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The Alaska Native Collaborative Hub for Research on Resilience (ANCHRR) engages Indigenous leadership at all levels in a strength-based study to deepen our understanding of community level protective factors in Indigenous communities, which are the collective influences shaping individual wellbeing across time. Overall, ANCHRR aims to position Alaska Native Tribes, Tribal organizations, and community members as the guides for culturally responsive research that is aligned with community priorities of increasing resilience and wellbeing among Alaska Native youth and reducing their suicide risk. Our approach brings together Indigenous knowledge and research methods that humbly draw attention to the solutions that already exist within communities. An Indigenous paradigm shifts the approach from a singular focus on individuals and their risks and deficits to appreciation for the cultural, community, and systemic ways in which community members support, care for, and guide their young people into adulthood. We describe the lessons learned about this unique approach to Indigenous leadership and community engagement and discuss the research processes that keep the relational heart-work at the center of every project activity. This capacity-building, mutually beneficial and relational approach offers new insights to knowledge development endeavors.

Children's literature in the form of picturebooks, storybooks, and anthologies/readers in Pre-Kindergarten (PreK) to Grade 3 holds a special place in literacy development and in the lives of children. While reading children's literature, developing readers navigate between words and images to form meaning as they read. Although studies in many parts of the world have explored how PreK—Grade 3 (3–7+ years) children's literature functions through the lens of Bishop's (in Perspectives: Choosing and using books for the classroom, vol. 6, pp. ix–xi, 1990) metaphor windows, mirrors, and sliding glass doors, there is a dearth of research in this regard in the Postcolonial Pakistani schools' booklists context. The purpose of this quantitative descriptive study is to explore children's literature, published in English, used for instructional purposes in PreK—Grade 3 in Postcolonial Pakistani schools. Quantitative analysis indicates a significant relationship between the fee structure of different schools with the number of English picturebooks, storybooks, and anthologies/readers incorporated grade-wise (PreK—Grade 3) on instructional booklists. [ABSTRACT FROM AUTHOR]

Research has emphasized that SEL program implementation in preschool settings not only merits special consideration regarding content, instructional approaches, and opportunities to practice skills (Bierman & Motamedi, 2015; Denham, 2018; Jones & Doolittle, 2017; Mahoney et al., 2021), but also should be implemented using a culturally relevant and sustaining approach to address the needs of diverse populations (Barnes, 2019). To understand early childhood teachers' perceptions of SEL integration and their approaches to culturally relevant SEL in classrooms from preschool to second grade, we analyzed the free responses on teachers' attitudes and beliefs towards culturally responsive SEL from the survey conducted that focused on early childhood teachers' perceptions of PBIS and SEL. Findings suggest that teachers' perceptions varied from being aware of how their schools implemented or did not implement culturally relevant SEL to being unsure if their SEL programs attended to cultural relevance. Others were dismissive of the idea of culturally relevant SEL as their beliefs were grounded in the idea that they should not cater to a particular student population. Findings are discussed for further practical and research implications. [ABSTRACT FROM AUTHOR]

Culturally responsive interventions for autistic children and their families have been developed and implemented to address issues related to limited representation, inequities, and disparities in access to care of minoritized families in research. Currently available reviews are relatively limited in scope or do not synthesize interventions specifically. Therefore, we conducted a meta-analysis to synthesize autism intervention literature that specifically targeted autistic individuals and their family members from minoritized backgrounds, such as immigrant families. We used four databases to identify studies that used culturally responsive interventions with minoritized autistic children and their families. An article was included if it included empirical intervention data using an experimental design. A total of 354 studies were initially screened, and 24 studies were included. Effect sizes of these studies were extracted across two levels (i.e., child and family levels). Data from group design studies were extracted manually, and data from single-case design studies were extracted using a web-based tool. We used design-comparable standardized effect sizes to compare across both designs. The analysis revealed a large, positive, and significant overall effect size across culturally responsive interventions. Specifically, social-communication and mental health outcomes yielded significant effects at the child level. Additionally, parents' mental health and fidelity of strategy implementation also yielded significant results. Our results suggest that culturally responsive interventions yield comparable outcomes to unadapted, original interventions. Future research should examine the distinction between the effect of cultural adaptation and the efficacy of the intervention itself. [ABSTRACT FROM AUTHOR]

Despite a growing body of research demonstrating the value of using evidence-based programs and practices (EBPPs) to address health and education issues, the gap between research evidence and practice in education and human services continues to be a vexing problem. Technical assistance (TA) is widely accepted as a key strategy to support evidence-based programs and practices (EBPP) uptake and implementation. However, little is known about how TA practices are used in TA delivery. Moreover, little attention has been paid to building the capacity of TA providers and assessing the fidelity of the implementation of TA practices. The case example presented in this article describes one organization's efforts to develop common language and definitions of TA services, core principles, and methods, and to standardize the delivery of TA by enhancing the capacity and retention of TA providers. We conclude with recommendations about how like organizations can employ similar efforts to improve the quality and consistency of TA delivery, thereby establishing a foundation for building a strong evidence base. [ABSTRACT FROM AUTHOR]

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Language curricula often fail to address the diverse cultural backgrounds of learners, which can impact engagement and the effectiveness of language acquisition. In multicultural learning environments, culturally responsive curricula are essential to creating inclusive education that respects and integrates learners' unique cultural experiences. This research aims to explore the design and implementation of culturally responsive language curricula that enhance learner engagement and improve language proficiency by aligning educational content with students' cultural contexts. A qualitative research approach was employed, involving case studies of five educational institutions with diverse student populations. Data were collected through interviews with educators, curriculum developers, and students, as well as through analysis of existing curricula. The study examined how culturally relevant content and teaching methods were incorporated into language courses and evaluated their impact on student motivation, participation, and proficiency. The analysis also identified key strategies for designing culturally responsive curricula. The results indicated that integrating learners' cultural backgrounds into the curriculum significantly improved engagement and language proficiency. Educators reported higher levels of student participation and motivation when the content reflected learners' cultural identities and real-life experiences. Additionally, students showed greater retention of language skills when cultural relevance was emphasized in the learning process. [ABSTRACT FROM AUTHOR]

This paper examines the self-reported culturally responsive practices of curriculum leaders (n = 53) and teachers (n = 105) from six state funded secondary schools in New Zealand. Partcipants were surveyed to examine the relationship between middle leader self-reporting of culturally responsive pedagogy (CRP) for improving Māori student engagement and teacher perceptions of those practices. School contextual factors and student academic achievement were also compared with the response ratings to understand any association between culturally responsive middle leadership and student academic outcomes. The study found that middle leaders with more experience generally reported greater confidence in their leadership of CRP. Furthermore, there was some indication that teacher perceptions of middle leader's use of CRP practices may be higher in schools with more experienced middle leaders. However, despite the crucial role middle leaders have in supporting the use of CRP in their departments, no relation was found between the confidence of middle leaders regarding CRP and student academic achievement (155). [ABSTRACT FROM AUTHOR]

Schools and districts have long grappled with race- and disability-based exclusionary discipline inequities. Research on the topic has uncovered a variety of systems that maintain such disparities, including school policies and practices that exacerbate the problem. Researchers and practitioners have increasingly considered school context and practices as mediators of both special education and exclusionary discipline risk. Although educational leaders are often required to review policies, practices, and procedures that contribute to inequities, few tools exist for practical translation toward school-wide solutions. This case is designed to help school and district leaders translate theory and research into practical actions for transformational change. The case provides considerations for designing and implementing culturally responsive Multi-Tiered Systems and Supports within a given school context, including climate and programming. [ABSTRACT FROM AUTHOR]

BackgroundThe COVID-19 pandemic exposed several health disparities experienced by underserved and Latino/a communities, including inequitable access to COVID-19 testing.Objective and goalsTo describe the utilization of a community-driven and culturally-tailored testing model on COVID-19 testing in an underserved Latino/a community in San Diego.MethodsThe Community-driven Optimization of COVID-19 testing to Reach and Engage Underserved Areas for Testing Equity (CO-CREATE) project implemented a community co-designed COVID-19 testing program in partnership with a Federally Qualified Health Center in a US/Mexico border community.ResultsBetween May 2021 and March 2023, 24, 422 COVID-19 PCR tests were administered to 13,253 individuals, among whom 93% percent identified as Latino/a, 57% spoke Spanish in the home, and 38% resided in our target community adjacent to the US/Mexico border, San Ysidro. Based on a subset of available county testing data, CO-CREATE accounted for nearly 12% of all COVID-19 tests reported for San Ysidro residents. Over the course of the project, we estimated that nearly 17% of all San Ysidro residents were tested for COVID-19 through the CO-CREATE project.ConclusionThese findings highlight the success and reach of this culturally responsive and community co-designed COVID-19 testing program, within a Latino/a border community. Future public health interventions should focus on identifying testing barriers and design appropriate strategies to ensure equitable access to resources and testing uptake for all community members.

This article examines the importance of integrating culturally responsive teaching practices in classrooms for students who are culturally and linguistically diverse (CLD) with emotional and behavioral disorders (EBD). It highlights strategies supported by empirical research that amplify student voices through dialogue circles and flexible grouping. Acknowledging the strengths and needs of these students, the inclusive, student-centered approach aims to enhance academic and social success, supporting a sense of belonging and empowerment essential for the growth and well-being of CLD students with EBD. [ABSTRACT FROM AUTHOR]

There is a growing body of evidence highlighting effective pedagogical approaches for educating First Nations students around the world. Despite this evidence, and a plethora of culturally-inclusive aligned policies and professional strategies, many Aboriginal students continue to receive inequitable and poor-quality schooling in Australian schools in ways that do not meet their sovereign needs. While a range of culturally responsive / sustaining / competent / etc. practices have been argued to positively impact Aboriginal and/or Torres Strait Islander students' educational experiences, there remains a lack of cohesive understanding about the factors at play that impact student outcomes over a sustained period of time. This conceptual paper explores scholarship that has either provided empirical evidence of, or coherent descriptions about, cultural pedagogies to provocate a culturally nourishing framework and guide educators in working with Aboriginal students and knowledges. Beyond general descriptions, we conceptualise what such pedagogies might look like as observable attributes of classroom practice. The aim in doing so is to offer a framework that supports the authentic and effective professional learning of educators who work with, and learn from, local Aboriginal and/or Torres Strait Islander students to actualise nourishing pedagogies throughout the everydayness of schooling. [ABSTRACT FROM AUTHOR]

Abstract Background The COVID-19 pandemic exposed several health disparities experienced by underserved and Latino/a communities, including inequitable access to COVID-19 testing. Objective and Goals To describe the utilization of a community-driven and culturally-tailored testing model on COVID-19 testing in an underserved Latino/a community in San Diego. Methods The Community-driven Optimization of COVID-19 testing to Reach and Engage Underserved Areas for Testing Equity (CO-CREATE) project implemented a community co-designed COVID-19 testing program in partnership with a Federally Qualified Health Center in a US/Mexico border community. Results Between May 2021 and March 2023, 24, 422 COVID-19 PCR tests were administered to 13,253 individuals, among whom 93% percent identified as Latino/a, 57% spoke Spanish in the home, and 38% resided in our target community adjacent to the US/Mexico border, San Ysidro. Based on a subset of available county testing data, CO-CREATE accounted for nearly 12% of all COVID-19 tests reported for San Ysidro residents. Over the course of the project, we estimated that nearly 17% of all San Ysidro residents were tested for COVID-19 through the CO-CREATE project. Conclusion These findings highlight the success and reach of this culturally responsive and community co-designed COVID-19 testing program, within a Latino/a border community. Future public health interventions should focus on identifying testing barriers and design appropriate strategies to ensure equitable access to resources and testing uptake for all community members.

Is there room for spirituality and reflection in gross anatomy? While Jesuit institutions have incorporated contemplation and reflection into their curricula for centuries; the integration of reflective practices into the gross anatomy curriculum has gained traction in recent years. Additionally, more emphasis has been placed on diversity, equity, inclusion, and belonging within health professions education. As a Jesuit, Catholic university that is simultaneously classified as a Hispanic‐Serving Institute (HSI), Regis University was well‐positioned to integrate reflective and celebratory activities in honor of Día de Muertos (the Day of the Dead) into a graduate level anatomy course for Doctor of Physical Therapy students. From a communal ofrenda (altar) to a celebration during a lecture to a reflective ceremony honoring body donors in the laboratory, students and faculty constructed a learning environment that incorporated spirituality and culture into anatomy in a thoughtful manner. Furthermore, by seeking student input on the design of this innovative educational experience, each of these activities aided in fostering a sense of cultural and spiritual belonging for Hispanic and Latine students who are historically marginalized in health professions, thereby promoting diversity, equity, inclusion, and belonging through a gross anatomy course. [ABSTRACT FROM AUTHOR]

Social workers play a distinctive role in serving all communities, especially immigrants. Heightened immigrant stress and deteriorating well‐being have been reported amid recent anti‐immigrant socio‐political climate. Given the unique challenges of immigrants, they have distinct needs. In our study, we utilize data from a larger study including a sample of first‐ and second‐generation immigrants, to understand "How can social workers support immigrant communities?" In total, N = 265 participants responded to this prompt. We employed a content analysis approach to analyze participant responses. Our analysis yielded four main themes: (1) Resources for immigrants, (2) Doing right by immigrants, (3) Advocacy, and (4) Understanding immigrants. Our findings are timely in highlighting the diverse perspectives about immigrant needs in the current socio‐political climate. Study findings have implications for social workers as well as service providers/agencies that engage with immigrants. [ABSTRACT FROM AUTHOR]

The importance of improving teachers' use of culturally responsive practice (CRP) in the classroom setting has been widely recognized. Although quantitative data on teachers' use of CRP has potential to be a helpful decision-making tool in advancing that goal, little is known about the psychometrics of classroom-based CRP measures, their utility in evaluating the impact of interventions designed to improve teacher CRP, or their use to inform teacher professional development in CRP. The current study reports findings from a systematic review of the research on the quantitative measurement of CRP using the 2020 Preferred Reporting Items for Systematic reviews and Meta-Analyses standards to document how CRP is operationalized and measured in prekindergarten–12th-grade classrooms in the United States (U.S.). Searching across six databases, 27 measures were identified for inclusion. The vast majority of measures were teacher self-report surveys, and relatively few were student-report or external observer assessments. We examined the availability of classroom-based observational and survey instruments and critically analyzed each measure through an argument-based approach to validation. We concluded that although some CRP measures hold promise, the validity of their interpretation and use is not adequately supported by evidence, with some exceptions. This lack of empirical evidence is exacerbated by the limitations of single-informant measurement of CRP. More multi-informant assessment approaches are needed. [ABSTRACT FROM AUTHOR]

Disaster experiences and explorations of preparedness among Asian, Pacific Islander, and Desi Americans (APIDA) in the United States are often overlooked owing to their relatively smaller population share. APIDA are not homogenous, and their disaster experiences warrant further examination. This paper does so by investigating disaster preparedness using disaggregated information about APIDA. The study utilises nationally representative data from the 2017 American Housing Survey, analysing sociodemographic covariates. The disaster preparedness score among APIDA communities was approximately 4.81 on a zero to nine scale. APIDA renters and non‐US citizens were less prepared than homeowners and US citizens. Among subgroups, Korean, Chinese, and Vietnamese respondents who were non‐US citizens were less prepared than those who were US citizens. Marital status was significantly and positively associated with preparedness among Indians, Japanese, Vietnamese, and multiracial respondents. The findings underscore the importance of data disaggregation and tailored preparedness information and resources to address specific challenges APIDA communities face instead of a one‐size‐fits‐all approach. [ABSTRACT FROM AUTHOR]

The Hōkūlani program is a strengths-based, work-based, and culturally responsive intervention designed to support Native Hawaiian high school students entering science, technology, engineering, and mathematics pathways. Among the five program components, this article will provide an overview of the work-based learning component of the Hōkūlani model intervention. [ABSTRACT FROM AUTHOR]

In this article, the authors illustrate how teachers use a strength based, culturally responsive Response to Intervention (RTI) framework to meet the varied needs of a culturally diverse, twice-exceptional student. Using a case-based approach, the authors demonstrate how classroom teachers and specialists collaborate with the student and her family to create an individualized system of supports designed to nurture the student's gifted potential while simultaneously addressing her cultural needs and learning disabilities. Using a hypothetical case, a student's curiosity about her Puerto Rican heritage and multiracial identity becomes the central focus as teachers build a thematic unit of instruction that honors her ancestors. As the student learns about her Indigenous Taíno and African heritage, she is taught to use specific evidence-based learning strategies to improve her memory, study skills and build on her curiosity and multilingual strengths. Throughout the article, the authors provide explicit examples of how to create a culturally responsive RTI plan for a diverse twice-exceptional student. [ABSTRACT FROM AUTHOR]

This article introduces a culturally inclusive research methodology distinct from other qualitative methodologies in its emphasis on multiple rounds of iterative data collection, member checking and co-construction of research language, design and analysis. It describes the co-design of a culturally inclusive conceptual model, data collection process and data analysis approach as an inside researcher. Culturally inclusive nuance is critical where education concepts emanating from the global north are rightly problematised by learners from the global south. More specifically, there is a well-researched gap in identification and support for gifted low SES students who tend to represent non-dominant cultures. This methodology supports culturally responsive language, narratives and approach to meaning-making around the highly contested conceptions of giftedness in low SES environs. It has proven to facilitate examination of shared experiences within a loose community setting in a qualitative research context. This article offers an introduction to the evolving methodology and the co-design process by which it came to exist for any researchers seeking a decolonising framework. It illustrates the value of the methodology in creating safe spaces for reflection and learning. Critically, from an educative perspective, it demonstrates how the methodology actively supports participants' meaning making about their own identity and the multiple ways in which they reveal facets of their identity in various contexts of life, family, work and education, through adolescence to young adulthood. [ABSTRACT FROM AUTHOR]

For people from communities experiencing poverty and oppression, education, particularly higher education, is a means to ensure upward socioeconomic mobility. The access to and attainment of education are issues of social and economic justice, built upon foundational experiences in primary and secondary settings, and impacted by students' cultural and socio-political environments. 6. The 2020 murder of George Floyd, the Black Lives Matter movement, ongoing discourse around immigration, and COVID-19-related hate targeting people of Asian American descent prompted national calls to dismantle social and systemic racism, spurring diversity, equity, inclusion, and accessibility (DEIA) initiatives, particularly in education. However, these efforts have faced opposition from teachers who have told students that all lives matter, and racism does not exist in many American classrooms Loza. These comments negate students' experiences, suppress cultural and identity affirmation, and negatively impact student wellness and academic performance. Forged in this polarized environment, two longtime community organizers and educators, an indigenous person living away from her ancestral lands and a multiracial descendant of Japanese Americans interned during WWII, whose identities, experiences, and personal narratives shape the course of their work in and outside of the physical classroom, call on fellow educators to exercise y (2018) component of the archeology of self, a "profound love, a deep, ethical commitment to caring for the communities where one works", by adopting a framework to encourage this profound love in students, acting not just as a teacher, but as a sensei. The word sensei is commonly understood in reference to a teacher of Japanese martial arts. The honorific sensei, however, in kanji means one who comes before, implying intergenerational connection. Sensei is an umbrella expression used for elders who have attained a level of mastery within their respective crafts—doctors, teachers, politicians, and spiritual leaders may all earn the title of sensei. The sensei preserves funds of knowledge across generations, passing down and building upon knowledge from those who came before. The Student Empowerment through Narrative, Storytelling, Engagement, and Identity (SENSEI) framework provides an asset-based, culturally affirming approach to working with students in and beyond the classroom. The framework builds on tools and perspectives, including Asset-based Community Development (ABCD), the Narrative Theory, Yosso's cultural community wealth, cultural continuity, thrivance, community organizing tenets, and storytelling SENSEI provides a pedagogy that encourages students to explore, define, and own their identities and experiences and grow funds of knowledge, empowering them to transform their own communities from within. The SENSEI framework begins by redefining a teacher as not simply one who teaches in a classroom but rather one who teaches valuable life lessons that transcend colonial conceptualizations of the teacher. In colonized contexts, teachers function to maintain hegemony and assert dominance over marginalized populations. In the SENSEI framework, teachers are those who disrupt colonial patterns and function to reclaim the strengths and voices of the communities they serve. In the SENSEI framework, students are not relegated to those enrolled in classrooms. As with a sensei, a student exists to counter hegemony by embracing and enacting their cultural wealth Educators must help counter harmful narratives and encourage students to identify the strengths that lie within themselves and their communities. Collective forms of narrative that value identity can ensure the continuity of a community or a people. The stories of students' histories, traditional practices, and resilience can help disrupt harms, many that have lasted for generations, so they may not just survive, but thrive. [ABSTRACT FROM AUTHOR]

The behavioral health workforce shortage is pervasive across the United States. To address this need, it is important to establish effective and culturally relevant trainings for behavioral health practitioners. This study examines the results of a Health Resource Service Administration (HRSA) Behavioral Health Workforce Education and Training (BHWET) funded program intended to increase the qualified workforce meeting high need and demand. Over the four-year funding of the program, 119 Masters of Social Work students graduated from the social work program with specialized training. The program was successful providing innovative training focused on interdisciplinary collaboration, evidence-based practices, and culturally responsive services. [ABSTRACT FROM AUTHOR]

This biology lesson uses the science of central dogma to "critique and question the politics of representation that systematically devalue[s] Blackness" (hooks, 131). Students' understanding of protein synthesis is extended in discussing melanin and its significance to protecting the body from harmful radiation from the sun. Through data analysis, students are able to explain the function of melanin and the evolutionary benefits to various skin colors. In addition to a discussion on the biology of skin color and the gene responsible (mc1r), students engage in a lesson that is culturally relevant/responsive. Through challenging racist ideologies and understanding the biology of skin color, students are the center of discussions on racism and the impacts of the social construction of race. The title "Black is Beautiful" is inspired by Jamaican reggae artist Chronixx and the work of Michelle Grace Williams, "They Never Told Us Black is Beautiful: Fostering Black Joy and Pro-Blackness Pedagogies in Early Childhood Classrooms." Through artivism, students challenge eurocentric ideologies on beauty and genius through literary or visual arts. In addition to being an act of activism, artwork will also demonstrate an understanding of melanin's role. [ABSTRACT FROM AUTHOR]

Character strengths research has the potential to imply that youth have character deficits or moral failings that cause their problematic behavior. This ignores the impact of context, especially for youth who are members of historically marginalized groups in under resourced communities. On the other hand, framing youth who are members of underrepresented groups solely as products of oppression undermines their agency and the power of collective action. It may be possible to promote character development in a contextually relevant, culturally grounded way through a transdisciplinary, participatory action approach. We engaged in this work in three phases: goal specification; logic model identification; and intervention development and testing. Lessons learned included the need for intensive trust-building and identifying the limitations in scope and capacity. Overall, a transdisciplinary, participatory action approach is a promising strategy to overcome the existing bias in virtue development research and to leverage positive psychology to address health disparities. [ABSTRACT FROM AUTHOR]

Mathematics is typically perceived as an objective subject due to its clarity and linearity. If this is accepted as true, then students of any race, ethnicity, gender, or class should have access to high-quality culturally responsive instruction in mathematics. Because this is not always the case, we explore strategies that special education teachers, whose instruction typically focuses on student difficulties, can use to provide intensive math instruction with an authentic and responsive approach. This article discusses practices and strategies focused on using explicit instruction to build access, foster individual identities, and develop equitable pathways for students to reach high expectations. [ABSTRACT FROM AUTHOR]

While the vertical transfer process and culturally responsive approaches to education have been studied extensively, few scholars have addressed these two areas of concern simultaneously, particularly within higher education contexts. This study explores what cultural responsiveness means and how it matters for low-income community college (CC) students aspiring toward STEM careers and transferring to STEM majors at a local university. As part of a bridge program, students received two STEM faculty mentors, one faculty mentor from the community college and the other from the local university, beginning in their last year of enrollment at the community college. Each STEM mentor was trained in culturally responsive mentoring, and their mentorship extended post-transfer. Students participated in focus groups to share their experiences. The findings reveal that specific aspects of the community college students' identities, primarily their race and language, were relevant as aspects of culture that mattered for their STEM aspirations. The findings also show that cultural responsiveness in mentoring and support outside the classroom are important steps toward humanizing STEM spaces, but they are wholly insufficient when not paired with extensive culturally responsive efforts in STEM teaching and within the curriculum to improve the internal classroom climate for those with racialized identities. [ABSTRACT FROM AUTHOR]

As the world continues to ponder issues of equity and diversity, U.S. public schools face an expanding demographic divide between teachers and students. While diverse groups of public school students show an increase in population, the teaching workforce in the U.S. remains overwhelmingly White. The purpose of this systematic review is to examine how preservice teachers (PST) are being prepared to be culturally responsive. A total of 26 studies published between 2006 and 2020 were reviewed. The results indicate that PSTs' learning experiences are varied and tend to be stand-alone approaches focused on changing the attitudes and beliefs of PSTs. Findings also bring to light the vagueness of terminology used in the research to define cultural groups of students, the conspicuous absence of studies related to LGBTQ+ populations, and the lack of study replications. Implications for future research are discussed. [ABSTRACT FROM AUTHOR]

Traditional marriage systems reinforce positive marital outcomes, but modernization, neglecting core values of indigenous practices, upsurges divorce. Here described are perceptions of two influential groups, leaders, and practitioners, involved in mediating traditional marital systems in the community of the Royal Bafokeng Nation in South Africa. Qualitative face-to-face interviews with 12 leaders reveal the necessity to restore non-negotiable traditions to preserve marriages. A focus group discussion with ten social services practitioners shows practices as biased and outdated, articulating negotiation and integration of strengths of traditional and modern systems. Findings point to the first steps key to growing theory and approaching the development of culturally appropriate interventions for Black African couples, for instance, identifying evidence-based interventions, conducting baseline research, and expanding or adapting interventions to meet current needs. [ABSTRACT FROM AUTHOR]

There are few substance use treatment and prevention programs for AI/AN people that integrate culturally based practices with evidence-based treatment and prevention. The National Institutes of Healths (NIHs) Helping to End Addiction Long-term (HEAL) Prevention Cooperative supports two projects focused on AI/AN populations. One focuses on youth ages 15 to 20 years living within the Cherokee Nation reservation, a multicultural rural area in northeastern Oklahoma, and the second focuses on emerging adults ages 18 to 25 years living in diverse urban areas. We provide a brief overview of the two prevention trials and a case comparison across approaches using the framework of promising practices for intervention science with Indigenous communities (Whitesell et al., 2020) related to (1) integration of Indigenous and academic perspectives to respond to community needs, (2) community partnership and engagement, (3) alignment with Indigenous cultural values and practices, (4) capacity building and empowerment, (5) implementation within complex cultural contexts, and (6) tribal oversight. Overall, these two projects highlight the importance of long-standing relationships with community partners, engaging the community at all levels to ensure that programming is culturally and developmentally appropriate, and having tribal and elder oversight. These practices are key to establishing trust and building confidence in research in these communities and ensuring that research can benefit AI/AN people. These studies showcase how strong partnerships can advance health and support the conduct of rigorous science to help pinpoint optimal health solutions by identifying efficacious, culturally grounded intervention strategies. Although the sovereign status of tribes demands this type of partnership, this research serves as a model for all community research that has a goal of improving health.

The rising incidence of suicide-related thoughts and behaviors among international students presents a significant public health challenge and growing concern among college campuses. Current intervention strategies often rely on Western-centric and colonized approaches developed and tested with primarily Western, Educated, Industrialized, Rich and Democratic (WEIRD) samples. Exclusion and historical underrepresentation of ethnoracially minoritized groups in suicide prevention treatment trials create gaps in advancing our science because they often miss the cultural contextualization crucial for effective prevention and intervention in diverse groups from different countries of origin. To address the limitations of these Western-centric strategies, we explored existing prevention recommendations and approaches through the lens of an expanded version of the newly developed Protective Factors Framework, tailored for non-Western cultural perspectives. We propose significant opportunities for enhancing current practices and point to promising future directions. The primary areas for development include: (1) bolstering community empowerment and ownership, (2) refining mechanisms of change to encompass multicultural viewpoints, and (3) focusing on effective implementation and thorough evaluation for ongoing refinement. This methodology not only shows promise for enhancing international student suicide prevention but also offers insights for broader application in suicide prevention among other culturally diverse populations. [ABSTRACT FROM AUTHOR]

Background: Current suicide prevention approaches are not adapted to international student needs, and participatory design is a method that may facilitate the development or adaptation of appropriate programmes for this group. Methods: This qualitative study investigated the experiences of international university students studying in Australia who participated in a co‐consultation process to adapt the LivingWorks safeTALK suicide prevention programme. Eight international students from the co‐consultation workshop completed semi‐structured interviews about their workshop experience. The data were analysed using reflexive thematic analysis. Results: The findings showed that participants found the co‐consultation process empowering and engaging. They also reported that the experience promoted mutual learning and challenged simplistic views of suicide. No students reported experiencing distress. Suggestions for improving participatory design for international students focussed on enhancing participant interaction, supporting quiet voices to be heard and ensuring understanding of mental health and suicide through shared language. Conclusions: This study underscores the value of participatory design in suicide prevention, emphasising its potential to empower international students and facilitate culturally sensitive programme adaptations. Patient or Public Contribution: International students were involved in the co‐consultation process to redevelop the training content and provided a series of recommendations for improving such processes for international students in the future. The two researchers who conducted the interviews and data analysis were former international students. [ABSTRACT FROM AUTHOR]

BACKGROUND: Since returning to in‐person instruction after the emergence of COVID‐19 schools have seen a dramatic increase in the number of students chronically absent, with data indicating a greater increase for low‐income, Black, and Hispanic students. Given the role of school attendance in both promoting positive educational outcomes as well as providing students with physical and mental health supports, it is critical to identify ways to re‐engage families in a manner that is culturally responsive and equitable. CONTRIBUTIONS TO THEORY: Current attendance interventions focus primarily on school‐based academic and behavioral supports for students while excluding the family. Additionally, traditional family engagement models do not address the sociocultural realities of low‐income and/or minoritized families. We present a strengths‐based model of family engagement to support attendance. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Along with our model, we provide concrete supports that schools can provide, including example measurement items. In this way, schools and districts can self‐assess as well as identify action steps to promote positive school‐family partnerships for equitable family engagement. CONCLUSIONS: Without consistent attendance, schools cannot support positive educational outcomes nor provide important safety net services for students. Attendance is a family engagement challenge, which addressing holistically can reduce racial and socioeconomic educational and health disparities. [ABSTRACT FROM AUTHOR]

This study was carried out to examine the confidence of faculty in providing culturally responsive teaching from both a student and faculty perspective within the helping disciplines of counseling and social work. Researchers hypothesized that students and faculty would report higher percentages of confidence in being part of a culturally responsive learning environment. The study was conducted by means of questionnaires to both students and faculty. Data were collected using two types of questionnaires: students (n = 146) were given the Student Measure of Culturally Responsive Teaching (SMCRT) and the faculty (n = 14) were given the Culturally Responsive Teaching (CRT) Scale. Descriptive analyses of frequencies and cross-tabulations were conducted to observe how faculty rated their overall level of confidence to how students perceived the professor's ability to create a culturally responsive environment. Other parametric tests assessed differences within and amongst groups. Only 23.1% (n = 51) of students reported an average score of 80% or higher for having a culturally responsive learning environment with all of the statements, but a majority of the student participants indicated lower than 80% confidence in their professor's culturally responsive behaviors as it relates to their learning environment. In addition, roughly 33% (n = 5) of faculty rated their confidence level in supporting a culturally inclusive learning environment of 80% or higher. The results provide insight into implementing inclusive strategies to ensure that students and faculty are confident in providing more tangible experiences of operating within a culturally responsive learning environment. [ABSTRACT FROM AUTHOR]

The study's goals were to find out how much culturally responsive leadership headmasters are employed and how many professional learning community (PLC) are set up in small schools. It also looked into the relationship between these two variables by using a questionnaire in a quantitative survey design, which was administered to 546 respondents out of 754 that had been distributed. Descriptive statistics were used to study the level of perception of all variables, and inferential statistics used Pearson's correlation coefficient to study the relationship between the variables. The findings of the study showed that school headmasters practiced a culturally responsive leadership style, and teachers also participated a lot in PLC. Teacher participation in PLC had a significant relationship with culturally responsive leadership at the 0.05 significance level. The results of the study also showed that culturally responsive leadership accounts for 48.7% of the variance in teacher participation in PLC. This finding greatly suggests that culturally responsive leadership practices are important in contributing to teachers' practices in PLC, which in turn will improve student learning. [ABSTRACT FROM AUTHOR]

Optimal conceptual theory (OCT) is a holistic model espousing a person's reality is simultaneously spiritual and material, encapsulating biological, social, cognitive, and spiritual elements, conceptualized through an Africana worldview. Although created over 31 years ago, very little literature exists examining OCT as a viable counseling theory with clients. The purpose of this article is to correct that trend and provide a brief case example illustrating how to utilize OCT in a counseling setting. [ABSTRACT FROM AUTHOR]

Though nearly one-fourth of U.S. public school students are of Latinx descent, research regarding these students' evolving needs and the ways in which high school-based helping professionals can work toward addressing them continues to lag. This scoping study bridges that gap by (1) systematically describing Latinx high school students' concerns as reported in the peer-reviewed literature, and (2) mapping out recommendations for school-based helping professionals to support Latinx youth more effectively and intervene on their behalf. Toward this aim, we review peer-reviewed articles published between 2010 and 2021 that include high school-based helping professionals in their sample population and provide implications or recommendations for working with Latinx students. Sixteen articles are identified and analyzed using a template analysis approach. We report their substantive focus, target professional group, and geographic location. Our analysis identifies 14 issues as being challenging and/or concerning for Latinx students and 14 recommendations for high school-based helping professionals to address them. Most recommendations identified are related to the use of culturally responsive practices. Identified concerns and recommendations are discussed in detail to spotlight solutions, future research directions, and practical implications for school-based helping professionals. [ABSTRACT FROM AUTHOR]

Adopting culturally responsive technology-based pedagogies that recognize and accommodate students' diverse learning needs, styles, and experiences is crucial in challenging epistemic justice and improving learning outcomes. The objective was to explore how integrating an understanding of individual students' distinctive traits into developing technology-based pedagogies informed by students' different ways of knowing can increase learning outcomes. In this article, I discuss how adopting culturally responsive technologies in classrooms can redress epistemic injustice and improve learner outcomes by promoting student engagement, hands-on experiential learning, and culturally aware learning. The concept of epistemic justice inspires efforts to enhance learning environments and cultivate a sense of connection and community among students. The cases draw from my experience adopting the intervention and are presented within an analytical framework of culturally responsive technology-based pedagogies in selected hybrid and in-person media production courses.

Abstract Background The World Health Organization stresses the need for tailored COVID-19 models of vaccination to meet the needs of diverse populations and ultimately reach high rates of vaccination. However, little evidence exists on how COVID-19 models of vaccination operated in the novel context of the pandemic, how vulnerable populations, such as refugees, experience COVID-19 vaccination systems in high-income countries, and what lessons may be learned from vaccination efforts with vulnerable populations. To address this gap, this study explored COVID-19 vaccine delivery models available to newcomer refugees and immigrants, and refugee experiences across different COVID-19 vaccine delivery models in Calgary, Canada, and surrounding area in 2021 and 2022, to understand the barriers, strengths, and strategies of models to support access to COVID-19 vaccination for newcomer refugees and immigrants. Methods Researchers conducted structured interviews with Government Assisted Refugees (n = 39), and semi-structured interviews with Privately Sponsored Refugees (n = 6), private refugee sponsors (n = 3), and stakeholders involved in vaccination systems (n = 13) in 2022. Thematic analysis was conducted to draw out themes related to barriers, strengths, and strategies of vaccine delivery models and the intersections with patient experiences. Results Newcomer refugee and immigrant focused vaccination models and strategies were explored. They demonstrated how partnerships between organizations, multi-pronged approaches, and culturally responsive services were crucial to navigate ongoing and emergent factors, such as vaccine hesitancy, mandates, and other determinants of under-vaccination. Many vaccination models presented through interviews were not specific to refugees and included immigrants, temporary residents, ethnocultural community members, and other vulnerable populations in their design. Conclusions Increasing COVID-19 vaccine uptake for newcomer refugees and immigrants, is complex and requires trust, ongoing information provision, and local partnerships to address ongoing and emerging factors. Three key policy implications were drawn. First, findings demonstrated the need for flexible funding to offer outreach, translation, cultural interpretation, and to meet the basic needs of patients prior to engaging in vaccinations. Second, the research showed that embedding culturally responsive strategies within services ensures community needs are met. Finally, collaborating with partners that reflect the diverse needs of communities is crucial for the success of any health efforts serving newcomers.

The lack of diversity in science, technology, engineering, and mathematics (STEM) is a complex problem, and one dimension is the experiences that students from marginalized groups often have in classroom environments. Students cite their struggles to negotiate between their own cultures and STEM’s cultures as a reason for why they do not feel a sense of belonging and identity as a person in STEM. To address these challenges, educators and researchers have proposed various frameworks to transform education. In this article, I re-examine the ISEE Equity & Inclusion (E&I) Theme in comparison to culturally relevant pedagogy and culturally responsive teaching models. While these frameworks have many common elements, including their emphasis on students’ achievements, building on students’ cultural assets, and providing scaffolding for content and practices, they differ in their focus on cultural pride and identities of critical consciousness. Drawing on these differences, I suggest directions for instructors who are familiar with the ISEE E&I Theme on how to make their approach to equity and inclusion more robust.

Given noted racial disparities in mental health and wellbeing, Black and Latine families are often the focus of prevention and intervention efforts. These efforts are traditionally embedded in deficit perspectives about these communities, ignoring their cultural wealth and collective agency. Yet increasing recognition of the interconnected systems and social determinants that lead to racial disparities and negative outcomes among Black and Latine populations requires counselors and other practitioners to broaden their conceptions of prevention and engage in collaboration to develop more effective and comprehensive prevention efforts. In the current paper, we provide an ecologically informed transdisciplinary model of family empowerment, prevention, and wellbeing with Black and Latine families. We apply this model to counseling practice as a potential roadmap for future counseling prevention work with Black and Latine families. [ABSTRACT FROM AUTHOR]

Students who enter middle school may discover few or no opportunities for music participation beyond the Western ensemble paradigm. However, the explorative experiences of elementary general music can continue to thrive in middle school classroom music. In order for middle school classroom music programs to maximize potential, they must be valued and supported equitably, and invite creativity, questioning, and co-learning. In this article, I discuss four guiding principles for a middle school general music curriculum that is culturally responsive, generationally relevant, and student-centered. When teachers adopt these values, middle school classroom music can affirm students' musical and nonmusical identities and pave the way for growth in individuals and the music education, performance, and composition fields at large. [ABSTRACT FROM AUTHOR]

Background: The World Health Organization stresses the need for tailored COVID-19 models of vaccination to meet the needs of diverse populations and ultimately reach high rates of vaccination. However, little evidence exists on how COVID-19 models of vaccination operated in the novel context of the pandemic, how vulnerable populations, such as refugees, experience COVID-19 vaccination systems in high-income countries, and what lessons may be learned from vaccination efforts with vulnerable populations. To address this gap, this study explored COVID-19 vaccine delivery models available to newcomer refugees and immigrants, and refugee experiences across different COVID-19 vaccine delivery models in Calgary, Canada, and surrounding area in 2021 and 2022, to understand the barriers, strengths, and strategies of models to support access to COVID-19 vaccination for newcomer refugees and immigrants. Methods: Researchers conducted structured interviews with Government Assisted Refugees (n = 39), and semi-structured interviews with Privately Sponsored Refugees (n = 6), private refugee sponsors (n = 3), and stakeholders involved in vaccination systems (n = 13) in 2022. Thematic analysis was conducted to draw out themes related to barriers, strengths, and strategies of vaccine delivery models and the intersections with patient experiences. Results: Newcomer refugee and immigrant focused vaccination models and strategies were explored. They demonstrated how partnerships between organizations, multi-pronged approaches, and culturally responsive services were crucial to navigate ongoing and emergent factors, such as vaccine hesitancy, mandates, and other determinants of under-vaccination. Many vaccination models presented through interviews were not specific to refugees and included immigrants, temporary residents, ethnocultural community members, and other vulnerable populations in their design. Conclusions: Increasing COVID-19 vaccine uptake for newcomer refugees and immigrants, is complex and requires trust, ongoing information provision, and local partnerships to address ongoing and emerging factors. Three key policy implications were drawn. First, findings demonstrated the need for flexible funding to offer outreach, translation, cultural interpretation, and to meet the basic needs of patients prior to engaging in vaccinations. Second, the research showed that embedding culturally responsive strategies within services ensures community needs are met. Finally, collaborating with partners that reflect the diverse needs of communities is crucial for the success of any health efforts serving newcomers. [ABSTRACT FROM AUTHOR]

The contemporary educational experiences of Black girls suggest a disconnect between their success and what they must navigate on their road to success. Given Black girls' experiences, schools must implement systemic intervention as a part of multitiered systems of support. Interventions should engage antiracist frameworks that center on the creation of homeplace to promote the radical imagination of Black girls while also working to dismantle oppressive policies and practices in K–12 schools. As such, we propose foundational principles of leading antiracist, culturally responsive groups for Black girls that center homeplace while supporting freedom dreaming. We also provide recommendations for challenging oppressive school policies and practices that negatively impact Black girls. [ABSTRACT FROM AUTHOR]

Meaningful participation of Indigenous youth is embedded in the broader historical context of consultations with Indigenous peoples in Canada that have often reproduced colonial power dynamics. This article describes an Indigenous-driven consultation in Quebec that provided culturally responsive spaces where youth defined priorities. The consultative formats undertaken by four Indigenous organizations involved (a) engaging and representing youth's diverse realities, (b) reappropriation of process, (c) supporting youth voices and identities, and (d) multilevel impacts. Appropriate and inclusive approaches to consultation support meaningful youth participation, sense of identity and belonging, and autonomy. These innovative practices demonstrate how Indigenous youth reclaim marginalized political spaces. [ABSTRACT FROM AUTHOR]