bluuebunny/crossref_metadata_2025_split huggingface dataset:
Identity Negotiation in Multilingual Contexts: A Narrative Inquiry into Experiences of an African Immigrant High School Student
Authors: Kiramba Lydiah , Oloo James 
Published: November 2021

Background/Context Inclusion of African immigrant youth voices in educational and research discourses remains rare despite the steady growth of this population in the United States over the past four decades. Consequently, the multilingual abilities of these youth remain typically unnoticed or ignored in the classroom, and little is specifically known about their histories, cultures, expectations, and achievements. Purpose Using the narrative inquiry approach and the Natural, Institutional, Discursive, Affinity, Learner, and Solidarity (NIDALS) theoretical lens, we explore the lived experiences of one African immigrant high school student in the midwestern United States. Research Design Using narrative inquiry, we qualitatively explored the lived cultural, racial, and ethnic identities and self-images experienced by a Ghanaian-born female high school student, Akosua (pseudonym), as she navigated and resisted identities ascribed to her in the midwestern U.S. Findings The student's narratives speak to issues of culture, identity, and self-image, as well as her literate life in multiple languages and literacy contexts in and out of school. The findings reveal narratives of ascribed identities, racialization, and perceived language hierarchies in the participant's daily life and indicate a need to challenge such narratives about African immigrant students and disrupt the reproduction of linguistic and racial inequality in the school system. Recommendations While school systems do follow state-sanctioned linguistic norms and ideologies, when educators draw on students’ experiences and funds of knowledge as resources already in the room in order to find ways of negotiating and disrupting language hierarchies and the ascribed identities they support, it allows all students, including multilinguals, to have their identity affirmed, even in school systems that have historically marginalized them. This, in turn, supports educational achievement, broadly realized, not only psychologically for all students but also economically and nationally for the country—a critical accomplishment in an era when educational quality in the U.S. is losing ground to foreign achievements.
Justice for All: Realities and Possibilities of Black English Learners in K–12 Schools
Authors: Cooper Ayanna 
Published: November 2021

Background The number of students identified as English learners (ELs) in the U.S. has risen in the last two decades. Approximately 10% of the K–12 student population is identified as ELs. These students are not a monolithic group. They come from diverse ethnic groups, home languages, socioeconomic statuses, backgrounds, and experiences. Ultimately, schools that serve them are to provide equitable access to education. Included in that population are ELs who either become Black upon their arrival in the U.S. or have an additional identity that includes being Black in the U.S. In 2013, the United States Department of Education Office of English Language Acquisition (OELA) and the White House Initiative on Educational Excellence for African Americans (WHIEEAA) listed the top languages spoken by Black ELs as Spanish, French Creole, and French. Additionally, states with the highest concentration of Black ELs include Maine, Vermont, and Mississippi. Purpose This article explores the experiences of Black ELs, whether foreign born or native to the U.S., as they strive to achieve academic language necessary for becoming proficient in English. Recommendations for educators who serve Black ELs will be included since creating and sustaining a shared sense of responsibility for this traditionally marginalized student population is imperative. Conclusions/Recommendations Implications and recommendations for educators of Black English learners include a focus on critical pedagogy, an increase in educator awareness and intentional advocacy.
Who is (Not) Protected by Title IX? A Critical Review of 45 Years of Research
Authors: Meyer Elizabeth J. , Quantz Mary 
Published: November 2021

Background/Context This is the first published systematic literature review with an exclusive focus on Title IX scholarship. This article aims to offer a holistic view of the existing knowledge base in this field presented in peer-reviewed scholarly publications. Purpose This review of the literature identifies key trends in this body of research and highlights strengths, as well as gaps and oversights, that future research should address. Research Design This descriptive literature review systematically collected 169 peer-reviewed articles to identify the conceptual boundaries of the field and the current gaps. Data Collection and Analysis Authors applied Booth, Sutton, and Papaioannou's SALSA approach (Search, AppraisaL, Synthesis, and Analysis) to this systematic review to identify and analyze the 169 articles included in the study. We applied an intersectional feminist lens and Queer of Color critique to the analysis of the included articles. Findings/Results Peer-reviewed scholarly publications on Title IX (169) have generally focused on analyses of legal decisions (93) and studies of athletics (75), with little attention to other aspects of the law. Most studies lacked intersectional analyses of how “sex discrimination” has been understood in K–12 and higher education contexts, which leaves experiences of students of color, transgender students, and LGBQ students missing from most of the scholarship in this field. Conclusions/Recommendations This review of the literature is intended to help scholars interested in issues of sex discrimination and gender equity in educational institutions in the United States have a clear overview of scholarship that already exists related to Title IX in order to ask more focused and critical questions about its impacts and implementation. More research is needed to understand the ways in which educational institutions interpret and apply their responsibilities under this law—particularly through the lenses of intersectional feminism and Queer of Color critique. Contemporary issues, including campus sexual assault, and the negative experiences documented about gay, lesbian, bisexual, and transgender students in schools underline the importance of staying current with Title IX, and the current body of literature indicates scant attention to collecting and analyzing data about this law's application in practice and implications for diverse groups of people.
Disassembling Efforts to Legalize Opting-Out in Arizona: A Case Study of Legislative Politics
Authors: Szolowicz Michael A. 
Published: November 2021

Background/Context Opt-out is a national movement based on local efforts as most notably expressed in New York. While studies have addressed opt-out demographics and local impact, fewer studies address the political activism that extends beyond the act of refusing specific tests to changing standardized testing policy. Purpose/Objective/Research Question/Focus of Study This case study extends understanding of the opt-out phenomenon by examining and disassembling a case of efforts to legalize opting-out of state-mandated testing through a state legislative process. The policy reform efforts are framed and disassembled through the discourse of the New Right and elements of the political spectacle. Setting This study is set in the Arizona State Legislature's 2015 and 2016 sessions. Population/Participants/Subjects This study follows the efforts of state legislative policy actors including state legislators, state department of education officials, the state teacher association, and parent opt-out activists. Research Design This is a qualitative case study examining three bills intending to legalize opting-out introduced across two state legislative sessions. Data Collection and Analysis Data were collected utilizing progressive theoretical sampling to identify key legislative policy actors and collect public statements regarding the pending legislation. Data focused on legislative hearings and floor votes publicly archived on the legislature's website. Text of the bills along with contemporary social and traditional media statements were also collected, as were interviews with two state legislators. Data were analyzed for themes arising from the participants themselves, for elements of the New Right discourse, and for elements of the political spectacle. Findings/Results The generally White and affluent demographics of this case's opt-out movement leadership reflect national patterns. Likewise, the movement leadership focused on themes of local control and privacy rights. This vaguely symbolic language combined with casting big government as enemies suggests a fluency in the spectacle of modern legislative politics. Ultimately, opt-out proponents compromised in favor of a new policy initiative reflecting themes of neoliberalism and neoconservatism, the Menu of Assessments. Conclusions/Recommendations The compromise with the experimental Menu of Assessments policy to gain more local control over tests while keeping the expectation of testing in place suggests a limited victory for democracy. However, the Arizona opt-out movement's legislative efforts might also be understood as tension within the hegemonic New Right coalition.
Racial Capitalism and the Black Student Loan Debt Crisis
Authors: Mustaffa Jalil B. , Dawson Caleb 
Published: November 2021

Background/Context Student loans reflect a larger shift in U.S. society in which people are forced to go into debt for basic needs. Student loan debt in the United States has been recognized as a political economic crisis that disproportionately devastates Black people. Scholars have statistically reported on racialized and gendered stratification in student loan outcomes and several name the racial wealth gap as the main contributing factor to the Black student debt crisis. Yet minimal attention has been dedicated to examining, let alone theorizing, the logics and systemic forces that racialize debt in higher education. Purpose Drawing on a theory of racial capitalism, this article fills analytic and theoretical gaps in the study of the Black student debt crisis by detailing how the crisis has been arranged as well as how it functions to constrain, dispossess, and exploit Black people. Research Design This article offers a corrective history, systematic analysis, and theoretical explanation of the Black student debt crisis. Findings/Results The paper draws on racial capitalism to account for how student loans as a policy has relied on anti-Black racial logics and systemic forces. The authors address how Black educational desires are co-opted, the government configures inclusion according to predatory terms, and the student loan industry forms a debt trap that exploits repayment struggles. While the majority of Black people who enroll in higher education never secure the promise of college as always “worth it,” the arrangement continues to be worthwhile for student loan profiteers. Student loans are perfect for racial capitalism because they answer demands for social access and inclusion (which are already reduced to mean credentialism) and reproduce both the disposability and dispossession of Black people's everyday lives. Conclusions/Recommendations The authors call for the full cancellation of student loan debt. This call forms part of a larger mobilization to abolish the racist logics, processes, and policies that make the Black student debt crisis and Black precarity possible in the first place.
Packaging the Promise: Money, Messaging, and Misalignment
Authors: Kim Debbie H. , Rifelj Kelly Krupa 
Published: November 2021

Background Promise programs are a quickly spreading policy tool in the free college movement. Despite their rapid spread, promise programs remain generally untested and there is even less information about how they are implemented. Research Questions (1) In what ways were The Degree Project's (TDP) theory of change and intents represented in messaging materials to students and to school staff? 1(a) In what ways did these messages shape conditions (or not) for sensemaking? (2) In what ways did these messages support (or not) students and school staff in changing their practice? (2a) What changes in practice did we see (or not) for students and school staff? Intervention TDP, which was implemented in Milwaukee Public Schools between 2011–15, is the nation's first randomized control trial of a promise program. Freshmen in the treatment group were offered $12,000 for college if they met particular requirements (e.g., average 2.5 GPA, 90% attendance). TDP leaned heavily on marketing materials and personalized letters to students, families, and school staff to communicate its requirements and to provide college access tips. Research Design We analyze messaging materials, climate and exit survey data, and student and school staff interviews to understand how TDP's theory of change and intents were packaged into messaging materials and ultimately enacted among target students and staff. Findings TDP implementation was successful to a point. School staff handed out messaging materials; students understood the requirements and demonstrated an increase in motivation and desire to go to college. However, TDP failed to meet its goal of sending more students to college. Expectations for school staff (hand out flyers and speak to students) versus students were misaligned, contributing to a lack of substantive conversation and structures for students to convert their increased motivation to go to college into actionable practices over time. School staff were already stretched thin and, with no added structural support, were unable to interact more meaningfully with students. Conclusion TDP failed to send more students to college because it targeted change at the individual rather than organizational level. Students exhibited change in their motivation to attend college, but this was not met with the support needed to convert this motivation to meaningful action. To achieve their full potential, such programs will have to not only address financial barriers, but also leverage broader structural supports in schools to help channel increased student motivation in more productive directions.
Open Houses from Etic to Emic Perspectives: Casa Aperta in Early-Modern and Nineteenth-Century Italy
Authors: Sarti Raffaella 
Published: November 2021

What did early-modern and nineteenth-century Italians mean when they used the expressions tener casa aperta or aver casa aperta, literally to keep open house and to have an open house? In this article I will try to answer this question, which is far less trivial than one might imagine. Before tackling the topic, a premise is necessary. In some previous works, I used an etic category of ‘open houses’, i.e. a category I elaborated to interpret the implications of the presence, in many households, of domestic staff from different classes, places, races than their masters/employers. Such a presence made those houses open. The border between different peoples and cultures was inside the houses themselves that were places of exchanges, confrontations and clashes. In this article, I will develop a different approach: I will map the emic uses of the ‘open-house’ category, i.e. I will analyse how early-modern and nineteenth-century Italians used the expressions tener casa aperta or aver casa aperta. While some uses had to do with hospitality and sociability, others had legal meanings, referring to citizenship rights and privileges, the status of aristocrats, the differences between foreigners and local people and taxpaying. I will pay particular attention to the latter, also suggesting possible geographical differences and changes over time. This will present an opportunity to delve into the cultural and legal world of early-modern and nineteenth-century Italians, and to unveil the importance of houses for one's status.
A baseline model including quantitative anti-HBc to predict response of peginterferon in HBeAg-positive chronic hepatitis B patients
Authors: Fang Yu-Qing , Xu Xiao-Yan , Hou Feng-Qin , Jia Wei 
Published: November 2021

Background Few models to predict antiviral response of peginterferon were used in hepatitis B e antigen (HBeAg)-positive chronic hepatitis B patients and the prediction efficacy was unsatisfied. Quantitative antibody to hepatitis B core antigen (anti-HBc) is a new predictor of treatment response. We aimed to develop a new model to identify HBeAg-positive Chinese patients who were more likely to respond to peginterferon. Methods Data from 140 peginterferon recipients with HBeAg-positive were applied with generalized additive models and multiple logistic regression analysis to develop a baseline scoring system to predict serological response (SR: HBeAg loss and HBeAg seroconversion 24 weeks post-treatment) and combined response (CR: SR plus serum HBV DNA levels <2000 IU/mL 24 weeks post-treatment). Results Anti-HBc levels, alanine aminotransferase ratio, and HBeAg were retained in the final model. The new model scored from 0 to 3. Among patients with scores of 0, 1, or ≥2, SR was achieved in 6.45% (2/31), 13.21% (7/51), and 55.36% (31/56), respectively, and CR in 3.23% (1/31), 9.43% (5/53), and 25.00% (14/56), respectively. Our model has a higher AUROC for SR comparing to Chan’s (Z = 2.77 > 1.96, p < 0.05) and Lampertico’s (Z = 2.06 > 1.96, p < 0.05) model. The negative predictive value for SR and CR were both 100% in patients with score 0 and hepatitis B surface antigen ≥20,000 IU/mL at week 12. Conclusions Patients with higher scores at baseline were more likely to respond to peginterferon. This new model may predict the treatment response.
Sociodemographic and behavioural risk factors for obesity among community-dwelling older adults in Ghana and Nigeria: A secondary analysis of data from the SIREN study
Authors: Akpa Onoja M. , Okekunle Akinkunmi P. , Sarfo Fred S. , Akinyemi Rufus O. , Akpalu Albert , Wahab Kolawole W. , Komolafe Morenikeji , Obiako Reginald , Owolabi Lukman , Jenkins Carolyn , Abiodun Adeoye , Ogbole Godwin , Fawale Bimbo , Akinyemi Joshua , Agunloye Atinuke , Uvere Ezinne O. , Fakunle Adekunle , Ovbiagele Bruce , Owolabi Mayowa O. ,   on behalf of the SIREN study as part of the H3Africa consortium
Published: November 2021

Objectives To explore the prevalence and risk factors of obesity among older adults from low- and middle-income countries (LMICs). Methods This is a secondary analysis of data obtained from the SIREN study through in-person interviews and measurements from healthy stroke-free older adults (≥60 years). Overweight/obesity was defined as body mass index ≥25 kg/m2. Abdominal obesity was defined as waist-to-hip ratio (WHR) of >0.90 for males and >0.85/females or waist circumference (WC) of >102 cm for males/>88 cm for females. Adjusted odds ratio (aORs) with 95% confidence interval (CIs) of the relationship between obesity and sociodemographic factors were assessed at P  < 0.05. Results Overall, 47.5% of participants were overweight/obese, 76.6% had a larger than recommended WHR, and 54.4% had a larger than recommended WC. Abdominal obesity (WC; aOR: 9.43, CI: 6.99–12.50), being a Nigerian (aOR: 0.55; CI: 0.42–0.72), living in an urban setting (aOR: 1.92; CI: 1.49–2.46 ), earning >$100/month (aOR: 1.53; CI: 1.19–1.96), and having formal education (aOR: 1.42; CI: 1.08–1.87) were associated with overweight/obesity. Conclusion Living in urban settings, earning a higher income, and having a formal education were associated with a higher odds of obesity among older adults from LMICs.
Clinical academic careers for general practice nurses: a qualitative exploration of associated barriers and enablers
Authors: Jones Sarahjane , Bradbury Andrew , Shortland Sue , Hewett Fraser , Storey Karen 
Published: November 2021

Background The delivery of research in healthcare in the UK is dependent on a subgroup of clinicians – clinical academics – who concurrently engage in clinical practice and academic activities. The need to increase access to such roles for general practice nurses has been identified, although the need for a robust career framework remains. Aims This study, with a qualitative interview and focus group design, aimed to explore the concept of clinical academic careers for general practice nurses by identifying barriers and enablers associated with pursuing and performing such roles. Methods General practice nurses ( n = 18) and general practitioners ( n = 5) engaged in either an audio -recorded interview or focus group. Verbatim transcripts were subjected to thematic analysis. Results Four themes were identified: awareness and understanding; career pathway; personal and professional attributes; and organisational factors. Awareness and understanding were generally poor. Participants suggested that the career pathway was unclear, although it was generally assumed that such roles were ‘out of reach’ and require a minimum of Master’s level education. An interest in research and the confidence to perform such duties were reported as the required personal and professional attributes. Organisational factors included the need for employers to understand the value and benefit of general practice nurse clinical academic roles, along with ensuring that the inevitable competing demands of such a role were appropriately managed. Conclusions This study highlights the difficulties faced by general practice nurses wishing to pursue a clinical academic career. Academia is seemingly placed on a pedestal, emphasising the need to embed research training early in nursing education to alter general practice nurse perceptions that clinical academic roles are unobtainable. The development of a robust career pathway for general practice nurse clinical academic roles may have a positive impact on the retention of experienced general practice nurses and attract newly qualified nurses. This research provides evidence as to the need for one.