair. It is shown that the alleviation of steric congestion at the allylic position of the [alpha]-silyloxy allylic silane and stabilization of [[pi].cc] by hyperconjugation is the driving force behind this transformation.

Research is presented concerning the radical decarboxylation of an acid which resulted in tetrahydropyran characterized by major optical activity. The transfer of chirality is discussed.