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In his work on art and politics, Jacques Rancière contends that artwork can democratize the police state. For Rancière, the 'police' refers to those architectures of social formation that shape 'the sensible', a societal agreement regarding who can be seen and heard in the public sphere. Artworks, in his view, can function as visible sites of resistance to societal strictures and act as catalysts for reshaping dominant public discourses. Building on Rancière's attention to art as an important avenue through which resistant narratives break into the sensible, we might regard the recent removal of four Confederate monuments in New Orleans as a triumph of resistant narratives. While it is imperative to expose the racist discourses that these sculptures visualize, we must also answer the question, 'What's next?' In this article, I analyse the Paper Monuments project (2017–19), a creative response to the question of what should replace New Orleans' Confederate statues. This two-year public art and history project, which is consistent with Rancière's definition of art as a catalyst for structural change, represents – as I argue –a model for how other urban centres might respond to the removal of offensive public art. [ABSTRACT FROM AUTHOR]

Lack of proficiency in writing and research among social work students has increasingly concerned social work educators and practitioners. Given the significance of written communication with clients and emphasis on evidence-based practice in the field of social work, it is critical to assess students’ competence in both writing and research. However, deficit-based approaches to assessing writing and research competence have disadvantaged students at historically black colleges and universities (HBCUs). This pilot study aims to assess writing and research proficiency of HBCU master’s of social work (MSW) students through empirical analysis of their capstone papers and surveys from educators to provide implications for developing a writing and research manual for social work programs at HBCUs. Ten capstone papers were randomly selected and qualitatively analyzed; nine faculty and one field supervisor completed the survey, and their respondents were analyzed using cross-case analysis. Analyses of the capstone papers identified two themes for writing and research domains, respectively: (1) weakness in developing statements and lack of knowledge of writing style and (2) plagiarism and lack of understanding of research structure. Moreover, analyses of the surveys revealed four themes regarding assessment of writing and research skills among students struggling with basic writing mechanics, indicating that HBCU MSW students may have potential and capacity for learning, as evidenced by their ideas and critical thinking skills. These findings suggest both teaching- and research-oriented programs could employ the proposed writing and research assessment manual, as well as a writing and research lab/center for improving writing and research skills among their students. [ABSTRACT FROM AUTHOR]

This essay explores the material origins of gold coinage to argue that enslaved gold miners built the metallic foundations of America's financial system. It traces two concurrent changes in the production and use of the nation's first domestically mined specie from the 1830s to the 1850s. During America's first gold rush in the late 1820s and early 1830s, white mine owners transported thousands of enslaved miners to goldfields in northern Georgia and western North Carolina. As mines grew, the industry shifted away from the undifferentiated workforces of the early gold rush and came to rely on enslaved women who were experts in the technically-complex work of refining gold. As the means of mining shifted, so did the kind of money that gold became. In the early 1830s, the Second Bank of the United States sought southern gold, which it used to back paper money. In the midst of the Bank War, hard money advocates and Democratic partisans came believe that coins made from Southern gold held the key to a safer and more stable currency system. As a result, the federal government provided economic and technical support to the slave-labor dependent mining industry in the name of monetary reform. Using gold mine owners' account books and correspondence, the records of the US Mint, Congressional debates, newspapers, geological reports and scientific treatises, this article underscores the links between the material production of coin and abstract capital, demonstrating that the antebellum period's political debates and financial institutions all revolved around acquiring and controlling gold made by enslaved men and women. [ABSTRACT FROM AUTHOR]

Background: Grazing lands provide numerous ecosystem services, including the capacity to store large amounts of soil carbon (C); however, our understanding of the factors affecting soil C responses to management is inadequate. Methods: In this paper, we synthesized information about the impacts of grazing land management on soil C within the southeastern region of the United States. Results: Most studies (68%) demonstrated that proper management increased soil C stocks with an average C accumulation rate of 1.4 Mg C ha−1 year−1. The remaining (32%) studies showed no effect of management on soil C. None of the studies reported negative impacts of management on soil C. The largest increase in soil C (8 Mg C ha−1 year−1) was associated with the conversion of cropland to pastureland while overseeding legumes into grass pastures resulted in the lowest C sequestration rates (0.2 Mg C ha−1 year−1). Conclusions: Considering the rates of soil C accretion and the extensive area occupied by grazing lands, data in this synthesis confirm that the adoption of improved management practices can increase soil C sequestration in the southeastern United States. In addition, because most improved management practices can also have co‐benefits, they may be favorable for forage and livestock production and other ecosystem services. [ABSTRACT FROM AUTHOR]

Purpose: Community support is an integral aspect of health and well-being for Indigenous peoples. The purpose of this paper is to demonstrate the valuable role of community support for Indigenous women specifically, who experience reproductive health disparities at alarming rates. This study helps fill an important gap in Indigenous scholarship by centering the resilience of women and Indigenous tribes and by using a framework that is consistent with Indigenous holistic views of health. Design/methodology/approach: The data for this paper was collected as part of a larger study exploring the reproductive health experiences of a state-recognized Gulf Coast tribe. A total of 31 semi-structured interviews were conducted with individuals who identify as women and as members of this tribe using qualitative descriptive methodology. This method is recommended for research with Indigenous communities. A community advisory board with representatives from this tribe provided feedback throughout the project. Findings: Themes expressed by participants included Community Closeness and Support; Community Support in Raising Children; Informal Adoption Common; and Community Values of Mutual Aid and Self-Sufficiency. The findings support current literature noting the value of generational and communal ties for Indigenous peoples. Implications of this research include the need to value and support community networks in programs serving tribes, in addition to meaningfully including Indigenous communities in developing interventions. Originality/value: This paper centers Indigenous women's resilience, approaches the health and well-being of Indigenous tribes holistically and helps to fill an important gap in literature describing informal adoption (outside the legal system) in state-recognized Indigenous communities. [ABSTRACT FROM AUTHOR]

Southern community-based organizations often lack adequate resources to implement high-quality, culturally appropriate HIV programs and services. Shared learning communities (SLCs) combine in-depth training, tailored coaching, and peer-to-peer learning to strengthen HIV programs and services. This paper describes five SLCs, participant characteristics, and their capacity-building components. [ABSTRACT FROM AUTHOR]

Background: Online learning has recently surged due to the COVID‐19 global pandemic. Because of the pandemic, many universities were forced to move to online learning, and various online teaching and learning environments emerged, both asynchronous and synchronous. Objective: This study explores how a large university in the Southeastern United States of America converted an in‐person Lean Manufacturing professional course into synchronous online learning for industry participants. Method: The study analysed the performance of 212 in‐person and 43 online industry participants and examined the views of online participants about the training. Paired t‐tests, one‐way multivariate analysis of covariance (MANCOVA), and univariate analysis of covariance (ANCOVA) were utilized to evaluate the performance of the in‐person and online groups on the three competencies (Lean culture, problem‐solving and Lean systems). Results and Conclusion: Both online and in‐person programs performed equally well in two Lean Manufacturing competencies: Lean systems and problem solving. The online program outperformed the in‐person program in the third competency, Lean culture. Overall, the participants had a positive experience with the structure and organization of the online program, and their impression of the online learning environment for the program was positive. The study findings indicated that Lean Manufacturing could be trained effectively online and in person. Best practices are suggested for the conversion of in‐person to synchronous online engineering continuing education programs. Lay Description: What is already known about this topic: During the COVID‐19 pandemic, many in‐person lectures were converted to online lectures for undergraduate students, and some online lectures satisfied the students.Many researchers reported that the online participants yielded positive results, and the performance of online participants was comparable to that of in‐person participants.However, the participants mentioned that some of the challenges of online learning include poor concentration, internet losses and poor understanding of the use of technology. What this paper adds: A description of how in‐person training can be converted to online training for adult learners is a unique context since they bring experience to the learning process.A comparison of the performance of adult learners trained using in‐person performed compared to those trained in‐person. The implications of study findings for practitioners: The study's results indicated that both the online and the traditional in‐person programs yield almost similar results; thus, online education programs can be used when in‐person is impossible.Online education programs can be used when in‐person is impossible, and the best practice guidelines drawn from the study can benefit similar engineering continuing education programs. [ABSTRACT FROM AUTHOR]

This study used data from an in-person paper-and-pencil climate survey administered to students in a random sample of classes at a four-year southeastern university. Respondents (N = 248) left unsolicited qualitative comments on the survey (N = 540). Grounded theory was used to determine if themes existed among them. Questions on school safety, rape myths, and resource knowledge prompted the most unsolicited comments (n = 111). Comments centered on clarification or opinions. Given the survey was adapted from a prior climate survey, unsolicited comments highlight areas of clarification and improvement for future iterations of climate surveys. Implications for campus safety are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to survey and interview parents of young children with disabilities to document their perspectives on what professionals working with their children need to know. Rather than comparing opinions over time or as part of an outcome study, this paper met with participants at a single point in time for a conversation addressing two questions with implications for training, program development and continuing research, namely, to what extent do families believe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) standards and topics are important to include in educational programs preparing professionals to work with young children with disabilities in inclusive settings (survey)? How satisfied or dissatisfied are families with the practices of early childhood educators working with their children with disabilities in inclusive and other settings (focus group)? What knowledge and skills do families recommend are important for the preparation of early childhood educators working with children with disabilities in inclusive and other settings (focus group)? Design/methodology/approach: An exploratory design was used to gather information for use in future research and program development and research efforts. Descriptive statistics were compiled for the survey data and focus group interviews were content-analyzed for themes consistent with the project's eight standards and topics. Findings: Analyzes of survey and focus group interview data indicated that parents/caregivers held consistent views about information and skills needed to prepare teachers and others to work with children with disabilities in inclusive settings. Parents/caregivers were asked to complete a brief survey prioritizing the importance of the eight ACCEPT standards and topics when preparing early childhood educators for working with children with disabilities in inclusive settings. They all (n = 21) rated each standard and topic as "very important" (4) and provided 184 comments during follow-up interviews that represented positive examples, negative examples and recommendations distributed across the eight focusing standards. Originality/value: This research identified the need for educators to understand the high value and importance of communication with parents of children with disabilities. This study further suggests the need for teachers to value each child's individual needs and differences for their relationships with children and families to thrive. [ABSTRACT FROM AUTHOR]

The concept of caste played a prominent role in the early American sociology of race and race relations. The concept was developed largely through case studies of racially segregated communities in the American Deep South during the 1930s. While the concept of caste was largely abandoned by the middle of the 1950s, elements of a caste theory remain useful for both understanding contemporary work on race relations and the development of the sociology of race. This paper proposes a revised and expanded conception of caste grounded in the Black-White dynamic of American race relations. This approach builds on the performance circuit framework of economic sociology, arguing that "caste" refers to the roles, rules, and etiquette that govern economic interaction and give them meaning. The expanded approach develops three premises that highlight the consequences of caste. First, the entanglement of occupational and social roles is a key component of a racialized caste system. Second, deeply rooted racial animus prevents the social cohesion necessary to transition out of an economy defined by caste. Finally, the precarity of nominal class advancement within the dominated caste inhibits organizing that might challenge the overall system. This reevaluation of the caste concept resolves many of the limitations of the original caste school and bridges the divide between cultural and economic-based analyses of race relations in the early days of the American social sciences. [ABSTRACT FROM AUTHOR]

Cross‐cultural research into body image often takes for granted the cultural differences in body ideals that may account for variations in body image experience. Male body image across cultures is also poorly understood. Applying methods of cognitive anthropology to cross‐cultural male body ideals, this paper tests whether universalist or particularist approaches to body image better account for cultural variation. Results suggest that Americans and South Koreans draw from different cultural models in determining which features of male bodies warrant attention, as predicted by a particularist approach. Moreover, elements important for Korean male body image were found to lack emic validity among Americans, and vice‐versa. Considering significant variations in the elements of male bodies attended to, cross‐cultural body image research should more closely examine the cultural assumptions about bodies implicit in measurements to ensure that measurements are not just translated correctly, but also emically meaningful. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has impacted routine health care services including immunization delivery. The most common sexually transmitted infection in the United States is the human papillomavirus (HPV), and its sequelae may be prevented by vaccination. Sequelae that can develop if one's immune system is not able to clear the infection include warts, precancerous lesions, and cancer. The American College of Obstetricians & Gynecologists (ACOG) reports almost everyone who is sexually active will encounter the virus at some time during their life. Most of the estimated 79 million infections occur among people who are in their late teens or early 20s. Since 2006, there has been a vaccine available to prevent HPV infections in both males and females; however, administration of this vaccine has only been about half the rate of other vaccines and vaccine hesitancy may play a role. Public health nurses are vital in providing accurate and nonjudgmental vaccine education to their clients, especially unaccompanied minors seeking care in public health department clinics. This paper will explore the recommendations for providing this vaccine as well as a snapshot of current practice in two health departments in the Southeast region of the United States during the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]

Research has shown how little tour guides in the American South talk about slavery and the enslaved during plantation home tours. However, most of this literature fails to interview the guides directly and consider their perspectives. This research builds upon this work but ultimately diverges by taking a different methodological approach, interviewing 28 docents working at four Louisiana plantation homes on River Road (Oak Alley, Laura, Houmas House, and San Francisco) in an effort to foreground their voices and experiences. Incorporating the work of performativity, this paper seeks to draw out the nuances of plantation tours and move beyond the reading of the tour as text or script. This paper will challenge the assumption that all tours within a single home, even with the same guide, are the same, adding to the complexity of conducting research on this topic. This complexity is also present in the ways slavery and the contributions of the enslaved are absent or woven within a house tour to varying degrees. In order to better address the symbolic annihilation of African-Americans occurring within these homes, we must understand not only the various degrees of control guides exercise over their tour, but also the tour as a complex performance, ephemeral and unpredictable in nature. [ABSTRACT FROM PUBLISHER]

The historical institution of slavery is unevenly memorialized across the US's cultural landscape. This unevenness is particularly noticeable in ‘Deep South’ states such as Mississippi and Louisiana, where cotton and sugar cane plantations once required vast numbers of slaves to economically succeed. While many antebellum plantation sites now function as tourist attractions complete with ‘Big House’ tours, they often ignore or annihilate the memory of slavery from plantation history. However, not all plantations and museums disregard slavery, and the owners and workers at these sites intentionally employ slavery counter-narratives to evoke empathy in visitors and create a more socially just cultural landscape. This paper examines three sites along and beyond River Road that employ counter-narrative techniques: the Natchez Museum of African-American History and Culture, Frogmore Cotton Plantation, and Whitney Plantation. The paper includes a discussion of each site's narrative tactics and how they stand out from other plantation sites in their representation of slavery. Engaging in growing conversations on the possibilities of empathetic responses to counter-narrative spaces, this paper argues that empathy – while important and possible for many visitors and consumers at these sites of memory – may preclude important political activism and greater solidarity between racial groups. [ABSTRACT FROM PUBLISHER]

Purpose - The purpose of this paper is to explore the links between various characteristics of hospital administration and the utilization of classes of volunteer resource management (VRM) practices. Design/methodology/approach - This paper uses original data collected via surveys of volunteer directors in 122 hospitals in five Northeastern and Southern US states. Findings - Structural equation modeling results suggest that number of paid volunteer management staff, scope of responsibility of the primary volunteer administrator, and hospital size are positively associated with increased usage of certain VRM practices. Research limitations/implications - First, the authors begin the exploration of VRM antecedents, and encourage others to continue this line of inquiry; and second, the authors assess dimensionality of practices, allowing future researchers to consider whether specific dimensions have a differential impact on key individual and organizational outcomes. Practical implications - Based on the findings of a relationship between administrative characteristics and the on-the-ground execution of VRM practice, a baseline audit comparing current practices to those VRM practices presented here might be useful in determining what next steps may be taken to focus investments in VRM that can ultimately drive practice utilization. Originality/value - The exploration of the dimensionality of volunteer management adds a novel perspective to both the academic study, and practice, of volunteer management. To the authors' knowledge, this is the first empirical categorization of VRM practices. [ABSTRACT FROM AUTHOR]

Using collective biographical narrative, this paper examines the ways in which school spaces - even in socioculturally and politically conservative locations - might serve to empower trans youth. The authors explore the ways that teacher, peer and curricular interactions enabled them to navigate a range of cultural spaces and arrive at authentic selves who advocate on behalf of trans youth. [ABSTRACT FROM AUTHOR]

To promote trauma-informed professional supports and services to maltreated youth, it is imperative that researchers explore foster parents’ knowledge of child trauma. However, there is a dearth in the literature related to this topic. This exploratory study utilizes a convenience sample (N = 219) of foster parents in one southeastern state. Variables of interest include actual and perceived knowledge about child trauma. After a terse review of background literature, this paper will explicate key results, discuss these findings, and identify salient practice and policy implications derived from this study. The paper will conclude by delineating apposite areas for future research. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effect of iPad‐assisted reading instruction for fourth‐grade students' oral reading fluency and their attitudes towards reading. Three fourth‐grade students at‐risk for reading disabilities participated in an iPad‐assisted repeated reading programme that integrated repeated reading, vocabulary instruction, error correction and feedback procedures. During each intervention session, the participants practiced reading a fourth grade‐level text, engaged in repeated reading with the intervention agent and repeatedly read the text three or four times with error correction. The oral reading rate for the fourth‐grade text that they practiced and a transfer text (i.e., new text that students have not practiced before) served as the primary dependent variables. Their attitudes towards reading were measured before and after the intervention. Using a multiple baseline across participants design, we showed that the iPad‐assisted repeated reading programme improved all participants' oral reading rates on both the grade‐level text and the transfer text. Implications of the study and future directions were discussed. Lay Description: What is already known about this topic: Reading fluency is a critical component of effective reading instruction and an essential skill to become a skilled reader.iPad applications and their instructional features provide students with instructional opportunities that support a broad range of learning experiences.Tablet technology has been suggested as an effective tool for struggling readers, but less has been know about using iPad to teach reading fluency skills to students with reading difficulties. What this paper adds: Using two applications (a dictionary application for unknown words and a self‐management application for engagement and motivation) in iPad‐assisted instruction resulted in increases in oral reading fluency.iPad‐assisted reading fluency instruction contributed to the increasing trend and maintenance increase on both practiced text (during intervention) and unpracticed/new text.Students' oral reading fluency score was higher when students read the familiar text on iPad which they had already practiced during the intervention. Implications for practice and/or policy: The use of mobile technology can be a motivating component for struggling readers when it combines with explicit instruction that can support students to read a text with fluency.It is the responsibility of teachers and educators to find good applications by considering the strengths and needs of their struggling readers. [ABSTRACT FROM AUTHOR]

The article talks about historian and senior editor of "Ebony" magazine Lerone Bennett, Jr. Topics discussed include the magazine assembling a panel of experts including Bennett that attempted to identify the 10 most important black men in American history that included Bennett among others including Dr. Martin Luther King, Jr., and Bennett's childhood experiences in the South where he faced racism.

An amendment to this paper has been published and can be accessed via a link at the top of the paper. [ABSTRACT FROM AUTHOR]

Prior literature on resilience in the Latina and Latino community focuses on student resilience. In this paper we argue that it is also important to consider organizational resilience among the colleges and universities that enroll large percentages of Latina and Latino students. Minority-Serving Institutions (MSIs) often come under undue public scrutiny, sometimes inadvertently, when policymakers evaluate MSIs using the same standards that they use for more homogeneous institutions. In this multiple case study, we consider how structures and practices can support organizational resilience across different types of Hispanic-Serving Institutions (HSIs). Because prior research suggests that MSIs are disproportionately subjected to adverse actions from institutional accreditors, we focus on studying organizational resilience within the context of the institutional accreditation process. Consistent with theory on organizational resilience, we find that the structures and practices that supported organizational resilience resulted from relatively ordinary adaptive processes. We discuss implications for theory and practice. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this paper is to report on the implementation and evaluation of a Screening, Brief Intervention and Referral to Treatment (SBIRT) educational program into an undergraduate nursing curriculum and to recommend modifications for future trainings. Design and Sample: A one‐group pre‐test/post‐test design was used. The sample consisted of senior level undergraduate nursing students. Measures: Core knowledge, perceived competency, and program satisfaction were measured. Process evaluation activities were performed to gather feedback on the training and solicit ideas and recommendations for improvement. Results: Of the 354 nursing students enrolled in the training, 249 (70%) participated in the research portion, with 240 (96%) completed the pre‐ and post‐training evaluations. All four core knowledge components and 13 perceived competency indicators were statistically significant (p ≤.001) when comparing pre‐ and post‐t test values. Process evaluation data collected through 25 telephone interviews found that the training improved the students' confidence and ability to screen for substance misuse with patients. Conclusion: Findings support the implementation of SBIRT training into an undergraduate nursing curriculum. Modifications for future training and research are proposed. [ABSTRACT FROM AUTHOR]

Lesbian, gay, and bisexual older adults are more likely than their heterosexual peers to experience health disparities, discrimination from healthcare providers based on sexual orientation, and rejection from their family of origin, all of which can complicate medical care and decision making, as well as end-of-life arrangements. Yet, relatively few studies of lesbian, gay, and bisexual seniors have looked at motivations for advance care and end-of-life planning, which are strategies that can help ensure that healthcare treatment and end-of-life wishes are enacted as desired. The present qualitative study investigated this topic with a purposive sample of nine lesbian, gay, and bisexual and same-gender-loving adults in a metropolitan region of the Southeastern United States. The study involved in-depth face-to-face interviews, followed by a brief pen-and-paper survey. Participants' ages ranged from 65 to 77; the sample included five men and four women. Six individuals were white/Caucasian, while three were African American/Black. We identified three themes related to motivations for advance care and end-of-life planning: wanting a sense of agency, learning from others, and reducing conflict and confusion for loved ones. We discuss the importance of these findings for social work practice with lesbian, gay, and bisexual older adults and for social work education, as well as implications for future research. [ABSTRACT FROM AUTHOR]

Mobile technology is a promising educational platform for chronic disease management. Patients with heart failure (HF) have high rates of hospitalization and complications. The goal of the current cross-sectional study was to determine if middle-aged and older adults were using or willing to use technology for HF education and self-management. A convenience sample of 37 patients with HF were recruited from an outpatient HF clinic. Participants were asked to complete a 23-item paper survey. Male participants comprised 59.5% of the sample and 54.1% of the sample reported being age ≥65. Most participants (60%) described using text messaging and FacebookMobile technology is a promising educational platform for chronic disease management. Patients with heart failure (HF) have high rates of hospitalization and complications. The goal of the current cross-sectional study was to determine if middle-aged and older adults were using or willing to use technology for HF education and self-management. A convenience sample of 37 patients with HF were recruited from an outpatient HF clinic. Participants were asked to complete a 23-item paper survey. Male participants comprised 59.5% of the sample and 54.1% of the sample reported being age ≥65. Most participants (60%) described using text messaging and Facebook®, 78.3% reported believing technology could help with HF management, and 70.3% of participants indicated willingness to use technology. Findings indicate that incorporating mobile technology into HF education and self-management is of interest to middle-aged and older adults. These findings have important implications for designing HF patient education programs. [Journal of Gerontological Nursing, 45(11), 30–38.]. [ABSTRACT FROM AUTHOR]

Background: Among elementary-aged children (5-12yrs), summer vacation is associated with accelerated gains in Body Mass Index (BMI). A key behavioral driver of BMI gain is a lack of physical activity (PA). Previous studies indicate PA decreases during summer, compared to the school year but whether this difference is consistent among boys and girls, across age, and by income status remains unclear. This study examined differences in school and summer movement behaviors in a diverse cohort of children across three years. Methods: Children (N = 1,203, age range 5–14 years, 48% girls) wore wrist-placed accelerometers for a 14-day wear-period during school (April/May) and summer (July) in 2021 to 2023, for a total of 6 timepoints. Mixed-effects models examined changes in school vs. summer movement behaviors (moderate-to-vigorous physical activity [MVPA], sedentary) for boys and girls, separately, and by age and household income groups (low, middle, and upper based on income-to-poverty ratio). Results: Children provided a total of 35,435 valid days of accelerometry. Overall, boys (+ 9.1 min/day, 95CI 8.1 to 10.2) and girls (+ 6.2 min/day, 95CI 5.4 to 7.0) accumulated more MVPA during school compared to summer. Boys accumulated less time sedentary (-9.9 min/day, 95CI -13.0 to -6.9) during school, while there was no difference in sedentary time (-2.7 min/day, 95CI -5.7 to 0.4) for girls. Different patterns emerged across ages and income groups. Accumulation of MVPA was consistently greater during school compared to summer across ages and income groups. Generally, the difference between school and summer widened with increasing age, except for girls from middle-income households. Accumulation of sedentary time was higher during school for younger children (5-9yrs), whereas for older children (10-14yrs), sedentary time was greater during summer for the middle- and upper-income groups. For boys from low-income households and girls from middle-income households, sedentary time was consistently greater during summer compared to school across ages. Conclusions: Children are less active and more sedentary during summer compared to school, which may contribute to accelerated BMI gain. However, this differs by biological sex, age, and income. These findings highlight the complex factors influencing movement behaviors between school and summer. [ABSTRACT FROM AUTHOR]

Informed by ecological and Black feminist approaches, this inductive, thematic analysis analyzed narratives from 24 Black college women, ages 18–25, about the sexual socialization they received from multiple agents within and outside of the family. The themes were: Avoidance, Safety and Consent, Fun and Action-Centered Acts, (Mis)Information About Sexual Health, Gendered Norms, and Purity versus Sexual Freedom. The women received messages of avoidance, purity, safety, consent, and gendered norms, from their families and schools. Peers and media socialized women to view sex as fun and action centered. Given the persistent increases in sexually transmitted infections and diseases, and formation of longer-lasting romantic relationships during the college years, it is important for young adult women, including Black women, to receive adequate knowledge and skills to advocate for safe and healthy romantic sexual relationships. Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Sexual violence (SV) can deeply impact victims' physical and psychosocial well-being. Yet many healthcare providers, including registered nurses (RNs), hesitate to screen patients due to a lack of confidence and knowledge. The SATELLITE Sexual Violence Assessment and Care Guide was developed to address this gap; however, the guide's educational effectiveness remained untested. This pilot study aimed to assess the feasibility, acceptability, and efficacy of an education program based on the SATELLITE guide among RNs in clinical settings (n = 8), using a pre- and post-test design. Results indicated that the education was not only feasible and acceptable, but also demonstrated the effects as desired with significant increases in RNs' knowledge and confidence in SV screening and care. The program's assessment tool was reliable, and participant recruitment was feasible. Based on these findings, it is recommended that the SATELLITE education program be further tested with a larger RN sample and extended to other healthcare providers. Additionally, exploring SATELLITE's use in different regions, cultural contexts, and healthcare settings would enhance understanding of the program's broader applicability and effectiveness. [ABSTRACT FROM AUTHOR]

Purpose: Syntax provides critical support for both academic success and linguistic growth, yet it has not been a focus of language research in school-age African American children. This study examines complex syntax performance of African American children in second through fifth grades. Method: The current study explores the syntactic performances of African American children (N = 513) in Grades 2–5 on the Test of Language Development–Intermediate who speak African American English. Multilevel modeling was used to evaluate the growth and associated changes between dialect density and syntax. Analyzed data were compared both to the normative sample and within the recruited sample. Results: The results suggest that dialect density exerted its impact early but did not continue to influence syntactic growth over time. Additionally, it was not until dialect density was accounted for in growth models that African American children’s syntactic growth resembled normative expectations of a standardized language instrument. Conclusion: The current study suggests that failure to consider cultural language differences obscures our understanding of African American students’ linguistic competence on standardized language assessments. [ABSTRACT FROM AUTHOR]

Once enrolled in college, lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students may have to navigate heterosexism within higher education. In doing so, they might deem some fields of study as more accepting of queer discussions and queer people than others. This article uses in-depth interview data from 20 queer college students to describe the process by which respondents constructed some majors or disciplines, especially STEM fields, as queer-free and others, especially the social sciences, as queer-friendly. The discussion highlights how the academic tracking of queer students into queer-friendly fields reproduces inequalities both on campus and beyond, such as in later careers. Several policy suggestions for educators and administrators geared at reducing the "chilly" environment for queer students are noted in the conclusion. [ABSTRACT FROM AUTHOR]

The death of a child creates especially poignant feelings and extreme stress, distress, and devastation for family members and healthcare providers. In addition, serious or long-term illness forces a reconstruction of our experiences with time and space. In this paper, we report on a long-term ethnographic study of a Pediatric Palliative Care Team (PPCT). Using the concepts of spatiality and temporality; Deleuze's concepts of smooth and striated spaces; Innis's concepts of space and time biases; Foucault's concept of heterotopian space—places with multiple layers of meaning; and a related concept of heterokairoi—moments in time with multiple possibilities—we consider how the PPCT constructs and reconstructs meaning in the midst of chaos, ethical dilemmas, and heartbreaking choices. [ABSTRACT FROM AUTHOR]

John Brown, author of Slave Life in Georgia, published in London in 1854, proffered a radical approach to ending slavery in the USA in step with Marxian economics. In this paper, we will explain how Brown's representation of subjectivity may have caused critics to neglect it. Brown treats freedom as something foreign and external. He has to learn what freedom means, first through exposure to a model of liberal citizenship and then through the experience of several modulations of fugitive liberty. Brown's social world is wholly determined by external forces. Whether slave or freeman, he faces ambiguous situations. Is one master better than another? Will he join a community of fugitive slaves in Indiana? Will he seek refuge from slavery as a labourer in a copper mine? Will he accompany a patron to England? Brown's hesitancy at each of these modalities of freedom takes him to Canada West, where he serves as a carpenter among other fugitives. These Canadian model communities, designed under the purview of white benefactors, also ultimately displease Brown. He finally leaves for England, where he takes up a new charge: a systematic attack on the economic conditions that support the slaveocracy. He aims to undersell southern cotton and dismantle the Southern economy through competition. Despite failing to execute his design, Brown remains an important voice committed to economic intervention rather than moral suasion. [ABSTRACT FROM AUTHOR]

This study investigates teachers' awareness of federal and state immigration policy and how it impacts their attitudes toward undocumented students using an explanatory mixed-methods design in a focal state in the New Latino South, i.e., South Carolina. Data were collected in 2016-2018 during the height of post-Trump anti-immigrant rhetoric and a flurry of xenophobic initiatives. The article shares descriptive survey data results (n = 101) that reveal an insignificant correlation between teachers' awareness and attitudes but illustrate an alarming lack of awareness of policies related to immigration and a range of attitudes regarding these policies. Qualitative interviews showcase more deeply teachers' attitudes about immigrants/immigration policy. The paper argues for increasing teacher awareness in the form of sociopolitical knowledge of policy contexts and a nuanced conceptualization of teacher empathy. The significance of this study is that to date there has not been a large-scale study that examines teachers' awareness of federal and state immigration policy and how that awareness shapes attitudes toward undocumented students specifically, yielding practical knowledge for teacher preparation programs and professional development. Implications suggest that teachers who lack sociopolitical awareness are more likely to believe in false or inaccurate narratives about immigrants, which negatively impacts undocumented students. [ABSTRACT FROM AUTHOR]

The scholarly community has eagerly assessed adults' perspectives on race and opportunity in the “postracial” era. Noticeably absent are studies that probe youths' perceptions of social and educational opportunity within this era, given the relationship between education and upward mobility, and the symbolism embodied in Obama's 2008 election as the first African-American president of the United States. This paper uses data drawn from a four-year longitudinal study that examined the educational experiences of Black adolescents in Metro Atlanta, Georgia—referred to as the “New Black Mecca.” Interview data from a subset of 75 Black adolescents participating in an ethnographic study, and 1,329 surveys from a racially diverse group of adolescents across three different high schools, capture: (a) how Black adolescents embraced meritocratic notions of opportunity—while inheriting a social awareness of race-based opportunities, (b) Black adolescents' use of destigmatization strategies to thwart prejudice, and (c) the protective role a predominantly Black suburban context plays in mitigating the effects of day-to-day encounters with racial discrimination. [ABSTRACT FROM PUBLISHER]

Purpose -- African-Americans historically report greater exposure to discrimination and also experience unfavorable outcomes associated with physical health, poverty concentration, residential segregation, and poorer education. The effects of discrimination are particularly harmful on mental health as discriminatory experiences contribute significantly to diminished mental health status and psychological distress. African-Americans pursuing graduate education may experience additional stressors, increasing the risk for poorer mental health. The purpose of this paper is to examine the association of psychological health and discrimination experiences among black and white graduate students at a southeastern university. Design/methodology/approach -- Participants were 505 graduate students at a predominantly white southeastern institution. Researchers collected data via self-administered online and paper questionnaires during the spring 2010 semester . Graduate students were asked questions pertaining to individual demographics, discrimination, and psychosocial concerns. Findings -- Approximately 15 percent of the graduate students reported psychological distress. Additionally, black graduate students reported significantly higher levels of day-to-day and lifetime discrimination when compared to white graduate students. In addition to the proportions of psychological distress differing by race, African-American graduate students reported better psychological well-being when exposed to both day-to-day and lifetime discrimination than whites with similar exposure. Practical implications -- Resilience factors and coping strategies should be examined further among African-American graduate students for greater understanding. Moreover, it is important to develop applications to improve mental health outcomes for all graduate students. Originality/value -- This is one of the few studies to focus on the mental health and discrimination experiences among a graduate student population. The sample is drawn from the southeastern USA where [ABSTRACT FROM AUTHOR]

The sociology of the South, as a substantive area research interest, emerged during the 1800s as a means to rationalize and preserve the cultural norms of slavery era whites who would soon experience seismic social shocks including the Civil War and emancipation of enslaved blacks. The person singularly cited as the architect of this area of study is Howard W. Odum. Although Odum is identified as the person most responsible for the development of this field, archival data indicate that W. E. B. Du Bois and the men and women of the Atlanta Sociological Laboratory were its first practitioners. In this paper evidence is offered to show that Du Bois's Atlanta University efforts predated Odum's North Carolina research program. Additionally, an explanation for Du Bois's marginalization in the existing sociology of the South literature is offered. [ABSTRACT FROM AUTHOR]

This paper presents prevalence data gathered from the fast-growing metropolitan southeast in the United States college campus representative sample through an on-line 28-question survey on the sexual, physical, and psychological harm in university/college dating and domestic violence relationships. The study questions were 1) what is the prevalence of dating and domestic violence on college campus? and 2) what are the characteristics of those affected by it? The results, derived from the Revised Conflict Tactics Scale (CTS2) and the dating experiences survey, reveal that college students’ gender identity, sexual orientation, grade point average (GPA), number of missing classes, current relationship status that they were associated with dating and domestic violence among college students. Statistically significant relationships were found between sexual violence and participants’ sexual orientation and the length of their romantic relationship as well as physical violence, including hitting and shoving, and participants’ sexual orientation and their class attendance. Institutional responses to prevent campus violence through prevention training, education, and intervention services could lower the prevalence of dating and help alleviate the adverse effects that it could have on college students. [ABSTRACT FROM AUTHOR]

Large numbers of men enter substance use disorder treatment each year, yet very little attention is paid to the fatherhood and parenting status of these men. Substance use treatment programmes for men rarely incorporate a parenting component into their treatment planning, despite the increased success of women's treatment programmes that focus on gender and motherhood. This paper provides: (1) a review of the literature on the fathering of substance‐using men, what has been learned from substance use disorder treatment for mothers, and the implications for children and families; (2) pilot quantitative and qualitative outcomes resulting from the implementation of a fatherhood‐focused intervention for men in a residential substance use treatment programme; and (3) recommendations for the application of these findings for fathers in substance use disorder treatment, and considers the implications of programme modifications and increased focus on fathers for child welfare. 'Substance use treatment programmes for men rarely incorporate a parenting component' Key Practitioner Messages: Despite significant need, parenting and fatherhood‐focused interventions are typically not provided within substance abuse treatment facilities.Motherhood‐focused programmes have improved parenting and substance use outcomes for women.Integration of a fatherhood and parenting intervention into residential substance use treatment for men shows promise.Fathers for Change intervention within a residential treatment programme and aftercare setting was feasible, with high completion rates and satisfaction and reductions in affect regulation problems and hostility. 'Integration of a fatherhood and parenting intervention into residential substance use treatment for men shows promise' [ABSTRACT FROM AUTHOR]

Many adolescents have hopes of college graduation, independent living, and satisfying careers. Career preparation is an important component that can facilitate these desires. However, many adolescents do not achieve these hopes in their desired timeframes due to interruptions, such as unplanned pregnancies. As illustrated by the Theory of Adolescent Sexual Decision-Making Influencing Teen Pregnancy (Weiss, 2012. Who will listen? Rural teen pregnancy reflections. The Journal for Nurse Practitioners, 8, 804-809. doi:10.1016/j.nurpra.2012.02.028), desiring future success can promote low-risk decision-making. Based on this theory, a Getting Plans Started (GPS) Timeline Tool (GPS Timeline©) was developed to help adolescents plan for future success by using a time perspective and, thereby, avoid interruptions. The purpose of this paper is to describe the GPS Tool©, how it might be used, and a study to determine the feasibility of using the GPS Tool©. Thirty adolescents found the tool easy to use and effective in helping them plan for the future. Their responses indicated almost unanimous desires for college graduation and independence with strong confidence in achieving their plans, but their responses also indicated a need for more effective planning to achieve their desired goals. [ABSTRACT FROM AUTHOR]

Indubitably, the process of adopting a young person, no matter the context, can be challenging. To assist adoptive parents in coping with these challenges, entities (e.g., social service/adoption agencies, etc.) have historically fostered the development of support groups. Despite the intent of these efforts, many adoptive parent support groups utilize frameworks that are not congruent with meeting the needs of group participants. This paper examines the process for using Concept Mapping to conceptualize effective support groups based on the perspectives of adoptive parents in one southeastern state. [ABSTRACT FROM PUBLISHER]

This paper explores how a teacher residency in the Southeastern U.S. worked through contact zones and third-space hybridity to better serve youth and communities. The research examined: what are the affordances, constraints, and challenges of implementing third-space hybrid working groups within a teacher residency? Critical ethnographic methods including interviews, analysis of work deliverables, and participant observations were utilized. The entanglements created opportunities for deeper cohesion, understanding, and collaboration for teacher preparation. The work was constrained by institutional commitments, time, and a lack of community representation. There were challenges surrounding epistemological divisions, feelings of ambiguity, and limited shared language. • Hybrid work created opportunities for deeper cohesion, understanding, and collaboration. • Third-space waymaking was constrained by institutional commitments, time, and a lack of community representation. • Epistemological divisions, feelings of ambiguity, and a lack of shared language were challenges to hybridity. [ABSTRACT FROM AUTHOR]

Changing racial/ethnic diversity along with economic growth have also drawn renewed public attention to growing income inequality and lack of economic well-being in the American society. This paper investigates one element of contemporary inequality – the income divide between the richest and the poorest population groups in the metropolises of the U.S. Southeast. This paper examines income divide across southern U.S. metropolises in 2000 and 2014, their change during 2000–2014, their variation across major races/ethnicities, and their relationships with important metropolitan characteristics such as diversity, intermixing, socio-economic status and built-environment attributes. Cartographic, ranking/matrix, and correlations analyses suggest that the largest, most diverse, most segregated, and those with a greater presence of better educated are the most income divided metropolises, whereas the small-to-mid-sized metropolises, with lesser educated population are less divided. The income divide has increased during 2000–2014 in a majority of these metropolises, and for all races/ethnicities, even though Whites and Asians are relatively better-off compared to overall population whereas Blacks and Hispanics lag behind. [ABSTRACT FROM AUTHOR]

Objective: Children's dietary intake impacts weight status and a range of short- and long-term health outcomes. Accurate measurement of factors that influence children's diet is critical to the development and evaluation of interventions designed to improve children's diets. The purpose of the current paper is to present the development of the Table Talk observational tool to measure early care and education teachers' (ECET) verbal feeding communications.Design: An observational tool to assess ECET verbal communication at mealtimes was deigned based on the extant literature. Trained observers conducted observations using the tool during lunch for both lead and assistant ECET. Descriptive statistics, test-retest for a subgroup, interclass correlations for each item, and comparisons between leads and assistants were conducted.Setting: Head Start centres, Southern USA.Subjects: Seventy-five Head Start educators.Results: On average, 17·2 total verbal feeding communications (sd 8·9) were observed per ECET. For lead ECET, the most prevalent Supportive Comment was Exploring Foods whereas for assistants Making Positive Comments was the most prevalent. Overall, lead ECET enacted more Supportive Comments than assistant ECET (F(2,72)=4·8, P=0·03). The most common Unsupportive Comment was Pressuring to Eat, with a mean of 3·8 (sd 4·3) and a maximum of 25. There was no difference in Unsupportive Comments between lead and assistant ECET.Conclusions: Table Talk may be a useful tool to assess verbal feeding communications of ECET, with potential applications such as informing ECET training and assessing intervention efforts. [ABSTRACT FROM AUTHOR]

In America, no religion better exemplifies the power of the individual than Hoodoo. Within these peripheral communities in the South, enslaved persons created spaces in which individual practitioners could choose which rituals, objects, and beliefs they prioritized for their own salvation. Out of this tradition of "selection" came the development of adornments like Mojo Bags, an amalgamation of objects, both natural and manufactured, that connect the individual directly with the sacred. When adorned with these Mojo Bags, primarily under clothes to assure contact with the skin, practitioners are provided with the power they have previously been denied. I will argue in my paper, therefore, that this method of adornment provides the locus of power needed to address the psychological and physical bondage practitioners faced during the period of enslavement, highlighted by the case of Frederick Douglass' use of a root that led to his success in fighting with Mr. Covey. [ABSTRACT FROM AUTHOR]

In the first half of the twentieth century, many African Americans in the South regarded owls as harbingers of death. This paper examines interviews conducted by the Works Progress Administration in the 1930s to investigate why former slaves repeatedly spoke of the screeching or hooting of an owl as a sign that death was nearby. This belief suggests that African Americans understood these birds to either possess or embody supernatural spirits that were able to move between the spiritual and material worlds, a passage that was very permeable in African- American culture. In an attempt to answer why African Americans regarded owls in this way, this article looks to the characteristics of owls as birds of prey in juxtaposition to black folklore from during and following the slavery era. Many slaves understood that after death, the soul of the deceased returned to the continent of Africa. Spiritual birds of flight facilitated this journey to the land of ancestors acting as guides for spirits or carriers of spirits of dead slaves in the afterlife. As Christianity became more widespread across the antebellum South, the notion of flight enabled slaves to remain confident that their souls would be carried to Heaven upon the snowy white wings of angels and cherubs. Birds and winged creatures were the epitome of liberté totale for enslaved African Americans, a freedom that was achieved through flight. [ABSTRACT FROM AUTHOR]

This conceptual paper analyzes persistent challenges to racially diversify higher education in Texas, paying special attention to trends at this Southern state's most selective flagship--University of Texas at Austin. We apply critical race theorist Kimberlè Crenshaw's frame of race liberalism and her view of equality as either expansive or restrictive to analyze race-neutral approaches intended to remedy longstanding issues of racial diversity. Specifically, we focus on the Texas Top Ten Percent Policy, tracing its trajectory from affirmative action through the recent Abigail Fisher case. This examination clarifies the race-evasive basis of policies designed to improve enduring issues of racial exclusion in higher education. [ABSTRACT FROM AUTHOR]