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12. COVID-19 and the Gendered Use of Emojis on Twitter: Infodemiology Study

Author

Al-Rawi, Ahmed, Siddiqi, Maliha, Morgan, Rosemary, Vandan, Nimisha, Smith, Julia, and Wenham, Clare

Subjects
Computer applications to medicine. Medical informatics, R858-859.7, Public aspects of medicine, RA1-1270
Abstract

BackgroundThe online discussion around the COVID-19 pandemic is multifaceted, and it is important to examine the different ways by which online users express themselves. Since emojis are used as effective vehicles to convey ideas and sentiments, they can offer important insight into the public’s gendered discourses about the pandemic. ObjectiveThis study aims at exploring how people of different genders (eg, men, women, and sex and gender minorities) are discussed in relation to COVID-19 through the study of Twitter emojis. MethodsWe collected over 50 million tweets referencing the hashtags #Covid-19 and #Covid19 for a period of more than 2 months in early 2020. Using a mixed method, we extracted three data sets containing tweets that reference men, women, and sexual and gender minorities, and we then analyzed emoji use along each gender category. We identified five major themes in our analysis including morbidity fears, health concerns, employment and financial issues, praise for frontline workers, and unique gendered emoji use. The top 600 emojis were manually classified based on their sentiment, indicating how positive, negative, or neutral each emoji is and studying their use frequencies. ResultsThe findings indicate that the majority of emojis are overwhelmingly positive in nature along the different genders, but sexual and gender minorities, and to a lesser extent women, are discussed more negatively than men. There were also many differences alongside discourses of men, women, and gender minorities when certain topics were discussed, such as death, financial and employment matters, gratitude, and health care, and several unique gendered emojis were used to express specific issues like community support. ConclusionsEmoji research can shed light on the gendered impacts of COVID-19, offering researchers an important source of information on health crises as they happen in real time.

Published
2020
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22. Who's Teaching the Teachers? An Exploration of Early Childhood Teacher Preparation Program Faculty's Cultural Competence, Work Burnout, and Teaching Efficacy

Author

Siskind, Demi G., LaParo, Karen M., Crosby, Danielle A., Hestenes, Linda, and Smith, Julia Mendez

Abstract

Over recent decades, the demographic composition of children in the United States has rapidly shifted, culturally and linguistically. Concomitantly, there has been an increased need for early childhood education (ECE) teacher preparation programs to develop a culturally competent ECE workforce who are equipped to provide equitable learning experiences for culturally and linguistically diverse children and families. Given increasing attention and calls from education researchers, policymakers, and other partners to develop a culturally competent ECE workforce, the current study sought to explore program faculty's cultural competence, specifically their culturally and linguistically responsive (CLR) teaching practices, and its association with feelings of work burnout and perceived teaching efficacy -- two factors likely to be influenced by such heightening demands and to impact pre-service teachers' own teaching competencies. Using structural equation modeling, the current study examined survey responses from 117 program faculty measuring their cultural competence and its association with feelings of work burnout and teaching efficacy. Analyses indicated that, overall, program faculty with higher levels of cultural competence reported minimal feelings of work burnout and higher teaching efficacy, and vice versa. Findings from the current study provide important research and practice strategies for the field of ECE teacher preparation.

Published
2023
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31. Primary series COVID-19 vaccine effectiveness among healthcare workers in Albania, February–December 2021

Author

Rubin-Smith, Julia E., Castro, Madelyn Yiseth Rojas, Preza, Iria, Hasibra, Iris, Sulo, Jonilda, Fico, Albana, Daja, Rovena, Vasili, Adela, Kota, Majlinda, Schmid, Alexis, Sridhar, Shela, Guseinova, Alina, Boshevska, Golubinka, Bejtja, Gazmend, Mühlemann, Barbara, Drosten, Christian, Jorgensen, Pernille, Pebody, Richard, Kissling, Esther, Lafond, Kathryn E., Katz, Mark A., and Bino, Silvia

Published
2023
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33. Training Future School and Clinical Psychology Leaders in Consultation for Early Childhood Education Settings

Author

LaForett, Doré R., Bivona, Marissa A., Mendez Smith, Julia, and Williford, Amanda P.

Abstract

This paper describes how training school and clinical psychology graduate students in early childhood mental health consultation (ECMHC) has the potential to fill gaps in the ECMHC workforce, enhance the capacity of early care and education (ECE) providers to effectively support the mental health needs of children and families, and help ECE programs provide equitable services to children and families. We first present the need for explicit ECMHC training in school and clinical psychology doctoral programs, and how didactic coursework and practica could align with national competencies for high-quality ECMHC. We then illustrate how graduate programs might aspire to greater impact by (1) shifting to promotion and prevention, systems- and organizational-based practice orientations, and equity and cultural competence principles; and (2) leveraging ECE programming to infuse ECMHC practice. We conclude with a call to action for graduate programs to address this need for mental health professionals with specialized ECMHC competencies.

Published
2022
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34. Parental Perspectives on Education: Mexican and Mexican-American Farmworker Families with Young Children Enrolled in Migrant and Seasonal Head Start

Author

Smith, Julia and Johnson, Deborah J.

Abstract

Migrant and Seasonal Head Start (MSHS) is a Head Start program which serves exclusively young children from the migrant farmworker community, the majority of whom are Mexican nationals and second-generation immigrants. From this early childhood context, little is known about parents' perspectives on education and the roles they take to engage in their children's education. For this inquiry, 14 in-depth interviews were conducted with migrant farmworker parents. Key findings highlight the importance of language identity and language loss in young children, cultural practices around child rearing and the roles of adults, and education for social mobility.

Published
2022
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35. Documenting Development of Interdisciplinary Collaboration among Researchers by Visualizing Connections

Author

Higgins, Linden E. and Smith, Julia M.

Abstract

In 2015, a multidisciplinary group of academic researchers and extension personnel was awarded a US Department of Agriculture Coordinated Agricultural Project grant. The team's goal was to understand human decision-making in the context of potential livestock disease outbreaks, investigating the impediments to increased adoption of biosecurity practices by producers from multiple perspectives. Counting publications and presentations was not deemed adequate evidence of growth of interdisciplinary collaboration. Instead, we took a developmental evaluation approach, collecting data to illuminate patterns of interconnectedness across disciplinary boundaries. These data, mapped annually on a baseline framework, reveal the team moving from disciplinary groups with disparate epistemologies and interests to a cohesive interdisciplinary team involved in many unexpected and emergent projects.

Published
2022
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36. SOGI Statements and LGBT+ Student Care in Christian Schools

Author

Smith, Julia

Abstract

This article discusses a sexual orientation and gender identity (SOGI) statement widely used in Christian schools in light of its expressed commitment to treating all persons with compassion, love, kindness, respect, and dignity. I argue that this commitment is undermined by other parts of the statement which fail to address, and even exacerbate, the harms LGBT+ students experience in schools. I suggest revisions to the SOGI statement and a range of practices that would improve LGBT+ student safety and support in Christian schools that hold a traditional view of marriage.

Published
2021
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39. Returning integrated genomic risk and clinical recommendations: The eMERGE study

Author

Gordon, Adam, Sobowale, Agboade, Allworth, Aimee, Patel, Akshar, DiVietro, Alanna, Strong, Alanna, Sherafati, Alborz, Sherfati, Alborz, Bick, Alex, Miller, Alexandra, Chandel, Alka, Rosenthal, Alyssa, Khera, Amit, Kontorovich, Amy, Beck, Andrew, Beck, Andy, Espinoza, Angelica, Lewis, Anna, Prince, Anya, Khan, Atlas, Iverson, Ayuko, Khales, Bahram Namjou, Benoit, Barbara, Hernan, Becca, Kallman, Ben, Kerman, Ben, Shoemaker, Ben, Satterfield, Benjamin, Devine, Beth, Etheridge, Bethany, Goff, Blake, Freimuth, Bob, Grundmeier, Bob, Collier, Brenae, Mutai, Brenda, Harnett, Brett, Chang, Brian, Piening, Brian, Davis, Brittney, Korf, Bruce, Patterson, Candace, Demetriou, Carmen, Ta, Casey, Hammack, Catherine, Nelson, Catrina, Gascoigne, Caytie, Dorn, Chad, Moretz, Chad, Kachulis, Chris, Hoell, Christie, Cowles, Christine, Lange, Christoph, Weng, Chunhua, Prows, Cindy, Brokamp, Cole, Liu, Cong, Scherr, Courtney, Gonzalez, Crystal, Ramirez, Cynthia, Shimbo, Daichi, Roden, Dan, Schaid, Daniel, Kaufman, Dave, Crosslin, David, Kochan, David, Veenstra, David, Singh, Davinder, Karavite, Dean, Abrams, Debbie, Absher, Devin, Edwards, Digna Velez, Haverfield, Eden, Morales, Eduardo, Esplin, Edward, Malolepsza, Edyta, Alipour, Ehsan, Kenny, Eimear, Rosenthal, Elisabeth, Duvall, Eliza, McNally, Elizabeth, Bhoj, Elizabeth, Cohn, Elizabeth, Hibler, Elizabeth, Karlson, Elizabeth, Clayton, Ellen, Chesnut, Emily, DeFranco, Emily, Gallagher, Emily, Soper, Emily, Perez, Emma, Cash, Erin, Berner, Eta, Wang, Fei, Wehbe, Firas, Ricci, Francisco, Mentch, Frank, Shaibi, Gabriel, Jarvik, Gail, Hahn, George, Hripcsak, George, Wiesner, Georgia, Belbin, Gillian, Davogustto, Gio, Nadkarni, Girish, Qiu, Haijun, Hakonarson, Hakon, Bangash, Hana, Beasley, Hannah, Liu, Hao, Aungst, Heide, Tiwari, Hemant, Duckham, Hillary, Thomas, Hope, Kullo, Iftikhar, Holm, Ingrid, Allen, Isabelle, Ionita-Laza, Iuliana, Hellwege, Jacklyn, Petrzelka, Jacob, Odgis, Jacqueline, Narula, Jahnavi, Petrzelka, Jake, Patel, Jalpa, Cimino, James, Meigs, James, Snyder, James, Olson, Janet, Zahner, Janet, Pennington, Jeff, Pacheco, Jen, Pacheco, Jennifer Allen, Morse, Jennifer, Corsmo, Jeremy, Thayer, Jeritt, Cimino, Jim, Chen, Jingheng, Fournier, Jocelyn, Jackson, Jodell, Glessner, Joe, Pacyna, Joel, Smith, Johanna, Connolly, John, Lynch, John, Shelley, John, Mosley, Jonathan, Nestor, Jordan, Smoller, Jordan, Alsip, Jorge, Kannry, Joseph, Sutton, Joseph, Peterson, Josh, Smith, Joshua, Galasso, Julia, Smith, Julia, Wynn, Julia, Gundelach, Justin, Starren, Justin, Choi, Karmel, Mittendorf, Kate, Anderson, Katherine, Bonini, Katherine, Leppig, Kathleen, Muenzen, Kathleen, Larkin, Katie, Stuttgen, Kelsey, Wiley, Ken, Nguyen, Kenny, Dufendach, Kevin, Atkins, Kiley, Sawicki, Konrad, Norland, Kristjan, Kiryluk, Krzysztof, Beskow, Laura, Rasmussen-Torvik, Laura, Kottyan, Leah, Hsu, Li, Tian, Lifeng, Mahanta, Lisa, Martin, Lisa, Wang, Lisa, Gomez, Lizbeth, Thompson, Lorenzo, Orlando, Lori, Richter, Lucas, Rasmussen, Luke, Petukhova, Lynn, Seabolt, Lynn, O’Brien, Madison, Harden, Maegan, Fullerton, Malia, Harr, Margaret, Beasley, Mark, Guindo, Marta, Horike, Martha, Horike-Pyne, Martha, Abdalla, Marwah, Hamed, Marwan, Terry, Mary Beth, Maradik, Mary, Wyatt, Matt, Davis, Matthew, Lebo, Matthew, Smith, Maureen, Rosario, Maya del, Sabatello, Maya, Behr, Meckenzie, Roy-Puckelwartz, Meg, Habrat, Mel, Myers, Melanie, Yetisgen, Meliha, Iris, Merve, DaSilva, Michael, Preuss, Michael, McGowan, Michelle, Shi, Mingjian, Perera, Minoli, Thomas, Minta, Elkind, Mitch, Abbass, Mohammad, Saadatagah, Mohammad, Hess, Molly, Maradik, Molly, Vaitinadin, Nataraja “RJ”, Vaitinadin, Nataraja, Muthu, Naveen, Netherly, Neil, Lennon, Niall, Shang, Ning, Limdi, Nita, Forrest, Noah, Romero, Noheli, Robinson, Nora, Abul-Husn, Noura, Elsekaily, Omar, Dikilitas, Ozan, Kovatch, Patricia, Davis, Patrick, Appelbaum, Paul, Francaviglia, Paul, O’Reilly, Paul, Chandler, Paulette, Caraballo, Pedro, Tarczy-Hornoch, Peter, Shum, Pierre, Marathe, Priya, Murali, Priyanka, Feng, Qiping, Wells, Quinn, Atchley, Rachel, Narla, Radhika, Barton, Rene, Sterling, Rene, Chisholm, Rex, Green, Richard, Sharp, Richard, Peters, Riki, Kukafka, Rita, Rowley, Robb, Freimuth, Robert, Green, Robert, Winter, Robert, Mueller, Roger, Loos, Ruth, Irvin, Ryan, Suckiel, Sabrina, Hussain, Sajjad, Sharba, Samer, Aronson, Sandy, Jones, Sarah, Knerr, Sarah, Nigbur, Scott, Weiss, Scott, Mooney, Sean, Terek, Shannon, Aufox, Sharon, Nirenberg, Sharon, Murphy, Shawn, O’Byrne, Sheila, Wang (Sam) Choi, Shing, Aguilar, Sienna, Bland, S.T., Rodrigues, Stefanie, Ledbetter, Stephanie, Rutledge, Stephanie, Booth, Stuart James, Xian, Su, Trinidad, Susan Brown, Bakken, Suzanne, Schmidlen, Tara, Rakhra-Burris, Tejinder, Manolio, Teri, Mersha, Tesfaye, Walunas, Theresa, Chandereng, Thevaa, May, Thomas, Ge, Tian, Edwards, Todd, Kaszemacher, Tom, Hernandez, Valentina, Willis, Valerie, Desai, Vemi, Desai, Vimi, Lorenzi, Virginia, Gainer, Vivian, Wei, Wei-Qi, Chung, Wendy, Su, Wu-Chen, Chang, Xiao, Zhao, Yiqing, Luo, Yuan, Shen, Yufeng, Linder, Jodell E., Bland, Sarah T., Caraballo, Pedro J., Chisholm, Rex L., Clayton, Ellen Wright, Crosslin, David R., Esplin, Edward D., Forman, Sophie, Freimuth, Robert R., Gordon, Adam S., Harden, Maegan V., Holm, Ingrid A., Jarvik, Gail P., Karlson, Elizabeth W., Labrecque, Sofia, Lennon, Niall J., Limdi, Nita A., Mittendorf, Kathleen F., Murphy, Shawn N., Prows, Cynthia A., Rasmussen, Luke V., Sawicki, Konrad Teodor, Velez Edwards, Digna R., Abul-Husn, Noura S., Below, Jennifer E., Berner, Eta S., Booth, James, Chung, Wendy K., Cimino, James J., Fullerton, Stephanie M., Guiducci, Candace, Habrat, Melissa L., Hain, Heather, Hoell, Christin, Irvin, Marguerite R., Kachulis, Christopher, Kenny, Eimear E., Kullo, Iftikhar J., Manolio, Teri A., McNally, Elizabeth M., Mooney, Sean D., Namjou, Bahram, Perez, Emma F., Puckelwartz, Megan J., Roden, Dan M., Rosenthal, Elisabeth A., Saadatagah, Seyedmohammad, Schaid, Dan J., Schultz, Baergen, Shaibi, Gabriel Q., Sharp, Richard R., Shirts, Brian, Smith, Maureen E., Smoller, Jordan W., Suckiel, Sabrina A., Tiwari, Hemant K., Trinidad, Susan B., Wells, Quinn S., Wiesner, Georgia L., and Peterson, Josh F.

Published
2023
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44. Subjective Discipline and the Social Control of Black Girls in Pipeline Schools

Author

Martin, Jennifer and Smith, Julia

Abstract

Using an intersectional feminist critical race lens, we utilized the Education Longitudinal Study (2002) data comparing tenth grade African American girls to White girls, analyzing whether the student was ever held back, teacher reports of problem behaviors in classrooms, and whether the student did not graduate from high school in the four years following her tenth-grade year, to determine if subjective discipline and social control of Black girls leads to eventual school dropout. Essentially, we asked, are African American girls who are retained and/or subjected to other more informal push-out policies more apt to leave school on their own? The findings confirmed, first, that African American girls were at much higher risk of both grade retention and informal reports of discipline problems from teachers, even after controlling for family factors, school quality, and teacher quality. We then confirmed that while family, school, and teacher quality factors did not explain away the much higher dropout rate of African American girls, the differences in history of grade retention and teacher discipline completed equated the two groups. These findings provide support for the "push-out" explanation put forward in the literature.

Published
2017

49. Providing Consistency in Care: A Case Study of Bilingual and Bicultural Early Childhood Education for Farmworker Children in Rural Midwestern United States

Author

Smith, Julia and Clegg, Jens

Abstract

In the United States, migrant and seasonal farmworkers mostly of Latino origin work seasonal jobs on large scale farms. Because many of these jobs are temporary, farmworkers often move frequently across state lines and international borders to follow the work in agriculture. Many farmworkers travel with families including young children and one challenge of this population is stable child care and access to education services for their children. Migrant and Seasonal Head Start program (MSHS), a branch of Head Start, provides seasonal childcare and early childhood education services to young children of migrant and seasonal farmworkers ages birth through 5. This case study explored how MSHS operates seasonal programs for farmworkers children and examines the ways in which educators provide consistency in care for farmworker children. Specifically, the study focused on bilingual and bicultural programing, mobility of teachers, consistency in care, and teachers' knowledge of the program and farmworker community.

Published
2021
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